University Conferences & Events

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http://hdl.handle.net/20.500.12264/149

Purdue Global schools, colleges, and other groups host a number of online conferences and events. Some of the conferences are for university faculty and staff only, or with limited external availability. This section collects and makes publicly accessible the abstracts, proceedings, and other presentation materials from Purdue Global conferences and events.

For more information about conferences and events, visit Conferences & Events on PG Connect.

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Now showing 1 - 20 of 210

9 & ½ Ways to Humanize your Teaching in an Online Environment
(2020-11-11) Gough, Mimi; Walton, Glenn
There is no denying that online learning is expanding to levels never before seen nor anticipated, but that doesn’t mean every instructor is prepared to teach nor every student ready to learn. According to a survey completed by Educause (2017) only 9% of academics prefer to be online instructors, while 91% don’t. This is an alarming statistic which means that the overwhelming majority of faculty who are now expected to use online delivery as their main platform are missing opportunities to engage and motivate students to become successful learners. Instructors must be ready to take the lead in humanizing the classroom experience and design multiple approaches for personalizing their interaction with their students to create a rewarding experience for all. In this presentation, Professors Walton and Gough will share 9 ½ ways they are engaging students in their classes.
A Small Bite at a Time: Using Microlearning to Teach Inclusive Writing Across Disciplines
(2022-11) Teresa Marie Kelly; Michelle Bianco; Lisa Teitler; Galia Fussell
Student writers master the use of inclusive language – one of the cornerstones of both Writing Across the Curriculum (WAC) and diversity, equity and inclusion (DEI) – more efficiently when they encounter them in General Education courses and courses central to their program of study (Cook-Sather, Des-Ogugua, and Bahti, 2018). However, teaching inclusive language presents challenges due to both student resistance and faculty’s limited experience teaching writing and/or inclusive teaching concepts (Brock, Sanchez, and Sharpe, 2020). Pre-set course content and curriculum exacerbates this situation. One tool for exploring discipline-specific linguistic changes leverages microlearning in seminar. This session examines basic principles of microlearning, demonstrate how to create and share inclusive learning microlearning materials, and explores existing resources from PG’s Writing Across the Curriculum Faculty Website. Participants will be invited to share examples of recent changes to the language used in their field of study as a starting point for developing micro-learning materials.
The AAA Model in the Online Classroom Bringing the Student into A Model for Promoting Critical Thinking in the Asynchronous Online Discussion Boards
(2020-02-12) Poole, Julee; Wilson, Susan
A goal of the asynchronous online discussion forum is to promote critical analysis of course concepts and materials and advance that analysis through student interactions with the instructor, and with each other. There is also evidence that ‘lively’ asynchronous discussions contribute to the perceived positive experience of the online learner (Yukselturk, 2010). The AAA Model, (Acknowledge, Add, Ask) developed by Dr. Julee Poole, provides course facilitators with a systematic approach to support this goal when responding to students throughout the discussion. The AAA model, used by Purdue Global Graduate Psychology faculty focuses on a three-pronged instructor discussion response that includes acknowledging the student’s contribution, adding clarifications and new information, then asking a question to encourage student follow up It is also important that students learn to “advance the discussion” by building on each other’s contributions. This presentation will demonstrate the potential for dynamic development in discussion forums when students are taught to use the AAA model in their own peer interactions. Data will be presented to demonstrate the successful use of this model across a number of courses. Participants will learn how they can teach and empower students to employ the AAA model as they respond to each other in the discussion forums. The model can be applied to provide students with guidelines for creating discussion forum responses that move well beyond simple acknowledgment and agreement, creating opportunities for deeper analysis, enhanced learning, and a more interactive and enjoyable course experience. Using the AAA model, both instructors and peers will acknowledge and indicate support of the students work, provide clarification if needed, add new information that will enhance the student’s knowledge and learning experience, and ask thought-provoking questions that will lead to a participatory culture (Jenkins, 2007) of continuous development of critical analysis.
Activism in the Science Classroom: Where to Draw the Line?
(2020-11-11) Smith, Amy; Furr, Annissa
Science classes are inherently filled with topics that draw skepticism and spark debate. For example, many science classes cover environmentalism, climate change, stem cells, genetic testing, evolution, and the role of vaccinations in human health. These topics can foster student engagement and learning by relating science to real life, but attitudes towards these topics are variable and often fueled by non- scientific outlets such as social media. Additionally, our students at Purdue Global come from diverse backgrounds and have a broad range of experiences and beliefs that impact how they feel about these topics. Creating a safe and non-adversarial learning environment with the broad range of students is a challenge, and this presentation will focus on how to present these and other controversial topics with fairness and accuracy while engaging students. We will reflect on how we have had success in balancing activism and variable attitudes among students and faculty to create an open environment where science learners thrive.
Any questions? Probably …: Strategies for improving student-centered learning in virtual seminars.
(2022-11) Johnathan Racster
Ralph (1999) demonstrates that both novice and established teachers rate the importance of asking questions as very high (4.6-4.8 out of 5). However, the same teachers did not demonstrate similar levels of care in the practice of asking questions (Ibid.). Further, in virtual seminars we are pressed for time and students are dealing with increased cognitive load (Nunneley, et al., 2021). This presentation provides simple strategies to improve our interrogatory practices in virtual seminars to shift the classroom to a more student-centered learning environment. Strategies include deliberate, targeted questions at the onset of seminar (Nunneley, et al., 2021), using Bloom’s Taxonomy (Anderson & Krathwohl, 2001) to create questions that match levels of educational outcomes, and more. We can also help students learn to ask better questions themselves, improving engagement and outcomes (Jacobs & Renandya, 2021).
Applied Curriculum Influences Positive Student Satisfaction
(2022-11) Dr. Ronda Mariani; Dr. Thomas Tanner
Technology has changed marketing significantly, impacting the needed qualifications for students entering the industry (Laveriea et al., 2020). Universities continue to seek valuable forms of instruction that provide students will real-world skillsets that link to industry expectations. One method is to embed industry professional certifications and tools into the curriculum. Research from multiple disciplines has already demonstrated a positive correlation between course content developed around industry needs and significant knowledge transfer to post-graduate opportunities and employment. (Niman & Chagnon, 2021; Ranta et al., 2020; Zanville et al., 2017; Swanson & Tomkovick (2012). This study investigates the influence of incorporating digital marketing certifications and industry tools into the marketing curriculum. A pilot study was conducted to learn whether this additional application to learning created student satisfaction and the development of confidence leading to professional self-efficacy. It also provides a simple pedagogical framework to consider that will assist faculty in determining useful strategies for implementation that can be used in multiple disciplines.
Appreciation: Are Students Entitled to It?
(2020-11-09) Szwydek, Nancy
Chapman and White (2019) identify that employees who are appreciated tend to be more engaged and motivated and are ultimately happier and more productive. This, in turn, maximizes success and results in a lower employee turnover rate within an organization. An effective leader must be aware of methods with which to demonstrate appreciation. Educators, as leaders, often recognize students for exemplary work or concerted efforts. In this session, “Appreciation: Are Students Entitled to It?”, Chapman and White’s Five Languages of Appreciation in the workplace will be explored. Paralleling a positive and engaging culture within the work environment (Gunsalus, et.al, 2018), educators will consider the role appreciation plays in student retention, motivation, and engagement by differentiating between recognition and appreciation, exploring various languages of appreciation, and engaging in activities to develop ideas and methods with which to incorporate appreciation.
Assisting Students, Faculty and Staff with APA 7th and Hawkes – A Case Study in Effective Change Management
(2020-11-13) Thompson, Stephanie; Green, Barbara; Vice, Josef; Kelly, Teresa Marie
Educating students for the future requires preparing them for ever-present and increasing change. Since higher education faculty and staff encourage our students to develop habits to be successful, change can disrupt hard-earned confidence and time-saving strategies. The on-going University-wide transition to APA 7th edition and the Composition Department’s adoption of the Hawkes Learning platform in CM 107 both present case studies in effective change management. This session examines both transitions and their associated processes and resources as well as how they support Klempin and Karp’s (2018) assertion that effective change requires altering how things are accomplished, not just policy, and Kezar’s (2014) conclusion that functional and lasting change requires multi-level, interdisciplinary collaboration rather than top-down edicts. Finally, the session explores the roles of Academic Leadership, Course Leads, and Faculty from the Department of Composition and WAC play in effectively managing the transitions.
Asynchronous Video Feedback: Making a Case for Utilization
(2021-04-20) Gorbach, Kirk
Adapting to online learning platforms was all but essential for many colleges and universities as a result of the COVID-19 pandemic. As traditional, in-person methods of feedback delivery required change, focus was placed on not only the various modalities through which feedback could be provided, but also on the various platforms that support feedback delivery. Even historically online education programs were likely to notice the emergence of video meeting and communication technology during this pandemic. Results of a literature review on the theme of asynchronous video feedback, its utility across student performance and engagement, as well as the instructor experience when utilizing this method of feedback will be shared in this presentation. Access to more efficient, user-friendly platforms for asynchronous video feedback delivery in an online learning environment can increase the effectiveness of student feedback.
B.A.S.I.C.S. - Self-Care for the Online Professor
(2020-11-10) Matthews, Tara
Prioritizing self-care requires intentionality, purpose, and creativity. Self-care is not just avoiding burnout or job dissatisfaction, it is the proactive engagement in one's professional and personal health. Working in the online environment creates challenges and blurs the lines between work hours and off hours. Unfortunately, it is common for online professors to eliminate or neglect self-care. This can lead to poor performance, job dissatisfaction, and negatively impact the student experience. This is especially challenging during this pandemic due to added responsibilities and limited "escape". A healthy, balanced self care routine can lead to productivity, efficiency, and more positive student interactions. Through storytelling, audience participation, collaboration, and take away activities, the participants will learn the B.A.S.I.C.S. of Self-Care with a plan to implement and prioritize self-care practices into their lives.
A Behavior Analytic Perspective on Creating a Trauma Informed Post-Secondary Online Classroom Environment
(2020-11-13) Wilson, Susan
Trauma is defined by SAMSHA (2014, p.7) as “an event, series of events, or set of circumstances that is experienced by an individual as physically or emotionally harmful or life threatening and that has lasting adverse effects on the individual’s functioning and mental, physical, social, emotional, or spiritual well-being.” With the COVID-19 pandemic, students are faced with unprecedented challenges that could certainly meet the definition of trauma. Add any personal history of trauma and the situation becomes more complex. There is a growing body of evidence that exposure to trauma interferes with effective classroom learning (Davidson & Education Northwest, 2017; Lang, 2015). This presentation will operationalize trauma from an Applied Behavior Analytic point of view (Follette, Iverson, & Ford, 2009), review overt classroom behaviors that may be trauma related, and present an approach of compassion and ‘universal precautions’ to create a trauma informed environment in the online college classroom (Hoch, Stewart, Webb & Wyandt -Herbert, 2015).
Benefits and Challenges of Student-Led Organizations - An Important Student Support System
(2020-04-29) Laman, Carol; Bass, Christina
Studies indicate that engagement is a key component to student success. This engagement in the online community can occur when students build relationships with each other (Lohr & Haley, 2018; Oliphante & Branch-Mueller, 2016). Enhancing the social culture of an online learning environment encourages students to continue with their e- learning and complete their education (Bawa, 2016). Opportunities for engagement must be inclusive and diverse in order to encourage all students to reach their highest potential. A university’s awareness of the diverse populations of its students is essential to focus programs and other interventions to truly meet students’ needs. These populations can include students’ identity (for example, ethnicity, gender, sexual orientation, ability, nationality) as well as their alignment with the university (for example, class major) (Komives, 2019). Student-led organizations allow students to plan the agendas, be active in their learning and continue learning outside of the classroom (Wright, 2019). Active participation in these organizations can help students build leadership skills. Leaders of a student-led club motivate group members, keep members interested, plan and coordinate (Oden, 2016). In this presentation, the benefits of student-led organizations will be discussed and the connection to student success will be explored. Participants will leave with strategies to encourage students to join one of the student-led organizations offered at the university and how to help strengthen these organizations.
Best Practices in Promoting and Using the Virtual Office (or, Getting the Most from The Virtual Office)
(2021-09-03) Self, Stanley
The Virtual Office offers significant potential for interaction between students and instructors; however, many courses do not provide an incentive to use the Virtual Office for student-to-student interaction or instructor-student interaction.
Beyond Text: Video Presence with Express Kaltura
(2020-04-29) Hohensee, Peg; Meymaris, Kirsten
It has long been observed and reported regarding the feelings of isolation and lack of community in online education. The Community of Inquiry (CoI) originally developed by Garrison, et al (2000), identified three equally-weighted, major tenets to a successful online education: teaching presence, cognitive presence, and social presence. An adjustment to this framework, shared in 2016 by Armellini and De Stefani, suggested that social presence holds the more prominent role and that it is not only ”central to higher-order thinking in the 21st century” but also “a major lever for engagement”. Video technology can play a significant role in bringing the research on social presence into practice. Individualized short video communications between the instructor and student have the opportunity to promote better emotional engagement and a higher level of personal connectivity. Michelle Pacansky-Brock’s (2019) called on educators to go beyond “names on a screen” and provide students with “a welcoming environment that is rich with your warm human presence”. The challenge has been set forth, backed by research, to go beyond simple text and connect with our students through video. This presentation will share several places within the online course whereby individualized videos can enhance the social presence.
Bridging the Gap: Tools to Increase Effectiveness and Avoid Faculty Burnout
(2020-04-29) Torres-Roman, Julie; Williams, Nikki
Online learning presents the “dream” job for faculty or ideal academic opportunity for students. However, distance education presents a unique set of challenges for both faculty and students. This presentation will provide an overview of some of the challenges in distance education and will provide practical solutions to overcome these challenges. Topics include understanding the role of the online educator, acknowledging the importance of instructor presence and feedback, and identifying the signs of isolation or burnout in both students and faculty. In addition, participants will provide practical tools that will help to manage the online classroom, techniques for self-care and opportunities for professional and personal development.
Building Long Term Student Success Using The Power Active Motivational Approach
(2020-11-12) Campbell, William
A linked process to discussion and presentation in seminar can make the difference between student engagement, satisfaction, and ultimate retention. A power active motivational approach to learning helps to link the whole process of discussion and seminar as one. Evidence shows that when a learner can recognize their personal impact in a real vision of success, they will seek to facilitate a positive outcome. The power active motivational approach increases student satisfaction to a crescendo. The use of this new platform approach has been used to change governments, classrooms, and academies all around the world. When a performer can recognize how their strengths and specific talents help them to overcome existing deficits, they are able to overcome those deficits by using the new motivational platform methodology. The new motivational approach will show the participant how to meld discussion, seminar, and current research into a continuing desire for the lifelong learning process. Research shows that the performer will seek continuous engagement with colleagues in an inclusive collaborative classroom network learning process. This ultimately results in higher retention rates.
Building OER into Capstone Courses
(2022-11) Carolyn Stevenson
Building Your Network: Increasing Learning and Career Development Opportunities
(2019-11-05) Gray, John
Join us as we explore ways that online courses can increase student learning and career development opportunities. One strength of having students in a class from many locations is that diversity of background, geography and experiences exist among almost all students. We often learn most from those who are least like us. Diversity of perspectives is seen on the discussion board and in seminars. When in an online program, there are many opportunities to interact with those in many geographic areas. An opportunity is provided to build a network far beyond any student's local area. Having a global network is useful as more and more people work online and in different locations.
Busting Brightspace and Exchanging With Educators: Fostering Student Success Through Faculty-Led Development
(2019-11-06) Kelly, Teresa; Green, Barbara; Johnson, William "Ashley"
Researchers such as Kane, et. al (2016) have concluded that developing instructor effectiveness and engagement directly impacts student learning and success. Purdue Global shows a unique commitment to faculty training and support that tackles what McKee & Tewv (2013) call the complicated but necessary discussion about faculty development in higher education. By fostering a culture of development throughout the University from its Center for Teaching and Learning through school, program, and department level offerings. PG also addresses an issue that Herman (2012) examines; diverse needs and experiences mean that faculty development and support needs innovative and personalized approaches. This session will examine how the Composition Department employs two ongoing series of faculty led sessions - Brightspace Busting and Educator's Exchanges - to foster continuous development specifically tailored to the needs of its faculty. It will explore how the sessions are organized, the topics they cover, and their impact on teaching and learning.
Can Non-Gender Based Curriculum Lead to Grades Without Gender Differences?
(2020-04-28) Boylan, Daniel
The manner and curriculum of a course are important in engaging and developing students. While higher education works towards diversity and inclusivity, few studies examine how curriculum structure may impact learning on college students. This research used a large Midwestern teaching university with a predominately American student population that is demographically close to the U. S. population. The sample size was 4,426 (1,801 males and 2,685 females) students over five semesters. This research focused on the impact of the removal of gender-related content from a personal finance curriculum on learning. Comparisons of males‚Äô and females‚Äô grades were made using data prior to the curriculum change and post change. Data collection included each student‚Äôs exam scores by course topic and course grades analyzed by gender. The study failed to detect a difference in the grades of males and females. The research finds that removing gender from a personal finance curriculum will not only lead to grades without gender difference but will increase overall grades.

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