PG Village 2022

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https://hdl.handle.net/20.500.12264/426

PG Village's 2022 virtual conference was held November 7-11, 2022.

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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.
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.
Building OER into Capstone Courses
(2022-11) Carolyn Stevenson
Community Civic Engagement and the Impact in Purpose Driven Education
(2022-11) Ashley Leininger
Studies have shown that civic engagement within an organization is important to increasing retention, satisfaction, and overall enjoyment (Munck, 2021; Owusu-Agyeman & Fourie-Malherbe, 2021)). When individuals have a vested interest in something, it is more likely to remain an important aspect in their lives. “Through ‘giving back’ students collaboratively engage with different populations in diverse communities thus increasing the students’ wider experience and exposure to issues often larger than their university experience”(Morley, et. al., 2021). Civic engagement in the community is central to providing lifelong learning, development, and satisfaction to those that are involved. This presentation, “Community Civic Engagement and the Impact in Purpose Driven Education” will examine the importance of engaging students in memberships and civic engagement activities within their chosen fields of study and define strategies to introduce these types of community engagement to enhance learning and lifelong experiences. Introducing positive civic and community engagement activities provide real life applications to learning outcomes in courses, promote growth in student success both during their course time and well beyond graduation, and provide opportunities for students and instructors to foster community support and positive relationship building.
Community Engagement and Service Learning at PG: Unbounded Opportunities
(2022-11) Catherine Flynn; Tricia Berry
Participation in public service and engagement creates a strong sense of community and supports students’ long-term career and personal objectives (Early & Lasker, 2018). It also enhances the value of the university to its community and region. Many service learning programs offered in traditional academic settings are curriculum-based, linking coursework to community engagement (Stefaniak, 2020). The Center for Community Engagement and Service Learning at Purdue Global was developed to support participation and recognize the service our fully online students are performing in their communities and classes. This presentation, “Community Engagement and Service Learning at PG: Unbounded Opportunities,” will share how the program spotlights the value placed on service for both students and the university, wherever this occurs. The Achievement of Community Engagement and Service (ACES) recognition will be discussed. ACES awards are reflected in the students’ transcript, providing formal recognition of their volunteer, community efforts.
Compassionate Standards in the Classroom
(2022-11) Lisa Phillips; Susan Wilson; Olivia Steenbergh
Compassionate Standards in the Classroom Over the past century, the technical aspects of grading students have been explored; by asking key questions, several outcomes result, including the consistency of assigning and reporting grades, what grades mean to students and instructors, the reliability and validity of cumulative grades, and the affective meaning attached to grades by students (Anderson, 2018). As educators, it is helpful to “think function” in the classroom, where both positive and negative reinforcement can be utilized to respond to students more effectively (Bailey & Burch, 2009). Balancing classroom order and boundaries, while still accommodating students is the goal. Exhibiting compassion in the classroom can support students. Moving too quickly to alleviate student discomfort supports neither student success nor classroom standards. Reinforcing substandard behavior such as chronically late submissions and procrastination may not be examples of compassionate behavior (Taylor et al., 2018; Jazaieri, 2018).
Creating Effective Student Online Feedback: It Must Engage and Motivate, Not Merely Sit
(2022-11) Errol Sull
Creating and Presenting Effective Student Online Feedback: It Must Engage and Motivate, Not Merely Sit “…is important to the learning process; the art of giving effective online feedback is a critical skill for an educator” (Leibold & Schwarz, 2015, p. 34). Too often, it is discovered students did not read the feedback or if read the feedback is not absorbed, it is not used as a motivator to make students excited about improving their efforts. In addition to reflecting student achievement of the stated learning outcomes this foundational element of teaching should also “… support and motivate student effort and learning” (Brookhart, 2017, p. 2). This presentation will explore current research and the presenter’s proven innovations for instructors to understand the impact of creating and presenting effective feedback, the importance of using feedback for the students’ professional world, and how to create motivating and engaging feedback.
Cultivating trans, non-binary, and gender fluid inclusive classrooms
(2022-11) Kristin Henningsen
Gender identity and expression are central to the way we see ourselves and engage in the world around us (Omercajic and Martino, 2020). This is certainly true of transgender and gender-expansive students. As educators, one of the best ways we can show allyship is to educate ourselves and practice gender-affirming support both in and outside of the classroom (NYU, 2019). This class will introduce basic gender literacy, as well as best practices to set the tone for a more inclusive and supportive classroom. Resources for further education will also be offered.
Diversity in Design! DEI in Practice
(2022-11) Julie Ausbrook; Stephen Velky, Multimedia Designer
To create the “classroom of the future,” we must ensure that our courses and content are inclusive for all students. Student success and retention require a sense of belonging at Purdue Global; students must see themselves as part of the community and within the course content. Studies illustrate that DEI within classroom content positively impacts student outcomes and retention (Baron & McNeal, 2021). Representations of different races, ethnicities, abilities, genders, ages, and sexual identities in course materials correlate to student success and retention (Department of Education, 2016). This presentation will focus on leveraging media and learning activities to incorporate DEI and belonging into the classroom. Providing real-world examples, we will demonstrate how course media can be utilized to better reflect our diverse student population and validate students’ diverse identities.
Education Abroad in a Virtual Environment: Creating Inclusive and Accessible Programs to Increase Global Competency and Classroom Community
(2022-11) Jennifer Teague
Employers rate participation in a culturally immersive experience as a significant factor that can help an applicant stand out from the crowd, and studies show that Education Abroad (EA) participants have higher rates of success. Additionally, intercultural competencies such as cross-cultural communication, fostering inclusive approaches, and recognizing cultural differences are all skills employers rate as critical but often lacking in new graduates. Education Abroad opportunities are often limited for online students due to financial and time constraints, but the introduction of both immersive virtual programming and cost-effective short term travel programs means that many Purdue Global students can now benefit from these experiences. This session will introduce Purdue Global Education Abroad, and participants will learn more about the benefits of and barriers to EA participation for the non-traditional virtual learner. Participants will explore a framework for EA program design to promote equity, inclusion, and belonging and discuss examples of recent PG virtual and travel education abroad experiences.
Embracing Opportunity While Also... Doing Nothing
(2022-11) Katie Daily
In 1947, an article in Better Homes & Gardens explained ways to "laze efficiently" (King). it taught readers to relax competently, laze with purpose, and find helpful products for tricky things such as sitting. In 2019, Jenny Odell's bestselling book shattered records as it taught its readers "How To Do Nothing." For more than 70 years, we've been instructed on how to slow down, and for the highly skilled among us, how to even STOP! "Embracing Opportunities While Also Doing Nothing" is a session that talks about not only slowing down, but doing nothing. This session bridges many of the available tracks of this year's conference: doing nothing is about leadership and organization, it is about student success, it is about research and scholarship, and (unexpectedly) is also about literally doing nothing in certain moments. Odell explains that we live within an Attention Economy that constantly demands our time and energy. This session will help attendees understand emerging trends in research about navigating this Attention Economy and provide a robust Q&A about how
Encouraging Student Success Through the Language of Belonging
(2022-11) Melinda Linscott
Students on our global campus bring a rich diversity of cultures, worldviews, and languages. Within that diversity are the conceptual metaphors that shape how students perceive and respond to their experiences. Lakoff and Johnson (2008) assert that “human thought processes are largely metaphorical” (p. 6) and maintain that the ways we think and act, our very conceptual systems, are “fundamentally metaphorical in nature” (p. 3). These conceptual metaphors are customary in higher education, although we may not always be attuned to them. I assert that by acknowledging and engaging these metaphors in our communications with students, we can demonstrate empathy for their experiences, promote their academic success, and provide a sense of belonging in our global learning community. This session will explore some common metaphors for learning and the academic experience, particularly the concepts of learning as a journey, education as war, understanding as seeing, and ideas as food.
Enhancing the Online Student Experience Through the Use of Video Discussion Boards
(2022-11) Juliet Bradley; Tuwana Evans; Michelle Fischer; DeAnn Simon
The effectiveness of using video discussion boards in online learning environments has been shown through numerous studies. Research has illustrated that video discussion boards increase overall student performance, course satisfaction, and feelings of community and connectedness. Studies have also indicated that faculty members feel an increased ability to provide detail and feedback through videos versus text, and have also noted an increase in student engagement with this type of learning method. This presentation will explore the challenges and benefits of utilizing video discussion boards in online classrooms. Feedback that faculty members and students from Purdue Global have shared about their experiences with video discussion boards will also be presented.
Enhancing the Student Experience: Best Practices for Increasing Engagement in the Classroom and Beyond
(2022) Dawn Duran; Regina Kraus
Human interaction plays a role in student satisfaction in the online environment: students who receive more constructive feedback from – and interaction with – their instructors, and who have more opportunities for discussion with their classmates, report higher levels of satisfaction with their learning experience (Ghaderizefreh and Hoover, 2018). The first half of this presentation will explore one instructor’s best practices for increasing such interaction in the online learning environment, including strategies for weekly outreach and small group interaction during seminars via the use of break-out rooms. In the second half of the presentation, the importance of student involvement and engagement in volunteerism and outside organizations, either directly related or unrelated to their chosen professions, will be shared. Members of a professional organization can take advantage of formal coaching or mentoring relationships with experienced businesspersons and can learn from their useful insights and guidance. (educba.com)
Finding the Right Dataset
(2022) Melissa Scranton; Mary Bruce
Finding datasets for students to analyze is not as easy as it looks! Increasingly, students from all fields of study are being required to analyze data. Although plenty of datasets are available, they’re often a poor fit for the requirements of the assignment (David, 2021; Hillier, 2022). In the development of statistics courses, we searched for data that could be used for discussions and projects. In this presentation, we will share promising datasets for student analysis that were found. The limitations and complexities of using real data will be discussed. We will also examine other options, including creating your own dataset and having every student generate a unique dataset to reduce plagiarism (Desai, 2020).
Gen Z Math!
(2022-11) Melissa Scranton
Generation Z is currently between the ages of 10 and 25 years old (Dimock, 2019). The way they learn math is drastically different from the past. Gen Z is immersed in technology, independent, visually oriented, and adept at multitasking (“Teaching gen Z,” 2019). Recently, materials used to teach math have evolved to meet their needs. Materials no longer consist solely of a physical textbook but are multifaceted virtual platforms “designed to encourage engaging mathematical discussion, supported by tasks, lesson plans, professional learning, and community (Illustrative Math, 2022).” Content is problem-based, where students learn by doing mathematics, spending most of their time solving problems in real-world contexts (“Math curriculum,” n.d.). Educators need to understand the approach to learning math that Gen Z has experienced. Materials, exercises, processes, and procedures from this modern approach to math will be presented. This information will prepare educators on how to connect with this generation.
How Time Management is more than a new App or Life Hack
(2022-11) Mary Laska; Jon Racster
The purpose of this proposal was to focus on time management as a decision-making process that involves planning. It is also important to consider changing societal expectations, career changes, and family dynamics when determining what needs to get done. Time management can be aided by new and existing technology tools. This proposal focuses on awareness, perception and actionable items related to time management. Oyzarzun et al. (2020) demonstrate a disconnect between the perceived helpfulness of LMS tools for time management and their frequency of use many times stemming from lack of knowledge or perceived difficulty in using the tools. To address this disconnect we will highlight some of the LMS tools available in Brightspace as well as other existing productivity resources that may help faculty better manage their time both in and outside of the online classroom. We will also provide insights into the usefulness of the technologies and best practices when employing each tool.
“I Hope My Teacher Likes Me”: What a Purdue Global Faculty Learned as a Purdue Global Student
(2022-11) Stephanie Thompson; Dr. Wanda Person
After reassuring an anxious student, “I’ve been there,” a Liberal Studies faculty member suddenly realized, “no, I haven’t.” Wondering how much the Purdue Global student experience differed from her own prompted her to enroll as a student and complete a Liberal Studies degree, Undercover Boss style. This interview-format presentation will share her takeaways about the classroom experience, realizations about the importance of utilizing Purdue Global resources like the library and Writing Center, and course projects that inspired her to tackle bucket-list goals like creating a quilting studio. The presentation will also review best practices for live seminars and asynchronous discussions (Payne, 2021) and explore the value of having a student-centered pedagogy, which includes empathizing with our students’ struggles and recognizing their achievements (Johnson, 2021). Attendees will find out what she learned through her interactions with faculty, classmates, and support staff and how that experience can improve their own teaching methods.
Immersing Learners in the Course Content: Use of Virtual Reality
(2022-11) Abbey Elliott; Jessica Manning; Leigh Dunning
Immersive learning technology has rapidly advanced in the past years. Due to the changing needs of learners, exploration began on how to provide alternative methods of hands-on skills within Purdue Global nursing programs. The creation of deliberate practice through virtual reality allows the learner time to master concepts in the course (Gonzalez & Kardong-Edgren, 2017). In addition, virtual reality provides a viable solution to meet learner needs by providing anytime, anywhere access despite time or geographic location. It allows learners to engage in shared curricula, apply their knowledge, and learn from their mistakes. VR transforms the delivery of education by immersing the learners in the course content. The use of VR in the classroom will become mainstream (Pottle, 2019). This session will share a process that can be used for development and implementation of virtual reality in any curriculum to promote learner success.

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