GEC 2021

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http://hdl.handle.net/20.500.12264/346

The General Education Conference 2021's theme was General Education Transformed: A Renaissance of Equity, Achievement, and Diversity.

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Now showing 1 - 7 of 7

The Intrinsic Value of Knowledge
(21-04-29) Crozat, Elliott R.
In this presentation, I articulate a distinction between intrinsic value and instrumental value. I support the distinction by discussing the example of knowledge. I contend that knowledge is an intrinsic rather than an instrumental value, although knowledge has utility. I close by addressing the relevance of this topic in the Purdue Global classroom.
Dealing with Difficult Topics in a Writing Course: Inclusion, Sensitivity, and Communication
(2021-04-27) Lee, Beth
How do we encourage our students to explore their ideas and voice while at the same time maintain control in the classroom to constructively deal with potentially controversial, triggering, or polarizing topics? In Composition courses here at Purdue Global University, we help develop our students’ self-efficacy and self-determination by fostering their writing confidence. This includes encouraging them to develop their own writing voice and ideas which are vital in any course taught here at Purdue Global. Conversely, difficult topics can cause uncomfortable situations within a writing course when students utilize and develop controversial topic choices as a part of their writing projects. In this presentation, we will discuss writing confidence (especially with CM107 which is considered a gateway writing course), situations of controversial or triggering writing topics, assistance for students who desire to develop topics that are potentially difficult or polarizing, and strategies to empower the student writing voice while maintaining a healthy and positive as well as inclusive classroom environment. What is important is to remind our students that we learn together and listen to each other instead of jumping to argument or debate (CRLT, 2020). College Composition I (CM107) creates a learning environment that is inclusive, diverse, as well as provides a safe environment to ensure everyone’s equal equity. The strategies shared here can be replicated in any classroom here at Purdue Global to encourage positive student engagement and learning. Specific topics include: establishing boundaries and ground rules, professional communication, research thresholds, avoiding polarization and alienation, and effective communication strategies for a positive encouraging classroom environment.
Three Years of ExcelTrack: What Have We Learned?
(2021-04) Kieffer, Susan; Mahlan, Elaina
For three years (January, 2018 to December, 2020), the RN-to-BSN program has collected data on ExcelTrack (modularized curriculum) students using an instrument titled the “ET Student Tracker.” This tool details each student’s progress from when they began the program until its completion. Faculty members accessed the tracker during the terms and recorded each time a student passed a competency assessment (CA) and how many times the student attempted the CA before passing. Our data shows that approximately 250 students have completed the RN-to-BSN program during this three-year timeframe. Their speed to completion varies – three students have completed the program in one term, and several have used the entire three years to complete. We have found that ExcelTrack offers flexibility to students that would not otherwise be available. Our students are registered nurses, working adults who have difficulty at times being held to a predetermined timeline that is found in traditional 10-week courses. Therefore, we have found that ET offers an option to those who would otherwise be excluded from higher education.
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.
Creating Allyship to Embrace Diversity and Combat Unconscious Bias: The Asian American Pacific Islander Representation Example for the Importance of Diversity and Inclusion in Higher Education
(2021-04-28) Lee, Beth
What can we as a university do to create an inclusive environment that represents our increasingly diverse population? How can we become Allies to create a more inclusive community? Asian Americans have been often dubbed the “Model Minority” which has created separatism and even animosity between several minority communities due to this assumption. This assumption is then damaging to the overall goal to make a more inclusive diverse community together. We will explore topics such as the Model Minority Myth, Allyship, and systematic and structural bias. This presentation will look at Asian Pacific Islander Americans as a representation that we will connect to other diversity concepts as a means to educate and embrace the increased diversification of our university. In order to understand the dilemma, we will explore issues with diversity for Asian Pacific Islanders as a representative, though not an exhaustive example, for the importance of diversity and inclusion in higher education as a whole. We will explore topics of structural and systematic racism such as the Chinese Exclusion Act of 1882 to the Internment Camps in the West during World War II to recent blame of COVID-19 on Chinese people and even creating policy to that effect with COVID-19 called “China Virus” on a U.S. Government document (National Geographic, 2020). Purdue Global University’s student body is increasingly diverse as well with 60% of students over the age of 30 and 50% of students attending as one of the first in their family generation (Purdue Global Fast Facts, 2021). Purdue Global continues to diversify which mirrors the continued diversification of college students in the U.S. with enrollment in postsecondary education increasing from 35% to 41% between 2000 to 2016 and with the numbers in all ethnic/racial groups increasing as well (U.S. Census, 2016). In addition, as of 2018, there are 1.4 million Asian American university students attending higher education institutions ( US Census, 2018). Specific topics will include diaspora, representation, unconscious bias, allyship, awareness, inclusion and equity, racism, and the glass ceiling. We will open the discussion up for participants to share and suggest additional opportunities for students, faculty, and staff to create a more responsive inclusive campus here at Purdue Global University. Purdue Global Fast Facts. (2020, December). Retrieved January 27, 2021, from https://www.purdueglobal.edu/about/fast-facts/ Bureau, U. (2019, June 04). More Than 76 Million Students Enrolled in U.S. Schools. Retrieved January 27, 2021, from https://www.census.gov/newsroom/press-releases/2018/school-enrollment.html University, P. (2020). Diversity and Inclusion: Campus Population Overview. Retrieved January 27, 2021, from https://www.purdue.edu/diversity-inclusion/about-us/stats.html Strochlic, N. (2020, September 02). America's long history of scapegoating its Asian citizens. Retrieved January 31, 2021, from https://www.nationalgeographic.com/history/2020/09/asian-american-racism-covid/
Slow to Act: Reacting vs. Critical Thinking
(2021-04-28) Shaffer, Russell
In composition courses students often rely on their reactions to controversies to guide their arguments. Reactions often have some validity, and generally students can find sources to support them. However, by encouraging students to argue for an opinion they disagree with, we create opportunities for them to move beyond reaction and develop critical thinking skills. This presentation draws from three sources to explore how students can develop and strengthen their critical thinking skills by slowing down their reactions, and employing research and rhetorical strategies. First, Charles Kivunja’s (2015) definition of critical thinking lays the foundation for the outcome: “Critical thinking is the cognitive process that creates the ability to interpret, analyze and evaluate information, arguments or experiences with a set of reflective attitudes, skills and abilities to guide our thoughts, beliefs and actions.” Second, Dimitris Pnevmatikos’s (2019) interpretation lays a values-driven aspect to students’ experiences with research: “[Students] can make decisions on controversial issues exercising their argumentation skills, reasoning, critical thinking and decision-making to solve real problems with ethical and moral facets.” Third, my own experience uses a pedagogical approach that asks students to argue for an idea they disagree with—a process that incorporates writing essays to ground students in understanding a topic, challenging preconceived ideas by opening them to alternate perspectives, and reconciling these various viewpoints when stating their argumentative claim. This reconciliation embodies critical thinking. As they write about and harmonize differing views, they learn to reevaluate their original reactions, which, when looked at through a lens of values or morals, engages them in analyzing and reflecting on alternate perspectives to support their theses.
Culturally-relevant teaching online
(2021-04-27) Beckett, Kelvin
Culturally-relevant teaching (CRT) is all about community building, but the original conception was based on research done in elementary classrooms in schools serving low income, predominantly African American communities. CRT has to be reimagined for a national university’s online discussion boards which recognize, not just income and racial/ethnic diversity, but also gender, sexual orientation, disability/ability, language, immigration, and religious diversities.I serve on the SBS Diversity and Inclusion Action Committee and teach ED533 and HE540, our diversity courses. In ED533, we introduce ourselves with 10 words that complete the sentence, “I am…” Students typically identify their ethnicity and income level, but other words are often more important to them. In responding to each other we act as allies, helping to strengthen the communities we identify with. I ally myself with students to strengthen their communities, but I also ask students to ally with me to strengthen my community: education. I ask them to act as scholars and teachers to help strengthen the role of education in society.

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