PG Village 2021

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http://hdl.handle.net/20.500.12264/364

PG Village's 2021 virtual conference was held November 8-12, 2021.

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Relationships for a Successful Future
(2021) Martz, Ken
Relationships are central to engagement, retention, and success across a range of settings. This session considers the importance of relationships as well as principles to help establish effective relationships. This is particularly important in the context of the global village where communications are often not in person. Examples of relationship aspects include the role of ourselves, others, emotions, and consistency. Applications will consider impacts for employment, teaching, and other relationship success.
Leadership for a Successful Future
(2021) Martz, Ken
Leadership is directly related to the success of a business. In the context of higher education, this translates to effective learning, student success, and a high quality workforce of the future. This session considers the importance of leadership as well as principles to help establish effective organizational structure. This is particularly important in the context of the global village where relationship are often spread across diverse geographic regions, with diverse cultural impacts. Examples of leadership aspects include the role of leadership style, organizational structure, and consistency. Discussion will consider impacts across organizational engagement, retention, and promotion across the system.
Enhancing Student Learning: Applying Multimedia Principles to Videos
(2021) Kotsiovos, Jean; Bergamo, Rhonda
"Learning is best achieved when students are engaged in the course (Clark & Mayer, 2016). Faculty can enhance student learning and engagement with the use of multimedia (Clark & Mayer, 2016; Mayer, 2017). Videos can also increase student participation (Almuslamani, Nassar, & Mahdi, 2020). Courses should contain adequate practice activities to achieve the learning objectives in the course (Clark & Mayer, 2016). Practice activities should include effective feedback (Clark & Mayer, 2016; Mayer, 2017). Faculty can create videos that contain engaging practice activities along with feedback. In this presentation, we will discuss Richard Mayer’s 12 multimedia principles of learning (Mayer, 2017). We will demonstrate how to create engaging videos that will enhance student engagement and learning using the Kaltura video tool in Brightspace. We will also include best practices and tips for creating effective multimedia presentations. "
Title: “Let The Kids Play...By Our Rules:” Tim Anderson, “Cool Pose,” and The Vilification of Black Masculinity in Major League Baseball
(2021) Regan, Barry
Abstract: On April 19, 2019 Chicago White Sox shortstop Tim Anderson was suspended for one game for engaging in an emphatic “bat flip” celebration that turned into a heated argument with Kansas City Royals’ pitcher Brad Keller. In announcing Anderson’s suspension, Major League Baseball (MLB) argued that Anderson (who is Black-American) called Keller (who is White-American) the “N-word” during the argument. Reactions to MLB’s decision ranged from moderate support to intense anger. In modern day professional sports, “black defiance” is routinely criticized and policed by both fans and the league’s commissioner (Cunningham, 2019). This presentation will situate the suspension of Tim Anderson within the context of scholarly research on the disproportionate punishment of Black athletes from White league commissioners (Cramer, 2019). The presenter will argue that MLB must change its perceptions of Black Masculinity to illustrate a commitment to recent efforts to encourage greater participation in baseball from Black-Americans.
A Master’s Degree in IT: Going Beyond Technical Skills
(2021) Scranton, Jeffrey; Scranton, Melissa
I attended Purdue University Global on a Gift of Knowledge scholarship, graduating in June 2021 with a master’s degree in Information Technology and a concentration in Business Intelligence and Analytics. I have been a Systems Analyst for a large electric cooperative for seventeen years, programming in several different languages and serving as webmaster. In this presentation, I will discuss the benefits of this degree program that go beyond the technical knowledge learned, including how to conduct research, professional writing, effective communication, how to give powerful presentations, and collaboration on team projects (Ravisankar, 2020). Many people only see the technical side of IT, but the skills that go beyond this are just as important in helping me achieve my career goals with my employer. In addition, learning about and applying the project development life cycle has given me the skills to manage large projects on my own (Schiff, 2017).
From MTV to Tik-Tok: Assessing Generational Differences to Increase Student Engagement
(2021) Teague, Jennifer
"From MTV to Tik-Tok: Assessing Generational Differences to Increase Student Engagement As significant age-related demographic shifts occur, there are many gaps in the literature regarding the impact of generational differences in the adult learner's classroom. As the number of Millennials and Generation Z student enrollments increase, there is a growing need to assess if there have been accompanying shifts in how students interact with their curriculum, their classmates, and their instructor. While students of all ages share many of the same traditional learning preferences, there have been some changes in the way younger generations operate in the classroom in terms of functions such as textbook reading, interpreting assignment instructions, and receiving constructive feedback. All of these generational preferences can create both challenges and opportunities in the traditional classroom environment, where long textbook chapters, rigid grading rubrics, and critical assignment feedback can sometimes result in learner-instructor conflict. This session will introduce generational differences in the typical classroom setting as well provide recommendations for teaching and content delivery methods to better meet the needs of learners of all generations."
Establishing Teacher Presence in Fun, Exciting Ways Ways
(2021) Gellens, Suzanne; Wachtel, Lois
This workshop will examine the communication between the professor and student. The professor will promote learning and build relationships to motivate students and encourage participation in an interactive way. The presenters will present a large variety of resourceful ways to engage students in the course material. Student performance can be enhanced using icebreakers, polls, games, and virtual field trips. The focus is to break the monotony of reading, posting, answering questions, and tests, varying the presentation of information to keep the students alert, interested, and focused on the topics. Attendees will get to practice some of these fun activities.
Enlightening, Empowering Conversations about Plagiarism: Turning a Frown Upside Down for Faculty and Students
(2021) Green, Barbara; Sull, Errol Craig
When most students think of the word “plagiarism,” negative emotions such as fear, confusion, and or frustration tend to come to mind. This is no different for faculty. For both faculty and students, plagiarism can elicit negativity-tinged repetitive and cyclical behaviors. The questions become: What can faculty do to demystify plagiarism for students and change knee-jerk reactions (for both faculty and students) where plagiarism is concerned? What can faculty learn from students to assist in learning why and how not to plagiarize? What best practices strategies can faculty employ to dissuade plagiarism? This session seeks to address how faculty can start an engaging, positivity-infused conversation about plagiarism (both conventional and unconventional examples found in the classroom), address how source use is viewed in other cultures, and how faculty can reach out to students in a proactive, non-threatening manner should plagiarism happen in the classroom.
The Ever Changing Battled Against Academic Dishonesty
(2021) White, David; Early, Kristin
"In the world before the Internet, academic dishonesty, aka cheating, on written assignments was primarily confined to plagiarism, maybe getting a paper from a fellow student and using parts of it as the writer’s own work. Jump ahead to today and the landscape of academic dishonesty has changed markedly. Internet usage among adults aged 18-49 increased nearly 100% between 2000 and 2015 (Perrin & Duggan, 2015). According to Bernardi et al. (2004) two-thirds of students who took a survey admitted to cheating. The purpose of this presentation is to discuss the ever-evolving techniques used to engage in academic dishonesty and faculty’s responsibilities for detecting them and conveying the harm and consequences that result when they occur. Academic integrity is advanced through a holistic, university-wide commitment to consistent enforcement and promotion of original writing. Strategies for achieving these goals will be presented during the session."
Using Atomic Habits, Mindset Interventions, and Other Simple Steps to Reimagine Student Success
(2021) Healey, David; Love, Jessica; Teitler, Lisa
"For online learners, time management and confidence remain obstacles to success, especially for first-term students. Although suggested schedules and reminders are part of introductory classes, students benefit from seminar and discussion board feedback emphasis on these skills. In his book, Atomic Habits, James Clear sums up the idea perfectly, “With the same habits, you’ll end up with the same results. But with better habits, anything is possible” (p. 4). Other approaches such as resilience also reduce stress and build student confidence (McGonigal, 2016). Encouraging these approaches in the classroom helps instructors support student success. This presentation will highlight the approaches outlined by Clear and others, such as addressing motivation and willpower, and getting back on task after a setback. These are lessons that can be emphasized in the classroom to reinforce student success and reassure them that each day can be a fresh start toward building habits for success. References Clear, J. (2020). Atomic Habits: An Easy and Proven Way to Build Good Habits and Break Bad Ones. Avery. McGonigal, K. (2016, November 1). 4 Powerful Mindsets for Turning Stress Into a Positive Force. Edutopia. https://www.edutopia.org/article/4-powerful-mindsets-turn-stress-into-positive-force-kelly-mcgonigal "
Grit, Resilience, and Mindset: Critical components for student success in online courses during COVID-19
(2021) Finamore, Dora; Millam, Loretta; Reinhardt, Michelle; Hewitt, E. Valerie
Educators throughout time have sought to understand why some students persist to overcome challenges, while others give up. We will present a theoretical exploration of this issue which supports multifactorial elements including grit, resilience, and a growth mindset as critical components for student success in online college courses, especially since COVID-19 began. Our presentation will include practical suggestions for classroom applications in online courses.
Using “Feedforward” to Improve Student Satisfaction, Retention, and Persistence
(2021) Keathley, Michael
"Many postsecondary institutions struggle to find ways to improve student retention and persistence. Universities are aware that often students lack confidence and/or the skills needed to be solid writers and learners (Ruecker, 2021). Studies have shown that apprehension about writing and engagement with courses may have an impact on the very groups institutions seek to support, such as women in Engineering (Mallette, 2017). Although writing and learning skills are not the only causes for attrition, changing the way feedback is traditionally provided to a “feedforward” approach is one possible way to improve student outcomes. This presentation will provide a clear delineation between traditional ‘feedback’ which tends to offer corrections on what has been done and ‘feedforward’ which focuses on involving students in conversations about existing strengths and how to develop their skills in the future. By focusing on feedforward, faculty, tutors, and others who work with students can help them avoid mistakes while improving engagement and outcomes (Dulama & Ilovan, 2016). "
Fostering multicultural humility in leadership
(2021) Rivera, Bridget
This workshop will assist participants in developing culturally competent leadership skills. In order to increase the recognition and implementation of culturally sensitive and effective leadership strategies the focus of the workshop will be on self-awareness. A Personal Identity Model will be used as the educational tool to learn how one’s identity dimensions inform worldview, and thus how we lead. The main identity dimensions of race, ethnicity, gender, sexual identity, religion/spirituality, socio-economic status, and ability/disability will be discussed in relation to how they inform worldview. Inclusive leadership strategies will be explored in the context of worldview, power, and the 7 main identity dimensions.
Creating Comfort Across Cultures: Adapting to Shifts in Global Education
(2021) Jarvie, Lindsey; Douglas, Denise; Norby, Maggie
An authentic, empathetic, and mindful approach to the student experience is paramount to meeting the demands of the global education paradigm shift (de Rivera & Mahoney, 2018). Creating Comfort Across Cultures: Adapting to Shifts in Global Education examines empathy from a faculty and staff perspective. It explores the impact of empathy in higher education from curriculum design, to instructor course content delivery, and pedagogical practices. The presentation investigates how to engage diverse student populations through synchronous and asynchronous avenues focusing on student learning and retention, using empathy as a primary, strategic tool for connectedness, belonging, and success. Integrating immersive and diverse content and understanding students’ backgrounds and needs contributes to addressing them with humility, attention, and empathy (Gladwell, 2019). Presenters share current research, anecdotal evidence, best practices, global awareness, and relational integration understanding (Mitchem et al, 2020). Global awareness positively impacts “interconnections and concern in terms of empathy and understanding the importance of solidarity” (Global Education Network Europe, 2019, p. 23). Participants will leave the live session with a refreshed global education tenet.
Teaching as an Artform: Redefining Community in the Classroom
(2021) Berman, Erin; Stevenson, Carolyn; Daniels, Elizabeth; Atkin, Suzanne
" Teaching as an Artform: Redefining Community in the classroom. The Community of Inquiry model (Garrison, 2017) underscores the notion that the educator/instructor plays a key role in creating connections with learners, which leads to long term retention. The Community of Inquiry framework represents the model for teaching to create a deep and meaningful learning experience through the development of social, cognitive, and teaching presence (Garrison, 2017). That said, this presentation will provide some experiences relating to how we, as educators, have applied innovative techniques to help facilitate relationships that support an inclusive learning space, while challenging participants to share some of their best practices. Participants will ponder teaching and learning in a constant state of mindful choices with evaluation and reflection as a means toward constant improvement. "
Student Coaching in Legal Support and Services
(2021) Berube, John
"Over the past twenty years, colleges and universities have taken steps to address key metrics of retention, persistence and graduation rates. Due to the increased costs of obtaining a college education, both students and the government are focused on outcomes. In turn, these post-secondary institutions have pushed forward with a number of initiatives to improve results. Coaching is a very common tool at most institutions that have been chosen in an attempt to move this needle. The effectiveness of these programs has been questioned and studied. This presentation will provide a brief overview of some studies and corresponding literature about student coaching at the college level. The presenter will offer some practical assessments from recent experiences in student coaching in the Legal Support and Services program, which demonstrate some instances of success, and in turn may assist in developing this form of outreach to all PG students. "
Student’s Search for Meaning: Promoting Engagement, Success, and Persistence in a Global Classroom
(2021) Morrow, Jean; Lang Morton, Sharon; Vandemark, Marney
Global educators strive to help their students discover meaning and purpose through cross-cultural connection and inclusivity. Viktor Frankl’s Man’s Search for Meaning (1985) and his logotherapy perspective are the foundation for this presentation. Research reveals that connecting to meaning and purpose in life can enhance the ability to persist in spite of challenges (Graber, 2004). College students who report a high sense of meaning are far more likely to persist to graduation, while those with a low or unexplored sense of meaning are more likely to drop out (Makola, 2014). Instructors who encourage the exploration of meaning and purpose using principles of logotherapy will positively impact student engagement and retention, while increasing their own satisfaction. This presentation will provide a research-based curriculum that is aligned with Purdue Global’s mission to support working adults in the development of academic and professional skills they need to achieve their personal and career goals.
Reimagining inclusive professional career development while enhancing career opportunities one classroom at a time through linking applied skill sets, experience and collaborative learning
(2021) Campbell, William
Linking a student to recognize career dreams and goals can help a performer to reimagine what they can be. Linking the performer to career opportunities, through discussion and seminar can help a learner overcome an outdated paradigm providing more inclusion and diversity. Demonstrating opportunity by helping students achieve career dreams, and helping them fulfill lifelong ambitions, by linking learning and credentials to achieving goals can be a winning plan. Serving as a faculty mentor, and guide through the process can help students acquire that dream job going beyond simple teaching and lecturing but leading the experience to become a successful winning combination. Providing evidence of opportunity, matching a performers background, experience, education, and course track can help the performer to realize their goal. Experienced professional faculty can help through the research, reference, resume, and interview process. Research will demonstrate that the process works. Performers have acquired high level positions.
Servant Leadership in the Classroom: Supporting Inclusiveness and Empowerment
(2021) Herman, Rebecca
Servant Leadership in the Classroom: Supporting Inclusiveness and Empowerment. Servant leaders focus on the growth and well-being of others with the goal of helping the people that they serve to grow as individuals. This should be a primary goal of education and applying servant leadership in the classroom provides faculty with the opportunity of making a life-long difference in the lives of their students. Noland & Richards (2015) found that teaching from a servant leader perspective had a positive effect on both student learning and engagement. Hays (2008) discovered that servant teachers were generally more inclusive and had a greater appreciation for diversity. In addition, servant teachers assisted their students in having more confidence, feeling more capable, and more empowered. Strategies to implement this in our classrooms will be shared.
Cultivating Inclusion: How ABA Can Be Used to Decrease Racism
(2021) Kellogg, Katherine
"Equity and inclusion are lacking in higher education across the country. Research has shown that bringing people together under various backgrounds cultivates a stronger learning environment (Obama, 2016). It is imperative that faculty understand implicit biases and racism in order to respect their students. Applied Behavior Analysis strategies have been successfully implemented to decrease racism and implicit biases. Understanding our students’ culture, background, and individual needs is imperative to having an inclusive classroom environment. Studies have proven ABA strategie such as Acceptance and Commitment Therapy (ACT) have been successful in decreasing racism. ACT contributes to the idea of psychological flexibility, concept formation, or the generalization of stimuli and events. Implementing ACT, among other ABA strategies, will allow faculty to generate an equitable environment for teaching and learning. Furthermore, acquiring awareness of one's implicit biases can lead to better student outcomes including participation, persistence, and academic success. "

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