PG Village 2022

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

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Now showing 1 - 20 of 42
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    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.
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    Prior Credits for Future Success: PG’s New Center for Prior Learning Recognition
    (2022-11) Allegra Fowler
    Today’s transfer students are complex and dynamic learners seeking to accelerate their ability to earn meaningful credentials and achieve careers. Research shows that students who received credit for their prior learning did better. PG students who had prior learning recognized did better. PG believes that all students arrive at our university with skills and learning that they have acquired through past education, experience, and service. The new Center for Prior Learning Recognition (CPLR) hosts a system of student-focused solutions working in concert to measure skills and experiences, recognize the contained learning, and advance students towards efficient completion of their academic program. Join this session to learn more about PG’s new CPLR and the work PG is doing to observe transfer trends and respond to emerging opportunities for credit recognition. This session will outline the framework of prior learning recognition tools that our university uses to position students for academic success.
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    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).
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    The Crucial First Week: Engagement Approaches to Promote Student Involvement and Success from Day One
    (2022-11) Beth Lee
    The first week of classes is crucial for student success. But, how do we successfully reach out to students during the first week and keep them engaged and present in the classroom? Getting students involved in the first week of a class is vital to reach out to their positive well-being and help ensure their retention and success in the course. According to a recent Gallup Poll, “Graduates are 1.4 times more likely to be thriving in five key elements of well-being if a professor cared about them as a person” (Gallup, 2022. p.1). The instructor's tone, clarity, and empathy help to provide students with a positive learning environment and is demonstrated in the instructor’s communication with students. This is crucial in the first week to reach out to the whole student to provide the needed encouragement. Furthermore, providing an engaging environment for students from day one is crucial for their retention and success, as ⅓ of students do not make it through their first year in higher education (Deloitte, 2017). Providing support, opportunities, as well as resources in the first week, can go a long way to keeping our students active and engaged. In this session, we will discuss the importance and suggestions of outreach timing during the first week of classes and examples to help successfully reach out and engage students. Specific examples will include timed announcements, emails, and seminars to help reach out to the whole student and promote engagement and retention in the classroom.
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    Inclusive Leaders Lead Authentically
    (2022-11) Angela Even
    Authenticity encourages equity and inclusion by allowing everyone to be their authentic self. Leaders committed to who they are and what they value are the most effective. When authenticity is valued, others notice, leading to further acceptance and inclusion. Authentic leaders that develop a climate of inclusion can prompt the learning of inclusive behaviors by others (Boekhorst, 2015). These authentic behaviors encourage inclusion. Leaders should encourage employees to behave authentically and facilitate such inclusion. These leadership behaviors promote inclusion and lead to further inclusion in followers. Finally, authenticity can be a tool that provides more emotional capital. The concept of an organization that is stronger together and strives for common goals attracts millennials (Pearl, 2019). Leaders can encourage groups to discover hidden similarities (Being, 2021) or accept and appreciate uniqueness and difference. Diversity is the presence of differences amongst the members of a group, while equity is the removal of barriers to providing an even playing field for all members. Inclusion, however, is sometimes overlooked. The group members need to be free to participate and feel they belong and have value. With leaders that model an acceptance of individuality in charge, people feel free to perform at their best. Authenticity leads to equity and inclusion while supporting diversity and inspiring others to live and lead authentically.
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    Teaching on an Empty Tank: Educator Compassion Fatigue
    (2022-11) Julie Poole
    Educators who work directly with students experiencing significant emotional pain, physical distress, and traumatic experiences can be affected by students’ trauma. This can result in secondary traumatic stress, known as compassion fatigue. Compassion Fatigue is the profound emotional, physical, and spiritual exhaustion resulting from secondary traumatic stress. Educators need to understand the impact of compassion fatigue and how to combat it. In doing so, as an educator, you can continue teaching and serving students.
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    Procrastination and Neurodivergence
    (2022-11) Christine O'Neal
    Almost everyone has procrastinated at some point, choosing to put off an unpleasant task. For most people, procrastination isn’t a major problem and doesn’t prevent them from fulfilling their obligations. However, for those who are neurodivergent, procrastination can cause lasting damage. This is particularly common in those with ADHD or on the autism spectrum. “Understanding the association between procrastination and ADHD symptoms is of particular importance, as a quarter of college students report receiving student disability services for ADHD” (Bolden, 2020). This research-based presentation will review the characteristics of these conditions and how they lead to chronic procrastination. Executive function will be defined, and its relationship with neurodiversity and procrastination will be explored (Rabin, 2011). Additionally, recommendations will be given on designing the classroom and assignments to accommodate our neurodiverse students better. Finally, tips will be shared to help those struggling with these conditions.
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    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.
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    The Coronavirus Effect: How to Engage Generation Z forGreater Student Outcomes
    (2022-11) Jack McCann
    Due to disruptive changes such as COVID-19, universities can achieve better student outcomes with a shift to a learner-centered strategy. During the Spring semester, faculty abruptly changed their teaching method of face-to-face format to mostly online education. With the ongoing impacts of disruptive changes, colleges and universities must make significant changes in order to recruit and retain this generation of students. This presentation examines the traits of today’s generation of students to provide recommendations on how administrators and faculty can better engage Generation Z for greater student outcomes. The result of this discussion is significant because the results can better assist administrators, faculty, and practitioners on how to inject innovative thinking in order to produce sustainability education for current and future students.
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    Word Problems: Online Educator Strategies to Work Through Composition Struggles for Adult Learners on the Spectrum
    (2022-11) Sara Wink
    In many online classes such as College Composition I and II, written communication plays a major role in how educators connect with students as well as how students display comprehension of course material. For adult learners on the spectrum, it can be difficult to interpret a meaning in those communications that we as educators may take for granted. This presentation will remind educators how much we depend on our words to be clear to everyone, and how Autism Spectrum Disorder (ASD) can cause adult learners to misinterpret what we say and write. Such misunderstandings can lead to frustration and failure to thrive in the online learning environment. As educators of composition and composition-heavy courses, we must develop strategies to proactively meet the needs of these adult learners so they, too, may thrive on their academic journeys.
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    Transforming Communities, One Class at a Time: A WAC Award Winner Reflects on Her CM 220 Project
    (2022-11) Stephanie Thompson; Maggie Mcclendon
    This year, Purdue Global acknowledged the outstanding work of several faculty and students with the inaugural Writing Across the Curriculum Awards. Nominated by faculty, staff, and peers, these awards highlight work “that exemplifies the importance and application of written communication for supporting diversity, equity, inclusion, accessibility, and/or usability.” One of the student award winners will share her experience developing her CM 220 project, “Climate Change: Making Schools a Better Place for LGBTQIA+ Students.” The presentation will include an overview of CM 220’s “community change” project and the Transformational Writing “Make a Difference” award criteria. The student will discuss her efforts to establish student gender and sexuality alliances in one Texas school district and the importance of educators supporting LGBTQIA+ students (APA, 2015). Finally, the presentation will explore the award’s value as a high-impact practice that can positively affect student learning and success (Kezar & Holcolme, 2017).
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    “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.
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    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.
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    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.
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    No Boundaries: Personalizing Student Support through PG411
    (2022-11) Amy Sexton; Libby Turows
    Purdue University Global is tailored to working adults who have different needs than traditional students. For example, Knowles (1984) posited that adult learners need to engage in self-directed learning. Lemoine et al. (2021) extend this principle to today's global landscape, noting that adult learners “are accustomed to instant access, any time.” The Academic Success Center (ASC) embraced this trend and seized the opportunity to launch PG411: Help! Student Success Connection to meet these needs. PG411 places key ASC and university services and resources directly in front of students in Brightspace and offers them a flexible way to engage in self-directed learning as they select the services and resources they need when they need them. This presentation will provide the rationale for PG411 and an overview of its tools and services. The presenter will also discuss how students can access PG411 throughout their student journey and PG411’s continued, limitless evolution.
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    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.
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    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).
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    Intellectual and Cultural Humility
    (2022) Catherine Rice
    Promoting humility in the classroom can boost learning and engagement and foster inclusivity. This presentation will discuss two types of humility. The first is intellectual humility (IH), recognizing one's intellectual shortcomings. It entails an openness to others' ideas, beliefs, and opinions (Krumrei-Mancuso et al., 2020) and a willingness to change one's views (Krumrei-Mancuso & Rouse, 2016). IH exposes and can fill in knowledge gaps and misconceptions. The second type of humility, cultural humility (CH), acknowledges that we cannot assume we know about other people's cultural backgrounds. It involves both introspection and self-assessment (Yeager & Bauer-Wu, 2013), as well as learning about others through a cultural lens and being open to their identities, beliefs, cultures, values, and world views (Hook et al., 2013; Hughes et al., 2020). The presenter will further explore IH and CH as well as tools to foster them in the classroom.
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    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).
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    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.