PG Village 2019
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PG Village's 2019 virtual conference was held November 4-8, 2019. The conference theme was "Reaching Out, Connecting Globally, Growing for Success."
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Item Humanities: Enhancing the Experience of Professional and Career Education(2019-11-07) Fail, Russell; Riley, MicheleIn the discussion of liberal arts, much has been posited regarding the value of a well-rounded education and the connection between liberal arts and developing critical thinking and communication skills. Liberal arts education also has the potential for increasing the experience of students pursuing degrees in non-liberal arts related fields with courses that are more enjoyable. This presentation will examine the results of student surveys at Purdue University Global and compare overall satisfaction of humanities courses with other subjects such as mathematics and science and review current literature on integrating humanities with science, technical, engineering, math, and medical fields.Item Walking in My Shoes: Communicating in a Multicultural, Diverse Environment(2019-11-07) Williams, Nikki; Williams, Shandrea P.; Bishop, KathleenStudents are often faced with many challenges in life, such as a death in the family, a personal illness, or being called away for a military assignment. It is important for professors and administrators to recognize when these challenges occur and how to respond appropriately. Some situations may require empathy, sympathy, and/or compassion, and using the incorrect response and tone could result in unintended consequences. Case studies will be used to illustrate the principles required to communicate with empathy, sympathy, and compassion in a multicultural, diverse environment.Item Relational Factors in Competency-Based Education(2019-11-07) Mahlan, Elaina; Foreman, Melinda DuncanA positive student-faculty relationship supports successful classroom outcomes. Little is known, however, about the student-faculty relationship in competency-based education nursing programs via distance learning modalities. Relationship development requires authentic engagement over time. While CBE via distance learning offers freedom from the constraints of place and pace, it also presents challenges to relationship development between students and faculty members that must be better understood. Join us as we share qualitative analysis findings that answer the central question, "What are the relational factors that influence student-faculty connectedness in competency-based, distance education nursing programs?"Item Slacktivism: The Good, the Bad, and the Real World(2019-11-07) AuCoin, Dena; Jarvie, LindseyThe recent growth in social media technology is allowing online interaction at an unprecedented scale (Lee & Hsieh, 2013). While these technologies hold amazing potential for online activism, they also hold the potential for slacktivism. The United Nations has defined slacktivism as supporting a cause through simple measures, such as a Facebook "like", without true dedication to making a real change (2010).The communication skills that our students are encouraged to exercise as responsible digital citizens mirror that of leaders and professionals, online and offline. This session will engage in conversations about slacktivism and the positive potential of true engagement as part of an online community through critical thinking and problem-solving. We will explore how faculty can support online activism to influence positive civic actions and the role faculty play in this battle of activism vs. slacktivism to teach and guide students towards consistency and a moral balance in online activism.Item NDLW: Building a Foundation for Diversity & Inclusivity in Professional Development(2019-11-07) Pelletier, Patti; Boone, Joni; Hansen, Laurie; Fitzgerald, LizLearn how the CTL embarked on a journey to identify and employ opportunities for diversity and inclusion in professional development.Item The Culturally Enhanced Student(2019-11-07) Atkins, Ramona; Kaur, GurmitThis presentation will focus on the importance of inclusivity of diversity within the academic environment. The exploration and recognition of various diverse backgrounds including but not limited to educational, military, intellectual, cultural, socio economic and workforce diversity within the curriculum will demonstrate improved student interaction. The encouragement of research and scholarly teaching activities and their direct correlation towards student participation will be demonstrated using current events and culturally focused trends in the classroom. Additional support of industry changes to garner social cohesion in our global student population will also be explored.Item Engaging Nontraditional Students for Success in the Long Run(2019-11-07) Bugda, Gena; Waldow, JasonOnline students in higher education include a diversified group of individuals. Many are not typical first-time students entering college at the age of 18. On the contrary, these individuals are often going back to school after several years, working full-time jobs, serving in the military, raising a family, and trying to improve their circumstances by gaining a degree. These busy students often start off strong, but they seem to lose persistence as the weeks and the courses go on. The goal as online instructors is to create a strong connection with students and between students to promote a supportive online classroom atmosphere. Participants will gain specific student-centric activities and strategies to use in the online classroom to promote engagement and ease online apprehension which reinforces student retention impacting students overall educational goals.Item Creating Community: How PLCs Inspire Collaboration and Growth for Online Instructors and Students(2019-11-07) Jarvie, Lindsey; Waldow, Jason; Gellens, Suzanne; Aucoin, DenaPLCs (Professional Learning Communities) encourage collaboration and enriched learning and research opportunities for "every imaginable combination of individuals with an interest in education" (Dufour, 2004). Learning how to create and properly govern a PLC can cultivate and strengthen leadership skills and create additional opportunities for online faculty to gain a stronger connection with the diverse online student population (Battersby, 2015). Virtual Professional Learning Communities encourage instructors to explore ideas and research that can be used pragmatically for their online student population. This presentation will explore current research on the effects that PLCs can have when properly organized. Presenters will offer ideas in which instructors can build PLCs, highlight examples of successful PLCs, and discuss ways to manage PLCs effectively in a virtual environment.Item Dewey Online: A Critical Examination of the Communities of Inquiry Approach to Online Discussions(2019-11-06) Beckett, KelvinOnline teachers in the U.S. and internationally see their discussion boards as communities of inquiry (CoI) which promote sustained communication and higher level learning. The CoI approach to online discussions is based on John Dewey's conception of education in which teachers and learners are participants in activities working towards a common goal. CoI to date have produced mixed results. One study indicated they have "great difficulty" sustaining communication and achieving higher level learning. In my own study, implementing the CoI approach in a history and philosophy of education course, this difficulty was overcome when students and I worked towards, not just any common goal, but the goal Dewey advocated in his analysis of the concept of education. Basing our "new modes of practice" more firmly on Dewey's "new order of conceptions," students and I were able to sustain communication longer and achieve higher levels of learning than we had been in the past.Item 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.Item The Students You Meet in the Online Classroom(2019-11-06) Connor, ValerieThe Students You Meet in the Online Classroom: Instructors face many challenges when they start a new term. One challenge is getting to know the students in the classroom quickly. What type of student typically chooses to take online classes? What can instructors do to support them and help guide them to success? Current online classroom demographics will be shared, as well as techniques for reaching out and supporting the student population. Suggestions will also be given on classroom management techniques: finding the proper balance all instructors seek.Item Growing Towards Success! The Student LIFE: Involvement for Success Forum Recap(2019-11-06) Nichols, JennyThis session, "Growing Towards Success! The Student LIFE: Involvement for Success Forum Recap," will allow faculty to discover how the Student LIFE Forum helped students grow towards success. The data (statistics, evaluation summaries, stories etc.) collected throughout the Student LIFE Forum will be shared throughout this presentation. Faculty will also be able share their ideas on how to improve next year's Student LIFE Forum through collaboration and professional growth.Item The Online Teaching Effectiveness Scale: A New Assessment Tool for Online Education(2019-11-06) Cumella, Edward; Reyes-Fournier, Elizabeth; Blackman, GabrielleThe Online Teaching Effectiveness Scale (OTES) is a new assessment tool for online education. Through a comprehensive review of the scholarly literature covering online teaching effectiveness, the authors developed potential questions for this new scale and tested the questions with more than 200 online college students. Analyzing the data collected, the authors established the reliability and validity of the OTES, making it the only measure of instructors’ online teaching effectiveness with sound psychometric properties. The 12-item OTES is completed by students, who rate their instructors’ teaching effectiveness skills. The OTES yields four scores: Total Teaching Effectiveness, Instructor Presence, Expertise, Facilitation, and Engagement. Feedback from the OTES can assist online instructors to improve their teaching effectiveness by identifying areas for professional development. OTES outcomes can also support administrators in online higher education to assess areas of strength and opportunity for quality initiatives within departments or other organizational units.Item Cultivating Diversity Through Student-Generated Content(2019-11-06) Frank, HarlaPurdue University Global is growing in numbers and diversity! Nurturing a culture of acceptance and inclusion is vital for our institution's growth and our students' development. How is this done in an online environment in which real connection between the members of our community is made difficult by the miles, beliefs, responsibilities, and perspectives that separate us? Encouraging our students to bring their unique experiences and perspectives to the classroom via student generated content can promote appreciation for diversity. Satish Patel describes "student generated content" as "learning objects created by students and for students." Students must immerse themselves in relevant research and develop content that incorporates their perspectives based upon their experiences. In so doing, students gain a deeper understanding of the educational concepts instructors are working to convey. Student generated content is an effective approach to cultivate inclusion in the online classroom.Item A GEM of an Idea: Microlearning and Faculty Development(2019-11-06) Thompson, Stephanie; Kelly, Teresa; Adelman, Deborah; Aubuchon, Debora; Edwards-Walcott, Carol; Sharma, Ritu; Fuller, BonnieLike students, online faculty require flexibility in development. Microlearning approaches especially highlight flexibility (Micro-credentials and Digital Badges, 2019). One microlearning program that PG faculty consistently find useful is Great Emerging Methods (GEMS), developed by the late Ellen Manning. Offered through the Center for Teaching and Learning, each GEMS session covers 2-4 teaching strategies. Recent sessions focused on best practices in seminar and strategies for engaging students. A committee from across PG establishes goals for each session, a best practice in microlearning (Cheng, Watson, and Newby, 2018.) They recruit faculty and other PG employees to share their methods. Called Gemologists, hosts and presenters focus on immediately applicable ideas, a hallmark of effective micro-learning for faculty development (Dyjur and Lindstrom, 2017). A digital archive now expands the reach of GEMS to an asynchronous audience. The presentation will explore the history of GEMs, describe how sessions work, and demonstrate how they exemplify the concept of microlearning.Item NDLW: Diversity Panel - Continuing the Conversation: System-wide Perspectives on Diversity and Inclusion(2019-11-06) Nyberg, Julia; Beckett, Kelvin; Bourne, Bea; Hamilton, Roy; Jackson, Kenneth; Morris, Karen; Thomas, ReneeContinue the conversation discussing diversity and inclusion with colleagues from across the Purdue University system. Gain insight on projects and initiatives that address diversity and inclusion from a system-wide perspective to serve as a catalyst to launch your own projects within your course, department, or school to support the academic, social, and emotional needs of your diverse student population.Item Habitudes: Teaching Habits and Attitudes that Promote Student Success in the Learning Environment and Beyond(2019-11-06) Fuller, BonniePurdue Global's mission focuses on flexible personalized education that enables students to develop essential academic and professional skills, and students enter higher education to gain knowledge, skills and abilities (KSAs) that will enable them to be successful in their chosen careers. Traditionally, KSAs have been discipline focused, but in the 21st century it is imperative that students also learn how to adapt to challenges, think critically and collaborate with others to solve problems. The role of the educator is to provide a learning environment to support acquisition and development of these traits, whether the student is just beginning their higher education career or starting in a graduate program. In this presentation you will examine the habits and attitudes that make up Habitudes (Maiers, 2012), evaluate your personal Habitudes, and identify strategies to develop and promote student Habitudes that lead to success in the online learning environment and beyond.Item What Face Do You See in the Mirror: Fostering Mindfulness and Leadership Through Self-Identity(2019-11-06) Stevenson, CarolynBeing mindful of personal strengths and weaknesses is important to effective leadership within administrative roles and instructional roles across the University and in the classroom. Self-assessments tests such Myers-Briggs, DISC, and the Thomas-Kilmann Instrument provide insights into individual personality and conflict management styles which can be leveraged into growing into a more effective administrator or classroom instructor. The focus of this presentation is to provide an overview of self-assessments and ways results can be used for a greater understanding of self-identity and increased mindfulness in professional contexts.Item When Words Are Not Enough(2019-11-06) Fudge, Tamara; Edwards-Walcott, CarolOur students do not all learn the same; we know that learning styles play a role in understanding difficult concepts. This means that the written word does not serve every student, and we may have to find new ways to provide explanations in the classroom. In an early textbook example of this, R.V. Pierce compared the body's nervous system to the structure of the telegraph for his widely-used 1895 medical book (Clayton, 2016). Tucker (2017) explains that analogies and metaphors can help business students to understand dreaded accounting concepts, and Brown (2016) reminds us that we learn to associate concepts via imagery as young children. Analogies and imagery can supplement classroom wording with experiential and visual connections so that we reach all students in a wide variety of subjects. In addition to background research, some examples of analogies and imagery will be shared in this session.Item Data, Data Everywhere. What's an Educator to Think? Using Data Driven Curriculum Changes in a High Impact Composition Course Sequence(2019-11-06) Kelly, Teresa; Keathley, Michael; Green, Barbara; O'Neil, Katie; Vice, JosefWhile using data in higher education has become an emerging trend Drake and Walz, 2018), some studies question its effectiveness in improving teaching and learning, especially in early-term courses (Cox, et al., 2017). One method to improve effectiveness involves creating a faculty data culture (Hora, Bouwma-Gearhart, and Joon Park, 2017). The Composition Department at Purdue University Global has established a culture where academic leadership, course leads, curriculum, and faculty work together to collect and analyze data through metrics, external evaluations, research pipeline projects, pilots, and other methods. The department uses the data to identify and address challenges through course revisions and standard practices for feedback, outreach, etc. New data is then used to evaluate the effectiveness of changes. The presentation will examine how the development of this culture has successfully improved student success, learning, and experience while giving faculty an increased sense of ownership over course content, instruction, and assessment.