PG Village 2020

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http://hdl.handle.net/20.500.12264/290

PG Village's 2020 virtual conference was held November 9-13, 2020. The conference theme was "Educating the Future."

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Live Seminar: Maximizing the student experience
(2020-11-13) O'Neill, Katie
Live seminars are an excellent way to engage with students, delve into course content and assignments and address student questions. Over the years, the capability and tools used in live seminar have advanced exponentially. Instructions and students have audio, mic and camera access. Determining how to best use technology to meet instructional goals can be challenging (Brill and Galloway, 2007). Leveraging live seminar resources with skillfully planned lessons can strengthen the student experience (Richardson, York, and Lowenthal, 2014) . This session will discuss new and innovative ways to use live seminars to maximize student engagement. Specific strategies include the use of breakout rooms, screen sharing and “virtual field trips.” Evaluation and seminar grading considerations will also be discussed. Attendees will have the opportunity to share their own innovating seminar strategies and/or new ideas which arise during the presentation. Brill, J. M., & Galloway, C. (2007). Perils and promises: University instructors’ integration of technology in classroom-based practices. British Journal of Educational Technology, 38(1), 95. Richardson, J. C., York, C. S., & Lowenthal, P. R. (2014). Online Learning : Common Misconceptions and Benefits and Challenges. Nova Science Publishers, Inc.
Hello: Is Anyone Out There? Strategies for Creating Community in the Classroom
(2020-11-13) Berman, Erin
Garrison, Anderson, and Archer (2000) posset in their Community of Inquiry Model, that creating connection is the cornerstone of a satisfying learning experience; one that creates a long-term change in the brain. As educators, that is our goal every day and through the implementation of techniques and tools, we can help students to connect on a deeper level with the content, to engage with each other in meaningful ways that build a supportive learning community, and work as a guide to facilitate this process. Throughout this workshop, learners will have the opportunity to participate in a question and answer style “game,” as a way to showcase gamification as a way to build connections, but also, as a way to dispel myths related to strategies for creating engaging online classroom experiences.
A Behavior Analytic Perspective on Creating a Trauma Informed Post-Secondary Online Classroom Environment
(2020-11-13) Wilson, Susan
Trauma is defined by SAMSHA (2014, p.7) as “an event, series of events, or set of circumstances that is experienced by an individual as physically or emotionally harmful or life threatening and that has lasting adverse effects on the individual’s functioning and mental, physical, social, emotional, or spiritual well-being.” With the COVID-19 pandemic, students are faced with unprecedented challenges that could certainly meet the definition of trauma. Add any personal history of trauma and the situation becomes more complex. There is a growing body of evidence that exposure to trauma interferes with effective classroom learning (Davidson & Education Northwest, 2017; Lang, 2015). This presentation will operationalize trauma from an Applied Behavior Analytic point of view (Follette, Iverson, & Ford, 2009), review overt classroom behaviors that may be trauma related, and present an approach of compassion and ‘universal precautions’ to create a trauma informed environment in the online college classroom (Hoch, Stewart, Webb & Wyandt -Herbert, 2015).
Assisting Students, Faculty and Staff with APA 7th and Hawkes – A Case Study in Effective Change Management
(2020-11-13) Thompson, Stephanie; Green, Barbara; Vice, Josef; Kelly, Teresa Marie
Educating students for the future requires preparing them for ever-present and increasing change. Since higher education faculty and staff encourage our students to develop habits to be successful, change can disrupt hard-earned confidence and time-saving strategies. The on-going University-wide transition to APA 7th edition and the Composition Department’s adoption of the Hawkes Learning platform in CM 107 both present case studies in effective change management. This session examines both transitions and their associated processes and resources as well as how they support Klempin and Karp’s (2018) assertion that effective change requires altering how things are accomplished, not just policy, and Kezar’s (2014) conclusion that functional and lasting change requires multi-level, interdisciplinary collaboration rather than top-down edicts. Finally, the session explores the roles of Academic Leadership, Course Leads, and Faculty from the Department of Composition and WAC play in effectively managing the transitions.
Writing Across the Curriculum as an Institutional Change Agent for Educating Students for the Future
(2020-11-12) Keathley, Michael
In their foundational study, Condon and Rutz (2012) explained that Writing Across the Curriculum (WAC) as a means for educating students for the future tends to evolve and manifest in different ways at various institutions for higher education (IHEs); however, a clear structure is needed. Their creation of a WAC taxonomy provides a guide toward understanding such an evolving structure (Condon & Rutz, 2012). Moreover, within the current Digital Age and emphasis on diversity and inclusion, some have suggested that ‘Writing Across the Globe’ (WAG) may be a more fitting label (Flammia, 2015). Purdue University Global’s WAC initiative offers a compelling case study in how WAC has developed into the highest WAC dimension as an institutional change agent (Condon & Rutz, 2012) and how PG’s WAC/WAG focus supports educating students for the future. Attendees will leave with a better understanding and ability to articulate the importance of WAC to students. Condon, W. and Rutz. C. (2013). A taxonomy of Writing Across the Curriculum programs: Evolving to serve broader agenda. College Composition and Communication, 64(2). 357-382 http://www.ncte.org/library/NCTEFiles/Resources/Journals/CCC/0642-dec2012/CCC0642Taxonomy.pdf Flammia, M. (2015, June). WAC or WAG: Should Writing Across the Curriculum (WAC) be expanded to Writing Across the Globe (WAG)? College Composition and Communication, 66(4), 700-705.
Examining How Creativity Can Positively Impact Future Education
(2020-11-13) Phillips, Lisa; Hansen, Laurie
Creativity fosters growth and provides opportunities for leaders to become motivated and motivate others in the classroom and workplace (Middleton et al., 2018). Creating a space where individuals are comfortable creating and problem-solving in a low-stakes environment begins with cultivating relationships. Interpersonal dynamics influence how we feel and react in a group. A positive, accepting environment will influence group members to be open to collaborative problem-solving resulting in a productive outcome. In addition, the friendly climate of these environments may contribute to the transformation of an individual’s self-identification from a non-creative person to a creative person, with the use of labels (Agogué & Parguel, 2020). In this presentation we will examine enhancing and prioritizing individual creativity, explaining how to build a low-risk environment for developing creative expression, and understanding how creativity fosters growth and provides opportunities for improving motivation.
Creating Community Part II: An Extended View of Faculty Collaboration, Engagement, and Innovative Solutions
(2020-11-12) Waldow, Jason; Jarvie, Lindsey
Creating Community Part II: An Extended View of Faculty Collaboration, Engagement, and Innovative Solutions is the sequel to Purdue Global Village 2019 where presenters introduced the value and foundational practice of Professional Learning Communities (PLCs). PLCs have been a proven strategy for fostering collaboration, expanding scholarship, and enhancing instructor efficacy (Bettersby & Verdi, 2015). This presentation will explore the established benchmarks that were provided in the 2019 PLC presentation and show an evidence-based extended view of ongoing practices in action. Presenters will share ongoing objectives and highlight successful strategies from their yearlong, multi-channeled PLC approach. They will provide pragmatic examples of how to implement these successful strategies and why they are important to faculty development, persistence, and efficiency. Presenters will also emphasize how PLCs enrich learning opportunities and (Dufour, 2004) and how these opportunities have propagated scholarship efforts, cultivated faculty connections, and improved overall online instruction.
When the Game Stood Tall: Using Sports Scholarship to Understand Cultural Change and Promote Social Justice
(2020-11-12) Kelly, Teresa Marie
Educating students for the future requires preparing them to engage with cultural changes and social justice. Sports functions as a microcosm for society, meaning sports scholarship encourages deeper understanding of cultural change and social justice (Rodesiler and Premont, 2018). Scholarly examination allows sports to become a vehicle through which students can explore, analyze, and participate in a changing world (Rodesiler, 2019). Because students often use sports to address their need for heroes (Gahan, 2014), watching sports figures address inequities and other contemporary issues also encourages students to move beyond interest and towards action (Rodesiler, 2017). Between the NBA’s dramatic role in the American Covid-19 shutdown to the emergence of NASCAR’s Bubba Wallace as a voice for social justice, contemporary sports through its absence or its influence stands at the center of 2020’a seismic changes and provides a vehicle for preparing students for future cultural change and social justice movements.
Helping Student Writers Vanquish Impostor Syndrome
(2020-11-12) Green, Barbara; Keathley, Michael
Composition leadership will discuss the concept of Imposter Syndrome and strategies to overcome its manifestation in student writers. Often learners lack confidence about college writing, causing them to feel as though they do not belong in the classroom. This is more prevalent in nontraditional students who make up the largest percentage of the PG student body. Additionally, diversity and college readiness level in nontraditional students requires strategies such as competency-based education for success (James, 2019). Because of this, competency-based curriculum and assessment, via rubrics and faculty feedback, must together. Assessment and the feedback that comes with it can serve as a valuable tool and as “the first step towards gaining a sense of belonging to academia” (Chapman, 2015). By delivering both competency-based curriculum as well as formative and holistic feedback, PG courses and faculty can strive to provide a learning environment that leads to greater student inclusivity and success.
Building Long Term Student Success Using The Power Active Motivational Approach
(2020-11-12) Campbell, William
A linked process to discussion and presentation in seminar can make the difference between student engagement, satisfaction, and ultimate retention. A power active motivational approach to learning helps to link the whole process of discussion and seminar as one. Evidence shows that when a learner can recognize their personal impact in a real vision of success, they will seek to facilitate a positive outcome. The power active motivational approach increases student satisfaction to a crescendo. The use of this new platform approach has been used to change governments, classrooms, and academies all around the world. When a performer can recognize how their strengths and specific talents help them to overcome existing deficits, they are able to overcome those deficits by using the new motivational platform methodology. The new motivational approach will show the participant how to meld discussion, seminar, and current research into a continuing desire for the lifelong learning process. Research shows that the performer will seek continuous engagement with colleagues in an inclusive collaborative classroom network learning process. This ultimately results in higher retention rates.
Online Teaching Effectiveness: Exploring and Validating the Scale and Construct
(2020-11-12) Reyes-Fournier, Elizabeth
The Online Teaching Effectiveness Scale (OTES) was created to test and validate a construct for online teaching effectiveness (Reyes-Fournier et al., 2020). Previous attempts at developing online teaching evaluations were based on untested pedagogy pertaining to on the ground teaching. The current research set out to continue to refine and validate the measure. With the support of PG Administration, the current research had a much larger sample (N=1349). The presentation will include the results from the Confirmatory Factor Analysis, AMOS modeling and Sentiment and Text Analysis of student evaluations to provide granular validation of the construct’s factors. The results were interesting and further validated the OTES and the underlying construct of online teaching effectiveness.
Spoonful of Sugar, Helps the Learning Go Down
(2020-11-12) Matthews, Tara; Alexander, Tom
Having fun in the course room and seminar creates an atmosphere of learning that is memorable and enjoyable. Simply put, we learn more when we are having fun. This interactive session would include demonstration of fun activities to keep students engaged, motivated, and involved in the course material. Moreover, the connection between fun, encouragement, and self-efficacy in learning will be explored.
A new virtual. A new reality. How pedagogical approaches are changing.
(2020-11-12) Mariani, Ronda
COVID-19 has suddenly forced colleges and universities to enter a new world of reality. Although distance learning has always been an option for students, those electing for the college experience choose face-to-face learning. Now, with the presence of a pandemic, face-to-face learning has changed and is forcing educators to be more creative in their delivery. Moreover, this disruption in learning has forced academics into the virtual world with their students. Goh and Sanders (2019) claim that education as a whole is increasingly becoming transformed, and with the assistance of new technologies and tools, pedagogical approach and activities are changing. However, learning through virtual reality is not an entirely new concept. Lund and Wang (2019) demonstrated that “virtual reality may significantly improve student engagement and increase student performance” (p. 3). The purpose of this presentation will be to discuss virtual reality, its application to learning and introduce the platform Learnbrite.
Leading with Emotional Intelligence
(2020-11-12) Schoen, Samantha; Bourne, Bea
Abstract: “IQ may get your foot in the door, but EQ will determine how far you go.” (Kohli, 2020, para. 2). Research indicates that emotional intelligence (EQ) is more important than intellectual intelligence. EQ involves being aware of emotions and having the ability to control your own and manage the emotions of others, this is the foundation of great leadership (Smith, 2014). Having matured levels of EQ will propel a person’s self-brand and aid leaders in advancing any organization as they practice techniques of building a successful team. Emotions may be difficult, complicated, messy, and are a part of every team. Knowing how to manage emotions may expedite the stages of team development. For example, a leader with high levels of EQ can take a storming team, to norming, and very quickly to the performing stage. Intellectual credentials will open opportunity’s door, but an elevated EQ equals success.
Virtual Teaching and Learning in a Time of Crisis
(2020-11-12) Gordon, Jessica; Rucki, Sheila
Current events and the new normal have inspired inventiveness and an astute perspective for online educators. Faculty and students in the school of nursing alike have learned to be flexible amongst the many variables affecting teaching and learning. This adaptation is fueled by emotional intelligence and authentic leadership in a time of crisis (James & Bennet, 2020). Factors such as communication, time management, and resultant changes to the typical online learning environment have emerged as essential topics to explore in nursing education (Brunworth, 2020). Throughout this presentation, the authors will explore the many situational and contextual variables leading to the need for faculty and student flexibility i Additionally, the authors will identify strategies and supportive interventions utilized by faculty to support ongoing student learning. Finally, the relationship between emotional intelligence and authentic leadership for nursing faculty during a pandemic will be explored.
Motivation: Feeling our Way Into the Future
(2020-11-12) Martz, Ken
This session will review key aspects of motivation with emphasis on the university setting. Emotions are central to the development and maintenance of high quality motivation. These elements will be explored from engagement through navigation of changes and maintenance of ongoing motivation.
Time Management and Virtual Work During COVID-19 and Beyond
(2020-11-12) Gray, John; Broderick, Maggie
This presentation will discuss challenges and opportunities with time management and virtual work and learning during COVID-19 and beyond.
Student Perceptions Toward Faculty Mentoring
(2020-11-11) AuCoin, Dena; Wright, Lisa
Student persistence is important for students, faculty and universities. The online learning environment is increasingly a choice for more undergraduate students and finding ways to increase persistence and graduation is crucial. Studies indicate that persistence and completion can be increased with the use of faculty mentors (Long et al., 2010; U.S. Department of Education, 2016). Faculty mentors can strengthen connections and relationships with undergraduate students and it is important to ask for and evaluate these student perceptions. The presenters will share their mixed methods study that explored how undergraduate students at PG viewed both their experiences with faculty mentoring in the online environment and the potential of a faculty mentor. The presenters will share findings on the perceptions and experiences of four undergraduate student mentees with their faculty mentor, share survey data to guide future mentoring program considerations, and provide the process of one department's faculty mentoring initiative.
Quiz Time: Creating Interactive Quizzes Using Kaltura Quizzing
(2020-11-11) Berman, Erin
Video is described as a tool educators can use to create presence in their classroom (Aloni & Harrington, 2018), but how do we know the students are watching? How do they know if they are connecting with the content of the video in a way that leads to long-term retention of information? By using Kaltura quizzing tools we can create video that allows students to engage in additional practice activities that help students mark their success toward the greater learning goals. Join me for this presentation, which will discuss the purpose for video quizzing tools and demonstrate the full quiz activity and then talk you through the steps to preparing your own.
COVID-19 Pandemic Impact on Parents of Children with Autism: A Research Study and Implications for the Social & Behavioral Sciences
(2020-11-11) Jurowski, Kim; Alexander, Tom
The increased risk of higher levels of parental stress related to parenting a child diagnosed with autism has been widely studied. Researchers consistently report that parental stress is higher for parents of a child with autism when compared to parents of a typically developing child (Kissel & Nelson, 2016; Pastor-Cerezuela, et al., 2016). Additionally, parents of children with autism have a higher risk of symptoms related to Posttraumatic Stress Disorder (PTSD) than their parenting counterparts (Stewart, et al., 2020). With the onset of the COVID-19 pandemic came a new set of parental stressors. This presentation will discuss original research conducted to identify levels of stress, trauma symptoms, and associated factors during COVID-19 for parents of children with autism when compared to parents of typically developing children. Findings are discussed in terms of their implications for the professionals and students within the social and behavioral sciences.

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