University Archive
The Purdue Global University Archive (PGUA) expands visibility and access to the scholarly output of our university's academic community by showcasing its works, activities, and history.
The PGUA is a service provided by the Purdue Global Library. For more information about the PGUA, its mission, policies, and how to contribute your own scholarly work to it, visit the Guide to the University Archive.
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Using DEI Influencers in the Classroom to Promote Confidence in Identity as well as Mastery of Content
(2022-11-01) Bianco, Michelle; Fussell, Galia; Vice, Josef; Kelly, Theresa Marie
Gen Z turns to social media influencers for everything, so why not content and confidence? There is a growing need to present diverse success stories within the classroom. Students need to aspire to a vision with which they identify. Minority students need exposure to publications from minority authors, and confidence in the LGTBQIA+ community can be displayed by highlighting successful scholars. Revising current content and presentations to utilize DEI influencers can assist with identity confidence, social acceptance, and content mastery. Curriculum and teaching practices should aim to increase the representation of historically underserved groups. Including DEI Influencers will make course-level success more attainable and content more representative of inclusive and diverse campuses.
Technology-assisted Grading and the Real Three C’s of Composition.
(Association for the Advancement of Computing in Education (AACE)., 2021) Michelle Bianco; Galia Fussell
With the increase of technology comes a predisposed inclination to rely on technologies to assist in grading. Rich Barlow (2019) explains this move, “In 18 of the 21[states], only a fraction of essays have human readers double-checking the AI [Artificial Intelligence] assessment, the latter not only spitting out test results in mere minutes but being cheaper than flesh-and-blood back-up” (para.5). Studies have shown the usage of technologies to assess Composition can be complicated and error ridden. The construct validity of E-raters and grammar checkers were questioned and found to be dependent upon length, mechanics, and verbiage. This article will discuss the usage of technology- assisted grading and the metrics of reliability; define the real Three C’s of Composition complexity, context and conversation with text; examine how human understanding is necessary for assessment; share specific examples of assessment errors; explore a path forward that utilizes technology but reinforces the need for human understanding.
Successful Integration of technology into the Composition classroom through the use of Bloom’s Digital Taxonomy
(Association for the Advancement of Computing in Education (AACE), 2021) Michelle Bianco; Galia Fussell
Digital resources are abundantly available, but now using Bloom’s Digital
Taxonomy could align those resources with curriculum goals. Educators have also taken
the six levels of taxonomy and aligned them with more current digital tools that foster
learning. Following this cognitive reasoning and adding digital verbs to Composition
lessons encourages and supports 21st century skills like communication, collaboration,
creativity and critical thinking. The problem with technology integration was the robust
resources and the time it took to sort and implement. Faculty and curriculum specialists
had two choices: Integration Matrix or integrated technology. Curriculum Development
teams found success by turning to integrated digital resources such as Hawkes
and MindTap which were developed utilizing Bloom’s Digital Taxonomy. College
Composition integrated Hawkes Learning and Fundamentals of Grammar and Editing
integrated Cengage’s MindTap technologies. This paper focuses on the steps necessary in
using Bloom’s Taxonomy to develop composition lessons and the integrated technologies
available.
Utilizing Post-Discharge Phone Call Protocol to Encourage Appropriate Primary Care Follow-up in Patients in an Urgent Care Center
(2025-06-11) Osenkarski, Seth
Inappropriate follow-up after an Urgent Care visit can result in a number of negative patient outcomes including higher mortality rates, more frequent Emergency Room admission rates, and increased cost (Moneme et al., 2023). This DNP project manager developed an evidence-based post-discharge follow-up phone call protocol to drive appropriate follow-up for patients seen within a UCC in the Southeastern United States. Patients were called within three days of being seen by a voluntary staff participant and the DNP project manager based on diagnostic parameters. Expected outcomes included an increase in Primary Care Provider follow-up within 30 days, a decrease in UCC follow-up within 30 days, and a decrease in patient-initiated telephone encounters within three days of a visit, all by 35%. Charts were reviewed before and during the three-month implementation for comparison of outcomes. Two out of the three expected were not met. Primary care follow-up decreased by 12.6%, UCC follow-up exhibited no change in rate, and the rate of patient-initiated telephone encounters decreased by 51.6%.
Servicing the transition from service member to student: An exploration of how resource availability for Post-9/11 student veterans impacts academic outcomes
(2025-06-11) Cobb, Caitlyn Elizabeth
The transition from servicemember to civilian presents several significant challenges to the veteran. With many seeking postsecondary education upon separation, these challenges can frequently impact student-veteran academic outcomes. This study investigates and analyzes the impact of veteran specific support programs on academic outcomes of student-veterans serving after September 11, 2001, focusing on grade point average and degree attainment. The quantitative research design analyzed data from the National Center for Education Statistics (NCES) to identify statistically significant relationships between academic performance and measured support tools. Findings revealed that tailored support tools- such as student veteran organizations, designated points of contact, and Yellow Ribbon program access- did not have any positive statistically significant impacts on grade point average or degree attainment. However, analysis revealed a statistically significant negative relationship between the Yellow Ribbon program and degree attainment rates collected in National Postsecondary Student Aid Study. The results highlight a critical need to reevaluate resources provided at an institutional level and make necessary adjustments to align to the unique needs of student-veterans more closely and ultimately result in positive academic outcomes. The study contributes to a broader understanding to continue advocating for policy and procedure that bridges the gap between military and civilian life while fostering academic achievement in this demographic.