Studies indicate that student engagement plays a vital role in relation to higher education retention rates (Caruth, 2018). Engagement builds a sense of community within the learning environment and provides an opportunity for networking while enhancing the educational content. A critical component to keeping a student's interest, increasing overall satisfaction, and producing a higher quality of work is the relationships students feel within the online learning environment (Martin, 2019). This presentation, "Making the Most of Your Seminar," will explore multi-modal strategies that enhance the student experience through engaging activities and maximize the benefits of the tools available through the Bongo seminar platform. The strategies presented are globally applicable, provide interactive opportunities between students and instructors fostering a sense of community and building rapport, while also promoting growth towards student success.
Connections are the Foundation of the Classroom "Great teachers focus not on compliance but on connections and relationships." (PJ Caposey) In this presentation, we will talk through the importance of connections in the classroom. Fostering strong connections helps to enhance the overall student experience and creates a warm learning environment that helps students to succeed. We will explore connections through different forms of communication and connections to course content.
Given PG's Missional emphasis on enabling professional skills to achieve career goals, it is important that we learn more about how to assess the transfer of learning from the classroom to the workplace. Further, given the changing demographics of PG students, it is critical that we be aware of the different impacts one course can have on a population of diverse learners. It is widely assumed that leadership can be taught effectively to adult online graduate students. It is also assumed that one course has a similar impact on a variety of students. This study explores those questions. The study is a pilot, with 13 subjects, for a larger potential study involving 101 subjects. Students write a paper describing their view of leadership and their leadership practice at the beginning and end of a twelve week leadership course. While the majority of the students indicated that their personal definitions of leadership and practice had changed, it did not change for all.
Beyond Hiring and Training: Developing, Mentoring, and Retaining Online Faculty at the Program Level
Faculty members play a critical role in building and sustaining a quality online program. Beyond the initial hiring and training of online faculty, program leadership must focus on the development of online faculty through peer mentoring, the availability of teaching resources and ongoing leadership support. Faculty development consists of a comprehensive approach to include training, motivation, and support. The Purdue University Global Graduate Psychology has developed a comprehensive faculty development program that has resulted in online faculty who deliver quality instruction, who collaborate with and support each other, and with minimal burnout or turnover. Investing time, energies and resources during the first two terms a faculty member teaches has been discovered to be essential. Ensuring that faculty have continued leadership support and teaching resources throughout their tenure has also been found to be critical. An update on the Purdue Global Graduate Psychology faculty development program and resources will be shared.
NDLW: Leading the Globalization of WAC with Diverse Perspectives
Kathy Ingram, Misty LaCour, and Chrissine Cairns
Writing Across the Curriculum (WAC) has organically evolved at Purdue Global during the last decade in accordance with the typical stages described by Condon and Rutz (2013), and much progress has been made in supporting student writers. Additionally, written communication skills are even more important in today’s global, digital world (Rammia, 2015; Zumbrunn & Krause, 2012), therefore, continuing to expand upon this great place initiative is key. This panel presentation will define WAC and its existing implementation at PG. The presenters will then introduce “WAC 3.0” and introduce attendees to the new Writing Across the Curriculum Advisory Committee. Information will be shared about how the group will be further expanding WAC to better involve faculty and other PG constituents who support student writing.
Years ago, the idea of "heart" being discussed with "leadership" would be laughable. In fact, to some, it may still be. However, according to Crowley (2011), "The heart is the driving force of human achievement" (p. 60). Moreover, one of the four commonalities of high performance organizations is "winning with the heart" (Miller, 2019). Thus, it is no laughing matter. If this philosophy is adopted at organizational and individual levels, teams would be happier, healthier, more engaged, and more productive. Consequently, the purpose of this presentation is to discuss the applicability of the concept of "leading from the heart" to academia. During this interactive presentation, attendees will (1) gain an understanding of the concept of leading from the heart; (2) learn techniques to lead from the heart and strengthen their leadership skills, regardless of position; and (3) demonstrate what they have learned through a scenario.
Intersectionality: The Pathway to Educational Equity
In the words of Audre Lorde, "There is no such thing as a single-issue struggle because we do not live single-issue lives." Intersectionality is the term coined by Kimberle Crenshaw (1989) to describe "the social, economic, and political ways in which identity-based systems of oppression connect, overlap, and influence one another." Principles of intersectionality are often powerfully infused in movements such as the Me Too Movement, Black Lives Matter, and the Women's March and it is essential to incorporate such principles into the quest for educational equity. This presentation will examine the commonalities and overlapping forms of suffering victims of discrimination share and will provide suggestions on how faculty can synthesize concepts of intersectionality, social justice, and human rights into the curriculum as a pathway toward achieving educational equity.
Online Learning-Make the Class Relevant for Everyone
Paulette Howlett, Kim Nine
Online Learning-Make the Class Relevant for Everyone According to Khan, Eqbue, Palkie and Madden (2017) "student engagement is key to successful teaching and learning, irrespective of the content and format of the content delivery mechanism". The same should be said for students attending an online class from different disciplines (health sciences, business, and criminal justice for example). This presentation will show how to successfully engage students from varying disciplines. Gillett-Swan (2017) noted "higher education providers are becoming increasingly aware of the diversity of their current and potential learners and are moving to provide a range of options for their engagement". This diversity goes down to the classroom level. It is easy for a business instructor to teach students majoring in business, as they all have business in common. It is not so easy to teach a class that also has health science and criminal justice students who might not be as familiar with business classes.
Using Leadership Techniques to Take the Lead in Reaching Out to Connect Globally and Continuously Grow for Success
Attendees will find state of the art leadership techniques guiding the direction and practices in advancing leadership within the organization. Performers who utilize leadership techniques are easier to manage than those not utilizing leadership techniques. Optimum results are obtained as it relates to reaching out internally and externally, nationally and internationally making permanent connections. Success can be maximized globally.
English Spoken; American Understood: Diversity and Inclusion in Speaking and Writing Global English
Sheryl Bone, Bonnie Fuller, Galia Fussell, Jessica Love
From calling a car trunk a bonnet to the soda versus pop debate, the English Language appears in multiple varieties around the world (Baugh and Cable, 1993). At the University level, Purdue Global has changed the verbiage it uses from "Standard American English," to "Standard English," to become more inclusive of the varieties of English seen in the global workplace and more reflective of the acceptable standard of Global English (Crystal, 2012).. Embracing Global English presents many challenges and opportunities for all students and faculty (Fuller and Mott-Smith, 2017)., but true inclusion requires that changes in policy also become changes in teaching, learning, and assessment (Guduru, 2011). Being a truly global institution means ensuring students not only write and speak standard English, but that they can also engage with the many varieties of English they will encounter in academic and professional settings (Fuller,2013). Such a shift requires educators understand the diverse varieties of English, why they exist, and how to embrace them.
Positively Impacting Students Through Committee Leadership
Lynn Massenzio, Julia Nyberg
The presenters will share the details of the Education and Communication Department's (formerly School of Education) Program Evaluation Committee and the Diversity Committee. Both of these committees provide a feedback mechanism that enables faculty and administrators to modify instructional practices and policies, therefore, positively impacting the student experience within the Education and Communication Department. The Education and Communication Program Evaluation Committee has developed and implemented processes to positively impact student learning, engagement, and retention. Through the efforts of the Diversity Committee, faculty and leadership have worked to ensure accessibility and inclusivity within the degree programs in Education and Communication.
Humanizing Online Learning: How to Help Students Initiate, Implement & Maintain Behaviors for Academic Success
Sally Gill, Ritu Sharma
Humanizing Online Learning: How to help students initiate, implement & maintain behaviors for academic success introduces humanistic theory with a transition to Raymond Wlodkowski's Theory of Motivating Adult Learners. Blending general humanistic theories with the Wlodkowski's perspective on motivation, we will explore how to support students in reaching their full potential. The presentation offers skills at how best guides students to find their path and increase their sense of personal effectiveness. Using techniques to incorporate empathy, enthusiasm, expertise, clarity, and cultural responsiveness in the classroom, instructors can encourage students to learn while increasing their motivation to persist toward their goals. Attendees will learn how to make online learning more empowering, motivating and student-directed/centered by establishing and maintaining a positive and supportive bond with students. This presentation will provide a research-based curriculum that coordinates with Purdue Global's mission to help working adults develop the academic and professional skills they need to achieve their personal and career goals.
On-Line Student Engagement, Through the Eyes of the On-Line Learner
Join us as we discuss On-Line Student Engagement, Through the Eyes of the On-Line Learner. With a bit of knowledge, understanding, passion, and creativity, we can help students feel comfortable collaborating on-line. We'll discuss involvement, which goes beyond responding to two peers in each discussion. In this interactive (and fun!) workshop, we'll learn how to set the tone of the classroom, recognizing and validating each individual student. As result of this learning, engagement will be enhanced; I can almost guarantee it!
Challenge Accepted: Teaching the Problematic Student
Jonathan Cardew, Alicia Rominger, and Sara Wink
In order to be an effective educator in the world of distance learning, faculty need to be well versed in their field of expertise, various learning styles, and more. One facet of teaching adult learners in higher education settings that poses a sizable challenge is being able to teach the problematic student. The problematic student can take many shapes, but the challenge is always the same: overcoming the problem to help the student succeed in the class, but more importantly, leave the class with new skills and confidence. The problematic student typically requires a special amount of time, effort, and creativity in terms of faculty staying level-headed as well as actually getting through and helping said student. This session will focus on sharing four examples of problematic students (the know-it-all/bully, the high maintenance, the ESL, and the excuse-filled student), tips on how to meet the challenge of the problematic student, and seek insights from the attendees on the subject.
Building Your Network: Increasing Learning and Career Development Opportunities
Join us as we explore ways that online courses can increase student learning and career development opportunities. One strength of having students in a class from many locations is that diversity of background, geography and experiences exist among almost all students. We often learn most from those who are least like us. Diversity of perspectives is seen on the discussion board and in seminars. When in an online program, there are many opportunities to interact with those in many geographic areas. An opportunity is provided to build a network far beyond any student's local area. Having a global network is useful as more and more people work online and in different locations.