Data, Data Everywhere. What's an Educator to Think?: Using Data Driven Curriculum Changes in a High Impact Composition Course Sequence
Mike Keathley, Barbara Green, Katie O'Neil, Josef Vice
While 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.
Our 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.
What Face Do You See in the Mirror: Fostering Mindfulness and Leadership Through Self-Identity
Being 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.
Habitudes: Teaching Habits and Attitudes that Promote Student Success in the Learning Environment and Beyond
Purdue 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.
NDLW: Diversity Panel - Continuing the Conversation: System-wide Perspectives on Diversity and Inclusion
Kelvin Beckett, Bea Bourne, Roy Hamilton, Kenneth Jackson, Karen Morris, Julia Nyberg, and Renee Thomas
Continue 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.
Like 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.
Double Dipping: Turning Your Presentation Into a Publication and Vice Versa!
Holli Vah Seliskar
When conducting research for a presentation, there is a lot of reading, writing, compiling and organizing information, and turning the information gathered into a complete presentation that is transferable to an audience. If an opportunity to extend the work exists, why not take the work completed for a presentation and transform the work into a publication? There are several steps to determine whether your presentation can be transformed into a publication, including the following: 1) is the topic appropriate for a publication? 2) consider where the publication could be published and the potential audience; 3) address the need to develop ideas beyond what was created for a presentation; 4) identify resources that can be incorporated into a publication; and 5) utilize feedback from a presentation to continually assess the scope and purpose of the potential publication (Medical Library Association, 2019; Schrager, 2010). During this session, Double Dipping: Turning Your Presentation Into a Publication and Vice Versa!, tips on how the presenter transformed several of her presentations into publications (and vice versa) will be shared. Participants will be encouraged to ask questions and share how they can transform their own work into diverse scholarship opportunities.
Cultivating Diversity Through Student-Generated Content
Purdue 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.
The Online Teaching Effectiveness Scale: A New Assessment Tool for Online Education
Elizabeth Reyes-Fournier, Gabrielle Blackmann
The 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.
Leveraging Course Resources for Differentiated Instruction
Students consistently praise the course resources in their classes as significant factors in their overall success. Data supports high usage of videos by tracking the number of views. For many students, accessing available course resources becomes a regular part of their weekly routine. It is important, however, to consider that not every student is necessarily accessing the resources to their benefit. In addition, perhaps students accessing them are not maximizing the benefits they could gain from the use of these resources. This presentation will explore ways to individualize instruction and leverage course resources to maximize their benefit to all students. Specifically, the use of Google Sheets and Google Forms will be merged with course resources to improve accessibility, usage, and ultimately student success.
Growing Towards Success! The Student LIFE: Involvement for Success Forum Recap
This 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.
The 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.
Busting Brightspace and Exchanging With Educators: Fostering Student Success Through Faculty-Led Development
Barbara Green, William "Ashley" Johson
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.
Dewey Online: A Critical Examination of the Communities of Inquiry Approach to Online Discussions
Online 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.