Jennifer Teague 

As significant age-related demographic shifts occur, there are many gaps in the literature regarding the impact of generational differences in the adult learner's classroom. As the number of Millennials and Generation Z student enrollments increase, there is a growing need to assess if there have been accompanying shifts in how students interact with their curriculum, their classmates, and their instructor. While students of all ages share many of the same traditional learning preferences, there have been some changes in the way younger generations operate in the classroom in terms of functions such as textbook reading, interpreting assignment instructions, and receiving constructive feedback. All of these generational preferences can create both challenges and opportunities in the traditional classroom environment, where long textbook chapters, rigid grading rubrics, and critical assignment feedback can sometimes result in learner-instructor conflict. 

Audience: Higher Education Administrators, Faculty, Staff

Track: Student Focus

Diversity, Equity, and Inclusion Session

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Mimi Gough 

The concept of Customer Centricity is a multifaceted process that involves obtaining genuine insights into the unmet wants & needs of a customer (Kamarman, 2021). The idea of customer centricity can apply directly to learners, by replacing the word customer with student and concentrating on observations and interactions while building relationships that ultimately lead to greater student success. 

In the online environment, faculty must be vigilant about ensuring that every student feels engaged by monitoring their level of participation as well as their ability to comprehend the course expectations. 

This presentation will look at a paradigm shift which means that students are no longer passive recipients of information passed on to them from their instructors, but genuine participants as part of a student centered learning process with students as the focus and teachers considering the views and needs of the students while making students feel included (Thaliath, 2015). 

Audience: Faculty

Track: Student Focus

Diversity, Equity, and Inclusion Session

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Jeffrey Bailie 

Faculty regularly provide corrective feedback (CF) for assignments authored by students, often pointing out errors in grammar and style with the hope that their direction will help learners recognize mistakes, will take heed and strive to correct them in subsequent works. But when the errors continue in later assignments, faculty might question why the oversights continue despite their actions to point out discrepancies. Beyond questions of proficiency, inaction to instructor feedback could easily be misinterpreted as being a question of learner motivation. Could it be that they consider the need for correction to be insignificant or inconsequential toward scholastic progress? 

Broadly defined, reticence is a lack of willingness or desire to do or accept something: a disinclination, unwillingness, or reluctance (Merriam-Webster, n.d.). There are a range of potential reasons for learner reticence that might not only be a result of learner motivation or proficiency.  For example, a 2006 investigation by Swain found that personal goals and beliefs may also affect a student’s response to instructor feedback. Soo and Goh (2013) deemed that a “lack of relevant knowledge about reticence has caused many instructors to wrongly perceive their students do not have the desire to learn” (p. 67), and so a further inquiry into the effect of reticence was deemed to be worthy of further examination.

This presentation examines the results of a recent phenomenological investigation concerning factors that influence graduate learner reticence toward the application of corrective feedback relative to the writing style sanctioned by the American Psychological Association. The research question for the qualitative study considered reasons for why some graduate students demonstrate a level of disinclination toward actively responding to corrective instructor feedback relative to the use of APA style in written assignments.

Audience: Higher Education Administrators, Faculty, Staff, Students/Alumni

Track: Scholarship

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Ken Martz 

Leadership is directly related to the success of a business. In the context of higher education, this translates to effective learning, student success, and a high quality workforce of the future. This session considers the importance of leadership as well as principles to help establish effective organizational structure. This is particularly important in the context of the global village where relationships are often spread across diverse geographic regions, with diverse cultural impacts. Examples of leadership aspects include the role of leadership style, organizational structure, and consistency. Discussion will consider impacts across organizational engagement, retention, and promotion across the system. 

Audience: Higher Education Administrators, Faculty, Staff, Employers

Track: Leadership and Organization

Diversity, Equity, and Inclusion Session

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Dr. Jon Harbor, Provost, Purdue University Global

Audience: All Conference Attendees

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