Serving on university committees has been both personally and professionally rewarding for me. It provides an incredible opportunity for my own growth, allowing me to sharpen my leadership, communication, and decision-making skills while gaining hands-on experience in problem solving and strategic planning. Being part of various committees also helps me build meaningful connections across different departments and even globally, opening the door for future collaboration.

Through this work, I have the chance to directly influence Purdue University Global’s policies and initiatives, contributing to the university’s growth, culture, and branding in a tangible way. What's especially valuable is how serving on these committees broadens my perspective, giving me insight into issues and challenges outside of the School of Business and Information Technology. This exposure has deepened my understanding of how the university operates as a whole, and I believe it shows my dedication to service and leadership within the academic community.

Beyond the professional benefits, I find this work personally fulfilling. It’s meaningful to be part of efforts that bring about positive change and improve the overall university environment. Ultimately, committee work has become a vital part of how I engage with the Purdue Global community and contribute to its ongoing success.

I am actively involved in a variety of leadership and engagement initiatives at Purdue Global, serving on several important committees. Currently, I am a proud member of the Early Engagement and Inclusion Committee, as well as the Purdue Global Ambassadors, and I hold the position of Chair for the Leadership Professional Competency Committee. Additionally, I contribute to several subcommittees, including the SBIT Mentoring Program, Employee Anniversaries, and the Graduation Shout-Out Board. Each of these roles offers a unique focus and purpose, allowing me the opportunity to connect with a diverse range of colleagues across the Purdue Global community.

Beyond my committee work, I am also part of two faculty learning communities: the Great Emerging Methods (GEMs) Faculty Learning Community and the Creative Salon Faculty Learning Community. These groups provide a platform for innovation and collaboration, enhancing my ability to engage with forward-thinking practices and creative teaching strategies.

Please don't hesitate to contact me if you have any questions about joining a committee.

Julie Dort

(jdort@purdueglobal.edu 

 Having a research paper published can be one of the most rewarding experiences for a professor. This is especially true if you are the lead author of the paper. However, there is an enormous abyss separating finding idea for the study and its publication.

Writing a research paper can be daunting, especially for those new to academic writing. However, the thrill of finding a unique and relevant topic that sparks your interest in your field of study can be truly inspiring. While it helps to identify a gap in the extant literature of your field of study, this might not be enough as it might fall into an area that has been extensively explored before. I always like to stay up-to-date with the top journals of my field to keep up with current trends. Special issues can be particularly helpful if you pay attention to what authors present as limitations to their studies and which areas they recommend for future research. Future study recommendations from an article published in a top 10 journal can be beneficial because you can use them to justify your research with a specific strong citation. So, it is a win right off the bat.

Once you find a topic to explore, you should try to determine whether you have the resources and time to conduct research. This is important because good research takes time and patience. Equally important is the selection of a good team to work with. The value of collaboration in the research process is immense, as it not only enhances the quality of the research but also makes the journey more enjoyable. In my experience a solid research paper can take anywhere between 2 to 3 years from inception to publishing. This was the case with my most recent research paper that was presented at a conference in Paris, France. It was the result of 3 years of work with a group of colleagues and it earned us the best research paper award for this particular conference. There is nothing more gratifying than being acknowledged by your peers like this! But the process is not over yet. Now, we need to find a good journal to have it submitted to and hopefully accepted for publication. 

The Purdue Global Office of the Provost announces an update to the university’s AI Policy. As AI technology has advanced and our understanding of the impact of AI in our classroom setting has grown, it became apparent that a revision of the original guidelines was necessary.

In the Spring of 2024, Purdue West Lafayette released Guidance on the Use of AI in Teaching and Learning. Specifically, the guidance indicates that each PWL instructor should determine and inform students when the use of AI is authorized or unauthorized. Authorization is determined at the course level by the instructor. Specific syllabus recommendations are provided on the website.

When possible, Purdue Global Policy is written to reflect Purdue System policies to promote a system-wide continuity of approach. Due to PG’s centralized curriculum and learning design process, it would be extremely difficult to replicate this exact AI policy approach. 

A group of PG stakeholders convened to work on revising the PG AI guidance. We would like to express our gratitude to the members of the workgroup listed below.

• Judy Lewandowski: Vice Provost Adult Teaching and Learning

• April Hrabar: Assistant Dean, SBS

• Kristin Early: Director of Inclusive Excellence and Strategic Initiatives

• Liz Fitzgerald: Director, Center for Teaching and Learning

• Melissa Bahle: Faculty, MAPS

• Robert Winters: Faculty, SBS. Faculty Senate.

• Sean Doyle: Faculty, SBIT

• Shaun Jamison: Associate Dean, PGLS

• Timothy Werth: Vice President of Administrative Services & CIO

Our priority was to establish a baseline of acceptable AI use across all PG courses. We intended to identify clear guidelines on what is acceptable, how to cite the use of AI, and clarify the consequences of misuse. We refer to this baseline as Level 1. 

Following the Purdue system lead, we established a protocol where each course (set by the School or Course Lead) determines if additional AI use will be permitted. Once the baseline of acceptable use was established, we developed two additional levels of potential AI Use. Each level represents the expanding integration of the tools based on curricular / industry needs.

While anything connected with AI will expectedly need to be revisited regularly, we intended to create a policy that could offer a stable touchpoint for continuity and an accompanying AI resource website that could be nimble enough to modify to reflect current trends or shifts in use.

The PG AI Policy website includes the following information.

·  PG AI Policy

·  Citation Guide for AI Tools

·  AI Levels of Use Within Courses at Purdue Global

·  AI Detection

·  AI Curriculum Guide

It is important to note that PG will follow the Purdue system approach to AI Detection. Currently, the Purdue system does not recognize the validity or accuracy of AI Detection tools. There is no clear-cut strategy to accurately determine AI use. The PG AI Policy website provides guidance on what can be done when AI use is suspected.