<p>Instructional theories often view the work of instructors from a psychological perspective while playing little emphasis on the communicative aspects. However, there are vital communicational influences on and implications for instructional practice and the instructional process as a whole. As such, this work begins with the position that instruction is, in its entirety, a communicative process. A comparison is made between the three basic models of communication (transmission, interaction and transaction) and three main educational theories (behaviorism, cognitivism and constructivism). This comparison shows that there are alignments between the transmission model of communication and behaviorism, the interactive model of communication and cognitivism, and the transactional model of communication and constructivism. These similarities are explored over three major instructional activities – lesson planning, lesson delivery and assessment. Subsequently, three real-life scenarios were presented to illustrate how the three basic models of communication are manifested in the classroom. Given the applicability of the models of communication to the instructional process, the practical utility of approaching instruction from a communicative perspective is discussed. Potential implications for educational practitioners and scholars are discussed afterwards.</p>

<p> The purpose of this study is to use close textual analysis, informed by the neurodiversity paradigm and critical disability theories, to explore the coverage of CA in an introductory public speaking collegiate textbook to see how the experience is depicted and what thematic narratives about dis/ability are included in its coverage. This research is required to comprehend the phenomena more holistically and aid communication educators in creating curricula attentive to the needs of the high CA student, embodying best practice for a diverse set of students.  Incorporating dis/ability perspectives into public speaking pedagogy signals an opportunity to advance interdisciplinary knowledge about CA, mental health, dis/ability, neurodiversity, and education accessibility at large. By analyzing literary representations of CA, this research furthers the goals of critical dis/ability studies by de-naturalizing ideas about the binaries in which “ableness”/“disability” and “normality”/abnormality, are typically read and related to “success”. The overarching goal of this project is to demonstrate that these rhetorical representations of communication/performance bound anxiety are not only relevant, but of central importance for contemporary discussions on dis/ability within education.</p>

<p>  </p> <p>This dissertation explores the healthcare status, concerns and access of Spanish-speaking, immigrant Latinos who live and work in and around Clinton County, Indiana. The study analyzed the responses of 579 participants who answered questions during 20-minute, door-to-door interviews (80% of which were conducted in Spanish). The study’s sponsor, the Indiana Minority Health Coalition (IMHC), was interested in assessing the health needs of this Latino community because it receives IMHC’s funding for health disparity reduction. IMHC was interested in comparing the results of a previous benchmarking study, conducted a decade earlier, to the 2020 results for the purposes of understanding how successfully programming was being implemented. Between 2010 and 2020, Indiana’s Latino population increased nearly 25%, and the population in Clinton County (where more than half of the school children are now Latino) almost doubled.</p> <p>The study was spearheaded by the Purdue Center for Regional Development in conjunction with the Learning Network of Clinton County, a community-based organization that provides education and training in English and Spanish to adult learners, as well as the Mexican Consulate of Indianapolis that promoted the study among Spanish-speakers and shared the study results. Faculty and staff from the Indiana University School of Medicine at Purdue University served in an advisory capacity with medical students enrolled in West Lafayette’s Latino Concentration Program serving as co-investigators. They were assisted by 10 bilingual (Spanish/English) youth of the community and two adult, bilingual (Spanish/English) Promotores de Salud (community health workers) who were trained and earned their ethical research certifications to participate.</p> <p>The study used a mixed-methods, community-based participatory research approach to survey design, data collection, data analysis, dissemination of results. The findings this study revealed are detailed in the following three journal articles that each concentrate on a component of the project. In addition to its focus on health, the survey asked participants about their education and literacy levels, job satisfaction, and feelings of acceptance in the United States. The study provided insights based on descriptive statistics as well as a set of logistic regression models. </p> <p>Immigrant voices were elevated to build awareness of their healthcare and workforce situation among providers, educators, public policymakers, community organizations, and employers of Latino workers. As this work was both exploratory and comparative in nature, there are implications for healthcare and workplace interventions that could improve equitable outcomes. </p>

The facilitator model for dual credit offers a way for student to earn directly transcripted credit to colleges and universities, overcoming many barriers faced by other dual credit models. Successful implementation of this model requires high degree of involvement from the cooperating institution. This IRB approved qualitative case study explored the needs of five teacher facilitators in both summer professional development and on-going support throughout the school year when implementing a facilitator model for dual credit with open-ended design coursework. Code-recode and axial coding techniques were applied to over 90 hours of transcribed data, artifacts, and observations from a seven month period to find emerging themes and offer recommendations for implementation.<p></p>

<p dir="ltr">In higher education environments, instructional design plays a pivotal role in creating user experiences and fostering learner-centeredness. The purpose of this three-manuscript dissertation is to explore the intersection of learner-centered instruction and instructional design through a theory to practice approach within higher education.</p><p dir="ltr">The first study in this dissertation establishes how learner-centered pedagogy, using geospatial tools, can be effectively translated into practice in higher education. Findings reveal that higher education instructors are confident in their technological knowledge (TK) and can adapt geospatial tools across various disciplines, enabling self-directed, project-based, and problem-solving oriented learning experiences. This approach is supported by strategies such as adaptation and flexibility, integration and use of culturally relevant examples, and cultivating a comprehensive understanding of GIS. The findings emphasize the importance of culturally relevant pedagogy, scaffolding, and fostering learner autonomy, which are crucial for preparing industry-ready learners across diverse disciplines and cultural contexts.</p><p dir="ltr">The second paper in this dissertation makes a conceptual contribution by focusing on culturally relevant pedagogy (CRP) within learner-centered pedagogy. The research highlights the salient literature in CRP as it pertains to instructional design and provides a working definition of CRP from an instructional designer's perspective. To mobilize CRP in practice, we offer the intersection of two approaches; Merrill’s First Principles of Instruction (Merrill, 2002; 2012). The study explores potential connections between CRP and instructional design, suggesting the adoption of a learner-centered approach that integrates CRP with Merrill’s First Principles of Instruction. This integration aims to guide higher education instructors in creating instructional materials that promote academic success, cultural competence, and sociopolitical consciousness.</p><p dir="ltr">The third study, a systematic review of literature, examines cases where instructors implemented learner-centered pedagogies that are culturally relevant, responsive, and sustaining. The results indicated that instructors in these studies place focus on embodying the purpose of these asset-based pedagogies and emphasize the unique needs of learners and instructional goals. The complexity of CRP instruction necessitates ongoing reflection and adjustment by the instructor, with curricular enactments aiming to challenge established norms while promoting student agency and relevance. Various spaces were identified for implementing these pedagogies, including community engagement, connecting concepts to students' lives, creating safe and caring spaces, and fostering critical discussion. Examples illustrating the conceptualization and implementation of these pedagogies in higher education offer instructors practical insights into bridging the gap between theory and practice within learner-centered instruction.</p>

<p dir="ltr">Scientific writing is a core competency within the undergraduate biology curriculum (AAAS, 2010), as it has wide-ranging applications in academic and professional life, alongside being a powerful tool for formative learning (Wingate, 2010). Due to its importance in critical analysis and understanding of biological concepts, developing scientific writing is necessary for success within the biological sciences disciplines (Clemmons et al., 2020). Peer review has emerged as a common pedagogical technique to address the need for scientific writing training. The expansive literature on peer review indicates its ability to engage students in critical thinking, increase writing confidence, and improve academic performance on writing assignments (Dochy et al., 1999; S. Gielen et al., 2010; van Zundert et al., 2010). Research on the usage of scaffolded curriculum within peer review has shown increased review validity from students (Cho et al., 2006; Liu & Li, 2014), and integrated plans to revise leads to increased revisions (Wu & Schunn, 2021) and the incorporation of more feedback that is correct (Jurkowski, 2018). However, despite the breadth of peer review research, the number of quasi-experimental and experimental studies assessing the benefits and perceptions of revision is small (Double et al., 2020; van Zundert et al., 2010). This study provides a detailed look at the effects of scaffolded peer review and structured revision on student perceptions of scientific writing self-efficacy and the utility value of the peer review process. After performing peer review, students were given either a supported revision worksheet, wherein students list the feedback received and if it is useful for revisions, or a general revision worksheet, where students list their planned revisions. Quantitative surveys and qualitative reflection questions were administered to gauge the scientific writing ability and the perceived usefulness of peer review and were compared between treatment groups. Little to no difference was found in how students perceived their scientific writing self-efficacy and the utility value of the peer review process. Despite the lack of differences, analysis of the themes within responses reveals alignment with the theoretical frameworks guiding this research. This study provides a rich account of the characteristics of scientific writing self-efficacy and utility value in undergraduate biology students during peer review and revision, which have implications for the future development of an effective scaffolded peer review curriculum.</p>

<p dir="ltr">Undergraduate general chemistry courses are often perceived in a negative light by students. Student attitudes towards chemistry play a significant role in their success in chemistry and retention in STEM altogether. Research has shown in K-12 classrooms that care-based instruction strategies can help to improve student attitudes towards chemistry, thus increasing student retention in STEM. Demonstration of an ethic of care in the classroom requires constant feedback and acknowledgment from the students to ensure their needs are being met. However, few studies show this ethic of care from the student perspective, and even fewer explore it in higher education. This study attempts to implement an ethic of care within two sections of a large-enrollment, second-semester undergraduate general chemistry course, assess the impact on student attitudes towards chemistry, and the satisfaction of the students’ basic psychological needs.</p>

Upon IRB approval, a corpus of 1,192 texts consisting of three assignments written by a total of 1,736 first year engineering students was compiled, and 117 pedagogical materials were collected. Using an iterative quantitative-qualitative approach to written discourse analysis, instances of formulaic language (4- and 6-word sequences) were identified in the corpus; formulaic language was then coded for the rhetorical functions expected in problem statements as qualitatively identified in the pedagogical materials. Additionally, three discourse-based interviews were conducted with First-year Engineering Faculty. Interview data was coded for themes of effective communication and used to triangulate the findings from the corpus analysis.

<a>Global trends and factors, such as the increased level of globalization, climate change, resource scarcity, and awareness of social and environmental responsibilities, as well as fiercer competition and lower profit margins in all industries, force organizations to act to retain, regain, or sustain their competitive advantages for long-term survival. These trends and factors are historically known to bring about innovations that drive the evolution of industries. Sustainability is considered to be such an innovation to achieve fiscally sound, environmentally conscious, and socially progressive organizations and supply chains. Sustainable Development and Sustainability notions are among trending topics of 21st century. Elevated sustainability concerns of various stakeholders have been forcing members of all industries to evolve into their more environmentally and socially responsible versions. This study was initiated through a comprehensive literature review phase that reviewed 477 articles published in five major databases from 1990 to 2018. The purpose of this review was to assess the current state-of-the art on the subject of lean-driven sustainability. Based on descriptive and contextual analysis, synergies, divergences, and the extent of two-way permeability of lean and sustainability concepts from the perspective of intra- and inter-organizational operations were identified along with future research opportunities. Fundamental strengths and weaknesses of both concepts, existing strong synergies and untapped potential, along with their key contributors, the potential-use cases of lean tools to derive sustainable solutions are highlighted in this review. Next, based on the findings of systematic literature review, an innovative, holistic, versatile and scalable tool was developed to assess and benchmark sustainability performance of organizations and supply chains. The proposed framework was established upon trivet structure of Triple Bottom Line philosophy and fueled by Lean, Six-Sigma and Life Cycle Assessment (LCA) methodologies for accurate and effective measurement of sustainability performance. Completeness of the framework was ensured through development of first-generation Key Performance Indicator (KPI) pool with 33 indicators, a unique work environment assessment mechanism for safety and environmental protection issues in terms of 11 risk categories and by construction of an ownership structure for ease of framework deployment. Proposed framework is expected to help with true sustainability performance improvement and benchmarking objectives at a range of business levels from facility to sectoral operations. Upon completion of the development phase, the Sustainability Benchmarking Tool (SBT) Framework was validated at the facility level within the context of value-added wood products manufacturing. Strengths and weaknesses of the system were identified within the scope of Bronze Frontier maturity level of the framework and tackled through a six-step analytical and quantitative reasoning methodology. The secondary objective of the validation phase was to document how value-added wood products industries can take advantage of natural properties of wood to become frontiers of sustainability innovation. In the end, True Sustainability performance of the target facility was improved by 2.37 base points, while economic and environmental performance was increased from being a system weakness to achieving an acceptable index score benchmark of 8.41 and system strength level of 9.31, respectively. Social sustainability score increased by 2.02 base points as a function of better gender bias ratio. The financial performance of the system improved from a 33% loss to 46.23% profit in the post-improvement state. Reductions in CO₂ emissions (55.16%), energy consumption (50.31%), solid waste generation (72.03%), non-value-added-time (89.30%) and cost performance (64.77%) were other significant achievements of the study. In the end, SBT Framework was successfully validated at the facility level and target facility evolved into its leaner, cleaner and more responsible version of itself. Furthermore, manufacturing industries of all sorts are key stakeholders, which rely on universities to satisfy the demand for competent workforce. Society also expects universities to educate youth and contribute to their self-development by achieving both, scientific and intellectual knowledge saturation. To expand the contribution of the study to the body of knowledge in the fields of Sustainability and Modern Management techniques, an undergraduate level course curriculum that integrates modern management techniques and sustainability concepts with wood products industry dynamics was developed. Students’ pre- and post-education awareness of, and familiarity with sustainability, potential consequences of ignored sustainability issues, modern management techniques, global trends, innovation waves, and industry evolution were compared through a seventeen-question survey. Results showed that course content was successful at increasing sustainability awareness at both overall and individual sustainability pillar levels, At the end, 100% of students were able to develop complete understanding of various modern management techniques and stated that they felt confident to apply learnt skills to real life issues within their profession upon graduation. Overall, this study empirically documented how synergies between Lean, Sustainability, Six-Sigma and Life Cycle Assessment concepts outweigh their divergences, demonstrated viability of SBT Framework and presented a proven example of modern management techniques powered transdisciplinary sustainability curriculum.</a>

<p>In this dissertation, I investigate the authentic learning experiences of students participating in the Engineering Projects in Community Service (EPICS) program at Purdue University within the framework of authentic education. Utilizing a quantitative approach, the study assesses the performance of new and returning students across five key outcomes that measure authentic learning during a single semester. The analysis of variance (ANOVA) revealed significant main effects for time of assessment and type of student on performance, with an overall improvement in all outcomes observed from mid-term to final evaluations and returning students typically outperforming new students. Interaction effects between time and type were also examined, revealing subtle yet complex dynamics in students’ learning trajectories. The findings hold implications for enhancing authentic learning, especially in engineering design contexts, and offer insights to guide future implementation of and improvements to authentic education initiatives, particularly the EPICS program. Despite certain limitations, the research opens avenues for future investigations into diverse aspects of authentic education in STEM and beyond.  </p>