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Study of dynamics of airflow and aerosol transport and deposition in human upper airways using large-eddy simulations
No full textThis study employs a large-eddy simulation (LES) strategy to investigate airflow and aerosol dynamics in the human upper airways using a truncated SimInhale configuration. Inflow conditions include three steady inhalation flow rates (14.2, 53.2, and 71 L/min), representing quasi-laminar, moderate, and high turbulence conditions, and a realistic cyclic breathing scenario. Under steady flow, monodisperse (1–10 μm) and polydisperse aerosols are analyzed. The study shows that complex airflow dynamics directly influence aerosol transport and deposition, causing global deposition to increase nonlinearly with particle size and Reynolds number, with the larynx being a primary deposition location in turbulent cases. For the polydisperse analysis using uniform, Gaussian, and Rosin-Rammler distributions, the Rosin-Rammler yielded the lowest deposition, while the uniform had the highest. Simulation of the realistic breathing cycle with monodisperse particles shows that deposition occurs almost entirely during the inspiratory phase, with the expiratory phase acting as a clearance mechanism
Makerspaces and academic advancement in Hamilton County secondary schools
No full textThis dissertation explores the impact of makerspace integration on academic performance, attendance, and student engagement in Hamilton County secondary schools. Amid growing interest in experiential learning environments, the researcher sought to quantify the effects of makerspaces on ACT composite scores, graduation rates, attendance rates, and chronic absenteeism. By employing a mixed-methods research design, the researcher analyzed publicly available school-level data from the Tennessee Department of Education and qualitative interviews to compare educational outcomes before and after the implementation of makerspaces, as well as secondary schools with and without makerspaces. The quantitative findings reveal a significant reduction in chronic absenteeism following makerspace adoption, suggesting a positive correlation between hands-on learning and student retention. However, no statistically significant differences in ACT scores were observed, indicating that while makerspaces enhance engagement and practical skills, their direct influence on standardized test performance remains ambiguous. Complementing the quantitative analysis, qualitative interviews with educators and stakeholders highlight increased student motivation, improved school attendance, and the development of critical thinking, collaboration, and self-efficacy. These insights underscore makerspaces as inclusive, transformative learning environments that promote equity and student identity formation, particularly in STEM pathways. Overall, the researcher advocates for the strategic implementation of makerspaces in secondary education, emphasizing their potential to foster student engagement and academic persistence. The researcher also calls for future research into long-term effects on career readiness, the development of alternative assessments, and the differential impact across diverse student populations
Characteristics of flame-turbulence interactions in freely propagating turbulent premixed flames under decaying and forced isotropic turbulence conditions
No full textTurbulent premixed flames observed in energy conversion and propulsion applications are characterized by highly nonlinear, unsteady, and multi-scale processes. Previous numerical studies of freely propagating flames have utilized either forced or decaying background isotropic turbulence to provide detailed insights into the features of flame-turbulence interactions; however, none have made direct comparisons of cases where the turbulence decays or is sustained using a forcing strategy. This study compares the features of turbulent premixed flames via direct numerical simulations, where we consider both decaying and forced turbulence scenarios. Four turbulent premixed flames are simulated, corresponding to the thin reaction zone and broken/distributed reaction zone regimes. The comparative analysis focuses on the instantaneous reacting flow field, mean flame structure in both physical and state space, and the transport and dynamics of enstrophy. The results provide quantitative insights into how sustained versus decaying turbulence influences flame topology, small-scale vorticity generation, and reaction-zone structure
Exploring women’s views on intra-gender dynamics in the workplace: A study of impact and change
No full textThe purpose of this mixed-methods study was to examine women’s intra-gender experiences in higher education workplaces and their perceived influence on future interactions and behaviors, as well as to explore potential relationships between relational aggression (RA) and the Queen Bee Phenomenon (QBP). Using the following research questions, the researcher examined how women perceive interactions with female supervisors, colleagues, and those exhibiting Queen Bee tendencies, as well as how such experiences influence their future workplace behaviors and interactions. RQ1: What have been the perceived experiences of women in higher education working with a female supervisor? RQ2: What have been the perceived experiences of women working with female colleagues in higher education? RQ3: Do women perceive their workplace interactions as being influenced by women who demonstrate Queen Bee tendencies? RQ4: What, if any, relationship exists between relational aggression and the Queen Bee Phenomenon as measured by the Relational Aggression Scale and Queen Bee Phenomenon Scale? Eighty non-teaching female professionals from secular higher education institutions across the United States (U.S.) electronically completed the QBPS and the RAS instruments. Seventeen participants subsequently participated in qualitative interviews to provide deeper insights into their lived experiences. Qualitative thematic analysis revealed the following themes: Research Question 1: power-guarding, support and empowerment, communication variability, people before position, gendered empathy, and validation-seeking; Research Question 2: peer support, mean girl dynamics, relational bonding, team solidarity, and student-driven collaboration; Research Question 3: leadership modeling, emotional impact, and resilient authenticity. A Kendall’s tau (τ) correlation analysis revealed two statistically significant relationships between RA and the QBP: perception of sacrifice and proactive indirect relational aggression (τ =.200, p =.018), and career engagement and reactive direct relational aggression (τ =.174, p =.035). The findings suggest that while women’s experiences vary, shared patterns reveal the ongoing influence of intra-gender dynamics on professional development opportunities and job satisfaction. Findings contribute to the growing understanding of women’s intra-gender relationships and the role of perception and reflection in workplace dynamics. By highlighting the complexity of women’s workplace relationships, this study underscores the importance of self-aware leadership and organizational practices that foster collaboration and a sense of belonging
The impact of an adult-focused First-Year Seminar on Tennessee Reconnect students
No full textThe state of Tennessee launched a promise program entitled Tennessee Reconnect (TnR) in the Fall of 2018, which was aimed at the state’s adult learner population and offered a solution for affordable education. With this introduction came pressure for institutions, specifically community colleges in the state, to increase the retention and completion rates of this population of students. One small, rural community college approached this challenge by offering both first-time and returning adult learners an adult-focused First-Year Seminar (FYS) course. The course, entitled Work-Based Learning Seminar (WBLS), looked to assist with not only the retention and completion issues of the population, but also introduced course learning outcomes that addressed common characteristics and barriers to success for this population of students. Using a quasi-experimental design, the study evaluated whether there was a difference between year one to year two retention rates, and 3-year graduation rates, of adult learners at Cleveland State Community College (CLSCC) who were funded by TnR and completed (a) a WBLS course, (b) a FYS course, or (c) no college-readiness course. The data proved a positive association between year one to year two retention rates and completing WBLS for TnR-funded adult learners. Additionally, the narrative case-study design explored the human experience of this same population through virtual, personal interviews. The results supplemented the decades of previous research surrounding adult learners regarding common characteristics of this population, motivators for these students, and barriers to success for adult learners. Ultimately, this type of research could assist community colleges in Tennessee, as well as other states across the nation, in understanding the needs of their adult learner populations. The characteristics, motivators, and barriers could be predicted more effectively with this type of study, while also assisting institutions with increasing the retention and completion rates of their adult learners. Additionally, the ever-increasing affordability of college can be addressed by studies such as this, which analyze the impact of TnR on this population of students. Moreover, the problem of transitioning to college for adult learners can be intentionally solved with access to adult-focused FYS courses such as WBLS
False narratives and fierce hope: recentering Appalachian rhetorics of place and health
No full textThis research seeks to analyze the rhetorical dimensions of how health is discussed in Appalachia, focusing specifically on Letcher County, Kentucky. In Letcher County, as in many Appalachian communities, rhetorics of healthcare and poverty are inextricably linked, largely due to media portrayals. One of the most impactful of these media portrayals is the 1964 CBS special entitled Christmas in Appalachia. In this special, host Charles Kuralt visits Letcher County and makes a pointed effort to speak to families who are living in poverty, asking them questions about their daily lives and if they “want better” for their children than their current living conditions. For many outside of Appalachia, this set the standard for how people perceived Appalachia as a whole – impoverished, poorly educated, and unaware of their own needs, including needs related to education and healthcare. This creates an insider-outsider dynamic, an “othering” of Appalachians. By tracing the rhetorics of poverty in Letcher County from 1964 and onwards, and examining if and how these rhetorics have changed, we can determine how rhetorics shape the community itself. Alone, the documentary may not be enough to identify a problem, but if we look at health statistics for Appalachia and for Letcher county, it is clear that there are major health disparities. I predict that creating a collection of documentation of negative media portrayals of Letcher county will reveal issues relating specifically to healthcare, and in turn where upheaval of healthcare structures could be needed and to the benefit of Appalachians
Assessing the doctoral capstone as a high-impact practice in occupational therapy education
Full text linkThe purpose of this study was to assess the doctoral capstone as a high-impact practice in occupational therapy education. By analyzing the perceptions of Occupational Therapy Doctorate graduates, site mentors, and faculty mentors, using the eight key indicators of a high-impact practice the researcher sought to understand the value and impact of the doctoral capstone experience. A single case study design was used to survey graduates, faculty mentors, and site mentors who participated in the doctoral capstone from 2017-2024. Using a generic qualitative research approach to investigate the research questions, the researcher utilized both survey questionnaire data and interview data to further evaluate the doctoral capstone as a high-impact practice. Quantitative data were used to analyze the relationship between doctoral capstone emphasis and non-traditional employment. Results indicate that graduates, faculty, and site mentors perceive the doctoral capstone as a high-impact practice. While findings did not reveal a significant correlation between the capstone area of emphasis and non-traditional employment, results highlight how the doctoral capstone continues to address a critical need within the profession by broadening the understanding and application of occupational therapy in non-traditional settings, ultimately extending the reach and impact of the profession
An evaluation of the effectiveness of living learning communities on student success, retention, and belonging
Full text linkThis project of practice evaluated the impact of Living Learning Communities (LLCs) on student success, retention, and sense of belonging at a regional public university. The program evaluation includes quantitative data comparing GPA and retention rates of LLC and non-LLC students, a sense of belonging scale, and qualitative data gathered from interviews and surveys with LLC participants and program partners. Findings indicate that LLC participation positively correlates with increased student retention and a stronger sense of community, though academic performance differences were not statistically significant. Thematic analysis of qualitative interviews revealed that intentional faculty-student interaction, tailored academic support, and early community-building efforts contribute to students\u27 overall satisfaction and connection to the university. Based on these results, the project recommends strengthening recruitment processes, clarifying partnership roles, increasing academic integration, and enhancing collaborative programming. These recommendations aim to improve LLCs\u27 structure, consistency, and long-term impact as a strategic initiative for student success and institutional retention efforts. The housing department and campus partners may utilize the data to look at ways to strengthen the program and increase the impact on student success, retention, and belonging
AI-Enhanced Resume Development
Full text linkAbstract Background Resumes are often the first impression employers have of students, yet a plethora of graduates face underemployment, potentially due to poorly advocating for unrecognized skills. Almost half of recent graduates are underemployed one year after graduation (Vedder et al., 2013). Surveys show students constantly feel unprepared for the workforce and tend to fail to present their knowledge and skills effectively on resumes (Suleman, 2018). This study supports psychology students of Appalachian State University by improving Eugene, a tool used by students to input their courses and receive an output of knowledge, skills, and abilities (KSAs) and jobs they may be qualified for right after completing their graduate or undergraduate education. Eugene can help students use KSAs to build resumes. The integration of class-based KSAs with an addition of practical experiences like internships, labs, or research hours would increase the marketability students can have. Methods This project will focus on implementing an AI chatbot to assist translating student experiences such as research hours, internships, and work experience into effective resume language. The chatbot analyzes the students’ experience and identifies the KSAs that hold relevance to what has been developed by the student. It then generates resume content that reflects those KSAs, helping students better market their real-world capabilities. By doing so, this tool enhances resume quality, job marketability, and student depth on skills that are possessed. Expected Results & Implications Adding job or internship experience to Eugene and being able to ask the chatbot how to implement those skills on a resume will help students to stand out better. This tool will significantly enhance the career readiness of students by helping them recognize and articulate the valuable skills they have gained throughout their previous experience. This addition will help students create valuable resumes to get proper jobs and start their careers straight out of college
Effectively Bridging Computer Science and I-O Psychology to Solve Practical Problems
Full text linkOne of the most pressing challenges facing I-O psychology today is the need to bridge the disciplinary barrier between our field and computer science. This barrier runs deep, creating challenges in both research and practice resulting from differences in our core philosophies of science. Yet if we fail to engage across this boundary, it will be the technical values and priorities of computer science, and not the human-centered values of psychology, that will define the future of work. In this talk, we will explore the philosophical and practice tensions that shape the IO-technologist interface and propose strategies for effective interdisciplinary collaboration. We will ground this discussion in a concrete example: the development of an AI-driven leadership coaching platform