University Archive
The Purdue Global University Archive (PGUA) expands visibility and access to the scholarly output of our university's academic community by showcasing its works, activities, and history.
The PGUA is a service provided by the Purdue Global Library. For more information about the PGUA, its mission, policies, and how to contribute your own scholarly work to it, visit the Guide to the University Archive.
results
Discover
Communities
Select a community to browse its collections.
Recent Submissions
The Lived Experience of Gen Z Gay Male Students on a Southern California Community College Campus: A Narrative Research Study
(2025-07-10) Miller, Franklin A.
This narrative research study explores the lived experiences of Generation Z (Gen Z) gay male students attending a Southern California community college. Focusing on themes of welcome, safety, inclusivity, and access to LGBTQ+ resources, the qualitative study examines how eight self-identified gay male students, born between 1997 and 2012, navigate their identities in a two-year commuter community college environment. Guided by open-ended interviews and supported by national quantitative data, this mixed-methods inquiry demonstrates the importance of visible support structures, such as an on-campus LGBTQ+ center, sexual orientation and gender identity (SOGI)-affirming faculty, and accessible student services. The narrative approach allowed participants to reflect deeply on their experiences with campus climate, identity development, and interpersonal dynamics across student, faculty, staff, and classroom interactions. While most participants reported feeling welcomed and supported by peers or within selected campus spaces, several also described experiences of discrimination, microaggressions, and ongoing safety concerns that impacted their sense of belonging and mental wellness. The findings contribute to existing scholarship by amplifying LGBTQ+ voices within the underrepresented context of community colleges. The study highlights the need for a deeper institutional commitment to equity, mental health care, and inclusive programming that addresses the distinct challenges faced by LGBTQ+ Gen Z students in non-residential, part-time learning environments. Recommendations include implementing targeted faculty training on LGBTQ+ issues, increasing campus-wide awareness of available support resources, and ensuring visible, sustained leadership commitment to inclusion and equity.
Application of the American Academy of Pediatric Guidelines to Improve Adherence to Well-Child Care Visits
(2025-06-01) Horne, Emile
Comprehensive well-child care (WCC) visits provide infants, children, and adolescents with necessary preventative care services to enhance children’s health, prevent injury, and mitigate disease outbreaks. Despite these benefits, adherence rates often fall short of the American Academy of Pediatrics’(AAP) recommendations, with substantial gaps across racial and ethnic groups as well as poverty levels, insurance, and geography. This quality initiative sought to improve compliance by utilizing a multi-level education and parent engagement strategy in a rural primary care practice where adherence averages <40% yearly. These methods resulted in a positive impact on WCC visit adherence and highlighted barriers to compliance that can be mitigated with extended office hours, parent preference of contact method, and close follow-up for no-shows and cancellations.
THE INFLUENCE OF DIGITAL TOOLS ON THE SELF-EFFICACY OF NON-NATIVE LANGUAGE SPEAKERS IN MACHINE OPERATOR ROLES
(2025) Jeremy Thurman
This study investigates the impact of a linguistically responsive training approach on the self-efficacy of non-native language speakers training as machine operators in manufacturing. Current English-only training policies and shifts toward self-directed learning perpetuates inequity in workplace development for non-natives and hinders organizational competitiveness. A quasi-experimental mixed-methods approach examined whether an intervention that combines peer support and digital tools, Google Translate and ChatGPT, could increase the self-efficacy of non-native language speakers in a workplace learning environment. The data from pre- and post-intervention surveys of 28 participants revealed significant increases in self-efficacy to seek out and acquire knowledge, and to perform job related duties. Qualitative insights from common themes demonstrated the approach supported self-efficacy through enhancing problem-solving ability, supporting questioning and feedback, enabling learning through translation, and conveying detailed knowledge. Technological translation inaccuracies of the digital tools were seen as challenges while more in-depth training on ChatGPT was an area for improvement. The findings suggest that a training approach that integrates shared language experts and digital technologies offers a feasible strategy to improve the self-efficacy of non-native language speakers; thereby developing skills that lead to improved career outcomes. This research contributes to established literature in the areas of self-efficacy and digital technologies while offering recommendations for improvements for implementation which provide decision makers with a practical, sustainable, and cost-effective approach to support employee development.
Social-Emotional Learning through Art and Entertainment
(2025) Adam Galarza
This applied research project explored how participation in arts and entertainment-based experiences supports the development of Social-Emotional Learning (SEL) competencies. Using a qualitative design, data was collected from thirty participants involved in community arts programs, youth theater groups, and interactive media initiatives through interviews and reflective journals. Thematic analysis revealed consistent growth in emotional literacy, self-expression, empathy, and interpersonal skills. Participants described enhanced self-awareness and perspective-taking, often attributing these gains to the immersive, collaborative, and emotionally engaging nature of the creative environments. These spaces allowed for authentic emotional exploration and connection-building, supporting SEL growth outside of traditional educational settings. The findings suggest that informal, artistic experiences are effective platforms for fostering the five core SEL competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. This has significant implications for educators, program designers, and organizational leaders seeking innovative, inclusive approaches to emotional and social development. By embedding SEL principles into arts and entertainment experiences, practitioners can cultivate deeper engagement and personal growth in learners of all ages.
Can Online College Composition courses really be considered competency-based learning? New technologies allow for personalized and flexible learning opportunities
(Association for the Advancement of Computing in Education (AACE)., 2021-03) Bianco, Michelle; Fussell, Galia
Competency-based learning allows students to focus on demonstration of mastery with a focus on career-ready skills (Scheopner, Torres, A., Brett, J., & Cox, J. 2015). Instruction is more personalized, flexible, and the learning opportunity is unique and engaging to the student’s degree field. Online College Composition Courses can be viewed as a competency-based pathway. Students demonstrate that they have mastered the skills of effective writing, reading comprehension and communication content through multiple demonstrations of learning. This article will clarify the standards by using rubrics and course-level assessment to ensure proficiency. A discussion of measurable learning objectives that will prepare the student for real-life career-based skills will follow. A demonstration of content delivery is available through the instructional courseware platform Hawkes Learning. “Hawkes Learning is an innovative, educational courseware platform providing instructional content and mastery-based learning to enhance student success in college courses” (Hawkes Learning, 2021, para.2). Hawkes Learning is mastery-based content delivery that is customizable and student-centered. Hawkes Learning uses three modes to mastery: Learn, Practice and Certify. This article will explore the unique teaching strategies to ensure a competency-based pathway in online College Composition Courses as well as a data review of current Composition Courses