Digital Commons Network^™

Uncovering Occupational Therapy’S Role In Addressing Postpartum Anxiety: A Scoping Review, Felicia Markfield, Carlin D. Reaume

The Open Journal of Occupational Therapy

Background: Occupational therapists are qualified to provide needed support for individuals experiencing postpartum anxiety. Postpartum depression is a more well known and researched disorder; however, postpartum anxiety is theorized to be more prevalent and less discussed (Nakić et al., 2018; Zappas et al., 2021). The objective of this scoping review is to find the themes in the literature highlighting the unique settings, assessments, and interventions used to support individuals with postpartum anxiety.

Methods: A literature search was conducted from Scopus, Sage Journals, OTSeeker, Science Direct, and EBSCO databases. Twenty articles were found and selected for review.

Results: …

An Interdisciplinary Functional Exercise Program For Individuals With Parkinson’S Disease: A Case Series, Lauren Turbeville, Caroline Adams, Amy Wedge, Kailey Smitherman, Kathrin Rothermich

The Open Journal of Occupational Therapy

Background: Traditional exercise programs are beneficial in managing Parkinson’s disease (PD). Little research exists on interdisciplinary, functional exercise programs designed and implemented by licensed therapists.

Method: Our case series presents the development, implementation, and results of an interdisciplinary functional exercise program for individuals with PD and the effects this program had on daily functioning and quality of life. Participants were recruited via flyers, email, and phone communication, and consented to data collection for our objectives. Participants attended two sessions per week for 8 weeks. Sessions addressed fine and gross motor skills, dexterity, cognition, functional strength, gait, balance, and …

Benefits Of Intergenerational Programming In Occupational Therapy, Rachel Mitchell

Honors Theses

Occupational therapy helps clients work toward their meaningful occupational goals. Within this career, a person’s roles and habits are also addressed and taken into account when creating intervention plans. Many individuals live in a multi-generational home, living with others of different generations, or even interacting with them in their daily lives. Intergenerational programming is designed to bring people of different generations together. Whether the client lives with someone from a different generation, or sees them in their life, it is vital to have an understanding of each other. Areas that can be addressed include mental health, cultural identity, social isolation …

Wmu Board Of Trustee Board Meeting, Thursday September 11, 2025, Wmu Board Of Trustees

WMU Board of Trustees Meetings

Acceptance of the Agenda

Approval of the Minutes (June 26, 2025 and August 13, 2025

Remarks by the Chair of the Board

Remarks by the President

Updates by the Faculty Senate President

Updates by the Western Student Association President

Updates by the Graduate Student Association President

Western Michigan University Employee Graduates

Presentation: A History of Teaching and Learning; Zhang Legacy Collections Center

Public Comments Regarding Action Items

Action Items

Professional Instructors Organization (PIO) 2025-2029 Agreement

Remarks following vote by PIO Contract Enforcement Officer

Delegated Board of Trustees Authority to Confer Degrees

Consent Items

• Personnel Report
• Amendment to the Brian Schott …

Transgressive Body, Open Mind, And Perceptive Spirit For Nurturing Soul: A Reflection On Teaching To Transgress, Akie F. Wenk

Journal of Communication Pedagogy

In this reflection essay, I discuss my journey into the liberatory pedagogy bell hooks champions. As a foreign-born Japanese woman, who speaks English as her second language, being in the classroom itself can be seen as a transgressive act. Positioning myself as an educator who strives to creates an environment that is liberatory for me and my students, I discuss my specific experience and relationship to theories surrounding critical feminist pedagogy and how I practice these theories in my own classroom.

“We Are Not Robots”: Elementary Preservice Teachers’ Focus Group Talk About Problems Of Practice Around Literacy Instruction, Jacquelynn S. Popp, Carin Appleget, Tori Golden Hughes, Crystal Dail Rose, Christine Leighton, Kierstin M. Giunco, Poonam Arya, Xiufang Chen

Reading Horizons: A Journal of Literacy and Language Arts

The purpose of this study was to examine the nature of elementary preservice teachers’ (PSTs’) problems of practice around literacy instruction and to explore how the PSTs framed/talked about such problems. The study comprised qualitative analysis of data collected from focus group interviews with 21 PSTs from five teacher education institutions across the United States. Analysis of the PSTs’ talk about problems of practice in the focus groups yielded three themes about the nature of their problems and how they defined and discussed strategies or solutions to problems. PSTs expressed concerns about (1) meeting the needs of students below expected …

Understanding The Fluid Source During Alteration Of Former Oceanic Lithosphere In The Polygenetic Ingalls Ophiolite Complex, Washington, Usa, Zachary Russell Stevens

Masters Theses

The Ingalls Ophiolite Complex is an ophiolite of Jurassic age in central WA, USA. Much of the complex formed in a supra-subduction zone setting in a back-arc ocean basin during subduction of the Farallon plate beginning 192 Ma. Between formation and obduction, mafic and ultramafic lithologies experienced alteration in the presence of water, which previous studies inferred to be seawater. Previously published δ¹⁸O and δD data from the Ingalls indicates isotopic depletion possibly caused by interaction with meteoric water at current latitude (~47.5 °N). The current study reports new δD, δ¹⁸O, and Δ ′¹⁷O measurements from mafic and ultramafic lithologies …

Historically Minoritized Racial Groups At A Midwestern University: Behaviors, Attitudes, And Beliefs Toward Mental Health And Well-Being, Kemmel Palmer

Dissertations

The rising prevalence of mental health concerns among college students, especially those from historically minoritized racial groups, underscores persistent disparities and substantial barriers encountered within Predominantly White Institutions (PWIs). This qualitative inquiry examined the mental health behaviors, attitudes, and beliefs of college students from five historically minoritized racial groups—Black/African American, Latino/Hispanic, Asian Pacific Islander Desi American, Middle Eastern/Middle Eastern American, and Indigenous/Native American—at a midwestern university. Utilizing a phenomenological methodology, the study employed five focus groups comprising 51 participants representing a wide range of academic levels, gender identities, and sociocultural backgrounds.

The findings from this study reveal deeply embedded and …

Examination Of Caregiver Supervision Practices And Beliefs Among Caregivers Of Children With Bleeding Disorders, Sophia Noelle Prokos

Dissertations

Abstract: Unintentional injury is the leading cause of death for young children in the United States, and children with chronic medical conditions such as bleeding disorders are at elevated risk for injury and more severe outcomes (Centers for Disease Control and Prevention [CDC], 2021; Mayes et al., 2009; Shen et al., 2016). While caregiver supervision is a known strategy for injury prevention (Damashek & Corlis, 2017; Morrongiello et al., 2011), limited research has examined how supervision beliefs and practices differ for caregivers of children with bleeding disorders. The present study compared caregiver supervision, injury attitudes, and injury history between …

Abundance Of Gratitude, Renee Kaufmann

Journal of Communication Pedagogy

Editor's note

Examination Of The Association Between Parent Beliefs About Injury And Supervision Behavior, Felicia Acelia Diaz

Dissertations

Unintentional Injuries are the leading cause of death for children in the United States (Centers for Disease Control and Prevention, National Center for Injury Prevention and Control, 2021). Several studies have indicated that caregiver beliefs (such as locus of control) are associated with children’s injury risk (Damashek et al., 2005), but few studies have examined whether caregiver beliefs about injury are related to caregiver’s injury prevention behaviors, such as caregiver supervision. Examination of caregiver beliefs regarding supervision revealed that caregiver’s degree of belief in the preventability of childhood injuries predicted self-report scores on several measures of supervision. Caregiver’s degree of …

"It Can Be Hard To Stand Up Straight In A Crooked Room:" Examining The Mediating Effects Of Black Women's Gendered Racial Identity On The Relationship Between The Strong Black Woman/Superwoman Schema And Collective Coping, Devin Willis

Dissertations

Prior research on the Strong Black Woman (SBW)/Superwoman (SW) schema has produced mixed findings. Both positive and negative outcomes of Black women’s internalization of this schema have been identified. These mixed findings may be linked to the measurement of the SBW/SW schema and the relationship with other culturally relevant variables. There have been significant positive relationships identified between Black women’s gendered racial identity (GRID) and the internalization of gendered racial stereotypes (i.e., the SBW/SW). Methods for coping with stereotypes have also been identified as influential when considering Black women’s coping behaviors.

The purpose of this study is to examine the …

Journal Of Communication Pedagogy, Complete Volume, 2025

Journal of Communication Pedagogy

No abstract provided.

Theorizing With Purpose: A Five-Step Approach To Motivate And Guide Students In Communication Theory Courses, Weixu Lu

Journal of Communication Pedagogy

This study addresses the challenges of effectively teaching communication theories to undergraduate students by highlighting the gap between the need for developing higher-order, transferrable knowledge and the learning needs of novice learners. To bridge this gap, it introduces a novel five-step model integrating motivation, direct instruction, revisiting, assessing, and invention steps into the teaching process. Assessment results from two semesters were compared to evaluate the efficacy of this model, showing significant improvements in students’ comprehension of communication theories, ability to theorize communication phenomena, and proficiency in formulating research questions based on theoretical insights. These findings suggest the potential of the …

Rigor And Academic (Re)Socialization: The Faculty Role In Student Success Curriculum, Kendra Knight, Stephanie Grau, Elissa Foster, Jay Baglia

Journal of Communication Pedagogy

In the post-pandemic learning era, communication faculty experience tensions among expectations for flexibility, sensitivity to students’ well-being, and our commitment to the academic rigor of our courses. These tensions, we argue, may be resolved through offering academic (re)socialization as a stand-alone element of the communication curriculum. This essay explicates the development and implementation of a for-credit workshop-style course aimed at bridging gaps in student academic capital laid bare by the COVID-19 learning crisis. “Communication Fundamentals for College Success” is a collaborative effort among six communication instructors to support practical and socio-emotional skills that undergird students’ transdisciplinary intellectual growth. We reflect …

If It Walks Like A Duck: Self-Identification, Definition, And Experiences Of Non-Traditional Doctoral Students In The Communication Discipline, Laura C. Bruns, Sara V.A. Kaufman, Ana Lisa Padron Eberline, Meredith L. Pruden, Erin Perry, Elise P. Taylor, Deborah J. Danuser

Journal of Communication Pedagogy

This study aimed to understand experiences of nontraditional doctoral students pursuing their PhD in Communication. Although the term “nontraditional student” exists in the literature (Cox & Ebbers, 2010; Stone & O’Shea, 2019), there is little consensus about demographics of nontraditional doctoral students (NTDS), nor their experiences navigating these programs. Using qualitative, thematic analysis of survey responses (n = 52), this critical mixed-method study found three themes— age, experience, and education gap—as defining identity factors, barriers, and benefits. Participants described themselves as nontraditional due to different lived experiences from graduate peers, resulting in feelings of “Otherness” within their programs. These findings …

Climate Change Denial Messages As Post-Truth, David H. Kahl Jr., Ahmet Atay

Journal of Communication Pedagogy

Post-truth messages are hegemonic forms of communication intentionally designed to create false narratives that perpetuate power and marginalize others. These messages make differentiating fact from fiction difficult. Students are especially susceptible to believing and internalizing post-truth messages due to their high level of interaction with social media and the neoliberal period in which they have been raised. One type of post-truth message that has become especially prevalent is climate change denial messages that advance a neoliberal agenda. This article will apply tenets of critical communication pedagogy (CCP) as a means by which to recognize messages that deny climate change as …

Rethinking The Reach Of The Basic Course: Diversity And Interdisciplinarity As Catalysts For Reinvigorating The Foundations Of The Discipline, Narissra Maria Punyanunt-Carter, Sydney E. Brammer, Ryan J. Martinez

Journal of Communication Pedagogy

Communication scholars have significantly advanced knowledge across various subjects and in basic course classrooms, yet face obstacles in conveying their importance to students and wider communities. Challenges like COVID-19 disruptions, inadequate teacher pipelines, and limited diversity in education hinder interdisciplinary communication, leading to insufficient funding and support. Neglecting diversity perpetuates systemic inequalities, limiting perspectives in syllabuses. Advocating for inclusivity and exploring practical implications of communication, such as organizational communication and societal engagement, enhances the field’s value. Prioritizing research with theoretical and practical implications, particularly in diversity, equity, and inclusion, empowers marginalized voices and promotes understanding. Embracing these efforts ensures communication …

Teaching To Transgress In Intercultural Communication Contexts In Utah: A Plática Approach, Leandra H. Hernández, Sidi Meyara, Stevie Munz

Journal of Communication Pedagogy

Reflecting on legislative changes in Utah and their implications for teaching topics related to social justice, this plática explores the challenges and the possibilities that exist in our pursuit of liberatory pedagogy. Relying on the work of bell hooks and Chicana feminist scholars, we argue that despite the challenges posed by restrictions to DEI, educators should rely on critical communication pedagogical approaches to promote transparency and intentionality, model vulnerability, build community relationality, and recognize our collective humanity. Recognizing teaching as an embodied experience, we argue through engaging in self-reflection and relying on critical pedagogical approaches, we are able to equip …

Communicatively Enhancing Belonging By Meeting The Motivations Of First-Generation College Students In The Classroom, Miles C. Coleman, Brooke Hoffman, Angela Cirucci

Journal of Communication Pedagogy

First-generation college students’ (FGCS) experiences can be accompanied by lower senses of belonging when compared to continuing-generation college students (CGCS). This article explores some instructional communication best practices for supporting belongingness by meeting the motivations of FGCS with phrasings, framings, and designs of course content that might cultivate resonance with that which drives students. Specifically, strategies are discussed for meeting the motivations of FGCS as they might be shaped by imposter syndrome, negative affect, and orientations toward upward mobility.

Critical Communication Pedagogy At The End Of The World, Tyler S. Rife

Journal of Communication Pedagogy

This essay draws upon my experiences teaching the undergraduate course, “Communication at the End of the World,” to argue for an approach to critical communication pedagogy (CCP) contextualized by and reflexively responsive to planetary-scale ecological crises. I outline how five commitments have come to guide my classroom’s explorations through our topic of “end-times” communication: (1) Anthropocentrism and speciesism participate in the maintenance of social hierarchy; (2) environmental justice and social justice are intimately entangled projects; (3) ecological crisis is (re)made concrete, embodied, proximal, and implicative; (4) critique of language involves critique of humanism and humanist historicization; and, (5) ecologically just …

Transgressing Linguistic Supremacy: Reimagining Public Speaking Through Culturally Sustaining Pedagogy, Sergio Fernando Juárez

Journal of Communication Pedagogy

This essay reimagines public speaking education through a culturally sustaining and transgressive lens that challenges dominant norms of language, professionalism, and communication competence. It critiques the ways in which public speaking courses often reinforce linguistic supremacy by privileging standardized English and marginalizing multilingual and culturally grounded speech practices. Drawing on concepts such as translanguaging, Culturally Sustaining Pedagogy (CSP), and transgressive pedagogies, the author calls for a shift in pedagogy that centers students’ lived experiences, community-rooted knowledge, and linguistic norms. Rather than asking students to conform to hegemonic standards, this approach empowers them to speak on their own terms, resist assimilationist …

Addressing Black “Student Outsiders” At Aanapisi/Hsis: Toward (Radical) Transgressive Teaching For Black College Students In Higher Education, Nicholas B. Lacy

Journal of Communication Pedagogy

Black students attending AANAPISI/HSI universities have long been overlooked in communication and interdisciplinary research. In this essay, I draw on bell hooks’s (2014) radical transgressive teaching and Patricia Hill Collins’s “outsider within” framework to examine the experiences of Black students at minority-serving institutions (MSIs) such as AANAPISIs and HSIs. Using my autoethnographic and autobiographical experiences as a Black student who graduated from two AANAPISI/HSIs, alongside recent literature on Black student experiences in these contexts, I explore how communication instructors at MSIs can improve engagement with Black students by establishing racially affirming curricula, instructional practices, and instructor-student rapport. I argue that …

Transgressing Media History, Ashley R. Kennard

Journal of Communication Pedagogy

Traditional Mass Media History courses serve to uphold the status quo. Born out of the white supremacist, capitalist patriarchy, the myth of the inventor provides a powerful example of one of the ways these traditional ideologies and pedagogies persist. However, through building community, being vulnerable, co-constructing knowledge, including diversity, and rewriting history, a counter- hegemonic, transgressive approach to teaching communication history in the spirit of bell hooks is possible. This starts by creating transformative and inclusive communication classrooms that serve to dismantle the myth of the inventor.

Editor’S Note: Toward A Transgressive Communication Pedagogy: Reflections And Directions In/For Dark Times, Lionnell Smith

Journal of Communication Pedagogy

This essay introduces a special section marking the 30th anniversary of bell hooks’s Teaching to Transgress, exploring its relevance within the current sociopolitical climate marked by intensified assaults on diversity, equity, and inclusion (DEI) in education. Grounded in hooks’s vision of education as a practice of freedom, this essay proposes a framework of transgressive communication pedagogy— an approach that champions radical love, political agency, and open dialogue to resist hegemonic educational structures. The featured contributions in this section examine transgressive practices across diverse contexts: community-based intercultural teaching, intersectional identity work, support for Black students in minority-serving institutions, decolonial approaches to …

Centering Sponsorship And Mentorship In Central, Bringing Coherence To Our Future, Kathy J. Denker, Tiffany J, Bell, Madeline S. Pringle, Grace Sikapokoo

Journal of Communication Pedagogy

Presidential Spotlight from 2025.

Producing A Map Of Political Advocacy – Locational Difference And Interconnectedness In West Michigan Lgbt Advocacy, Samuel J. Darnell

Masters Theses

This study examines, through a qualitative lens, the influence of a local environment upon the operations, messaging, and perspectives of individuals within LGBT advocacy organizations and broader LGBT advocacy efforts. This was achieved via analysis of in-person and verbal interviews with individuals involved in the operation of these advocacy organizations. Interviews were analyzed with a focus on political perception, organization structure and history, funding sources, and challenges faced in operation such as political conflicts or harassment. Initially focusing on a comparison of the advocacy environment of Kalamazoo and Grand Rapids, the study expanded to several neighboring towns that hosted advocacy …

The Experiences Of Elite, Female Club Volleyball Players – An Interpretative Phenomenological Analysis, Chelsea Brehm

Dissertations

The purpose of this qualitative study was to investigate the lived experiences of female athletes participating in national-level club volleyball in a Midwestern U.S. state. Amid increasing sport privatization and a growing emphasis on early sport specialization, female athletes in club volleyball are navigating complex pressures tied to elite competition, college recruitment, and psychosocial well-being. Using Interpretative Phenomenological Analysis (IPA), this study sought to uncover how athletes experience and make meaning of their participation in this highly demanding sport structure.

Data collection included a demographic survey distributed to national-level athletes (n = 66) and in-depth, semistructured interviews with five female …

Student Supports For Achieving College And Career Readiness, Edward C. Fletcher Jr., Turhan K. Carroll, Bo Hyun Lee, Carrie Burggraf

Journal of College Access

School community members help to foster students’ college-going mindsets by creating and facilitating a college-going culture within the school. Based on our findings of a school district composed of a majority ethnically and racially diverse student body, we found the district to be successful in promoting social capital by way of a school stakeholder community. The school stakeholders leveraged social capital to promote a college and career going culture within the context of career pathway programs. This culture promoted a sense of belonging where students felt supported in achieving their goals of being college and career ready. Most notably, the …

The Power Of Social Capital For First-Generation College Students, Inez M. Gonzalez Perezchica

Journal of College Access

First-generation college students (FGCS) face unique challenges in achieving career success, challenges which stem from limited access to social capital. Social capital refers to the value derived from access to social structures, which serve as resources that enable individuals to pursue and attain their interests (Coleman, 1988). Enhancing mentoring for FGCS requires an understanding of how social capital facilitates success and upward mobility. FGCS face information gaps that can hinder their ability to navigate college bureaucracy, advance their careers, and beyond. To address this information gap, FGCS can seek advisors and mentors, or institutional agents, who can provide critical insights …