Dissertation Defense Announcements

Affect has long been a central topic in marketing, particularly within branding. Despite the extensive research on affect, however, a significant lack of attention has been paid to the concept of wonder. This is surprising given that Adam Smith (1869), the father of modern capitalism, considered wonder to be the most important emotion, and Descartes (1649), known as the father of all passions, described wonder as the “first of all emotions.” The absence of understanding regarding the construct of wonder in marketing represents a significant gap in the literature. This research aims to address this gap by exploring the construct of brand wonder. By better understanding brand wonder, marketers may gain insights into how and why consumers connect with their brands and products. This study employs Hunt's indigenous theory development and inductive realist methodology to develop an initial theoretical framework, as this methodology is ideal for relatively new research areas. This theoretical foundation will likely accelerate future academic research on wonder and branding and facilitate the development of more effective branding strategies. This dissertation will also include an empirical analysis using a textual analytics methodology to support the theoretical framework. Finally, the dissertation concludes with directions for future research.

The growing complexity of high-performance computing (HPC) systems has led to the development of parallel programming models, such as OpenMP and OpenACC, to make it easier to utilize modern HPC architectures. These models provide a higher-level interface for specifying parallelism patterns and reducing programming effort, but performance optimization and customization are left to the compilers. Despite the availability of state-of-the-art OpenMP compilers, including LLVM, GCC, and ROSE, there remains a need for a compiler that is easily usable and extendable by researchers and students who are not in the field of compiler development, supports multiple parallel programming models, and has comparable performance to mainstream compilers.
The REX compiler has been proposed as a solution to these challenges. It is built upon the ROSE compiler and uses a unified parallel intermediate representation (UPIR), targeting the LLVM OpenMP runtime for optimal performance. REX provides essential OpenMP 5.0/5.1 constructs and preliminary support for OpenACC 3.2. Its source-to-source transformation capabilities offer flexibility and ease of use with minimal overhead. It can be installed as a Docker image or used through a cloud service. The REX compiler's performance has been evaluated using an enhanced version of the parallel benchmark, Rodinia, which compares GPU offloading performance across different parallel programming models and compilers. In conclusion, the REX compiler provides a unique solution for parallel programming research and education, balancing performance, portability, flexibility, and usability.

This dissertation examines whether there are unintended consequences that emerge from status interventions in task groups in relation to cohesion and solidarity. Past theorists have argued that inconsistent status structures produce weaker levels of cohesion and solidarity in
comparison to consistent status structures. To contextualize the issue of group processes as they relate to public policy, I first introduce the complexity framework for public policy and then outline the history of group processes and the concept of solidarity. Despite centuries noting the complexity of group processes and their implications, policymakers remain myopically focused on either individual responsibility or social structure as the root of social inequality. After providing a theoretical overview, I then proceed to discuss the procedure of the study more in-depth. Data come from an online experiment involving mixed-sex dyads interacting in one of three conditions. Participants individually completed an ambiguous problem-solving task and then worked together over Zoom audio to form a group decision. In the three conditions, participants were either given no performance feedback before the problem-solving task or were informed the male or the female participant performed better on a pre-test related to the task. The conversations were recorded and analyzed using measures related to paraverbal synchronization and accommodation. In terms of self-reported cohesion, there appeared to be a difference, albeit a weak one, in only the inconsistent-status condition, with female participants reporting higher levels of cohesion in comparison to males. However, in terms of solidarity, there was no significant difference between the conditions. Although inconsistent status structures were associated with weaker perceptions of cohesion, it did not appear to impact solidarity like theorists have suggested. Status structures do not appear to impact group solidarity. The nature of group membership in conjunction with status consistency/inconsistency may produce the significant differences in solidarity that theorists have suggested. To date, there has been little empirical examination of how status consistency affects cohesion and solidarity. Relatedly, the current study advances the research on vocal accommodation by analyzing status and solidarity simultaneously. The implications of the findings on status interventions for public policy, in particular the nature of feasibility strategies, are discussed in detail at the end.

Facilitating productive mathematical discussions is considered a core practice of mathematics education. The complexity of this teaching practice presents the need for pedagogical tools to provide structure for preservice teachers (PST) developing their practice, yet little is known about how PSTs use these tools. This multiple case study sought to understand what pedagogical tools PSTs use to plan and enact mathematical discussions with elementary students and how they use these tools to support their practice. In particular, this study focused on capturing the experiences of three elementary PSTs as they transitioned from university-based methods course instructions into early clinical teaching experiences in elementary classrooms. These experiences were captured through multiple one-on-one interviews, observations of teaching in clinical classroom settings, and analysis of artifacts of teaching and learning. This study has implications for mathematics teacher education, practice-based teacher education, and the refinement of tools to support teachers’ practice facilitating mathematical discussions with students.