This study investigates the instructional practices of a chemistry professor during an immersion summer program, with a focus on employing multimodal discourse within a studio-based learning environment. For this study, multimodal discourse includes natural language, gestures, mathematical expressions, symbolic visual representations, and manual technical operations. Studio-based design combines the lecture and laboratory in space and time. By integrating multimodal discursive practices, the aim is to enhance student engagement and facilitate meaningful interactions between students and instructors. Utilizing a case study methodology, the research demonstrates the effectiveness of the studio-based design in promoting active learning and supporting professors' teaching strategies. The findings highlight the versatility of the studio-based approach in fostering multimodal discourses, contributing to a more dynamic and interactive educational experience for students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]