PhD, University of Cincinnati, 2010, Engineering and Applied Science: Industrial Engineering

The research presented in this dissertation focuses on a two-stage methodology of virtual machining of parts produced on a three-axis turning center and virtual inspection of the produced parts using a bridge-type CMM. The virtual machining system focuses on a priori predicting the surface profile of the turned part. The surface profile is generated by modeling the effects of the static errors inherent in the turning center, the error in the spindle motion, machine vibrations, tool geometry, process parameters, and tool wear. The model so developed is used to calculate various geometric dimensioning and tolerancing (GD and T) parameters of interest (form error, size, runout, and orientation tolerances). The effect of the various error factors on the GD and T parameters is examined. It is observed that the static errors, spindle motion errors, and tool wear play a significant role on the final profile of the part. The results from the inspection are used to develop quantitative relations between the values of the GD and T parameters and the machining process parameters. These regression equations are used to develop a machining advisor that optimizes the process parameters so as to maximize the adherence of the part to the design specifications. In order to be used in a mass production scenario, a weighted optimization function is used where the machining time is optimized simultaneously with the GD and T parameter. The analysis enables the identification of “sweet spots” on the machine, which, through a particular choice of process parameters and other variables, could yield more accurate products. The optimized process parameters are tested using the virtual machining system, and the results indicate a close match with the estimated values from the regression equations. The virtual inspection system focuses on using the virtual profile generated to analyze the effectiveness of various inspection strategies. The inspection strategy includes the number of sample poi (open full item for complete abstract)

Committee: Sundararaman Anand PhD (Committee Chair); Hongdao Huang PhD (Committee Member); Jay Lee PhD (Committee Member); David Thompson PhD (Committee Member) Subjects: Industrial Engineering

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2011, Higher Education Administration

Resident advisors (RAs) are the foundation of nearly every residence hall program in the United States (Blimling, 2010). RAs play a pivotal role in the development of the whole student and supporting the educational mission of higher education and selection of the most qualified applicants is imperative to the success of the residence hall program. Although residence life professionals attempt to improve RA selection in hopes of identifying the most qualified students for these roles, researchers have found few proven systematic techniques to select the most qualified candidates for the RA positions. This study sought to examine if the five-factor model of personality was a good predictor of RA performance at one large, rural, public, four-year university in the Midwest. Secondary purposes were to determine if demographic variables affected RA performance. The major variables for this study included gender, class rank, experience as a RA, grade point average, academic major, type of residents, residential learning community, RA evaluation overall and sub-scores, and IPIP-NEO scores. RAs were surveyed to gather demographic and personality information while RA performance data were gathered from existing performance evaluations from their supervisors at the participant institution. Multiple regressions were conducted using both the International Personality Item Pool -“Neuroticism, Openness to Experience, and Extraversion scale and RA performance data. Only openness to experience significantly predicted overall fall RA performance; however, none of the five factors predicted overall spring RA performance. Despite insignificant results related to overall performance, the five-factor model was related significantly to several of the sub-categories of RA performance (e.g., fall policies and procedures scores). Only grade point average, class rank, RA experience, and the number of residents living on the floor had a large effect size on RA performance after performing (open full item for complete abstract)

Committee: Maureen Wilson PhD (Committee Chair); Michael Coomes EdD (Committee Member); Dafina Stewart PhD (Committee Member); Stephen Langendorfer PhD (Committee Member) Subjects: Higher Education; Higher Education Administration

Doctor of Education (Ed.D.) in Organizational Leadership , Franklin University, 2023, International Institute for Innovative Instruction

Student perceptions of Doctoral Faculty Advisors (DFAs) and how they support motivation in an online, Professional Doctorate (PD) program were investigated in this dissertation. The purpose of this qualitative case study was to explore how DFAs support online doctoral student motivation to progress in their PD at a private, professionally-focused university. The conceptual framework of Tinto's (1975, 2012) Student Integration Theory and Deci and Ryan's (1985, 2012a, 2012b) Self-Determination Theory guided the investigation of several identified gaps in the literature relating to doctoral student attrition. Specifically, gaps in the literature directed additional research towards online, non-traditional, PD student perceptions of factors which contribute to their feelings of isolation and motivation, academic and social integration, student-faculty relationships, and faculty advising. Five themes emerged from 16 semi-structured interviews: (1) DFA-Student Pairing Process and Expectations, (2) Academic Integration, (3) Social Integration, (4) Motivation, and (5) Non-traditional Student Experience. Implications to practice were identified to improve services offered by DFAs at the university. One recommendation of this study was to increase the sample size. In addition, it was recommended that the study be replicated at similarly populated universities. Other recommendations were to explore student demographic correlations in the DFA-student relationship, DFA commitment, DFA perceptions, resiliency and its connection to the DFA-student relationship, and institutional program evaluations of offered services and programs to meet the needs of their student populations' motivation. A final recommendation of this study was to include multiple research methods to increase triangulation. These recommendations will support the continued development of DFA-student relationships.

Committee: Valerie Storey (Committee Chair); Crissie Jameson (Committee Member); Rachel Althof (Committee Member) Subjects: Adult Education; Education; Educational Theory; Higher Education

Doctor of Education , University of Dayton, 2022, Educational Leadership

This study examines the experiences of National Pan-Hellenic Council (NPHC) and National Association of Latino Fraternal Organizations (NALFO) Black and Brown students with their fraternity/sorority advisor at a historically white institution. The research focuses on identifying the impact of the advisor's identities on students' sense of belonging on campus and within the fraternity and sorority community. Literature around Black and Latinx students experiences at historically white institutions, the history of the NPHC and NALFO, sense of belonging, mentorship and race-matching, and fraternity and sorority advisor cultural competency lay a foundation for this study. A mixed methods approach utilizing a convergent methods design is applied to analyze both the qualitative and quantitative data collected. From the study, four themes emerged; the importance of the network, othermothering and the multiple roles of the Black woman, the individual versus the office, and forced leadership and the spotlight. These themes allowed the researcher to construct an action plan based on modernist, symbolic, post- modern, and leadership theories for organizational improvement.

Committee: Meredith Wronowski (Advisor); Castel Sweet (Committee Member); LaMarcus Howard (Committee Member) Subjects: Education; Educational Leadership; Higher Education

Doctor of Business Administration (D.B.A.), Franklin University, 2022, Business Administration

Higher Education Institutions (HEIs) need to stay abreast of advances in communication technologies to be student centric, but institutional adoption of Short Messaging Service (SMS) text varies widely and research on incorporation for advising is limited (Arnold et al., 2020; IPEDS 2020; Santos et al., 2018). This quantitative study explored advisor use and perceptions on values, motives, and institutional support of SMS texting as a communication channel with students and the possible variables impacting those factors. Theoretical concepts in Customer Relationship Management (CRM) and adaptive leadership guided the study as well as existing survey research on Computer Mediated Communication (CMC) in higher education (Duran et al., 2005). Survey responses from 402 advisors nationwide were analyzed through descriptive and inferential statistics. SMS use was reported among all genders, experience levels, and programmatic formats and advisors overall had a positive view of the communication channel. Motives for use varied between subgroups within the sample and SMS was predominantly used to gain access to richer mediums. A statistically significant association between learning environment and SMS incorporation indicated that online advisors were more likely to use SMS texting for student communication. A statistically significant difference was also identified between median institutional support scores for SMS users and non-users with the directionality indicating users were more likely from SMS supportive institutions. Furthermore, advisors reported using SMS texting for both transactional and relational communication, even when their institution did not support the channel with training, policies, or technology. The study sheds light on the prevalence of SMS use and calls for leadership to gain greater awareness of their local-level policies, industry-wide practices, and system integrated options in managing the university-to-student connection. For HEIs (open full item for complete abstract)

Committee: Brenda Jones (Committee Chair); Yuerong Sweetland (Committee Member); Patrick Bennett (Committee Member) Subjects: Adult Education; Business Administration; Business Education; Communication; Continuing Education; Education Policy; Educational Evaluation; Educational Leadership; Educational Software; Educational Technology; Higher Education; Higher Education Administration; Management; Mass Communications

Undergraduate Honors Program, Malone University, 2022, Honors Thesis

Resident Assistants or Advisors (RAs) are student leaders and role models within residence halls at many traditional four-year universities. This study investigated the relationships between dimensions of empathy and subscores of burnout by surveying RAs at a small Midwestern private Christian liberal arts university. Through a quantitative analysis of the Interpersonal Reactivity Index and the Maslach Burnout Inventory, some correlations and trends between dimensions of empathy, RA experience, and subscores of burnout emerged. This study creates many new directions for future research and discusses limitations within.

Committee: Marcia Everett (Advisor); Christina Schnyders (Committee Member); Melody Scott (Committee Member) Subjects: Communication; Higher Education; Higher Education Administration; Psychology

Doctor of Philosophy (PhD), Ohio University, 2020, Higher Education (Education)

Disruptive activism has been a part of college campus since 1766 when the Bad Butter Rebellion at Harvard took place (Dickey, 2016; Ireland, 2012; Moore, 1976). More recently institutions have been facing an increase in disruptive campus activism (Dickey, 2016). When disruptive campus activism occurs on a college campus it is often the student affairs professionals that are asked to help manage the situation. These professionals serve as both the advisors to the student activism and campus managers representing the university. Understanding how student affairs professionals reconcile the role they play will add to the existing research on activism on college campuses. The findings of this study show that operationalizing a specific role can be challenging when it comes to disruptive campus activism. Reconciling the role is also challenging, especially if you don't have the preferred role of advisor. Student affairs professionals who perform the advisor role often understand what their role is and how to operationalize the function. Campus managers, however, have less of an understanding of how to operationalize their functions, and when disruptive campus activism occurs, they are forced into stressful situations. For both groups, there were six main factors that influenced how they reconciled their particular role. The student affairs professionals' personal identities played a major factor in reconciling the actions in their roles. This factor was particularly influential when the 4 professional held a minoritized identity. All participants believed that the advisor role was more central to their work than was the manager role. The advisor identity was based on a core value of student advocacy and education. Interestingly, this value was articulated more clearly by those participants who occupied professional roles that were more managerial in nature. For both advisors and campus managers, the issue at the heart of the disturbance played a major factor. When issues (open full item for complete abstract)

Committee: Pete Mather Dr. (Committee Chair); Laura Harrison Dr. (Committee Member); David Nguyen Dr. (Committee Member); Dwan Robinson Dr. (Committee Member) Subjects: Education; Higher Education; Higher Education Administration

Doctor of Philosophy (Ph.D.), University of Dayton, 2019, Educational Leadership

The intersection of federal mandates, legislative efforts, court cases, university policies and resources, and the lived experience of students on campuses creates an environment of competing demands for higher education institutions when trying to resolve instances of sexual violence on campus. The complexity of sexual violence at an institutional and societal level makes developing college and university strategies all the more complicated. While university administrators have oversight over sexual misconduct policies, it is likely that a resident assistant (RA) will be involved in a report of sexual violence. As a result, it is important that institutions of higher education recognize the impact that reports of sexual violence have on the lives of RAs. Administrators in higher education must be aware of and respond to the needs of the RAs both as mandatory reporters (responsible employees) and as students. Thus, this research serves as a starting point to determine what implications exist for RAs, both as paraprofessionals and as students, dealing with sexual violence on a college campus. There is little known about the experiences of RAs in their roles as mandatory reporters addressing sexual violence. Therefore, this study utilized qualitative methods to help readers better understand the complexities of that multifaceted role. The purpose of this phenomenological study was to explore the lived experiences of former RAs charged with addressing sexual violence on a college campus. The researcher employed semi-structured, one-on-one interviews with 12 former resident assistants at a private, Midwestern university. Based on an analysis of interview data, the researcher found that serving as a mandatory reporter had a significant impact on resident assistants. Participants' narratives illuminated inconsistent understandings about their roles as mandatory reporters in instances of sexual violence. Analysis of the findings resulted in an overarching f (open full item for complete abstract)

Committee: Michele Welkener Ph.D. (Committee Chair); Michelle Pautz Ph.D. (Committee Member); Molly Schaller Ph.D. (Committee Member); Pamela Young Ph.D. (Committee Member) Subjects: Educational Leadership; Higher Education; Higher Education Administration

Ph.D., Antioch University, 2018, Leadership and Change

The lived and collegiate experiences of adult learners, who are among the fastest growing student population in 21st century higher education, is the essence of this study. The study was conducted using interpretative phenomenological analysis. Fifteen baccalaureate level degree-seeking study participants consented to share their respective journeys. Twenty-one interviews were conducted for the study. Code-listed categories, themes and sub-themes emerged from two interview sessions, and member-checking sessions. Several themes were aligned to two research questions: In what ways, if any, are the distinctive needs and expectations of adult learners fulfilled through a baccalaureate level adult learner program; and, what does an adult learner do to address the challenges of meeting degree requirements in a timely manner? The diversity, character, and transparency of each study participant led to extensive interpretative analysis that validates how their needs and expectations were fulfilled, and the efforts made to conquer challenges that allowed them to persist in an accelerated adult learning program. This study further examines how met and unmet needs impact the desired optimum experience for adult learners. A model on The Impact of Met and Unmet Needs for Adult Learners was developed to introduce how certain influential factors can either decrease (unmet) or increase (met) confidence levels, degrees of expectation, and learning outcomes. The relationship of this study to existing adult learning theory and how the findings build upon the research on adult learners makes a significant contribution for future researchers, college leaders, organizations, and others invested in the experiences of adult learners in uniquely designed programs. This dissertation is available in open access at AURA: Antioch University Repository and Archive, http://aura.antioch.edu/ and OhioLINK ETD Center, https://etd.ohiolink.edu/

Committee: Jon Wergin PhD (Committee Chair); Lize Booysen DBL (Committee Member); Frederick Aikens DM (Committee Member) Subjects: Academic Guidance Counseling; Adult Education; Curriculum Development; Design; Education; Educational Leadership; Higher Education; Higher Education Administration; Sustainability; Teaching

Doctor of Philosophy, University of Toledo, 2016, Counselor Education and Supervision

College students with mental illness benefit from counseling services to overcome barriers to success. Resident Advisors (RAs) can refer students, but need education and training to decrease the effects of mental health stigma. The purpose of this study was to determine if anti-stigma interventions produced differences in mental health stigma in the RA population. In this study, 94 RAs participated in interventions involving education and personal testimony. Three published instruments were selected to measure mental health stigma. The Separate-Sample Pretest-Posttest Design 12c (Campbell & Stanley, 1963) was used to separate participants into two groups. Paired samples and independent samples t-tests were calculated to determine within and between group results. Results showed that public stigma and one factor of self-stigma was less from time one to time two. Effect sizes were mostly in the small to medium range. In addition, post-test scores were not sensitized by pre-test scores with any of the measures. Limitations include reliability of one of the instruments and generalizability to other populations. Implications for counseling center personnel, Residence Life staff, and university administrators are discussed as well as future directions for research.

Committee: John Laux Ph.D. (Committee Chair); Debra Harmening Ph.D. (Committee Member); Caroline O'Hara Ph.D. (Committee Member); Christopher Roseman Ph.D. (Committee Member) Subjects: Counseling Education; Higher Education; Mental Health; Social Structure

Doctor of Philosophy, The Ohio State University, 2015, Kinesiology

The tie between athletics and academics has grown strong at the collegiate level in the United States, and debate has arisen as to whether this relationship is a good one (Linver et al., 2009; Nusbaum, 2014). Student-athletes make up a unique population because their sport requirements are unlike what the average student must face (Gayles, 2009; Jolly, 2008). They also face conflicting roles of being a student or an athlete (Comeaux, 2010). The way they learn to deal with this conflict may have been influenced by how their parents raised them, and continue to be involved in their lives. Research has shown that parents often have an influence over their child's athletic and academic behaviors, and it continues as they go to college (Baumrind, 2013; Stewart, 2008). However, little research has examined how parents influence collegiate student-athletes. The purpose of this dissertation is to examine how parents influence their children's athletic and academic behaviors once that child is a collegiate student-athlete. This dissertation utilized qualitative methods. The participants in this study included eight student-athletes: three football, two baseball, and three softball. Five academic advisors for athletics who worked with the same teams were also included. Each participant was asked to partake in two in-person interviews and complete a two-week journal. Thematic analyses were performed on the interview transcripts and journal entries. The themes found in this study were: interactions with parents; parental influence; parental influence factors; parental involvement; and pressure, support, and parenting styles. Triangulation, member checks, thick description, and negative case analysis were all used to provide validity and credibility to this dissertation. The major findings of this study followed the themes that were discovered. It was found that both the student-athletes and the academic advisors had frequent interactions with parents. The participants fel (open full item for complete abstract)

Committee: Donna Pastore (Advisor); Susan Sutherland (Committee Member); Sarah Schoppe-Sullivan (Committee Member) Subjects: Families and Family Life; Sports Management

MS, University of Cincinnati, 2005, Engineering : Aerospace Engineering

Due to the runway threshold and airport capacity constraints, aircraft are often required to delay their arrival time when they are approaching the TRACON (Terminal Radar Approach Control) area to meet separation requirements and to ensure safety. This is particularly true in the US in the northeast corridor, where sectors are small, with shorter controllable time, and involving very complex and heavy traffic flows. In this situation, downstream schedule constraints may be passed upstream, most likely across multiple ARTCCs (Air Route Traffic Control Centers) and multiple sectors. More sectors may be needed to absorb the required delay. The technical issue for delaying aircraft over extended region is that uncertainties in flight time, and the rather close tolerance on final spacing, make delay predictions far into the future rather suspect. This paper provides a delay strategy that the problem of distributing delay across multiple sectors is addressed as a discrete optimal control problem. Game theory, coupled with dynamic programming (DP) is used in this research to give an optimal solution for the delay controls in each sector. In this application the sector delay is chosen to minimize a performance index and the uncertainty is viewed as an adversary trying to maximize the performance index. This DP approach is capable of creating a favorable delay distribution solution and the solution is fuel efficient. It is easy for controller to implement because the algorithm is computationally efficient, the method can quickly reallocate the delay by adjusting the model parameters to provide a robust solution. As currently formulated the DP algorithm ensures only separation at the terminal fix. However, at several intermediate points, the traffic may merge into a single stream from several directions. An algorithm is developed to integrate the DP algorithm so as to solve the intermediate merging conflict as well as ensuring terminal separation. The validity of this mechani (open full item for complete abstract)

Committee: Dr. Gary Slater (Advisor) Subjects:

MS, University of Cincinnati, 2003, Engineering : Mechanical Engineering

The design of sheet metal parts and the dies used to manufacture them is an art perfected through decades of experience. Reduction of costs is also increasingly important and lack of this experience is a handicap in designing a part with the lowest achievable cost. Parts are frequently redesigned after being deemed as expensive or infeasible to manufacture. Products can be brought to market faster if the designer follows certain recommended guidelines without violating any design rules. The present work aims at developing a feature extraction module and intra-feature design advisor for reducing infeasible designs, costs and production cycle times. The proposed design advisory system will aid the designer right at the design stage with useful design and manufacturability recommendations that have been gathered through decades of experience. These rules are incorporated here and implemented for SolidWorks 2000, which has a separate sheet metal modeling module. The implementation has been done in Visual Basic using the OLE Interface provided by SolidWorks API.

Committee: Dr. Sam Anand (Advisor) Subjects: Engineering, Mechanical

MS, University of Cincinnati, 2003, Engineering : Industrial Engineering

Sheet metal part design relies heavily on manufacturing experience, which is not very easily available to the designer. The manufacturing experience has to be documented and incorporated in the design process. This would eliminate frequent redesign of parts, after being assessed as infeasible or costly for manufacture in the design stage. Such a DFM analysis would reduce product time to market and reduce overall product costs. The present work aims at compiling a comprehensive set of design rules for sheet metal part design and a methodology for implementing inter-feature design rule checking for reducing infeasible designs, costs and production cycle times. The inter-feature module is part of a Design Advisory and Feature Extraction system that aims at checking the CAD model for various design rules. These rules are incorporated here and implemented for SolidWorks 2000, which has a separate sheet metal modeling module. The implementation has been done in Visual Basic using the OLE Interface provided by SolidWorks API.

Committee: Dr. Sam Anand (Advisor) Subjects: Engineering, Industrial

Master of Arts, The Ohio State University, 2008, Educational Policy and Leadership

Student participation in leadership and involvement on campus has been found to improve students' experiences and assist in their holistic development. This study uses the personal narratives of six Resident Advisors (RAs) to consider student perceptions of themselves as leaders through this specific residential job role. A literature review provides recent publications in the field of student leadership and RA development. The data collected from student interviews confirms that there are differences in the ways that students construct ideas about leadership and their own identities. The findings indicate that women and men view their involvement in the RA position differently. Also, the RAs who participated in this study discussed that job satisfaction in the RA position is dependent on positive relationships and support from others. Lastly, recommendations for future research and practice associated with the RA position and student leadership development are presented at the conclusion of this thesis.

Committee: Dr. Tatiana Suspitsyna (Advisor); Dr. Michele Welkener (Committee Member) Subjects: Higher Education

Master of Education (MEd), Bowling Green State University, 2009, Career and Technology Education/Technology

The task of training a Resident Advisor staff is often difficult due to the complex nature of the training requirements and the time constraints with which most training is conducted. Video games are increasingly being used as educational tools in situations where traditional training mechanisms are either not effective or could be improved. Resident Advisor training would be such a case where a video game (specifically an educational game) could be used to improve training either as a complement to or supplement for traditional means. This project involved the design and development of a game prototype that addresses the specific learning needs of Resident Advisors. Players were given a job-related scenario and information about how to handle that scenario. The players applied training knowledge by making decisions that affect the outcome of the scenario. The prototype was reviewed by a panel of experts for review of both educational standards and appropriate game design.

Committee: Dr. Terry Herman (Committee Chair); Dr. Larry Hatch (Committee Member); Dr. Paul Cesarini (Committee Member) Subjects: Adult Education; Educational Theory; Higher Education