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

Financial literacy is a tool necessary for navigating adulthood, often overlooked when preparing students for college decision-making. Despite the lack of preparation, research indicates financial issues as one of the most significant concerns for student retention, affecting first-generation and minority students the most. The purpose of this study is to improve the financial literacy of first-year students at Texas A&M University-Commerce, a mid-sized institution with a majority-minority student population. This mixed-method action research study uses surveys and interviews to establish themes around the perceived financial literacy of students from a sample of first-year students, business faculty, and campus housing staff. The themes emerging from the analyses show a lack of knowledge and willingness to learn about the five chosen financial concepts and a need for progressive program-based education that includes campus-wide participation. The action plan resulting from the data analysis includes the implementation of expanding the current residential curriculum to include financial literacy learning outcomes. The residential curriculum process includes creating an interdepartmental task force including both faculty and staff, creating collaborative and progressive workshops, and meetings to collect and analyze data for the continual growth of the action plan. Success is based on student participation and feedback from surveys. Implementation of the first phase would take a minimum of two years. The first is to be used for development, and the second for a full cycle implementation. The budget for the implementation is low. Stakeholders involved in the task force will provide space and marketing for programs. The largest resource to manage is the time commitment of the faculty and staff implementing the action plan. This study involves a campus-wide process of understanding first-year students and their perspective on their financial literacy while developin (open full item for complete abstract)

Committee: James Olive (Committee Chair); Donnell Gregory (Committee Member); Quentin Tyler (Committee Member) Subjects: Adult Education; Business Education; Continuing Education; Economics; Education; Education Policy; Educational Leadership; Finance; Secondary Education

Doctor of Philosophy, The Ohio State University, 2019, Economics

This dissertation consists of three chapters. In the first chapter, I estimate wage effects of double majors and double degrees among a sample of college graduates in their early career, using the 1997 National Longitudinal Survey of Youth (NLSY97). I rely on selection on observables and control for individuals' test scores, family background, and school characteristics when estimating the wage effects. I further consider whether wage effects of a double major/degree can be explained by two mechanisms: the “skill-enhancing” effect (increase in the depth of knowledge accumulated in college) and the “job-matching” effect (increase in the chance of working in an occupation that is more closely related to one's college major). I examine whether estimated wage effects associated with a double major/degree (after controlling for confounding factors) decrease as a result of controlling for the depth of knowledge accumulated in college and the relatedness between college major and occupation. I find that having a double major does not make a significant difference in one's early-career post-college wages. A double degree is estimated to be associated with a 0.088 increase in log wages after controlling for confounding factors. About a third of this effect can be explained by a combination of both the “skill-enhancing” and “job-matching” effects. In the second chapter, I use the NLSY97 to study whether being mismatched in the first job (meaning the individual's occupation is not among the common occupations to which his/her college major typically leads) has a long-lasting effect on wages. I also investigate wage growth and job change patterns for different types of mismatched workers. I distinguish between demand-side mismatch due to job dissatisfaction and supply-side mismatch due to reasons other than reported job dissatisfaction. I find that both types of mismatched workers have significantly lower wages compared to matched workers, but that demand-side mismatched worker (open full item for complete abstract)

Committee: Audrey Light (Advisor); Bruce Weinberg (Committee Member); Kurt Lavetti (Committee Member) Subjects: Economics

BA, Oberlin College, 2006, Anthropology

This thesis examines the issues that have become enmeshed in the body politic of the current generation of Asian/Pacific American student activists at Oberlin College. It discusses students' personal trials as they confront academic burnout, institutional amnesia, and a continued lack of support for A/PA studies, through a case study of activism in motion. Other aspects of this research include the role of identity in pan-ethnic Asian American community organizing, the power dynamics of identity and the strategic deployment of identity as a political tool (Lowe 1991, Espiritu 1992). In addition, the project highlights emerging concerns in the community and highlights the relationship between shifting membership and changes in admissions demographics. Examples of some of the new challenges that AAA faces are the difficulty of forming and maintaining new alliances, controversy within the community about the expansion of a focus on "Asian America" to one on "Asian/Pacific America," and the inclusion of South Asians within the movement.

Committee: Valentina Pagliai (Advisor); Linda Grimm (Committee Chair); Theresa Mah (Other) Subjects: Asian American Studies

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2004, English/Rhetoric and Writing

This dissertation examines out lesbian teachers in the college composition classroom from a viewpoint of feminist teacher research and “queer geography”. Employing composition history, the ideological erasure of lesbian teacher subjectivities in the composition classroom is outlined. Case studies of lesbian teachers and students in lesbian teachers' composition classrooms indicate in a preliminary way that students' choice of writing topics, student writing and student subject positions are affected by the presence of out lesbian composition teachers.

Committee: Lovie Carter (Advisor); Rachel Vannatta (Other); Donna Nelson-Beene (Other); Valerie Rohy (Other) Subjects:

PHD, Kent State University, 2022, College of Public Health

Internationally, human trafficking is a growing, $150 billion industry. It is estimated that 40 million people are being trafficked at any one time. Human trafficking is often referred to as modern-day slavery. Because of the hidden nature of the crime, definitions, estimates, and data about it are lacking. All human trafficking definitions include a victim being involuntarily forced into labor or sex acts through force, fraud, or coercion. At least 99% of victims have health problems, making victims one of the least healthy groups of people in the world. In addition to a host of individual health concerns and untreated chronic conditions, victims are disease vectors. They have alarmingly high rates of communicable infections (including sexually transmitted infections, tuberculosis, HIV/ AIDS, and may share needles used for drugs). They frequently live in close quarters and in unsanitary conditions, causing public health concerns among other victims and nearby communities. According to the literature, 88% of victims of human trafficking are seen by a healthcare provider. However, victims are too infrequently identified. These are missed opportunities. As the healthcare system's first line of defense, nurses have a unique opportunity to identify victims and provide essential interventions. Education, though, is key to recognizing and assessing red flags, identifying victims, and providing interventions. Teaching large numbers of nurses is a huge undertaking, which creates challenges in developing the best approach to reach those nurses. Nursing faculty are in a position to teach huge numbers of new nurses about human trafficking and the role of the nurse in assessing, identifying, and providing victims for victims. This study examines this group of nurse educators. In this study, a modified version of the previously developed PROTECT questionnaire was used to measure nursing faculty members' actual knowledge, perceived knowledge, and confidence about teaching h (open full item for complete abstract)

Committee: Sonia Alemagno (Committee Chair); Lynette Phillips (Committee Member); Eric Jefferis (Other); Timothy Meyers (Committee Member); Jonathan VanGeest (Committee Member) Subjects: Behavioral Sciences; Education; Gynecology; Health; Health Care; Health Care Management; Health Education; Health Sciences; Medicine; Nursing; Obstetrics; Public Health; Public Health Education; Public Policy; Social Work; Womens Studies

PHD, Kent State University, 2019, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

Less than 40% of U.S. students who enter college pursuing a degree in a STEM field finish with that degree (Sonnert & Sadler, 2015). Calculus is considered to be a gateway course for many of these students. Advanced Placement Calculus was created in order to provide students in high school with rigorous coursework and align with introductory calculus in college, yet currently the rigor of Advanced Placement is in question, and more universities are unwilling to award credit for students who pass the nationally credited exam. The findings from this comparative analysis of Advanced Placement Calculus AB and college calculus I show that students in Advanced Placement Calculus scored statistically significantly better on assessments related to the Fundamental Theorem of Calculus than the students in college calculus I. They also exhibited a more conceptual understanding of the relationships between a function and its first and second derivatives. Additionally, instructors at the high school level were observed to be more engaging and provided more opportunities for exploration and collaborative group work, while the college professors showed little to no evidence of engaging their students and used lecture as their primary form of instruction.

Committee: Karl Kosko Ph.D. (Advisor) Subjects: Curricula; Higher Education; Mathematics Education; Secondary Education

Doctor of Philosophy, The Ohio State University, 2017, EDU Teaching and Learning

The purpose of this study was to examine the influencing factors affecting high school students who took a college preparatory curriculum in high school, yet ended up being placed into a remedial mathematics course in college. Remedial students with a college preparatory background are an under-researched group. This study attempts to address this gap in the literature while evaluating where a misalignment in the transition from high school to college level mathematics might exist. A conceptual misalignment framework was developed, encompassing stakeholders in the transition, and identifying specific areas where a misalignment might occur. Curriculum alignment, teacher/instructor expectations, and placement exam accuracy were each investigated as possible areas of misalignment. Additionally, the perceptions of remedial students' mathematics experiences were examined along with their perspectives on their remedial placement. Recently enacted state policies regarding mathematics curriculum, a remediation free guarantee, and increased mathematics graduation requirements were reviewed to determine their contributions to reducing the remediation rates and increasing mathematics college readiness. An explanatory sequential mixed methods research design was used for this work. Survey data was collected from Ohio high school teachers and beginning or remedial level college instructors at a large Midwestern university regarding what factors or skills are necessary for mathematical college readiness. Student perspectives on their mathematical experiences and remedial placement were gathered from both survey data and semi-structured interviews. Student learning with a procedural/conceptual understanding of mathematics was used as a theoretical underpinning for this study. Hence, student survey questions focused on the procedural and conceptual learning and/or teaching of mathematics. Analysis of the data revealed no misalignment in high school to college cu (open full item for complete abstract)

Committee: Hea-Jin Lee (Advisor); Patti Brosnan (Committee Member); Michael Battista (Committee Member); Ann Allen (Committee Member) Subjects: Mathematics Education

Master of Education (MEd), Bowling Green State University, 2017, Special Education/Mild/Moderate Intervention Specialist

Although the number of youth with disabilities enrolling in postsecondary education has increased over the past few decades, poor postsecondary graduation rates for this population remain a significant concern. This secondary analysis used the National Longitudinal Transition Study-2 dataset to examine the role of high school academic preparation and receipt of postsecondary academic support services in predicting degree attainment among youth with learning disabilities. High school academic preparation variables included completion of a college preparatory curriculum and GPA. Logistic regression analysis revealed that youth with learning disabilities who completed a college prep curriculum were nearly 16 times more likely to graduate from a 2- or 4- year college than those who did not, even after controlling for student demographic characteristics and high school GPA. Furthermore, accessing postsecondary academic support services, such as going to a tutor, a study center, or a writing center, increased the likelihood that youth with learning disabilities would graduate from college only among youth who completed a college prep curriculum. The results underscore the importance of incorporating a college prep curriculum into transition planning for students who have postsecondary education as a transition goal.

Committee: Jeanne Novak PhD (Advisor); Brooks Vostal PhD (Committee Member); Julia Matuga PhD (Committee Member); Matthew Lavery PhD (Committee Member) Subjects: Education; Special Education

Doctor of Education (Ed.D.), Bowling Green State University, 2017, Leadership Studies

Rachel Vannatta Reinhart, Advisor The purpose of this study was two-fold: (1) to explore the relationship between investments that students make in themselves while enrolled in a higher education program and their post-graduation career satisfaction, and (2) to gather information about the importance apparel and textile professionals place on selected competencies identified by the International Textile and Apparel Association (ITAA). Graduates (n=123) of an apparel and textiles (A&T) program at a four-year, public research institution were surveyed to examine which investments in self best predict post-graduation career satisfaction. The Survey of A&T Graduates' Career Satisfaction consisted of 86 items measuring perceived importance and preparation of the ITAA meta-goals and competencies, career satisfaction, co-curricular activity involvement, on-the-job training, health and well-being, career competencies, and willingness to relocate. Multiple regression showed that Career Competencies and Health and Well-being best predicted participants' post-graduation career satisfaction. Participants rated the Professional Development meta-goal; the Ethics, Social Responsibility, and Sustainability meta-goal; and Critical and Creative Thinking meta-goal of highest importance. These same meta-goals received highest perceived preparation ratings. Lastly, ANOVA findings revealed that buyers, retail managers, marketing professionals and others indicated differences in perceptions of competencies and meta-goals. The buyers/merchandisers rated the Industry Processes and the Critical and Creative Thinking meta-goals of higher importance than retail managers. Retail managers perceived the Global Interdependence meta-goal as less important than marketing professionals did. The Ethics, Social Responsibility, and Sustainability meta-goal was perceived more important by retail managers than “others” category did. Graduates' career satisfaction differed mostly by Income levels (open full item for complete abstract)

Committee: Rachel Vannatta Reinhart (Advisor); Gregory Rich (Other); Barbara Frazier (Committee Member); Joyce Litten (Committee Member); Patrick Pauken (Committee Member) Subjects: Adult Education; Curricula; Curriculum Development; Design; Economic Theory; Economics; Education; Education Policy; Educational Evaluation; Educational Leadership; Health; Health Education; Higher Education; Higher Education Administration; Home Economics; Home Economics Education; Mental Health

Master of Education (MEd), Bowling Green State University, 2014, Curriculum and Teaching

The educational community has long since recognized that there is preparation gap between high school and college-level writing. Current literature revealed six primary categories of concern: quantity of writing, use of formulaic writing strategies, development of cognitive skills, audience and purpose for writing/writing as communication, student qualities, and genre/cross-discipline features of writing. In light of these gaps, deliberate attention must be directed towards examining instructional strategies that might be effective in preparing students to meet the demands of college-level writing. Therefore, the focus of this research was to examine the effectiveness of current instructional strategies and their ability to address the preparation gap between high school and college-level writing. Three high school English Language Arts teachers participated in this study, which sought to explore the following research questions: 1) What instructional strategies are high school teachers using to teach college-preparatory writing? and 2) Are the instructional strategies used by high school teachers effective in addressing the main areas of the preparation gap between high school and college-level writers? A series of three interviews were conducted with three teacher participants, and classroom observations were conducted over the course of two months; additionally, artifacts such as curricular materials and student work samples were collected. The six categories of the preparation gap were used as a framework to analyze data from teacher interviews, observations, and artifact collection. Five themes emerged which directly relate to the effectiveness of classroom teachers’ instructional strategies in addressing the preparation gap: philosophy and purpose of high school writing instruction, instructional transparency, community, students’ identities as writers, and cross-discipline collaboration. Results from this study suggested that when (open full item for complete abstract)

Committee: Timothy Murnen (Advisor); Tracy Huziak-Clark (Committee Member); Cheryl Hoy (Committee Member) Subjects: Composition; Education; Language Arts; Literacy; Teacher Education

Doctor of Philosophy, The Ohio State University, 2005, Educational Theory and Practice

This study focused on the perceptions of college students and their English teachers regarding the new communication-based English curriculum and instruction in a specific university-level English program in South Korea. The study also explored the needs for future college EFL curriculum design and instructional development in the general South Korean context. Specifically, the purpose of this study was to investigate the development of communication-based English language instruction in a Korean university context by (a) evaluating/critiquing a specific college English program at Pusan National University (PNU), (b) describing and exploring perceptions regarding English instruction at the collegiate level in Korea among Korean college students and their teachers in the EFL program, and (c) identifying the strengths and weaknesses of the college EFL curriculum of the university with respect to how closely it aligns with student and teacher perceptions of needs related to English. The study employed a quantitative survey method complemented by qualitative interviews to examine what is taking place at PNU, as a representative sample of the changing English landscape in Korea, and perceptions of the new curriculum. The survey data were analyzed by SPSS, thus producing descriptive statistics with a series of t-tests and one-way ANOVAs, followed by Tukey's HSD test. The information from the interviews was categorized and analyzed according to emerging themes or categories. The results revealed that, overall, while students generally seemed to have somewhat negative opinions, teachers seemed to have somewhat positive opinions about the effectiveness/quality of the new curriculum. Plausible explanations for this discrepancy are examined in the final chapter. Also, the analyses of the results revealed the possibility that the current communication-based EFL curriculum may be not aligned well with the students' desires, due to several weaknesses of the curriculum itself and (open full item for complete abstract)

Committee: Keiko Samimy (Advisor) Subjects:

Doctor of Philosophy, The Ohio State University, 2003, Art Education

This descriptive case study is an examination of the collaboration between a regional campus of a large university; representatives of the local community in which the regional campus is located; and an art education doctoral student as they planned and implemented an interdisciplinary, community-based curriculum for a new Associate Degree in Electronic Media. The overarching question of the study asks: Is it necessary to, and what would it take to create an interdisciplinary, collaborative, art and technology program in Electronic Media with the Ohio University Regional system; specific to the commnity needs of the Lancaster branch. Research methodology and methods consisting of case-study reviews, personal survey response, and multiple case method rsearch such as narrative and observation are used to investigate four areas contributing to the development of the Associate Degree. a descriptive analysis is used to present and analyse the data which is derived from the material collected and reviewed. Findings of the research indicate that incorporating community input directly into the program development process, both promotes and encourages commitment, support, confidence, and success when designing programs to meet the needs of area businesses and employment venues. This study also suggests that collaborative experiences in teaching and administration are most successful when all members are involved in initiating the program, share a commitment to the process, and are open to the concept of shared teaching and learning. This study suggest institutions should be more supportive and accountable in their roles in the communities in which they reside. Identification of community expectations, faculty and administrative commitment, budget confirmation and scale of the project should be primary considerations of new university program development.

Committee: Patricia Stuhr (Advisor) Subjects: