Doctor of Education (Ed.D.), Bowling Green State University, 2007, Leadership Studies

The menstrual cycle is an intricate web of hormonal interactions within the female anatomy impacting a woman's fertility, health, and sense of wellbeing and is considered the “fifth vital sign” (Halpin, 2006). Although an understanding of the menstrual cycle is fundamental to a woman's awareness of her reproductive health, many seek healthcare without this basic knowledge. A woman needs to understand her cycle, be aware if it is not following the normal course and seek an opportunity to discuss her menstrual experience with her care provider. However, time constraints exist in the provision of patient education in our current healthcare delivery system. A review of the literature revealed that computer-based education has been shown to have advantages in the delivery of information. However, no studies were found regarding the use of computer-based education for teaching the menstrual cycle. The purpose of the study was to examine the effect of a computer-based, multimedia, educational module on the level of knowledge of the menstrual cycle when compared to a written information module and a PowerPoint module. It was intended to test a patient education tool on the menstrual cycle that would engage women in healthcare decision-making. The study was framed within Starratt's 1991 model of the ethics of critique, justice, and care. Seventy-two college-aged, undergraduate students at a Midwestern university participated in the study which involved a pretest, an intervention, and a posttest experience. The students were randomly assigned to a computer-based multimedia educational module (C-bmem), a written information module (IM), or a PowerPoint (PP) module intervention groups. The interventions were similar in content and varied only in the manner of presentation with the C-bmem including animation and narration. The hypotheses were: (1) There will be significant group differences in change in knowledge about the menstrual cycle in women who participate in the C-bmem r (open full item for complete abstract)

Committee: Judith May (Advisor) Subjects:

Doctor of Education (Ed.D.), Bowling Green State University, 2018, Leadership Studies

Student conduct professionals find themselves balancing legal mandates, the needs of the community, and the needs of the student in decision-making. Theories such as the ethic of justice and the ethic of care can bring clarity to the decision-making process. This study examined several variables to predict the moral orientation of student conduct professionals including years of experience, current position, type of institution, educational background, gender, and age. Moral orientation was measured using the Moral Orientation Scale (MOS) developed by Yacker and Weinberg (1990). This study collected demographic information to predict how the moral orientation of student conduct professionals. The population for this study was drawn from the membership of the Association for Student Conduct Administrators (ASCA). Very little research exists on the decision making of student conduct professionals and the results of this study provides more insight into the profession. The findings of this study indicated the gender of student conduct professionals was a statistically significant predictor of the moral orientation of student conduct professionals. In addition this study found there to be significant differences in the age and years of experience among men and women within the profession of student conduct. These findings will assist student conduct professionals in providing rationale to their decision-making, will inform hiring practices and will guide the importance of training and professional development on topics of justice and care. In addition, this study provides insight into gender differences in the profession, which offers opportunities for future research.

Committee: Patrick Pauken J.D., Ph.D. (Advisor); Lara Lengel Ph.D. (Other); Chrisopher Giordano Ph.D. (Committee Member); Kristina LaVenia Ph.D. (Committee Member); Judith May Ph.D. (Committee Member) Subjects: Educational Leadership; Educational Theory; Gender; Higher Education; Higher Education Administration

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

The purpose of this dissertation was to examine the experiences in leadership advancement of African American women. Over 10 million African American women are in the civilian labor force (United States Department of Labor statistics, 2015). The population of African American women with degrees having significantly increased over thirty years, with 264% more Bachelor's degrees and 353% more Master's degrees being earned, however barriers to opportunities continue to exist (Nooks-Wallner, 2008). Although anti-discrimination laws have existed since 1964, covert discriminatory patterns continue and are often entrenched in workplace systems, which prevent advancement opportunities (Cook & Glass, 2013). Phenomenology was the qualitative research method utilized for this study. Phenomenology is a scholarly study method that provides meaning-making, to more effectively comprehend the perspective of an individual or group of individuals. Meaning is gained through attaining data about situations or events surrounding a specific phenomenon. The intention is to determine how and why it influences others as it goes beyond the surface to gain depth. This study gathered data through various methods, such as an advance questionnaire, semi-structured interview protocol, review of participant leadership samples, and resumes/curriculum vitaes. This study contributes to understanding the leadership advancement experiences from African American women who have ascended to director-level or higher positions, across various industries. The key themes in this study were strategic preparation, and self-determination and courage. The data collected illustrate these themes and ten associated sub-themes. The purpose is to gain understanding from the experiences that influenced the advancement of African American women within this study into leadership positions. Interviewing African American women who have ascended into leadership offered contextual insight into their lived experie (open full item for complete abstract)

Committee: Patrick Pauken PhD (Advisor); Paul Christian Willis EdD (Committee Member); Paul Johnson PhD (Committee Member); Dalton Jones PhD (Other); Angela Logan PhD (Committee Member) Subjects: African American Studies; African Americans; Black History; Business Administration; Business Education; Education; Educational Leadership; Gender

Master of Science (MS), Ohio University, 2009, Environmental Studies (Arts and Sciences)

Aldo Leopold proposed a land ethic that extended moral values and principles to nonhuman entities of the biotic community. I argue that his land ethic can be integrated with an existing moral code, namely the Golden Rule interpreted as an ethics of empathy, which promotes altruistic benevolent acts towards the land.I demonstrate that the basic moral requirements necessary to practice the Golden Rule (i.e., empathy, comparability, relationship, benevolence) can be extended to nonhuman entities. I conclude that an ecologically-integrated Golden Rule satisfies Leopold's moral requirements necessary for the extension of ethics to the land and, if practiced, makes it possible to achieve Leopold's ultimate goal, which is land health.

Committee: Wendy S. Parker (Committee Chair); Mark Lebar (Committee Member); Geoffrey Buckley (Committee Member) Subjects: Philosophy

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2024, Higher Education Administration

One of the most challenging times for campus communities is when a crisis occurs. It often causes higher education to question their policies, missions, and values. Additionally, the crisis managers and those affected by it may experience trauma as they navigate the crisis (Bataille & Cordova, 2014; Lynch 2023). Despite the research on crisis management, there are still gaps in knowledge. Because no two crises are alike, it is difficult to nuance how care is provided throughout a crisis and if communities transform post-crisis. This general descriptive-interpretive qualitative study aimed to understand how student affairs crisis managers incorporate ethics of care strategies in crisis management practices to aid social transformation. Two research questions guided this study: How do crisis managers provide care for those affected by a crisis? How have campuses and community members transformed after a crisis? Branicki's (2020) feminist crisis management framework underpinned this study. This framework considers the relationship between the cared-for and caregiver, the use of networks to provide care, and how the community recovers and transforms after a crisis. Twelve participants engaged in this general descriptive-interpretive study and participated in one semi-structured interview. They self-identified as middle managers during the crisis they discussed. All participants reported to a senior student affairs officer or the chief student affairs officer. Seven key findings emerged from this study. The first set of findings addresses how crisis managers provide care during a crisis and includes actions of care, provision of care, receipt of care, and influence on care. The second set of findings describes how campuses and their members transform after a crisis and includes middle managers reflecting on transformation. These findings contribute to a better understanding of how middle managers in student affairs provide care throughout a crisis. Furthermore, it (open full item for complete abstract)

Committee: Maureen E. Wilson Ph.D. (Committee Chair); Jacob Clemens Ph.D. (Committee Member); Amy French Ph.D. (Committee Member); Beth Sanders Ph.D. (Other) Subjects: Education; Higher Education; Higher Education Administration

Master of Fine Arts, The Ohio State University, 2024, English

You Have to Save Something is a collection of nonfiction essays about growing up in Appalachia as the eldest daughter in a blue-collar, working-class family. The writer narrates profound moments with her family, especially with her brothers and their friends in a small community where they gained insight into their economic place, their losses, their abilities, their father's tremendous work ethic, and their mother's depression along with her particularly harsh methods of punishment. Memory and story are often connected to and shared through treasured objects that were and remain connected to the fabric of the family's life and to the writer herself. At the heart of these essays is a fondness for the place and the people that endures throughout the writer's life and into the present day.

Committee: Elissa Washuta (Advisor) Subjects: Families and Family Life; Folklore; Social Structure

Doctor of Education (Ed.D.), Bowling Green State University, 2023, Leadership Studies

The expectation of healthcare professionals is to provide quality, patient-centered care to all patients. Miscommunication between the healthcare team resulted in segmented care and medical errors. As disconnects were discovered, healthcare professionals began promoting a team-based approach to care. The team-based approach helped eliminate barriers that inhibited effective communication and quality care to patients, providing a more cohesive patient care experience. Implementing team-based, patient-centered care in professional practice requires training to be introduced at the educational level of healthcare programs. A teaching strategy called interprofessional education (IPE) was developed to help teach students from different healthcare professions to learn with, from, and about each other's professions. Over time, healthcare education program accreditors were able to integrate IPE recommendations into their learning standards. However, not all healthcare professions chose to include IPE in their educational accreditation standards which left the decision to use IPE in some healthcare programs up to the program director. One healthcare profession in particular, radiography, has not yet mandated IPE into its educational accreditation standards. This study explored if radiography program directors' self-reported attitudes, knowledge, and perceptions of IPE were associated with their self-reported level of use of IPE in their programs. The author created a survey to collect data from radiography program directors accredited by JRCERT (N = 262). Analysis of the data revealed a positive association between program directors' attitudes, knowledge, and perceptions of IPE and their decision to use IPE in their radiography programs. Investigating the relationship between program directors' attitudes, iv knowledge, and perceptions of IPE and their level of use of IPE contributed to an understanding of how educational leaders' make decisions that impact their progra (open full item for complete abstract)

Committee: Judith May Ph.D. (Committee Chair); Kristina LaVenia Ph.D. (Committee Member); Margaret Brooks Ph.D. (Other); Dawn LaBarbera Ph.D. (Committee Member); Patrick Pauken Ph.D., J.D. (Committee Member) Subjects: Education; Health Care; Medical Imaging; Radiology

Doctor of Education, Miami University, 2022, Educational Leadership

This study identifies the assets that principals use to support school based mental health care [SBMH] and makes several recommendations for increasing the efficacy of principals in interacting with SBMH systems and includes their recommendations for improvement in fostering, sustaining, and improving SBMH. Mental health needs are a historically underserved issue that greatly affects the ability of students to learn and flourish. Through a grounded theory analysis within a multiple case study framework, five cases are described and thereafter nine assets were developed as common to the cases informing on the beliefs, competencies, and traits possessed by principals. The identification of these nine assets supports emergent findings of a construct of interactions and describes common factors involved in a principal's support of SBMH.

Committee: Lucian Szlizewski (Advisor); Érica Fernández (Committee Co-Chair); Kristy Brann (Committee Member); Ann MacKenzie (Other) Subjects: Education; Education Policy; Educational Leadership; Elementary Education

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

The problem facing organizations is that of high employee turnover and lack of employee engagement. The lack of employee commitment caused by skill shortages and economic growth undermines the organization's ability to survive and compete. Previous work ethic and job satisfaction research have established a statistically significant positive correlation between reduced employee turnover and employee commitment. This quantitative research study uses a purposeful sample of MBA students to examine if and to what extent a relationship exists between work ethic and job satisfaction in Ho Chi Minh City, Vietnam. This population was selected because they are both students and full-time employees across multiple industries. Rather than rely on religious or cultural values, the study is based on Self Determination Theory (SDT), which provides a universal base to explore a possible relationship between an individual's work ethic and job satisfaction. This theoretical perspective shifts the focus of traditional work ethic and job satisfaction values from cultural and religious to individual development as it interacts with the perceived opportunity. This research establishes a universal base that can apply across similar and dissimilar cultures. Finding from this data indicate a strong correlation between Employability Skills Assessment (work ethic) and job satisfaction A moderate correlation was established between the sub-factors of initiative, dependability, and interpersonal skills. Graduating students who master the necessary employability skills will be more successful according to the ESA scores and more likely to achieve job satisfaction.

Committee: Beverly Smith (Committee Chair); Charles Fenner (Committee Member); Daniel Dayton (Committee Member) Subjects: Business Administration

Doctor of Education, Miami University, 2022, Educational Leadership

Teachers deserve a voice. Their experiences should be known in order to identify troublesome factors that often make school a constraining place. Their stories, no matter how messy, must be explored to better understand why our society loses many passionate educators. Through autoethnographic inquiry, I analyze my own story using creative works (narrative vignettes and art-based collage) to demonstrate the complicated experience of a modern-day K-12 educator. As a researcher engaging in critical autoethnography, I examine my experience through the principles of the radical imaginary, knowing thyself, understanding teachers as prisoners/oppressors, an ethic of care, critical/feminist lenses and critical hope. These influences are present and visible in the linguistic and visual data presented, which are intended to capture the complex paradoxes that young teachers face in their professional journey. By examining my lived experience, I hope to capture an authentic portrait of my time in public K-12 education to create meaning. This personal work elucidates themes felt by many young teachers to shed light on their difficulties and triumphs. The conclusion of the research provides suggestions for society based on interpretive data analysis.

Committee: Thomas Poetter (Committee Co-Chair); Sheri Leafgren (Committee Member); Lucian Szlizewski (Committee Co-Chair) Subjects: Early Childhood Education; Education; Education Philosophy; Educational Leadership; Secondary Education; Teacher Education; Teaching

Doctor of Education (EdD), Wright State University, 2020, Leadership Studies

Although school gardens have been increasingly popular in the United States, much existing literature evaluated success of the programs from a limited set of criteria, such as the extent to which gardens reformed student eating habits and nutritional knowledge. Yet, school gardens offered benefits and outcomes not immediately apparent within this reform paradigm. In addition, the attention on forming a particular kind of food consumer ignored the diverse cultural and racial histories related to agriculture and food in the United States. In this participatory action research (PAR) dissertation, participants, including school staff and community partners, explored one school garden program in a historically segregated and disenfranchised community. Through an emancipatory framework described by Freire (1970) and hooks (1994, 2003), participants reflected on and shared how and why they co-created a school garden program during the COVID-19 pandemic and nation-wide protests for racial justice. Through photovoice, mapping, and gardening activities, participants expressed meaning, values, and vision far beyond the typical reformatory goals often measured in school garden studies. Most notably, participants described experiences of love, empowerment, and justice they experienced through the school garden program. Through this research, other school garden programs can identify why a school garden matters to their specific context and how to align the meaning participants feel to future plans for the garden. Most notably, this research demonstrated the value of PAR as a method for cultivating school gardens, gardens as sites for social justice, and the critical role of an ethic of love (hooks, 2006) in building community around garden projects.

Committee: Yoko Miura Ed.D. (Committee Chair); Mary Brydon-Miller Ph.D. (Committee Member); Alan Wight Ph.D. (Committee Member); Daniel Warshawsky Ph.D. (Committee Member); Michelle Fleming Ph.D. (Committee Member) Subjects: African Americans; Agricultural Education; Black Studies; Education; Education Philosophy; Educational Leadership; Educational Theory; Multicultural Education; Pedagogy; Social Research; Sustainability; Teacher Education

Ph.D., Antioch University, 2020, Antioch New England: Marriage and Family Therapy

This was a quantitative study which examined past and present transnational activities as predictors of multiracial identity challenges and resilience among second generation U.S. born Asian mixed-race adults. Two hundred seventeen participants completed the following three survey questionnaires: a demographic form, the Multiracial Challenge and Resilience Scale (MCRS; Salahuddin & O'Brien, 2011) and an author-adapted version of the Past and Present TS- Transnationalism Scale (Murphy & Mahalingam, 2004). This study is based on the idea of integrating critical race theory, critical mixed-race studies, and intersectionality of both participants' and parents' gender and ethnic/racial identity among self-identified Asian mixed-race individuals. The results showed overall significant correlations between MCRS and TS. No gender of Asian immigrant parents' effects were found, but the Asian region ones' parent migrated from led to differences in participants' childhood and adulthood TS Political and Economic engagements. Participants' gender moderated the relationship between MCRS and past/present TS. More females identify themselves as being mixed-race and showed a higher level of MCRS resilience than male participants. This study contributes to the fields of marriage and family therapy and immigrant family studies by developing insights into an understudied population: second-generation immigrants of Asian mixed-race descent.

Committee: Kevin Lyness Ph.D. (Committee Chair); Annamaria Csizmadia Ph.D. (Committee Member); Janet Robertson Ph.D. (Committee Member) Subjects: Ethnic Studies; Families and Family Life; Social Psychology

Master of Science (MS), Ohio University, 2020, Journalism (Communication)

Although previous research has been targeted at the aspects of journalistic cultures within nations through the views of their population, such as the multinational Worlds of Journalism Study (2019), other avenues of study can offer a new perspective on these differences. To this end, the study provides a comparison of journalistic codes of ethics. Such codes (while differing in structure, implementation, and reach) share a common purpose in providing and defining standards of ethical action within the field of journalism. By making note of what standards are discussed within journalistic codes of ethics with national reach, and in what manner the ethical rationale is constructed and defended within said ethical codes, the study aims to provide insight into the similarities and differences of the journalistic cultures in which they are set. The study found that the 25 ethical codes examined discussed over 100 distinct generalized ethical situations, the documents often stretched beyond outlining the practice of ethical journalism. The codes of ethics were also found to primarily make use of deontological and virtue-based justifications, although examples of the other selected ethical frameworks were found in small numbers. Additionally, both the deontological and virtue-based justifications occurred dominantly within the examined codes of ethics with such frequency as to be considered ethical norms within the standards set by the study. In both cases, the findings provide a means to critique and point to ways these ethical codes could be improved in order to better relate to both the journalists they hope to guide and the public they hope to educate while laying the groundwork for similar examinations in the future.

Committee: Bernhard Debatin (Committee Chair); Aimee Edmondson (Advisor); Rosanna Planer (Committee Member); Bill Reader (Committee Member) Subjects: Journalism; Mass Communications

Ph.D., Antioch University, 2019, Leadership and Change

Four decades of research on power distance have been applied to cross-cultural leadership studies on an inter-national level. A quantitative investigation was conducted to analyze a uniquely American narrative of power distance, which was developed through a post-structural epistemology. Using ANTi-History theory, endorsement of the Great Man Theory was argued to be a leadership ethos that is related to American power distance value. The GLOBE project's Power Distance Subscale, Trompenaars and Hampden-Turner's Achievement Versus Ascription Scale, and an author-developed scale for self-reported endorsement of the Great Man Theory was deployed to investigate culturally contingent leadership ethos on an intra-national level within a representative U.S. American sample. The study was able to validate the Social Authority Scale, using items from the Power Distance Subscale and Achievement Versus Ascription Scale. Demographic measurements of 645 participants from a convenience sample were analyzed to understand how social identity influenced this leadership construct. Significant variations were found based upon American social identities. Implications for intra-national cross-cultural leadership theory are discussed, as well as empirical and theoretical based implications for leadership practitioners. 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: Lize Booysen DBL (Committee Chair); Carol Baron PhD (Committee Member); Brandelyn Tosolt PhD (Committee Member) Subjects: American Studies; Management; Organization Theory; Social Research

MA, Kent State University, 2019, College of Arts and Sciences / Department of English

In the epoch of Anthropocene, scholars of environmental ethics urge a radical reevaluation of our understanding of ecosystems and a platform of protest to fight against the slow violence triggered by human-caused environmental disaster omnipresent across the globe. One of the effective means to achieving this goal is to foreground the cognitive and emotive value of ecocinema in furthering both ecocentric imagination and discourse. In a media-saturated, fast world, by forming an alternative media-spectatorship/readership, ecocinema can potentially help create an ecocentric environmental ethics, allowing us to question long-held notions of anthropocentrism, speciesism, and other ecological issues of both biotic and non-biotic entities. Analyzing the films, A Plastic Ocean, Silent River, Ponyo, and The Shape of Water, that essentially foreground tales of water, this thesis explores the complex portrayal of water in an attempt to investigate its agency and dynamism, revealing to humans the problems connected with their strong anthropocentric ethics. This thesis, therefore, examines the authority of ecocinema in its capacity to ignite a respect for nature and reciprocity in humans towards the non-human world. In the process, it proposes the efficacy of pluralistic eco-aesthetics of ecocinema in creating a powerful cultural and political visual narrative, making environmental slow violence perceptible to human imagination and taking us one step further to environmental justice activism.

Committee: Ryan Hediger (Advisor) Subjects: Literature

MA, Kent State University, 2018, College of the Arts / School of Art

This qualitative research study utilized narrative inquiry and action research methods to systematically investigate specific ways an ethic of love manifests in my teaching practices and art curriculum; to nurture a heightened degree of student engagement and inspire creative exploration. Based on the principles of agape, love is put into action through an interplay of care, commitment, knowledge, responsibility, respect, and trust. In broader contexts, transformative learning and holistic education models, born of critical pedagogy, set the theoretical framework for an approach that strengthens the case for love as a vital component of critical education.

Committee: Koon-Hwee Kan PhD. (Advisor); Linda Hoeptner-Poling PhD. (Committee Member); Robin Vande Zande PhD. (Committee Member) Subjects: Art Education; Education; Education Philosophy

Master of Arts, Miami University, 2017, Psychology

The current research tested whether improving perceptions of hard interdependence (i.e., a work ethic common to lower-class individuals) can increase perceptions of warmth and competence and the elicitation of positive behaviors toward lower-class students. In Study 1, I varied target social class and work ethic to test the relative contribution of class and work ethic on perceptions of students. Lower-class targets were perceived to be greater in warmth, competence, work ethic than higher-class targets. In contrast, hard interdependent targets were perceived as less competent, less hardworking, shyer, and a less desirable partner than expressive independent targets. In Study 2, participants were assigned to a manipulation in which they were taught to reattribute hard interdependence from laziness to work ethic (i.e., attributional retraining), class-unrelated manipulation, or a control condition. Participants were asked to evaluate targets that exhibited differing work ethic styles, including hard interdependence. Participants in the experimental manipulation condition rated hard interdependent targets as more desirable partners than participants in the other two conditions but warmth and competence did not mediate these perceptions as attributional retraining did not increase perceptions of warmth or competence.

Committee: Jonathan Kunstman (Advisor); Heather Claypool (Committee Member); Amanda Diekman (Committee Member) Subjects: Psychology

Master of Arts (MA), Wright State University, 2017, Applied Behavioral Science: Criminal Justice and Social Problems

This study examined relationships between work ethic and welfare dependency. The 65-item Multidimensional Work Ethic Profile (MWEP) (Miller, Woehr, & Hudspeth, 2002) and the 28-item MWEP (Meriac, Woehr, Gorman, & Thomas, 2013) with attached socioeconomic surveys were administered to n=338 and n=247 adult subjects, respectively. A negative correlation between the two variables was anticipated, so that as levels of agreement with work ethic increase, reported use of welfare benefits decrease. After running correlation matrices to examine Pearson's r, hierarchical regressions were conducted, culminating in a model which partially predicts the connection between the variables. Bivariate analyses for the 65-item MWEP data indicated that marital status, age, sex, centrality of work, waste time, delayed gratification, self-reliance, morality/ethics, hard work, and leisure were statistically significantly correlated. Bivariate analyses for the 28-item MWEP data indicated that centrality of work and hard work were statistically significantly correlated. These findings could be used in the design of a comprehensive assessment tool to be utilized at the point of entry into the welfare system.

Committee: Gary Burns Ph.D. (Committee Chair); Jacqueline Bergdahl Ph.D. (Committee Co-Chair); Jonathan Varhola M.A. (Committee Member) Subjects: Behavioral Sciences; Demographics; Labor Economics; Public Policy; Social Research; Social Structure; Social Work; Sociology; Statistics; Welfare

Doctor of Philosophy, The Ohio State University, 1986, Graduate School

Committee: Not Provided (Other) Subjects: Education

Doctor of Philosophy, The Ohio State University, 1982, Graduate School

Committee: Not Provided (Other) Subjects: Education