Doctor of Philosophy (PhD), Wright State University, 2022, Computer Science and Engineering PhD

Inadequate professional training and practices related to health care may result in severe complications to care experiences and outcomes. Moreover, healthcare professionals are as susceptible to the possibility of implicit biases as any other group. Importantly, the health care training is critical and challenging as minor prejudicial beliefs have an adverse influence or serious consequences on patients' health outcomes. Thus, facilitating serious role-playing virtual care practices along with raising awareness of healthcare professionals about the enduring impact of implicit/explicit biases and Social Determinants of Health (SDH) on health outcomes assist to advance the patient-provider relation, care experiences (e.g., healthcare experience and patient care experience), and promote health equity. In addition, employing the “learning by doing” approach for health care practices directly in real-life is less preferred wherein high-risk care is essential. Thus, there is a high scope and demand for the utilization of alternative ways which can facilitate a self-driven and self-motivational digital experiential learning approach with the integration of innovative computer technology that encourages learners to acquire professional development skills. The primary focus of this research is to deliver Computer-Supported Experiential Learning (CSEL) and Computer-Supported Expert-Guided Experiential Learning (CSEGEL) approaches to deliver professional development skills (e.g., healthcare skills). Specifically, this research and development deliver CSEL and CSEGEL approaches-based serious role-playing games or mobile applications as digital experiential learning tools by integrating first-person virtual role-playing scenarios to enhance healthcare skills (e.g., cultural humility, professional communication, awareness of the enduring impact of both social determinants of health and implicit/explicit biases on health outcomes, and compassionate and empathetic attitude) of (open full item for complete abstract)

Committee: Thomas Wischgoll Ph.D. (Committee Chair); Yong Pei Ph.D. (Committee Member); Michael L. Raymer Ph.D. (Committee Member); Paul J. Hershberger Ph.D. (Committee Member) Subjects: Computer Science; Education; Educational Software; Health; Health Care; Higher Education; Information Technology; Public Health; Public Health Education; Special Education; Systems Design

Master of Science, The Ohio State University, 2007, Graduate School

Committee: Not Provided (Other) Subjects:

Doctor of Education (Ed.D.), University of Findlay, 2023, Education

Background: Equine facilitated learning (EFL) leadership programs have recently gained recognition as a novel approach to teaching leadership but are not widely known or researched. Methods: A study was conducted from the text of 13 selected EFL leadership program websites using qualitative thematic content analysis. Program characteristics, missions, values, and program goals and objectives were researched. Also investigated were program leadership themes listed on the 13 websites, their relationship to authentic, servant, situational, and transformational leadership theories, evaluation tools used by those theories, and how leadership incorporates into programs. Results: Program characteristics were inconsistent and may be confusing to potential participants. Programs do not specifically tie to leadership theories when teaching their classes, do not appear to be training leadership in specific ways, and lack evidence regarding how they, and their evaluations, relate to authentic, servant, situational, and transformational leadership theories. Conclusions: More consistency among programs and further research is recommended.

Committee: Dr. Kara Parker (Committee Chair); Dr. Jon Brasfield (Committee Member); Dr. Amanda Ochsner (Committee Member) Subjects: Business Administration; Business Education; Curricula; Education; Education Policy; Educational Evaluation; Educational Leadership; Management; Teaching

Doctor of Education, Miami University, 2023, Educational Leadership

Micro-credentials have been used in the education setting for many years. Adult learners have taken micro-credential courses to improve their skills to perform their jobs successfully. The federal technology transfer professional has limited professional development opportunities to perform their jobs better. This dissertation study examined the development and evaluation of technology transfer training through micro-credentials. The results of this study concluded that, although government agencies conduct technology transfer differently, the Federal Laboratory Consortium can provide micro-credentials needed as a foundation in the form of career pathways. Surveys given to the participants revealed that they were drawn to the interactive components of the course. The study results were aligned to previous studies on adult learning, and we must take into consideration the time adults have to learn in relation to their current work obligations.

Committee: Lucian Szlizewski (Committee Co-Chair); Joel Malin (Committee Co-Chair) Subjects: Adult Education; Technology

Doctor of Philosophy (PhD), Ohio University, 2021, Curriculum and Instruction (Education)

Mathematics concepts in early childhood education are often predictors later outcomes for student success, because mathematics is a foundational area of academics. The purpose of the research is to engage educators in conversations regarding experiential learning opportunities in early mathematics through curriculum planning and instructional practices that benefit young children in general and special education contexts. The three manuscripts presented explore topics of play-based instructional strategies that foster growth mindsets, utilizing differentiation strategies in mathematics, and comparing mathematics intervention strategies for children with speech or language impairments. Each manuscript brings unique opportunities for educators through underlying connections including foundational mathematics concepts, special factors that contribute to learning difficulties in mathematics, play-based learning, and instructional strategies. Throughout the research foundational early mathematics concepts and developmental trajectories are examined, specifically in the number sense domain, which is essential for constructing later mathematical concepts including logical thinking and arithmetic processes. Curriculum planning and instructional practices such as play-based experiential learning strategies, explicit instruction, differentiation, and repeated practice opportunities are imperative to creating engaging and meaningful learning experiences in an early childhood classroom. The major outcome of the research has been opening a discussion with educators, administrators, and other stakeholders regarding the importance of mathematics curriculum in early childhood educations. Implications for the field include aspects of teacher preparation courses, bolstering mathematics curriculum, incorporating a variety of research based instructional practices, and considering a diverse range of special factors when designing mathematics interventions. Through the research ed (open full item for complete abstract)

Committee: Sara Helfrich Dr. (Committee Chair) Subjects: Curriculum Development; Early Childhood Education; Instructional Design; Mathematics Education; Special Education

Doctor of Philosophy in Urban Education, Cleveland State University, 2020, College of Education and Human Services

The culture of policing is rooted in a warrior ethos of preserving order against chaos and criminality in a hostile world. This ethos may be negatively influencing community relations. A guardian mindset encourages community engagement, fostering trust, and building allies within the community. The purpose of this grounded theory study is to understand in the context of strained relationships between Communities of Color and police, how officers develop their knowledge, skills, and experiences to become guardians in the communities they serve. This research considers: 1) what is the process of developing patrol officers that are competent in community relations within an urban context; 2) what knowledge and skills are expected of patrol officers to be competent in community relations within an urban context share; 3) what formal education and informal experiences contribute to a patrol officer's knowledge and skills in community relations within an urban context. Twenty-four police leaders, police officers, and trainers representing five police departments and training facilities located in diverse urban populations in Northeast Ohio participated in semi-structured interviews. Four community leaders and public safety organizers also participated in interviews. The theoretical model identifies departmental and individual barriers and facilitators that influence the professional development of officers relevant to community relations.

Committee: Catherine Hansman (Committee Chair); Anne Galletta (Committee Member); Ronnie Dunn (Committee Member); Jonathan Messemer (Committee Member) Subjects: Adult Education; Criminology; Public Policy

Master of Arts (M.A.), University of Dayton, 2020, Psychology, Clinical

Few studies utilize experimental designs, representing a need for further research in the service-learning research. The present study employed an experimental design in which sections of a course (Engaged Scholarship for Homelessness: A Service-Learning Course) were randomly assigned to (a) direct service-learning (N = 16) or (b) indirect service-learning (N = 13). The students in the direct service-learning worked with guests in a homeless shelter while students in the indirect service-learning worked on the development of a Community Re-Engagement Resource Book, a book containing resources for people experiencing homelessness in the Dayton area. Several civic-related student outcomes were examined, including community service self-efficacy, awareness of privilege and oppression, and stigmatizing attitudes. The study examined two general hypotheses: (a) students in both sections would show improvements on these civic related outcomes and (b) the students in the direct service-learning section would show greater improvement on these civic-related outcomes. For each dependent variable, a 2 x 2 ANOVA was conducted with one between-subjects factor (direct service-learning vs. indirect service-learning students) and one within-subjects (repeated measures) factor iv (pre- vs. post-semester measures). Hypotheses were rooted in theory, including Bandura's (Bandura 1977, 1982, 1995) self-efficacy theory and Allport's (1954) Intergroup Contact Theory. In general, the results demonstrated that both groups of students showed significant improvements in community service self-efficacy and awareness of privilege and oppression; qualitative data (written reflections by students throughout the semester) supported this finding. However, the hypothesis that students in direct service-learning would show greater change was generally not supported. Further, the hypotheses regarding changes in social stigma were not supported by qua (open full item for complete abstract)

Committee: Roger Reeb PhD (Advisor); Ronald Katsuyama PhD (Committee Member); Karen Velasquez PhD (Committee Member); Joshua Alpert (Committee Member) Subjects: Clinical Psychology; Psychology

Doctor of Philosophy, University of Toledo, 2019, Curriculum and Instruction: Educational Technology

The value of personal experience in learning is a concept that has been around for thousands of years dating back to the time of Confucius in 450 B.C. Today, personal experience can be accomplished through immersive technology, such as augmented reality, a technology simulating real-world and authentic experiences. Kolb's Theory of Experiential Learning (1984) and Dale's Cone of Experience (1946) theorized not only the importance of learning by doing, but that the type or authenticity of the experience is important in learning outcomes, retention, and learner motivation. Immersive technology has advanced to the point that it is not only accessible, but also user friendly. However, research into the impact of immersive technology remains focused in K-12 settings with students as the consumers, rather than creators of authentic experiences. The purpose of this study was to refocus the research to higher education preservice teachers, a unique population who are the potential creators of these experiences. The study investigated if the use of immersive technology in a preservice teacher project-based learning experience influenced knowledge attainment and retention of a key pedagogical concept and if it affected preservice teacher motivation. The key pedagogical concept selected for the study was Universal Design for Learning (UDL). The individual project-based learning experience required preservice teachers to implement these principles into a functional lesson appropriate for their grade level and subject. The study utilized a baseline/post/posttest design and the Instructional Materials Motivational Survey (IMMS) as instruments. The results of the level of knowledge attainment and retention were inconclusive due to underperformance of the baseline/post/posttest instrument. A more functional, hands-on test of the application of the UDL principle would provide more reliable results. In the motivation construct, the results indicated that the type of ex (open full item for complete abstract)

Committee: Judy Lambert Ph.D. (Committee Chair); Tony Sanchez Ph.D. (Committee Member); Gregory Stone Ph.D. (Committee Member); Claire Stuve Ph.D. (Committee Member) Subjects: Adult Education; Curriculum Development; Early Childhood Education; Education; Educational Technology; Instructional Design; Teacher Education; Teaching; Technology

Doctor of Philosophy (Ph.D.), University of Dayton, 2018, Educational Leadership

The University of Dayton (UD) has seven Integrated Learning-Living Communities (ILLC) for first-year students. The campus has experimented with many iterations of residential-learning communities for over twenty years. The current iteration is based on research and best practices from the field of student development theory. Self studies at UD (Keen, 2010) using the National Survey of Student Engagement (NSSE) have been conducted regarding the efficacy of the ILLCs on campus; however, there had been little research collected on the academic outcomes. To lessen that void, my research question was: Does participation in an Integrated Learning-Living Community improve students' critical thinking as measured by the CLA+: performance tasks and select response items, scientific and quantitative reasoning, critical reading and evaluation, and critique of an argument, against the theoretical backdrop from student development literature focused on seminal pieces from Kegan (1994) and Baxter-Magolda (2004a, 2004b, 2010) and including the important work by Inkelas, Szelenyi, Soldner, and Brower (2008) and other scholars. I used the Collegiate Learning Assessment +, a quantitative instrument produced by the Council for Aid to Education (CAE, 2015), to measure the pretest (August 2016) and the posttest (April 2017) critical thinking performance of 42 first-year students enrolled in the ILLCs at the University of Dayton. My data analysis included paired samples t-tests and a mixed ANOVA. Results showed no statistically significant increase in critical thinking on the 6 measures tested. Employing post hoc interviews of selected ILLC faculty, comparing participants' CLA+ mastery to national student data, and reflections on the research design suggest these possible dynamics, among others: a ceiling effect, insufficient treatment duration, and insurmountable barriers to preventing participant attrition across the span of the study.

Committee: Carolyn Ridenour (Committee Chair); Patricia Alvarez (Committee Member); Molly Schaller (Committee Member); Pamela Young (Committee Member) Subjects: Educational Evaluation; Educational Leadership; Higher Education; Higher Education Administration; Teaching

EdD, University of Cincinnati, 2017, Education, Criminal Justice, and Human Services: Urban Educational Leadership

The goal of this action-oriented case study research is to illuminate and articulate the history and complexity of service learning at the University of Cincinnati as the program has evolved over time. Narrative inquiry and document interrogation were employed to solicit lived experiences and stories from a variety of both campus and community stakeholders, which were then analyzed through the theory of structuration. This study will strengthen the existing pool of institutional research of the social structuration of service learning programs in higher education, including how leaders may foster collaborative experiences and broadened subjectivities for all relevant stakeholders. Through detailing key watershed moments that have underscored the program's evolution, this study has illuminated important additions to theory, which may have implications for other service learning programs, for the field of urban education leadership, and for literature pertaining to campus-community organizing.

Committee: Miriam Raider-Roth Ed.D. (Committee Chair); Mary Brydon-Miller Ph.D. (Committee Member); Barbara Holland Ph.D. (Committee Member); Constance Kendall Theado Ph.D. (Committee Member); Stephen Kroeger Ed.D. (Committee Member) Subjects: Educational Leadership

Master of Arts, Case Western Reserve University, 2015, Cognitive Linguistics

Research in cognitive science demonstrates that enactment is beneficial for encoding new information and retrieving prior knowledge. This study highlights the reciprocal relationship between enactment and prior knowledge as it benefits both teachers and learners. This thesis argues that enactment can be used to gain insight into students' prior knowledge in a way that verbal assessment may not. This thesis also argues that an enacted lesson informed by student prior knowledge will lead to greater learning than an enacted lesson not informed by prior knowledge. Sample lessons of both conditions are included. Results of this study have implications in the fields of education and educational research. This introductory study provides a basis for future studies involving but not limited to the topics of enactment and affect, enactment in learning and enactment in assessing prior knowledge.

Committee: Fey Parrill (Committee Chair); Vera Tobin (Committee Member); Mark Turner (Committee Member) Subjects: Aesthetics; Behavioral Psychology; Behavioral Sciences; Cognitive Psychology; Cognitive Therapy; Communication; Curriculum Development; Early Childhood Education; Education; Education Philosophy; Educational Tests and Measurements; Educational Theory; Mathematics Education; Middle School Education; Plant Biology; Science Education; Social Studies Education; Sociolinguistics; Special Education; Teacher Education; Teaching; Vocational Education

Doctor of Philosophy (PhD), Ohio University, 2014, Curriculum and Instruction Science Education (Education)

The purpose of this case study was to describe the nature of high school students' experiences in the immersive four-day field experience at Stone Laboratory Biological Field Station including excursions to Kelley's Island and South Bass Island. Six tenth, eleventh, and twelfth grade students participated through interviews, photovoice, observations, and a survey. Pretrip semi-structured interviews were conducted to understand each participant student's relationship with science. Participants were given cameras to record their field trip experiences to relate what they found interesting, important, and exciting. Back at school after the field trip, the participants were asked to choose their five most meaningful photographs, and write a short essay to describe the significance of each image. A posttrip semi-structured interview explored each participant's experiences during the field trip. An unstructured interview was conducted to discuss each participant's full photograph gallery from the field trip. Interview transcripts were member checked with one minor wording change. Analysis consisted of open coding using apriori codes derived from the ecological framework and emergent codes derived from the data. Coding was duplicated through multiple readers. Significant findings included: 1) Prior experience, prior knowledge, and funds of knowledge added relevance and value to an experience, facilitating interest development; 2) Experiences appeared to be more meaningful when all the senses were stimulated; 3) Friends and peers were an essential part of a quality experience; 4) Quality experiences included a wow factor, or sudden awareness; 5) Teachers needed to be within the experience, not the focus of the experience, and needed to be available to answer questions, be enthusiastic when a discovery was made, and promote student reflection concerning their perceptions and discoveries; 6) A quality informal learning situation incorporated the cognitive/affective, phy (open full item for complete abstract)

Committee: Eugene Geist Ph.D. (Committee Chair); John Henning Ph.D. (Committee Member); Aaron Sickel Ph.D. (Committee Member); Krisanna Machtmes Ph.D. (Committee Chair) Subjects: Education; Science Education

Doctor of Philosophy, University of Toledo, 2004, Health Education

Demographic changes in the US influence the delivery of healthcare and health education. To provide the best care and education, healthcare professionals need to increase cultural sensitivity. Educators from different disciplines increasingly recognize the importance of addressing the issue of culture. Participating in an international healthcare mission is one method to increase cultural awareness. Although changing demographics have altered how healthcare professionals practice, there is little research on the different methods to prepare future healthcare professionals to be culturally sensitive. Published research on the impact of an International Healthcare Mission (IHM) on participating healthcare professional students is notably sparse. The purpose of this research was to explore the perceived effects of an IHM on participating healthcare professional students. Thirty-two students from U.S. healthcare professional schools participated. None took coursework to prepare them for an international mission. This study used both qualitative and quantitative methods, also known as methodological triangulation. Semi-structured interviews of IHM student participants (n = 9) provided qualitative data. A survey framed by Wilson's Impact of an International Experience model provided complementary and supportive quantitative information to themes that surfaced from interviews. Within the survey, several questions explored the impact of the mission on the student's professional and cultural self-efficacy. These later questions validated cognitive, affective, and selection processes as regulators and mastery experiences as a source of self-efficacy within Bandura's theory of self-efficacy. Triangulated methodology provided an enhanced picture of the phenomenon researched. Students reported gains in substantive knowledge, perceptual understanding, growth as an individual, improved interpersonal connections, as well as enhanced self-confidence. The information discovered from (open full item for complete abstract)

Committee: Debra Boardley (Advisor) Subjects:

Doctor of Philosophy, The Ohio State University, 2004, Educational Theory and Practice

High school students in the United States need to know how to write clearly and concisely in order to pass state mandated assessment tests and college entrance exams, and to compose essays for college applications. Despite decades of writing research and changes in pedagogical methods for teaching writing, however, many high school students continue to struggle with writing. Additionally, the nation's schools have been wired for technology as a way to reform schools and to prepare students for future careers in a global economy. Implementation of computer related technologies resulting in large-scale changes to classroom practices, however, have been minimal. In this study the researcher employed qualitative methodology framed by socio-cultural theories including activity theory and communities of practice to investigate the ways in which 9th and 10th grade high school students took up literacy learning during the second semester of a public urban charter high school's first year of charter. This school was founded upon notions of experiential learning and alternative education and organized around a two schools model. Students spent the better part of each Tuesday and Thursday at one of seven experiential learning sites within the larger community. In addition to assignments for their ‘regular' courses, and work at their site, the students were to complete an end of semester research project related to the site on a topic of interest to them. The author found context to have a significant effect on students' literacy learning, particularly with regard to appropriation of writing and computer technologies for school related purposes. The students' previous and current ‘places' positioned them and thus affected the literacy practices students could take up. Students' positioning, then, further shaped these students' sense of identity as evidenced by their discourse about writing and technology as well as through the writing students produced and the technology they w (open full item for complete abstract)

Committee: Caroline Clark (Advisor) Subjects:

Doctor of Philosophy, The Ohio State University, 2004, Teaching and Learning

Peoples and cultures have been interacting since the dawn of history, but global conflict, recent advances in technology, and the changing demographics of the United States make peaceful coexistence in a multicultural world a matter of urgency for this and future generations. Although education is often cited as the key to the global village of tomorrow, little research has been done to explore how the lifeblood of literacy—the books of childhood that teach and entertain—can bridge cultures to connect worlds. This study seeks to address that very question by comparing the literary and lived experience of Australian culture with five pre-service teachers from the Midwestern United States. Children's literature was the foundation for the project, first as the focus of pre-departure readings in the home country, and then as the basis for a researcher-led three-week study tour where participants met with authors, illustrators, students, teachers, and others as they experienced Australian culture first-hand. Reflective journaling, class discussions, participant observation, and a post-program debriefing yielded data that were analyzed through grounded theory. The developmental model of intercultural sensitivity, and its associated inventory, was used to contextualize response to the phenomenological experience of culture in both literary and lived experience. Results of the study show that children's literature can be an enjoyable and dynamic means to facilitate cross-cultural learning, serving as common ground and catalyst for intercultural exchange through each phase of the program. Theoretical benefits were argued then demonstrated for children's literature as a tool in furthering global education with pre-service teachers. A five-stage model for cultural relativity is proposed that reflects the disparate ways in which culture is reflected in children's literature, thus laying the groundwork for further study on national identity and cultural imperialism in global pub (open full item for complete abstract)

Committee: Barbara Lehman (Advisor) Subjects:

Doctor of Philosophy in Urban Education, Cleveland State University, 2012, College of Education and Human Services

Adult learners can develop leadership skills and competencies such as conflict management and negotiation skills. Virtual simulations are among the emerging new technologies available to adult educators and trainers to help adults develop various leadership competencies. This study explored the impact of conflict management tactics as well as learning styles on the efficacy of virtual leadership development training. In this quantitative study, participants (n=349) completed electronic versions of both the Power and Influence Tactics Scale (POINTS) and the Kolb Learning Styles Instrument (KLSI). Results of participant scores for both instruments were compared with scores from a virtual leadership simulation. Performance within a virtual leadership simulation was not found to be significantly impacted by diverse learning styles, indicating that virtual simulations can be effective for adult learners with any learning style. Statistically significant correlations were found between all seven conflict management tactics and key virtual leadership simulation scores, indicating that virtual leadership simulations can be effective tools for practicing multiple conflict management tactics. Experiential learning techniques are becoming commonplace and the use of technology is growing within the field of adult and leadership education. This study elucidates the effectiveness of new technologies such as virtual simulations as tools for leadership development. This study contributes to leadership education best practices by exploring the effectiveness of virtual simulations as a method for training leaders that will allow educators to incorporate emerging best practices into their repertoire of methodologies.

Committee: Catherine Monaghan PhD (Committee Chair); Jonathan Messemer EdD (Committee Member); Catherine Hansman EdD (Committee Member); Selma Vonderwell PhD (Committee Member); Sanda Kaufmann PhD (Committee Member) Subjects: Adult Education

Doctor of Philosophy, Case Western Reserve University, 2008, Organizational Behavior

This study explores the relationship between self-integration, self-complexity, and integrative learning. Drawing from constructivist adult ego development theorists (Kegan, 1994; Loevinger, 1976; 1988; Lahey et al. 1988; Perry, 1999; Piaget, 1962; Rogers, 1951) the definition of self-integration emphasizes a person's transformation in epistemology and meaning making, underlying both psycho-social and cognitive maturation. Building on post-conventional constructivist adult ego development theory (Cook-Greuter, 1999; Johnson, 2000; Kegan, 1994; Lahey, 1986) this is one of the first empirical explorations of self-integration, operationally defined as two variables, capturing a conventional and a post-conventional component. Important work in this area has been theoretical. Self-integration is operationalized as (1) self-ideal congruence, as measured by Higgins (1985; 1987 ;) and as defined in intentional change theory (Boyatzis and Akrivou, 2006), and (2) self-integrating process, as captured by a newly developed direct response measure based on post-conventional constructivist theory. Self-complexity is operationally defined as the numbers of self-aspects that a person utilizes to represent his/her self internally (Linville, 1987). Integrative learning is measured as adaptive flexibility, the ability for systematic variability in a person's response to different environmental needs (Kolb, 1984). Based on quantitative research methods, overall findings from data collected from 198 adults in management and professional roles confirmed the hypotheses that self complexity is positively related to both measures of integration (self-ideal congruence and self-integrating process), and integrative learning is positively related to the second measure of integration. Age, a control, is positively related to the second measure of integration. Findings support operationalization of self-integration as two distinct variables, being – to my knowledge – the first empirical testing (open full item for complete abstract)

Committee: David A. Kolb Professor (Committee Co-Chair); Richard E. Boyatzis Professor (Committee Co-Chair); David A. Kolb Professor (Committee Co-Chair); Lee A. Thompson PhD (Committee Member); Smith L. Melvin Phd (Committee Member) Subjects: Organizational Behavior

Doctor of Philosophy, Case Western Reserve University, 2007, Organizational Behavior

Fully 60% of Americans suffer from mathematics anxiety, resulting in math avoidance and impaired learning. Unconscious psychological and emotional processes can disrupt students' cognitive learning, and negatively “charged” feeling-toned memory associations can derail the learning process. Math can become associated with a psychological inferiority complex, low motivation and self-efficacy, poor self-directed learning strategies, and feeling unsafe or anxious. Analytical psychology's useful heuristic theory explains how an unconscious or “shadow” prejudice that favors culturally preferred learning styles (Kolb) and psychological types (Jung) can cause stress in math learning domains. In this study, a positive experiential learning (Kolb) intervention was designed in accordance with current knowledge of brain functioning to depotentiate math-associated inferiority complexes and improve learning. Two studies were undertaken, one correlational and one experimental, involving 388 students and 55 higher education faculty using standardized psychometric instruments, specifically: Kolb Learning Style Inventory (Kolb, 2005), Psychological Type Indicator (Myers, 1998; Jung, 1977), Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1993), Mathematics Anxiety Scale (Betz, 1978), Psychological Safety Scale (Edmondson, 1999), and the Transformational Leadership Behavior Scales (Podsakoff, MacKenzie, & Bommer, 1996). The data are analyzed using appropriate ANOVA, correlations, and regressions to determine the relationships between variables. Advanced level math students and faculty displayed similar Kolb learning style preferences for assimilating or converging, which share the abstract learning mode, as well as a typological preference (Jung) for extraverted judging, which involves the rational psychological functions. These particular preferences dominate higher education mathematics culture, and therefore correlate with higher psychological (open full item for complete abstract)

Committee: David Kolb (Advisor) Subjects:

Doctor of Philosophy, Case Western Reserve University, 2007, Organizational Behavior

Although there is substantial research on mindfulness and experiential learning there has been no effort to study how the two constructs relate to one another. This study explores the relationship between mindfulness and experiential learning to develop a construct called mindful experiential learning. It details two types of mindfulness research streams and administers the Mindfulness Attention Awareness Scale (MAAS) and the Langer Mindfulness Scale (LMS) to measure the two approaches respectively as they relate to experiential learning measured by the Kolb Learning Style Inventory (LSI) and adaptability of learning style as measured by Adaptive Styles Inventory (ASI). An integration of the two mindfulness streams was hypothesized to load into three factors and resulted in four factors of novelty seeking, novelty producing, engaging, and attention/awareness. An integrated definition of mindfulness is proposed and a scale is suggested. As it relates to experiential learning, the thesis aimed to clarify whether or not mindful experiential learning is a metacognitive or sensory/contextual process. Data revealed positive correlations between mindfulness as measured by the LMS and concrete experience on the LSI and negative correlations between the LMS and reflective observation on the LSI. There were no significant relationships found between learning styles and mindfulness as measured by the MAAS, and no relationships found between the ASI and either mindfulness scale. The data suggests that a mindful experiential learning is a sensory/contextual process. Mindful experiential learning involves the concrete experience of knowledge acquisition in order to seek and produce novelty that allows one to learn in a way that best fits the context of the learning environment. From this starting point, the learner may navigate a range of experiential learning styles to improvise with the demands of the environment. Mindful experiential learning is proposed as an engaged process (open full item for complete abstract)

Committee: David Kolb (Advisor) Subjects:

Doctor of Education (Ed.D.), Bowling Green State University, 2006, Leadership Studies

The purpose of this dissertation is to describe the essence of the service-learning experience for K-12 teachers in central and northwest Ohio, specifically exploring teacher motivations for initiating service-learning in the classroom. Service-learning is defined as an educational methodology that incorporates student preparation, service to the community, and reflection, with links to the academic curriculum (Billig, 2002). There are six guiding questions that direct this study: a) How do teachers understand and describe their experiences in implementing service-learning projects? b) What motivates teachers to initiate service-learning experiences for their students? c) What benefits, if any, do teachers derive from their service-learning experiences? d) What, if any, academic student benefits do teachers perceive resulting from service-learning experiences? e) What, if any, personal student benefits do teachers perceive resulting from service-learning experiences? and f) What role does administrative leadership play in aiding teachers in sustaining service-learning experiences for their students? This is a phenomenological study. The co-researchers of this study were seven K-12 teachers in central and northwest Ohio who had implemented service-learning in their classrooms in the 24 months prior to the study. I interviewed each co-researcher, transcribed each interview, and used the Stevick-Colaizzi-Keen Method of Analysis of Phenomenological Data for data analysis. Three major themes emerged to describe the essence of implementing service-learning from the K-12 teacher's perspective: a) Connections, b) Resonation in the Heart of the Teacher, and c) The Right Fit with a Teacher's Philosophy and Teaching Style. Connections explains the extreme importance of creating, maintaining, extending, and nurturing connections between teachers and other people with whom they work, between teachers and their students, between teachers and other teachers, between the different (open full item for complete abstract)

Committee: Judy May (Advisor) Subjects: