Master of Arts (MA), Wright State University, 2000, Educational Leadership

Gwaltney, Richard Thomas. M.A., College of Education and Human Services, Wright State University, 2000. Resident Assistant Training Programs at Member Schools of the Council of Christian Colleges and Universities. This study examined resident assistant training programs at member schools of the Council of Christian Colleges and Universities. Training content, methods, personnel, timing, duration, budgetary issues and evaluation reports were analyzed in order to gain clearer understanding of what is being done to train RAs at this sampling of institutions. Data were collected electronically by e-mail where respondents were able to access an online survey. The following six research questions were the focus of this study: Research question 1 - What are the institutional demographics of the sample institutions? Research question 2 - How much is being budgeted for training RAs at CCCU institutions? Research question 3 - Who is responsible for planning and implementing RA training programs at CCCU institutions? Research question 4 - What programs are in place to train resident assistants at CCCU institutions? Research question 5 - What are the methods, formats, frequency and duration of RA training at CCCU institutions? Research question 6 - What topics are addressed during RA training programs at CCCU institutions? In summary, this research project yielded descriptive data that offers insights into RA training programs at member schools of the CCCU. This research revealed that resident directors are utilized more frequently than others in RA training and only 24.5 % of respondent schools offer an academic course for RAs. There was also a high degree of similarity in topics addressed in RA training. These data should be valuable to member schools in making comparisons of their particular training programs to others.

EDD, Kent State University, 2023, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

The purpose of this mixed-methods study was to examine if pedagogical education and experience facilitate best pedagogical practices among athletic training program faculty members. This was achieved through the data collection and analysis of athletic training educators' pedagogical knowledge, experiences, and opinions. An online survey was created and validated by combining the Teaching Practice Inventory with self-developed athletic training education and experience questions. Phone interviews were also conducted to gain a deeper understanding of faculty members' experiences and opinions pertaining to pedagogy. The participants in this study were separated into two population groups: those with formal pedagogical training and those without formal pedagogical training. Overall, there was no statistical difference in the quantitative data analyzing teaching practices between population groups. Teaching philosophy analysis also revealed athletic training faculty with and without formal pedagogical training have comparable goals and intentions as educators. Lastly, the phone interviews revealed athletic training faculty have mixed and diverse opinions about pedagogy and pedagogical education in athletic training education. The major themes identified and discussed in this study increased understanding of athletic training educators' pedagogical knowledge and experiences with pedagogy, specifically in athletic training education. This study also brought awareness to the opinions of athletic training educators regarding pedagogy and its incorporation into athletic training education. This information is important and applicable to athletic training education as healthcare careers, credentials, and expectations continue to modernize.

MS, Kent State University, 2016, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

The purpose of this research project was to create a training manual for the front office operations of an independent boutique-style hotel in a campus town in the Midwest. Researchers met with the hotel's management team to review the current hotel policies and training material. Training manuals serve the important purpose of providing a consistent way to communicate instructions to employees about how to perform essential functions of their jobs. A review of professional hospitality and business articles on training and other resources revealed that experts perceived a strong correlation between training and many other factors in benefiting employee training. This study found employee training offered significant contributions to any organization in enhancing the abilities of their employees. Existing research has shown that hotel managers are reluctant to invest in proper training programs for their employees due to tight budgets and high turnover.

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

The enclosed study examines the systemic equity of classical dance training by questioning the existence of implicit bias, its impact on teacher identity, and its role in building pedagogical practices that reflect experiences with implicit bias in ballet training. Motivated by the ongoing conversation about the lack of Black, Indigenous, and People of Color (BIPOC), it departs from conventional student deficit-centered reasons. Instead, in it you will find a qualitative, self-reflective, actionable study that focuses on the teacher roles in equity-facing change determined through Critical Action Research methods. The study uses focus groups comprised of ballet practitioners who have experience studying, teaching, observing, and accompanying ballet classes that serve inclusive student bodies. Because of the affective construction of implicit bias; furthermore, the study employs a proprietary conceptual framework, Contemporary Intentional Change (CIC) shaped by pre-data collection, self-reflective examinations of identity undertaken by participants. Focus group participants provided description-rich data that is organized in a resulting Taxonomy of Implicit Bias in Classical Dance Training. As an insightful schema into what comprises implicit bias in ballet training, it will be foundational to further, post-study inquiry to determine long and short-term, equity-facing interventions that foster inclusion, increased student engagement, and organizational change.

PHD, Kent State University, 2016, College of Arts and Sciences / Department of Political Science

Recent high-profile incidents of police misconduct and abuse of power in the U.S. have captured the attention of citizens and government officials. Police ethics training is one possible and partial remedy, and the first opportunity to train police officers on this topic is in the pre-service police academy. However, little is known about the current structure and content of police academy ethics training in the U.S. This project is a comparative study of pre-service police ethics training in police academies across the U.S. The sample consisted of ten states representing every major region of the country. An informational survey was conducted in each state in the sample asking the state directors of law enforcement training to answer questions about the structure and organization of police academy ethics training. Additionally, the instructional materials that the state provided to academy ethics instructors to guide them in teaching ethics to prospective police officers were also collected. These instructional materials were analyzed using thematic analysis for a state to state comparison of the content of police academy ethics training. Building off a prior study by Dillip Das (1986), this project revealed much has remained the same in the content of academy ethics training over the past thirty years. The average amount of time devoted to ethics training in police academies is relatively short compared to total hours of training, and topics closely related to police ethics are not adequately tied into this portion of training, such as constitutional rights, democratic principles of justice, police use of force and biased-based profiling. Additionally, instructors have wide latitude and little guidance in many states in regard to the content of what they are teaching prospective police officers during pre-service police ethics training. The study concludes with recommendations for improving the content and organization of police academy ethics training, (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 2005, Educational Studies: Hums, Science, Tech and Voc

The purpose of this study is to examine the impact of training program characteristics on training effectiveness among organizations receiving training services from external training providers. It is to evaluate training effectiveness as a function of the nature of the relationship among client organizations and external training providers, the training needs assessment, and the nature of the training program. In addition, it is to investigate the relationship between the evaluations of training effectiveness as perceived by client organizations and as measured by financial performance. The literature review identified four variables to examine training effectiveness: evaluation of training, partnership training between client organizations and educational institutions, training needs assessment, and the nature of the training program. Two survey instruments were developed to measure the variables. One survey asked HRD managers about training program characteristics, and another survey asked senior managers about the perception of training effectiveness and operational margin information. Surveys were sent to companies who received training funds from the Ohio Investment in Training Programs from 2002 to 2004. Forty five out of 125 companies completed both surveys, and thus, the response rate was 36 percent. The collected data was merged with the some demographic information from the OITP database. The results showed that most participant organizations are privately owned, manufacturing companies. The major external training providers are private organizations. Few companies engage in partnership training with educational institutions. The results showed that the operational margin of the programs where private training providers were involved increased more than the programs that did not involved private training providers. In addition, if external training providers were involved in more stages of the training process, operational margin increased. The results al (open full item for complete abstract)

PHD, Kent State University, 2005, College of Business and Entrepreneurship, Ambassador Crawford / Department of Management and Information Systems

Despite the significant investments organizations make in training courses, few invest the time and effort needed to fully evaluate the effectiveness of the training. If organizations do choose to evaluate training, most collect only immediate post-course trainee reactions because they are easy to obtain. Therefore, a better understanding of the utility of training reactions is needed. This study tested the relationships in a partial model of training effectiveness in order to better explain the role that trainee reactions play in the effectiveness of online training courses. It is important to examine the utility of trainee reactions specifically in online training courses due the lack of instructor interaction and the control provided to learners. These two characteristics create a learning environment in which the trainee's reaction to the training may more significantly impact their learning outcomes. In addition to trainee reactions, the model included other important variables that contribute to a fuller understanding of online training course effectiveness, including computer anxiety, effort, learning and the intent to take further courses. While the model proposed in this study was not fully supported, the results of this study provide useful guidance for online training designers and researchers. This study found that computer anxiety is related to pre-training motivation in online training courses and that positive trainee reactions and pre-training motivation relate directly to the amount of effort trainees expended to learn the course content. Further, this study provided evidence that satisfaction with the course format dimension of trainee reactions moderates the relationship between pre-training motivation and effort. This research also provides support to the theory that trainee reactions to online training can influence the future utilization of online training courses.

Master of Education (MEd), Bowling Green State University, 2008, Career and Technology Education/Technology

The purpose of this study was to analyze, develop, and validate a training protocol for digital cockpit transition training in collegiate aviation, due to recent changes in aircraft cockpit instrumentation from analog to digital. The objectives of the study were to determine an effective teaching method for glass technology training for collegiate aviation pilots transitioning from analog to digital, to determine how human factors affected the training required to successfully transition a collegiate aviation pilot to glass cockpit technology, and to develop a protocol or training process for collegiate aviation pilots for use in transitioning from analog to digital cockpit instrumentation.The research design used for this study was a qualitative comparative analysis; which was well-suited to the comparison of data from Avidyne, Bowling Green State University, Cirrus, and Cessna. Through the use of a matrix, comparison of each company's training process and tasks were cross referenced with the others, resulting in discovery of integration and how each of the parts related to each other. A recommendation matrix resulted from the best practices that were revealed through the comparative data matrix of Avidyne, Bowling Green State University, Cessna, and Cirrus for three common criteria; (a) Course Structure, (b) Training Requirements/Training Course Outline, and (c) Evaluation. The researcher highlighted the training strengths represented by each institution in order to develop a digital cockpit instrumentation transition training protocol for use in collegiate flight training. A survey was used as validation of the training protocol recommendations. The panel of experts represented six collegiate aviation institutions. Overall, the panel agreed with the survey and protocol and validated that the training protocol was appropriate. The few exceptions were the concern for the sufficient training for IFR pilot qualification levels through ground training and course dep (open full item for complete abstract)

Master of Science in Engineering, University of Akron, 2022, Mechanical Engineering

Background: While cochlear implant (CI) surgery, for the hearing impaired, is a relatively safe and standard procedure in the hands of experienced surgeons, they need years of experience dealing with different cases, patients, and implants. Studies have shown that the overall complication rate for CIs is around 18%. Typical complications include infection, injury to the facial nerve, CI migration from its osseous bed, electrode array dislodgement from the cochlea and/or suboptimal electrode placement such as incomplete electrode insertion, electrode kinking, and electrode tip fold-over. Although devices such as mastoid fitting templates have been developed to improve electrode insertion trajectory, extensive training is still required. Current methods that use cadavers, virtual training sessions, or 3D-printed models from reconstruction images are still not good enough to train early career surgeons. This thesis presents a novel 3D-printed physical cochlear model that simulates the dimensions, texture, and feel of inserting the electrode into the inner ear canal. The model is 3D-printed from SolidWorks drawings created from snail shell geometry and actual human cochlear measurements. The material is a transparent plastic. The entire insertion process can be observed in real-time using a camera and a specially designed Graphical User Interface (GUI) that not only shows the real video feed, but also provides depth, trajectory, and speed measurements. Best practice benchmarks were developed using trials by a senior surgeon with over twenty years of experience. Trials: Three sets of clinical trials were then conducted on medical residents, fellows, and early career surgeons. Each clinical trial was part of a medical training lab held at Mercy Health Hospital in Youngstown, Ohio. The first trial was used to finalize the physical 3D-printed model prototype and establish benchmarks. The second trial was used to finalize the GUI and demonstrate that training via the mode (open full item for complete abstract)

Doctor of Philosophy, University of Toledo, 2021, Health Education

Background The purpose of this two-part descriptive study was to evaluate an online training course designed to introduce direct care workers to the Tovertafel, a multi-sensory technology device, and provide information about how to facilitate interactive game sessions with older adults who have dementia. While direct care staff are often an integral part of multi-sensory interventions, a review of previous studies indicates that staff training is often under-reported in the literature. Ensuring that direct care workers are comfortable with new practices or technology is crucial to their success, as they are usually the staff who implement new programs. Research suggests that staff members who have been trained using consistent methods are more likely to understand the intended activities and results, which increases the success of the program. Methods In Part One of the study an interactive online training course was created using constructs of the New World Kirkpatrick Model (NWKM). A convenience sampling of undergraduate students enrolled in academic programs offered by the College of Health and Human Services at a midwestern university were invited to participate in the training and complete an online survey. Additionally, students enrolled in three recreation therapy courses at the same university were assigned to complete the activities. Following course completion, an online survey obtained ratings of engagement (i.e., aesthetics, ease of use, novelty, and involvement), relevance, and knowledge/skills gained from the training. In Part Two of the study, undergraduate recreation therapy students were invited to practice using the Tovertafel games and provide input on their experiences. A survey was created using constructs of Social Cognitive Theory to measure perceptions of behavioral capability, self-efficacy, expected outcomes and reinforcing attitudes. Results In Part One, 72 undergraduate students participated in the online training course and subseque (open full item for complete abstract)

Honors Theses, Ohio Dominican University, 2021, Honors Theses

It is well-established that exercise plays a vital role in promoting a healthy lifestyle. The use of training programs incorporating aerobic and resistance training has become a common routine to achieve the benefits of good health. The main objective of this study was to determine the impact a virtual combined (aerobic and resistance) training program has on physical performance metrics and anthropometrics in females aged 20-29. We hypothesized that the use of a combined aerobic and resistance training program would lead to improvements in physical performance metrics and anthropometric measurements alike. This exercise intervention was a combined program consisting of both aerobic and resistance training exercises in accordance with the most recent American College of Sports Medicine (ACSM) physical activity guidelines. Ten participants completed the study (n=10) (Age: 22.7 ± 2.63 years, height: 166.2 ± 8.2 cm, weight: 77.75 ± 12.3 kg, BMI:28.6 ± 4.67). Eligibility requirements stated participants needed to be considered inactive prior to program start, achieving less than 120 minutes of moderate physical activity or 75 minutes of vigorous physical activity per week. This study utilized an individualized 4-week long training program which saw the application of both aerobic training and resistance training within each session, 3 times per week for a total of 45-50 minutes per session. The main exercise tests examined included: chair sit-to-stand, bench step-up, modified pushups, 12-minute walk test, and the sit-and-reach flexibility test, along with body mass index (BMI) and waist to hip ratio (WHR). The resulting data was examined via two-tailed paired-samples t-tests. This study demonstrated significant differences observed in physical performance exercises including increased chair-sit-stand (p=0.001), increased step-up test (p=0.01), and increased modified push-ups (p=0.01). There were no significant differences post-intervention between several of the physica (open full item for complete abstract)

Master of Arts, Miami University, 2020, Economics

I use data from the Pittsburgh Bureau of Police and the Florida Highway Patrol to test for racial bias in traffic stop outcomes and to analyze racial bias training in Pittsburgh. The primary empirical obstacles are selection and omitted variable bias. Selection occurs when officers select into patrol areas or individual interactions based on race, which leads to different racial groups of officers interacting with different distributions of motorists. The omitted variable problem arises from unobservable civilian factors which may be correlated with civilian race and receiving traffic citations or getting arrested after a traffic stop. I use high speeds on the highway and stops made in low visibility conditions to argue for random officer assignment to each interaction in Florida. I utilize fixed effects regressions to capture within-officer civilian race effects and then I compare civilian race effects across officer racial groups to combat omitted variable bias. I find suggestive evidence of widespread bias in both datasets, and that racial bias training in Pittsburgh may have backfired in the realm of traffic stop outcomes.

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

Individual differences impact how users interact with technology and many variables are likely to predict differences in the outcomes of training with virtual reality technology. This study explored if individual differences in perceptions of spatial ability and virtual reality self-efficacy significantly related to learning of virtual reality training content. In addition, perceptions of spatial ability and virtual reality self-efficacy were explored for their relationships with trainee reactions to virtual reality training in terms of affective reactions and utility reactions. Spatial ability significantly and positively related to all criterion variables in this study. Overall, virtual reality self-efficacy significantly and positively related to only affective reactions and did not significantly relate to learning of virtual reality training content or utility reactions. Factor analysis of the overall virtual reality self-efficacy measure allowed for a more informative interpretation of the hypothesized relationships of virtual reality self-efficacy. Lastly, several exploratory analyses were conducted to extend past virtual reality training literature and explore interesting questions posed during the research design phase. In this study, a sample of 92 undergraduate students completed a virtual reality training simulation wherein they embodied a patient facing progressive symptoms of Lewy Body Dementia and Parkinson's disease. Participants also completed several questionnaires and a pre- and post-assessment of their knowledge of Lewy Body Dementia and Parkinson's disease. Results of this study have relevance for further understanding the role of individual differences in predicting outcomes of training with virtual reality technology, as well as offer many potential avenues for future research to examine.

Doctor of Education (Ed.D.), Bowling Green State University, 2019, Leadership Studies

Context: Research within athletic training has placed an emphasis on the importance of mentorship for the profession. Mentorship is cited as a key to professional socialization, a guide to student decision making in regard to continued education and career ambitions, and a motivator for clinical preceptors (Nottingham, Barrett, Mazerolle, & Eason, 2016; Mazerolle, & Benes, 2014; Klossner, 2008). Objective: To investigate attributes of mentorship within athletic training implementing a two-phase approach. Design: A two-phase approach. Phase I a modified Delphi technique. Phase II a national survey to novice athletic trainers'. Participants: Phase I included 16 experts of athletic training. Phase II included 107 novice athletic trainers. Results: The results of this study identify 86 attributes expert athletic trainers believe to be important to serving as an athletic training mentor. Phase II of the study identified how frequently novice athletic trainers' rate mentor attribute occurrence. Implications: This study presents an empirical list of mentor attributes important for athletic training mentors to practice. This study also identifies that the mentor attributes deemed important by exerts are rated to occur more frequently by the novice athletic trainer. This study supports the need for more intentional development of athletic training mentors and the mentoring relationships cultivated.

Doctor of Philosophy, University of Akron, 2019, Counseling Psychology

Suicide is the tenth leading cause of death in the United States (McIntosh & Drapeau, 2018). Mental illness is prevalent among suicide deaths (Cavanaugh et al., 2003) and psychologists can expect to have clients with increased suicide risk during their training or career (Dexter-Mazza & Freeman, 2003; Kleespies, Penk, & Forsyth, 1993), it is vital that students training to be health service psychologists, including clinical psychology, counseling psychology, and school psychology (APA, 2018), be competent in providing clinical care to individuals with increased suicide risk. Competency incorporates “knowledge, skills, attitudes, and personal qualities” essential to clinical practice (Albanese et al., 2008). Although suicide is an important topic, only two studies have directly examined clinical skill with suicidal clients by graduate students (Mackelprang et al., 2014; Neimeyer & Bonnelle, 1997). There have been many calls to further emphasize clinical preparation related to suicide assessment and management (SAM; Neimeyer, 2000; Rudd et al., 2008; Westefeld et al., 2000), particularly because many students receive little training related to suicide at the internship level or beyond (Schmitz et al., 2012). The current study examined the experience, training, and competency of 140 health service psychology graduate students prior to internship, using a measure of skill (Suicide Intervention Response Inventory [SIRI-2]; Neimeyer & Bonnelle, 1997), attitudes, knowledge (Attitudes Towards Suicide Scale [ATTS]; Salander Renberg & Jacobsson, 2003), and a self-rating of clinical suicide competency (Suicide Competency Assessment Form [SCAF]; Cramer et al., 2013). These measures were compared examining a number of personal qualities identified in previous research as potentially affecting skill, attitudes, or knowledge related to suicide. Findings indicate nearly all graduate students were providing clinical services to clients with suicidal thoughts or attempts prior to (open full item for complete abstract)

Artium Baccalaureus (AB), Ohio University, 2018, Political Science

The effects of technological change in the modern workplace have resulted in an increased demand for advanced vocational skills throughout the economy. Robots, computers, and other such technologies have begun to substitute human labor in many parts of the economy, presenting new challenges for labor, business, and government. The effect of this technological change has, at times, resulted in a reduction in the wages of and demand for lower-skilled labor. So far, other advanced capitalistic nations such as Germany and the United Kingdom have responded to recent technological changes by improving their vocational training systems to better equip their workers with the advanced vocational skills they will need to be successful in the modern workplace. In this thesis, three case studies are conducted, looking at the history and structure of the vocational training systems of Germany, the United Kingdom, and the United States, in an attempt to discover a possible policy solution for improving the U.S. vocational training system. Four policy alternatives are considered.

Bachelor of Science, Walsh University, 2018, Honors

No abstract available

Master of Education (MEd), Bowling Green State University, 2017, Human Movement, Sport and Leisure Studies /Kinesiology

Research has compared the effects of moderate intensity continuous training (MCT) versus high intensity interval training (HIIT) in phase II cardiac rehabilitation patients. However, the results from these studies have conflicting results. Therefore, there was a need for further research on the topic. The purpose of the current study is to evaluate if HIIT leads to greater improvements in peak volume of oxygen consumed (VO2) when compared to MCT in a group of phase II cardiac rehab patients. Both exercise groups, MCT and HIIT, improved their peak VO2, 12MWT distance, resting systolic blood pressure, resting diastolic blood pressure, score of depression, score of anxiety, score of stress on the Depression Anxiety Stress Scale -21, and the Patient Health Questionnaire - 9 with no significant difference in improvements between the two exercise groups. There was a statistically significant difference in improvements between the two exercise groups resting heart rate with the HIIT group improving greater than the MCT group. The results of this study suggest that HIIT can be used as an effective alternative to MCT on improving functional capacity in a group of phase II cardiac rehabilitation patients.

Doctor of Education, Ashland University, 2015, College of Education

The purpose of this grounded theory study was to explore and conceptualize how teacher leaders are trained, developed, and supported both formally and informally to be effective in their roles. The study furthered examined teachers perceptions of the Ohio teacher leader endorsement and its' impact on them as teacher leaders. The study was conducted in an urban and suburban school district located in central Ohio. The eight teachers were selected to participate in the study because they held the Ohio teacher leader endorsement and work as teacher leaders in either a formal or informal role in their district. Five themes emerged from this study: (a) Formal training and support is essential for teacher leaders and can provide teachers with credibility among their colleagues, (b) Teacher leaders in both formal and informal roles are necessary to impact change in their organization, (c) Formal teacher leaders can lead from the classroom, (d) Informal support for teacher leaders, and (e) Stronger connections between statewide initiatives and the work of teacher leaders are necessary for educators to make sense out of the work of teacher leaders.

EdD, University of Cincinnati, 2001, Education : Curriculum and Instruction

This was a case study that focused on the teacher of one instructional technology class; the class itself, the students and their perceptions of preparedness to meet the ISTE Standards for teachers and technology. Both quantitative and qualitative data were collected. This research study provided insights into the curriculum design and instructional techniques needed to help preservice teachers gain the skills and knowledge to use computers as instructional tools. The theoretical foundation of this research study was based on literature related to standards; teacher education and instructional technology, and the theory of constructivist learning. The results of this study indicated that: 1) The instructional technology class played a critical role in preparing these preservice teachers to meet the ISTE Standards. All of the standards were covered, but not in the same depth; 2) The students' perceptions of their preparedness to implement the standards did increase; 3) The students rated themselves higher in their preparedness to meet those standards the professor emphasized in class (Standards, I, II, III); 4) The use of selectivity in standards, teachable moments; threaded discussions, asking critical thinking questions about computer technology and classroom use; modeling techniques, and hands-on opportunities for students to work with the technology, helped them become better prepared to meet the ISTE Standards; and 5) The professor's pedagogy of direct instruction and focus on constructivist learning activities combined with a variety of instructional techniques assisted students in developing skills and knowledge to use instructional technology effectively in the classrooms.