Doctor of Philosophy, The Ohio State University, 2017, EDU Physical Activity and Educational Services

Workplace learning outcomes are linked to reducing workplace injuries and fatalities. Employees acquire the majority of their workplace knowledge from engaging informal workplace learning processes and activities. Workplace learning scholars are interested in promoting this mode of learning by inciting engagement. Socio-cultural factors that influence the frequency that workers engage informal learning have been identified, however, previous research findings lack generalizability. Understanding the degree to which selected variables correlate to the frequency of informal learning engagement by high-risk workers is the focus of this study. This study explored the informal learning engagement practices of 54 novice career metropolitan firefighters. A survey was conducted to determine the extent that variability in the frequency of informal workplace learning engagement is explained by a support climate comprised of supervisory support, psychological safety, knowledge sharing and relationship building. The key findings of this study indicate that supervisory support, knowledge-sharing and relationship-building are positively correlated with the frequency that novice career firefighters engaged informal learning. Results showed that relationship building and knowledge sharing were less important than supervisory support in the final model. Participating in structural firefighting, representing core work tasks, did not mediate the relationship between support climate and engagement. Implications of these findings extend our current understanding of informal workplace learning engagement.

Committee: David Stein Dr. (Advisor); Christopher Zirkle Dr. (Committee Member); Dorinda Gallant Dr. (Committee Member) Subjects: Adult Education; Educational Theory; Occupational Safety; Vocational Education

Doctor of Philosophy (PhD), Ohio University, 2014, Instructional Technology (Education)

This study explored how the GRE Analytical Writing Section Discussion Forum, an informal online language learning community in China, functioned to support its members to improve their English writing proficiency. The Community of Inquiry (CoI) model was used as the theoretical framework to explore the existence of teaching presence, cognitive presence, and social presence in the GRE Analytical Writing Section Discussion Forum. A mix-methods research design was applied to address the research questions. The transcript analysis of postings in the GRE Analytical Writing Section Discussion Forum was used to find the existence of teaching, cognitive presence, and social presence, and an adapted CoI survey was sent to members to measure their perceived teaching, cognitive, and social presences. The results showed strong evidences of teaching presence, cognitive presence, and social presence, and high levels of perceived teaching, cognitive, and social presences in the GRE Analytical Writing Section Discussion Forum. The well-designed technological environment, distributed teaching presence shared by moderators and members, and extensive evidences of social presence in the discussion forum worked together to support learning in the GRE Analytical Writing Section Discussion Forum.

Committee: Teresa Franklin (Committee Chair); David Moore (Committee Member); Fei Gao (Committee Member); Gregory Kessler (Committee Member) Subjects: Education; Educational Technology

Doctor of Philosophy (PhD), Ohio University, 2022, Instructional Technology (Education)

Learning spaces in recent times are seeing a shift from traditional classrooms that are instructor led to innovative spaces that are student-centered. This paradigm shift is also seeing the emergence of informal learning spaces that are unstructured and allow for student collaboration. Using the universal design for learning (UDL) as a theoretical framework, this qualitative study examined the design of a collaborative learning space and how the space support or promotes student learning. Data collection techniques used for the study were semi-structured interviews with nine participants recruited as key informants, secondary data, and site observation. To analyze the data collected, Creswell's (2014) three step approach was employed. The first step involved organizing and preparing the data and this was done by downloading the auto generated transcripts and checking it against the recorded interview videos. It also involved removing filler words from the transcripts. Generating broad themes was done as the second step in the analysis process and a total of nine broad themes were generated. For the final step, the transcribed document was imported into Nvivo and codes or sub-themes were created for each broad themes and to address the two research questions. Findings from this study revealed that design decisions made 4 were intentional in promoting collaboration among students. The findings also showed that the flexible setup and multi-purpose use of the spaces appeal to diverse users and supports the principles of UDL. In terms of learning theories, constructionism and constructivism were presented and encouraged. An area of concern identified was limited staffing in running the space and was further worsened by layoffs of full-time staff during the Covid-19 pandemic. The concluding part of the study discussed the implications of the study and direction for future research.

Committee: Jesse Strycker (Advisor); Edna Wangui (Committee Member); Yuchun Zhou (Committee Member); Greg Kessler (Committee Member) Subjects: Education; Educational Technology; Higher Education; Instructional Design

Doctor of Education, Miami University, 2022, Educational Leadership

The purpose of this study was to build upon existing research that explored teachers' professional learning expectations and how teachers can utilize social media platforms or social learning environments to aid their professional learning. This information may be used to support thinking differently about time and space for both student and adult learning. Understanding to what extent and why teachers engaged in professional learning experiences in a social media environment can inform future learning options in utilizing these asynchronous platforms. Data generated may aid in the design of engaging professional learning experiences, through social media, that give teachers a venue for rapid, focused, personalized, and asynchronous learning. This qualitative study was limited to a non-random sample of interview participants, which ensured participants had a guaranteed proficiency in using social media environments for professional learning experiences. A survey was conducted to identify individuals who actively engaged in using social media platforms for professional learning, and six qualifying educators were invited to expand upon their experiences through their participation in semi-structured interviews. The open-ended questions inspired a dialogue about their lived experiences, resources located on social media platforms, and interests regarding professional learning during the 2020 pandemic time frame. Responses to the interview questions were coded to examine how and to what extent the teacher participated in a social media platform as a venue for professional learning during the pandemic. A theoretical, thematic analysis was used to identify how teachers participated in a social media environment for professional learning. The responses were coded based on CHAT's Four C's of Participation Taxonomy: Contemplator, Curator, Crowdsourcer, or Contributor (Trust, 2017). Additionally, the responses were coded to identify the type of informal learning experience th (open full item for complete abstract)

Committee: Joel Malin (Committee Co-Chair); Ann Haley Mackenzie (Committee Member); Bryan Duarte (Committee Co-Chair) Subjects: Educational Leadership; Educational Technology

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

Doctor of Philosophy, The Ohio State University, 2020, EDU Teaching and Learning

This dissertation aims at describing various ways women artists in Saudi Arabia navigate and negotiate their identities. Drawing on the concepts of intersectionality (Crenshaw, 1991 & Collins 1991) and positional identities (Holland et al, 1998), I used narrative inquiry as a methodology to highlight internal and external identities for Saudi women artists. These narratives were told during in-depth interviews and through the photos they shared while I used the visual ethnographic method, photovoice. With a minimum of four one-hour interviews, four Saudi women artists aged between 30-40 engaged in conversation to share the support they receive from the community, their daily struggles, passions, educational experiences, and lived experiences. The purpose of this dissertation is to display these narratives and show how these factors have intersected to shape these artists' identities. Finding suggests that these artists have continually showed vulnerability in three places, in their art, on their body, and within their speech. It concludes with a call out for art educators, policy stakeholders, and artists in Saudi Arabia to give a special attention to art education for girls and women artists in the country. It also includes implications of enriching young artists' experiences and develop their identities as artists inside and outside the school walls.

Committee: Mollie Blackburn (Advisor); Amy Shuman (Committee Chair); Johanna Sellman (Committee Chair) Subjects: Adult Education; Art Education; Continuing Education; Education; Fine Arts; Gender; Gender Studies; Middle Eastern Studies; Multicultural Education; Near Eastern Studies; Teaching

MDES, University of Cincinnati, 2020, Design, Architecture, Art and Planning: Design

Older adults are increasingly socially isolated as they age, which is detrimental to their overall health and wellbeing. Retirement communities often promote passive forms of leisure that do not contribute to older adults forming social relationships, or feelings of self-esteem and purpose. Museum programing is proven to provide significant social and health benefits for this population— however, access to such programs widely varies due to physical barriers, socioeconomic status, and geographic location. Designers have the opportunity to rethink `leisure' and bridge the gap between museums and isolated older adults. Designers can transform unused spaces in retirement communities into inclusive environments that empower residents to be more engaged in active leisure and lead healthier and more social lives. Using the theoretical framework of co-design, this thesis proposes a set of criteria for how to design portable, multi-sensory interactive tools that support active engagement and bring the museum experience to retirement communities.

Committee: Claudia Rebola Ph.D. (Committee Chair); Ming Tang M.Arch. (Committee Member) Subjects: Design

Doctor of Philosophy, Case Western Reserve University, 2017, Management

Why do individuals perform knowledge work on behalf of organizations in both non-paid (i.e., volunteer) and paid work contexts? And, what spurs an individual's organizational engagement and commitment during this lived experience of performing knowledge work on an organizations' behalf? In this mixed methods study, we sought to explore the potency of learning—specifically, informal learning—on satisfaction, work engagement, employability, and organizational commitment in both paid and non-paid (i.e., volunteer) work environments. Informal learning is rapidly emerging as the preferred learning mode in the workplace, especially in learning-oriented organizations and knowledge-based firms as a potent countermeasure to the ever-shortening shelf life of workers' employability both within and outside the firm. Yet, institutional ambivalence towards the recognition of informal learning and the implementation of systems and structures to facilitate its use are pervasive. This ambivalence is due to the current inability to measure, quantify, or otherwise account for informal learning to meet employer needs, as well as the current inability to assess the efficacy of informal learning, as well as translating informal learning experiences into perceptions of realized value both within and outside the firm. In our first qualitative study (phase #1), we used grounded theory to explicate context-specific, situational factors which contribute to volunteer commitment. In our second quantitative study (phase #2), we used existing survey data from the American Society for Association Executives (ASAE) and structural equation modeling (SEM) to further quantify how and/or to what extent two of these factors, learning and career orientation, contributed (or failed to contribute) to volunteer commitment. We found that an individual's learning orientation is positively related to volunteering satisfaction and future volunteering intent, whereas an individual's career orientation is (open full item for complete abstract)

Committee: Paul Salipante Ph.D. (Committee Chair); David Aron M.D. (Committee Member); Denise Douglas Ph.D. (Committee Member); Kalle Lyytinen Ph.D. (Committee Member); Ellen Van Oosten Ph.D. (Committee Member) Subjects: Adult Education; Business Administration; Business Education; Education; Management; Statistics

Doctor of Philosophy, Case Western Reserve University, 2017, Music Education

An Exploration of Musical Habits of Alumni from “The Lakewood Project” and How They Musick After High School By ELIZABETH AYLMER HANKINS ABSTRACT The purpose of this multiple case study was to explore the musical habits of alumni from The Lakewood Project (TLP), a high school rock orchestra whose alumni tend to participate in music making experiences after high school at a high rate. Two lenses were used to explore this phenomenon. First, Christopher Small (1999) defined musicking as a person contributing, in any capacity, to a musical performance or in any activity that adds to the human encounter of music. Second, Situated Learning Theory, a theory derived from the apprenticeship model, stating that students are more inclined to learn when actively participating in their learning. Both components have been the bedrock of TLP environment. Thus, the research questions in this study included (1) the ways in which TLP alumni were motivated and enabled to musick after high school, (2) how TLP learning environment emulated their current musicking environment, (3) what aspects of formal music learning and informal music learning have they continued to use, and (4) what skills or knowledge were missing from their TLP experience. This multiple case study was based on ethnographic data collection techniques and included five TLP alumni. Data were collected through observations, interviews, and participant artifacts. Codes and themes were assigned following data analysis. Themes included musical motivation, voluntary risk-taking, the musical zone, camaraderie, and democratic collaboration. Within-case and cross-case analysis produced overarching themes, including a well-trained ear; arranging, composing, and improvising; knowledge of technology; and the ability to develop and implement performances. Unexpected findings included participants' motivation to give back to younger musicians and their comfort with failure. Embracing failure as an opportunity to achieve grea (open full item for complete abstract)

Committee: Nathan Kruse Dr. (Committee Chair); Kathleen Horvath Dr. (Committee Member); Matthew Garrett Dr. (Committee Member); G. Regina Nixon Dr. (Committee Member) Subjects: Education; Music; Music Education

PHD, Kent State University, 2017, College of the Arts / School of Music, Hugh A. Glauser

The purpose of this multiple case study was to explore the experiences of informal music learners at a community college. In this study, the views and understandings of participants provided diverse perspectives into individual lifeworlds, which are informed by social, economic, and cultural conditions. Purposeful sampling was used to provide information rich cases. Specifically, maximum variation and criterion sampling guided the researcher in selecting eight distinct participants with divergent perspectives, attitudes, and positions. This investigation was directed by three research questions. First, how do informal music learners at a community college pursue musical studies and describe their experiences? Second, based on participant experiences, how do these beliefs and ideas influence their musical understanding? Third, what aspects of how music is learned do participants perceive as being beneficial to other musicians? To gather rich and descriptive information, data collection included formal interviews, group interviews, and observations. An interpretive approach to data analysis was utilized to explore, understand, and give meaning to responses. As a constructivist, the author aimed to analyze data with respect to the idiosyncratic understandings and beliefs of each participant. Further, in this multiple case study a cross-case analysis was implemented to emphasize findings and maintain the singularity of each case. Research revealed that members used similar and varied approaches to pursue musical studies, utilize resources, and convey learning processes, which included reliance on listening, observation, repetition, collaboration, seeking guidance, and trial-and-error. Findings uncovered how self-taught musicians illustrated prolonged musical engagement, varied learning approaches, emphasized aural skills, and perseverance in completing musical tasks, which are critical to music education.

Committee: Craig Resta Ph.D. (Advisor); Christopher Venesile Ph.D. (Committee Member); Andrew Shahriari Ph.D. (Committee Member); Alicia Crowe Ph.D. (Committee Member) Subjects: Music Education

Doctor of Philosophy, The Ohio State University, 2016, EDU Policy and Leadership

Mobile technology and online engagement have rapidly increased in access and use and have become embedded aspects of students' daily lives (personal, social, and academic) due to ubiquity and capability for personalized online interactions; and may have a positive or negative effect on students' use across formal and informal learning environments and students' overall academic success. The purpose of this study was to examine and explore the frequency of students' use of mobile technology for academic and non-academic purposes as well as frequency of students' online engagement in non-academic activities across formal and informal learning environments (e.g. while in class, while studying, and during personal leisure time) and their overall relationship to students' self-regulation & metacognitive tendencies and academic achievement/success. In addressing this purpose five groups of research question were developed. To inform my investigation of post-secondary students' mobile technology use, I developed a conceptual framework that connects three fields of study: (a) Educational technology, (b) Educational psychology, and (c) Student engagement in higher education. The conceptual framework was informed by Bandura's (1986) social cognitive theory and triadic reciprocal causality model which was developed focusing on personal, behavioral, and environmental factors that constantly interact and influence one another. This study is among the first to explore connections between these various areas and factors in regards to students' mobile technology use and online engagement across formal and informal learning environments. Participants consisted of 604 students from a large Midwestern university. I developed the Student Mobile Technology Experience (SMTE) Survey. Survey data were analyzed using descriptive statistics, correlation analysis, one-, two-, and three-way ANOVAs, and various factorial repeated measures ANOVAs (p < 0.05). Significant correlation (open full item for complete abstract)

Committee: Anika Anthony (Advisor); Richard Voithofer (Committee Member); Kui Kui (Committee Member) Subjects: Education; Education Policy; Educational Leadership; Educational Psychology; Educational Technology; Higher Education; Higher Education Administration; Information Technology; Instructional Design

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, The Ohio State University, 2009, ED Physical Activities and Educational Services

The purpose of this study was to investigate the influences of formal learning, personal characteristics, and work environment characteristics on informal learning among middle managers in the Korean banking sector. The conceptual framework identified three factors influencing informal learning. For this study, data collection was conducted in the Korean Banking Institute (KBI) to prepare employees who were working in the banking sector which has been characterized as one of the fastest changing industries in Korea. Thus, middle managers as a population were selected due to their various experiences in both formal and informal learning. The collected data was analyzed using structural equation modeling, correlation analysis, descriptive analysis, and thematic analysis to answer seven research questions. The results of this study showed that the conceptual model representing three factors as influencing factors on informal learning reasonably fit the data from middle managers with a slightly modified structural equation model. Based on the modified model, the results were: 1) formal learning significantly affects informal learning, 2) personal characteristics significantly affect informal learning, 3) work environments do not directly affect informal learning, but they indirectly affect through formal learning, and 4) both personal and work environment characteristics affect formal learning. The results also showed that middle managers engage in various informal learning, even though self-experimentation is the most frequently used type of the three types of informal learning. The consequences resulting from engaging in informal learning were the acquisition of work-related knowledge and skills, individual development, and the development of interpersonal skills. The results support the conclusions that two forms of workplace learning are interrelated and, in particular, informal learning is enhanced by managers who have well-organized knowledge and skills. If manag (open full item for complete abstract)

Committee: Ronald Jacobs (Advisor); Josua Hawley (Committee Member); Raymond Noe (Committee Member) Subjects: Education

Doctor of Philosophy, The Ohio State University, 2009, ED Physical Activities and Educational Services

The purpose of this study was to investigate the relationships among investment in workplace learning, organizational perspective on human resource development (HRD), organizational outcomes of workplace learning, and organizational performance using the 2005 and 2007 Human Capital Corporate Panel (HCCP) surveys in Korean companies. The conceptual model proposed that investment in workplace learning was assumed to influence organizational outcomes of workplace learning, which affect in turn organizational financial performance. In addition, organizational perspective on HRD was expected to moderate between investment in workplace learning and organizational outcomes of workplace learning. The current study utilized nationally-representative datasets from the 2005 and 2007 HCCP surveys in South Korea to examine these relationships specified in the model at organizational level. In addition, the data were analyzed using structural equation modeling. The results showed a significantly positive relationship between investment in workplace learning and organizational outcomes of workplace learning. The current research also found a significantly positive relationship between organizational outcomes of workplace learning and organizational performance. In addition, the mediating effects of organizational outcomes of workplace learning were identified between investment in workplace learning and organizational performance. However, the moderating effect of organizational perspective on HRD did not exist in the relationship between investment in workplace learning and organizational outcomes of workplace learning. Moreover, this study compared two groups, manufacturing industry and non-manufacturing industry, to determine whether the conceptual model proposed in this study was the same for both the manufacturing industry and the non-manufacturing industry, using multiple-group SEM models. The results showed that there was a statistical difference in terms of the fit in the (open full item for complete abstract)

Committee: Prof. Ronald Jacobs (Advisor); Prof. Joshua Hawley (Committee Member); Prof. Richard Lomax (Committee Member) Subjects: Education; Vocational Education

Doctor of Philosophy, The Ohio State University, 2009, ED Teaching and Learning (Columbus campus)

Partnerships between museums and schools never have been more important than they are today. Schools, especially urban schools, are facing challenges, including low student achievement and difficulty obtaining funding. Partners can help schools overcome these challenges by sharing educational and financial resources. Nearly 11,000 American museums spend more than $1 billion annually to provide over 18 million instructional hours for k-12 educational programs such as professional development for teachers, guided field trips, and staff visits to schools. Museums would seem like natural partners for challenged urban schools. Yet museums and schools struggle to establish and maintain effective partnerships. This study examined a partnership between a science center and an urban elementary school to provide additional knowledge and resources for those in the field to overcome these challenges in order to create relationships that help students. Using qualitative methods with interpretive descriptive purposes (Erickson, 1986; Glesne, 1999; Lincoln & Guba, 2000), the research design is based on several methods of data collection, including face-to-face, semi-structured interviews; observations; written text; and field notes. Participants in this study included students, parents, teachers, school administrators and museum educators. In addition, adult representatives of community organizations were interviewed to determine the impact of the partnership on the community. The study found that an effective partnership will have four basic elements: mutual goals, communication plan, key leader support, planning and research, and four interpersonal elements: personal responsibility, honesty, communication at the intimate level, and trust. Partners may have difficulty developing these to their fullest extent due to time limitations. No partnership is perfect. By creating strong interpersonal relationships, partners can mitigate challenges caused by limited basic elements and in (open full item for complete abstract)

Committee: Barbara Seidl PhD (Committee Chair); Joseph Heimlich PhD (Committee Member); Rebecca Kantor-Martin PhD (Committee Member) Subjects: Education; Museums

Doctor of Philosophy (PhD), Ohio University, 2003, Instructional Technology (Education)

The study examines and describes the impact of the Ohio University Residence Halls Computer project on first-year students' academic work and social lives. The study investigates students' perceptions and attitudes towards the Ohio University computer project, and how they use computers in their dormitory rooms for their academic work and in their social activities. The study also, examines faculty members' perceptions on the computer project at OU and describes their point of view of its impact on teaching and learning process. A qualitative research methodology was employed and an in-depth interview technique was used to collect data from participants. In this study a total of twenty four interviewees were participated: sixteen first-year students, four faculty members and four staff members. Whereas the main target group for this study was first-year students from the University College, the study included faculty and staff members to triangulate students' perceptions. The findings presented in this study show that the OU residence halls computer project is impacting students' academic work and social lives in a positive manner. Concepts of computer ownership, computer privacy, immediate access, and convenience are behind the students' positive attitude towards the OU computer project. While men were found to be using computers more than women in playing games, the study finds that both men and women are equally using computers with the same intensity for academic work. However, there is unanimous agreement among students that the OU computer project provides all students with equal access to computers on Ohio University main campus. This study presents strong evidence that an informal learning community is developing as the result of the SCE in Ohio University's residence halls. A enriched-computer environment is not only providing opportunities for online interactions between students, but also is found to be promoting face-to-face meetings. Accordingly, new fo (open full item for complete abstract)

Committee: W. Stephen Howard (Advisor) Subjects: Education, Technology

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

Research suggests that high quality academic advising is central to student success. The quality of advising, however, is undoubtedly linked to the training and professional development received by advisors. Unfortunately, the current research related to advisor training and professional development is limited. In addition, while advising is provided by both faculty and professional staff, the perspectives of professional advisors is scarcely represented in the literature. The purpose of this study was to analyze the workplace learning experiences of professional advisors through the lens of adult learning. Specifically, this study sought to understand how advisors learn to perform their roles, both upon entering the profession and as they develop in their careers, by investigating the role of workplace learning as well as identifying the adult learning concepts evident in their workplace learning experiences. The basic qualitative methodology included interviews and critical incident analysis of six advisors at three Midwestern urban universities. Findings indicated that hands-on learning experiences have an impact on advisor training and professional development as do advisors' past workplace learning experiences. Conversely, conferences and workshops are not likely to affect advisor learning. Participants also discussed their perceptions of the inherent qualities possessed by good advisors, and the notion that these qualities cannot be learned through formal or informal means. Overall, the concepts of experiential learning, self-directed learning, and andragogy were evident in the advisors' learning experiences, including each of the six characteristics of adult learners outlined by andragogy. Results indicated that adult learning concepts are highly applicable to the workplace learning experiences of advisors. While advisor lack of participation in nonformal learning has been noted previously, reliance on informal learning has not. This revelation informs the li (open full item for complete abstract)

Committee: Catherine Hansman PhD (Committee Chair); Joanne Goodell PhD (Committee Member); Jonathan Messemer PhD (Committee Member); Rosemary Sutton PhD (Committee Member); Michael Horvath PhD (Committee Member) Subjects: Adult Education; Continuing Education; Higher Education

Master of Education (MEd), Bowling Green State University, 2011, Career and Technology Education/Technology

Working in collaboration with panels of Ableton Live professionals and scholarly experts in fields related to the study the researcher developed a model for an online music community of practice for users of the music production and performance software Ableton Live. The model for an online music community of practice that this study developed proposes the design of a virtual community that provides its members with an improved learning, communication and collaboration experience over currently available alternatives. This is achieved through an all-inclusive, simple, clean user interface that provides members with all the communication and collaboration tools necessary to successfully collaborate online. The model's design also stresses the importance of providing new members of the community with adequate scaffolding in the form of tutorials. These tutorials teach members how to successfully use all the communication and collaboration tools provided by the site. This scaffolding support system is a key component of any community of practices' success. It helps facilitate the new members' transition from new, and inexperienced user to expert. Facilitating this transition is also beneficial to the community as a whole because it helps raise the communal knowledge base. The more experts available in the community, the more knowledge can be transferred between community members.

Committee: Terry Herman PhD (Committee Chair); Larry Hatch PhD (Committee Member); Gary Benjamin PhD (Committee Member) Subjects: Educational Technology; Instructional Design; Music Education

Ph.D., Antioch University, 2012, Antioch New England: Environmental Studies

The urgent environmental issues of today require science-literate adults to engage in business and political decisions to create solutions. Despite the need, few adults have the knowledge and skills of science literacy. This doctoral dissertation is an analytical case study examining the science-learner identity development of Exploratorium Field Trip Explainers. Located in San Francisco, CA, the Exploratorium is a museum of science, art, and human perception dedicated to nurturing curiosity and exploration. Data collected included semi-structured interviews with sixteen former Field Trip Explainers, participant observation of the current Field Trip Explainer Program, and review of relevant documentation. Data analysis employed constant comparative analysis, guided by the communities of practice theoretical framework (Wenger, 1998) and the National Research Council's (2009) Six Strands of Science Learning. Findings of this research indicate that Exploratorium Field Trip Explainers participate in a community of practice made up of a diverse group of people that values curiosity and openness to multiple ways of learning. Many participants entered the Field Trip Explainer Program with an understanding of science learning as a rigid process reserved for a select group of people; through participation in the Field Trip Explainer community of practice, participants developed an understanding of science learning as accessible and a part of everyday life. The findings of this case study have implications for research, theory, and practice in informal adult science learning, access of non-dominant groups to science learning, and adult workplace learning in communities of practice.

Committee: Elizabeth McCann PhD (Committee Chair); Tania Schusler PhD (Committee Member); Joe Heimlich PhD (Committee Member) Subjects: Adult Education; Education; Educational Theory; Environmental Education; Environmental Studies; Museum Studies; Museums; Science Education

Master of Labor and Human Resources, The Ohio State University, 2013, Labor and Human Resources

Informal learning is a voluntary, unplanned, yet conscious act of engaging in learning and development that may include methods such as searching the Internet or asking co-workers questions. Antecedents of informal learning have received some focus from researchers interested in discovering implications for theory and practice; however, no extensive studies looking at two variables relevant to current-issue HR management practices – Core Self-Evaluations (CSE), a construct of one's self worth and perception of self-control, and time-based Work-Family Conflict (WFC), a type of inter-role conflict – have been examined in respect to their effect on informal learning. A survey was collected from 225 casual chain restaurant managers and analysis found significant direct effects of both Core Self-Evaluations and time-based Work Interference with Family (WIF) as well as the WIF's moderation of CSE on informal learning. Theoretical and practical implications are covered, including recommendations for HR and general management practice as well as future research of this emerging area.

Committee: Raymond Noe PhD (Advisor); Jill Ellingson PhD (Committee Member); Howard Klein PhD (Committee Member) Subjects: Adult Education; Business Administration; Psychology