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  • 1. Myers, Ryan International Student Experience and U.S. Sociopolitical Changes: Three Phenomenological Case Studies

    PhD, University of Cincinnati, 2018, Education, Criminal Justice, and Human Services: Educational Studies

    This qualitative study featured three case studies exploring the lived experiences of international students on the campus of an urban, comprehensive university in the Midwest. The study aimed to answer two questions: (1) What is the lived experience of three international students on the campus of an urban, public, comprehensive university in the Midwest? (2) What sociopolitical influences affected these students' literacy, learning, and life experiences while in the USA? Data were collected through phenomenological, in-depth interviewing, university website documents and handbooks, and official U.S. government websites. The interviews were analyzed using the constant comparative method of Bogden and Biklen (1982). The cases were constructed by reading the transcripts several times and finding themes that emerged from the data. University documents and U.S. websites helped triangulate the data. The themes developed were (1) the impact of cultural influences, with two sub-themes of culture influences from home and cultural influences from chosen culture, (2) positive experiences, (3) negative experiences, (4) relationships, and (5) barriers. Analysis of the data showed that all three participants struggled in their interactions with domestic students. None of the participants took advantage of the social or cultural offerings of the university. The participants did experience discrimination and harassment to varying degrees. They insulated themselves from domestic students and from sociopolitical issues. This study was significant in two ways. First, many studies completed on international students feature homogeneous groups. This study featured as broad a geographical sample as possible. The second way this study was significant was the focus on sociopolitical changes and how those changes affect international students. None of the literature reviewed featured this focus. The study ends with implications for a variety of groups and suggestions for (open full item for complete abstract)
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    Committee: Holly Johnson Ph.D. (Committee Chair); Mary Benedetti Ed.D. (Committee Member); Emilie Camp Ph.D. (Committee Member) Subjects: Higher Education

  • 2. Lantz, Hayley The Experience of Teaching Reading: Approaching Understanding through Phenomenological Interviews with Novice Reading Teachers

    PhD, University of Cincinnati, 2024, Education, Criminal Justice, and Human Services: Educational Studies

    Reading permeates throughout all parts of the school day and one's school career, from learning to read the words on the page to utilizing knowledge of vocabulary and comprehension skills to understand what is being read. Teacher knowledge and instructional delivery directly affect student learning outcomes (Scales et al., 2018), signifying the vital role the teacher has. It is important to investigate and capture the experiences of the novice reading teacher to understand what is included in the experience of teaching reading, highlighting areas teacher educators and administrators could focus support for preservice and novice teachers. The purpose of this study was to explore the experience of the novice reading teacher, including their experience as a preservice teacher and the transition from preservice to novice teacher. Seidman's (2013) method of in-depth phenomenological interviewing was utilized within this study. This method is influenced by concepts of phenomenology, which is a qualitative approach which aims to capture the lived experience of participants related to a phenomenon (Moustakas, 1994; Vagle, 2018; van Manen, 1990; van Manen, 2014). Seidman's (2013) three-interview structure was followed, with each interview having a specific focus related to the novice reading teacher experience and the meaning of those experiences. Analysis of the data included crafting participant profiles and vignettes, as well as using a labeling process, like coding, to find similar categories and themes related to the experiences the participants shared. A reflexive process was also used by the researcher to ensure the positionality and influence of the researcher to the study was consistently being considered. Findings related to the themes of the complexity of mentorship, fluctuation of self-efficacy, and necessity to include real life examples and experiences within preservice and novice teacher learning are discussed. Recommendations for future qualitative studies ar (open full item for complete abstract)
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    Committee: Mark Sulzer Ph.D. (Committee Chair); Allison Breit Smith Ph.D. (Committee Member); Emilie Camp Ph.D. (Committee Member); Constance Kendall Theado Ph.D. (Committee Member) Subjects: Teaching

  • 3. Washburn, Paul Interviewer enthusiasm, mode of information presentation, and applicant perceptions of interviewer behaviors as determiners of attraction and evaluation /

    Master of Arts, The Ohio State University, 1970, Graduate School

    Committee: Not Provided (Other) Subjects:

  • 4. Resnick, Jeffrey Communication apprehension in the interview setting /

    Master of Arts, The Ohio State University, 1980, Graduate School

    Committee: Not Provided (Other) Subjects:

  • 5. Folk, Wilkinson A Critical analysis of the desirability of appraisal interviews for company grade Air Force officers /

    Master of Business Administration, The Ohio State University, 1967, Graduate School

    Committee: Not Provided (Other) Subjects:

  • 6. Swearingen, Armelda A study of response to core in counseling interviews /

    Master of Arts, The Ohio State University, 1961, Graduate School

    Committee: Not Provided (Other) Subjects:

  • 7. Barnard, Joan Changes in client responsibility taking over series of interviews /

    Master of Arts, The Ohio State University, 1964, Graduate School

    Committee: Not Provided (Other) Subjects:

  • 8. Haccoun, Robert Weighting and order of cues as determiners of decisions in a simulated selection interview situation - a reformulation and empirical test of the concept of gating /

    Master of Arts, The Ohio State University, 1970, Graduate School

    Committee: Not Provided (Other) Subjects:

  • 9. Canney, John The training of public opinion poll interviewers /

    Master of Arts, The Ohio State University, 1950, Graduate School

    Committee: Not Provided (Other) Subjects:

  • 10. Beiner, Karen A contextual analysis of the first five minutes of medical dyadic interviews /

    Master of Arts, The Ohio State University, 1971, Graduate School

    Committee: Not Provided (Other) Subjects:

  • 11. Vicente, Peter Operant conditioning of interviewer attending behavior /

    Master of Arts, The Ohio State University, 1971, Graduate School

    Committee: Not Provided (Other) Subjects:

  • 12. Hauer, Allen The effects of content and manner on perceived interviewer trustworthiness /

    Master of Arts, The Ohio State University, 1970, Graduate School

    Committee: Not Provided (Other) Subjects:

  • 13. Ji, Yanshuang Asian Americans' Arts Participation in Columbus, Ohio

    Master of Arts, The Ohio State University, 2024, Arts Administration, Education and Policy

    The National Endowment for the Arts' Survey of Public Participation in the Arts (SPPA) is the model source of arts participation data in the United States. In 2005, a gap between SPPA's metrics and the understanding of immigrant groups was found, indicating the survey inadequately evaluates how the immigrant groups participate in the arts. In the U.S., Asian Americans are the fastest growing immigrant population and driving force in the economy. The collective and diverse customs and traditions of Asian Americans present both opportunities and challenges for scholars, leaders, and policymakers to understand them. As the importance and the need to learn this group grows across the society, the area of arts and culture is indispensable from the whole picture. This study builds on two rounds of pilot study, including personal interviews and observations where I found that the Asian American samples understand the arts in a very personal way, with significant variation. To provide fundamental insights about arts participation and perceptions among this group, this study reviews literature regarding the general public's perspectives on what “art” is, the prominence of immigrants' arts participation, and arts engagement during the COVID-19. In this research, I draw the evidence from 21 interviews in Columbus, Ohio to find out how Asian Americans understand and engage with arts. The findings show that arts are topics relate closely to people's background, experiences, and values, which encompasses a wide array of creative expressions and traditions. Asian Americans' rich culture and traditions affect immigrants' daily lives to different extents. This study suggests SPPA's survey instrument should include basic knowledge on the multiple cultural frames of reference in different groups of people, so that to understand the spectrum of ways people engage with the arts and cultural activities.
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    Committee: Tiffany Bourgeois Dr. (Committee Member); Rachel Skaggs Dr. (Advisor) Subjects: Arts Management; Asian American Studies; Social Research

  • 14. Niemi, Marcie Motivational Interviewing to Promote Patient Engagement and Self-Care Within an Enhanced Recovery After Surgery for Cesarean Birth Pathway

    DNP, Kent State University, 2023, College of Nursing

    Abstract Problem Statement: Enhanced Recovery After Surgery (ERAS) guidelines provide a multi-modal, standardized, and systematic approach to the perioperative period with the overall goal of improving patient outcomes. ERAS protocols emphasize patient engagement as an integral facet of the pathway of care, yet the ERAS literature is sparse when providing guidance to clinicians regarding how to effectively engage patients in their care. Purpose: This project introduced motivational interviewing (MI) communication approaches to inpatient perinatal nurses caring for patients undergoing an enhanced recovery pathway for cesarean birth. Knowledge of motivational interviewing approaches, nurse confidence in motivating patients to actively engage in ERAS elements of self-care, relevance of motivational interviewing to promote the nurse-patient relationship and the likelihood to incorporate motivational interviewing into patient care were evaluated. Evaluation of the promotion of respectful maternity care through MI approaches occurred. Methods: A non-experimental pretest-posttest design served as this quality improvement intervention. This project introduced motivational interviewing communication approaches via a one-hour interactive, educational presentation with a focus on promoting nurses to engage patients in the ERAS self-care elements following cesarean birth. Means and paired t-test results were analyzed for the pre- and post-presentation surveys. A two-week follow-up survey collected general nurse demographic information and evaluated the implementation of motivational interviewing approaches to ascertain whether increased nursing experience and involvement in hospital or unit-based committees and professional development would increase nurses' likelihood to incorporate MI approaches with patients. Inclusion Criteria: Perinatal nurses caring for patients during the inpatient admission for cesarean birth undergoing an ERAS for cesarean birth pathway at an ac (open full item for complete abstract)
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    Committee: Eldora Lazaroff (Committee Chair); Jim Tudhope (Committee Co-Chair); Lynn Gaddis (Committee Co-Chair) Subjects: Health Care; Health Education; Nursing

  • 15. Goode, Geneva Increasing Primary Care Services Among the Population with Sexually Transmitted Infection

    Doctor of Nursing Practice Degree Program in Population Health Leadership DNP, Xavier University, 2022, Nursing

    For years, patients in an inner-city health center could request lab-only services for STIs. The health center recognized a missed opportunity to connect STI patients to primary care services. When patients have access to primary care, they receive treatment before severe problems occur and have fewer emergency department (ED) visits and hospital admissions. The objective of this DNP project was to increase the number of patients with STIs to primary care services offered at the health center. Staff was educated on the essential elements of the Spirit of Motivational Interviewing; partnership, acceptance, compassion, and evocation to improve how they communicated with patients. Research has shown that motivational interviewing can improve patient-provider communication, leading to improved health outcomes. Providers trained in motivational interviewing can understand the patient's perspective about health care, identify barriers to change, and resolve ambivalence about changing risky health behaviors (Elwyn et al., 2014). Leininger's Culture Care Theory was the theoretical framework used to guide this project. The Culture Care Theory considers the patient's perspective and values about health and the providers' ability to provide culturally competent care based on the patient's values (Petiprin, 2020). Eight employees received two one-hour training sessions on the spirit of motivational interviewing. A self-reported survey was administered to the staff before the first training session and after the second training session to assess the staff's knowledge of motivational interviewing. As the staff implemented the spirit of motivational interviewing, the nurse practitioner tracked the number of STI patients connected to primary care. The pre and post-survey results showed an increase in the staff's knowledge of motivational interviewing. Implementation of the Spirit of Motivational Interviewing did increase the use of primary care services among patients with STI.
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    Committee: Elizabeth Bragg Ph.D., RN (Committee Chair); Rosalind Moore RN, MSNEd, LSN, PMHNP-BC (Advisor) Subjects: Communication; Health; Health Care; Nursing

  • 16. Shivakumar, Ashutosh Computer Enabled Interventions to Communication and Behavioral Problems in Collaborative Work Environments

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

    Task success in co-located and distributed collaborative work settings is characterized by clear and efficient communication between participating members. Communication issues like 1) Unwanted interruptions and 2) Delayed feedback in collaborative work based distributed scenarios have the potential to impede task coordination and significantly decrease the probability of accomplishing task objective. Research shows that 1) Interrupting tasks at random moments can cause users to take up to 30% longer to resume tasks, commit up to twice the errors, and experience up to twice the negative effect than when interrupted at boundaries 2) Skill retention in collaborative learning tasks improves with immediate feedback dissemination. To address the negative impact of these communication issues, this dissertation presents two multi-user, multi-tasking collaborative work scenarios and illustrates respective real-time fully functional computer supported cooperative work (CSCW) based prototypes. ACE-IMS leverages lexical affirmation cues which are indicative of task boundaries to intelligently identify “the right time to interrupt” and ReadMI assesses Motivational Interviewing (MI) based clinician-client dialogue in collaborative learning environment to identify speaker intents like open-ended questions, close-ended questions, reflective statements and scale enquiring statements and provide quantitative feedback to assist the facilitator in comprehensive practitioner skill assessment. To implement these functionalities both systems leverage task-oriented dialogues as datasets and utilize natural language processing with latest developments in ubiquitous technologies like mobile-cloud computing, computational linguistics, and deep learning. This research goes a step further in demonstrating the usability of CSCW based system designs by reporting qualitative and quantitative user feedback data by deploying ReadMI in an actual collaborative learning environment. The participant (open full item for complete abstract)
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    Committee: Yong Pei Ph.D. (Committee Chair); Nia S. Peters Ph.D. (Committee Co-Chair); Shengrong Cai Ph.D. (Committee Member); Krishnaprasad Thirunarayan Ph.D. (Committee Member); Paul J. Hershberger Ph.D. (Committee Member); Mateen M. Rizki Ph.D. (Committee Member) Subjects: Computer Engineering; Computer Science; Psychology; Psychotherapy

  • 17. Shellenbarger, Daniel Thinking With Artists: A Grounded Theory Study of Artists' Thinking Processes

    Doctor of Philosophy, The Ohio State University, 2022, Arts Administration, Education and Policy

    This study examines visual artists' processes and approaches to creating their work. From these findings, I theorize approaches to the artmaking processes. The implications from this study provide new insights not only of the artistic processes but also how these processes benefit thinking processes outside of the arts. Grounded theory, created by Barney Glaser and Anselm Strauss in 1967, ties the discovery of theory from data coding, often derived through interviews (Charmaz & Belgrave, 2012). This study utilizes the constructivist grounded theory approach, popularized by Kathy Charmaz (2006, 2011, 2014). A unique aspect of grounded theory is the theory emerges from the study. You do not enter a study with preconceived notions, you code and recode data repeatedly through a series of processes that drive codes to categories, categories to hypothesis, and ultimately hypothesis to possible theories (Glaser & Strauss, 1967). This study examines 35 interviews with artists across 20 years. The software, Atlas.ti, was used to assist with various interactive and inductive coding processes. Nine unique aspects of artists' processes were discovered: 1. Artists rely on craft for the successful completion of their works. 2. Artists embrace and utilize feelings in making their work. 3. Artists use the connection between thinking and knowing to make work. 4. Artists are open to and desire to be overcome in their practices. 5. Artists create challenges and struggle with their work. 6. Artists give of themselves as much as their works give to them. 7. Artists experience joy in their work. 8. Artists work from places of their own creations. 9. Daily matter and their surroundings are often the focus of artists' works. The findings in the pilot study broke from creativity as problem-solving-based research (Campbell, 1960; Csikszentmihalyi, 1988; Dudek and Cote, 1994; Mansfield & Busse, 1981; Perkins, 1981; Wallas, 1949). This project also identifies distinct (open full item for complete abstract)
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    Committee: Shari Savage (Committee Chair); Richard Fletcher (Committee Member); JT Eisenhauer Richardson (Committee Member); Rachel Skaggs (Committee Member) Subjects: Art Education

  • 18. Pavuk, Chloe Post-Traumatic Growth Following Nutrition Integration During Lung Cancer Treatment: A Qualitative Study

    Master of Science, The Ohio State University, 2022, Health and Rehabilitation Sciences

    Abstract Background: Up to 69% of patients with lung cancer experience malnutrition and nutrition impact symptoms that adversely influence their treatment and prognosis. The current standard of oncology care does not fully integrate nutrition into care despite 60% of clients requesting it. Objective: To assess the impact and experiences of vulnerable patients with lung cancer participating in an intensive nutrition intervention consisting of weekly medical nutrition therapy (MNT) informed by motivational interviewing (MI) plus home-delivered medically tailored meals (MTM) during active treatment for lung cancer. Methods: Telephonic semi-structured interviews were conducted by two dietetic graduate students with 20 vulnerable patients undergoing treatment for lung cancer who were recruited from four cancer centers across the nation. Interviews occurred approximately eight weeks into the intervention and were scheduled on off-treatment weeks with patients. All interviews were transcribed verbatim, and the transcripts were analyzed using thematic analysis within NVIVO12™ software. Inter-rater agreement was estimated at >80%. Results: Three themes were identified: (1) engagement and mediators of behavior change; (2) behavior change; and (3) psychological resilience. Conclusions: Integration of medical nutrition therapy informed by motivational interviewing plus the provision of medically tailored meals throughout active lung cancer treatment resulted in improved patient engagement, health behaviors, and psychological resilience thus contributing to post-traumatic growth.These data can inform the standard of care for lung cancer, substantiating the integration of dietitians trained in motivational interviewing into the oncology care team across the cancer continuum.
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    Committee: Colleen Spees (Advisor); Jessica Krok-Schoen (Committee Member); Carolyn Presley (Committee Member); Pamela Rothpletz-Puglia (Committee Member) Subjects: Health Sciences; Nutrition; Oncology

  • 19. Leotta, Jana Post-Traumatic Growth Following Motivational Interviewing-Based Nutrition Intervention in Patients with Lung Cancer

    Master of Science, The Ohio State University, 2022, Health and Rehabilitation Sciences

    Background: Up to 80% of patients with cancer experience malnutrition and nutrition impact symptoms that adversely influence their treatment and prognosis. The current standard of oncology care does not include nutrition counseling despite 60% of clients requesting such services. Objective: To assess the impact and experiences of vulnerable patients with lung cancer participating in an intensive nutrition intervention (weekly medical nutrition therapy (MNT) informed by motivational interviewing (MI) and home-delivered medically tailored meals) during active treatment for lung cancer. Methods: Telephonic semi-structured interviews were conducted by two graduate students, with 20 vulnerable patients undergoing active treatment for lung cancer who were recruited from four cancer centers across the nation. Interviews occurred approximately 8 weeks into the intervention. All interviews were transcribed verbatim and analyzed using thematic analysis within NVivo12TM software. Inter-rater agreement was estimated at >80%. Results: Three emerging themes were identified: (1) Engagement and mediators driving behavior change (patient participation in tailored nutrition counseling increased knowledge encouraging adoption of the evidence-based guidelines); (2) Behavior change (patients established goals that promoted improvements in dietary and lifestyle patterns); and (3) Resilience (patients developed strategies for coping, adjustment to their diagnosis, and prioritization of self-care). Conclusions: Integration of MNT/MI plus provision of medically tailored meals throughout active lung cancer treatment resulted in improved patient engagement, health behaviors, and resilience thus contributing to post-traumatic growth. These data challenge the existing paradigm and may inform the standard of care for lung cancer, substantiating the integration of dietitians trained in MI into the oncology care team across the cancer continuum.
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    Committee: Colleen Spees (Advisor); Jessica Krok-Schoen (Committee Member); Carolyn Presley (Committee Member); Pamela Rothpletz-Puglia (Committee Member) Subjects: Health Sciences; Nutrition; Oncology

  • 20. Shoham, Vincent How Mainstream Teachers in a Low Incidence District Perceive their Competence, and the Effectiveness of their Training and Professional Development, in Managing the Needs of ELL Students.

    Doctor of Education (Ed.D.), University of Findlay, 2021, Education

    This study examined the phenomenon of mainstream teacher's experiences working with English Language Learner students in a low incidence upper middle-class public school district. The researcher looked at the perception of competence of K-12th grade teachers in terms of their ability to meet the needs of ELL students in their classrooms. Additionally, teachers were asked to discuss the effectiveness of their training and professional development in the area of ELL education. Finally, the researcher sought to examine teacher perception of ELL student's most fundamental needs, as well as their understanding and execution of culturally responsive pedagogy. The justification for this study stemmed from the growing population of ELL students locally and nationally, specifically growth and change in suburban areas, as well as the significant academic gap between ELL and non -ELL students. Similar research in low incidence districts was scare thus providing additional rationale. This qualitative study used interviews to examine mainstream teacher's experience working with ELL students. The researcher used purposive and convenience sampling to gather respondents and reach data saturation. Answers to open-ended questions were coded, grouped, and analyzed. Answers to yes/no questions were counted and presented in tables. The researcher found that the respondents were empathetic with ELL learner's challenges and highly motivated to meet their needs but also frustrated in their lack of understanding and competency on how to mitigate language, social, and cultural barriers. Respondents reported having had little or no pre-licensure training or professional development in the area of ELL education. Those that had received training were not satisfied with the quality or consistency of said training. Respondents reported limited usage of culturally responsive pedagogy, and were generally not confident in their ability to manage the complex needs of their ELL learners.
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    Committee: Amanda Ochsner Ph.D. (Committee Chair); Kara Parker Ed.D. (Committee Member); Melissa Cain Ed.D (Committee Member) Subjects: Education; Education Philosophy; English As A Second Language; Pedagogy; Teaching