Doctor of Education (EdD), Wright State University, 2022, Leadership Studies

The study outlines the path that the researcher took to investigate the phenomenon of nomophobia as it relates to employee engagement. In the first two chapters, the researcher outlines a synopsis of the problem, presents gleanings from a review of pertinent literature on employee engagement and nomophobia, and articulates a basic conceptual framework for the study. The researcher also shares how the data was collected and analyzed in the third chapter of this document. In the fourth chapter, the method is articulated and finally, results and recommendations are shared in the last chapter.

Committee: Corey Seemiller Ph.D. (Committee Chair); Dan Noel Ph.D. (Committee Member); Brenda Kraner Ph.D. (Committee Member); David Bright Ph.D. (Committee Member) Subjects: Educational Leadership; Management; Occupational Psychology; Organization Theory; Organizational Behavior

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

Judy Jackson May, Advisor In recent years educational settings have offered increased attention to relationships between students emotional and physiological health and academic achievement. Some authors have reported high prevalence rates of social, emotional, academic and cognitive impacts of traumatic experiences on students in the school environment. To address these issues, a trauma-informed school culture (TISC) can provide an environment in which students who have been exposed to trauma are supported in a variety of manners such as relationship building and developing resilience where they are academically successful. Depending on the population and type of trauma investigated, reports show that 50-75% of youth in the United States are exposed to trauma. The consequences of such exposure is often exhibited in students' learning and behaviors, and the need to understand impact of trauma on students' learning and school behaviors has led to a push for effective trauma-informed treatment approaches in school systems. A review of current trauma literature shows a lack of research which assessed students' perceptions of school safety and positive school climate, especially as they relate to academic performance and school attendance. To address this gap, the present study was conducted to expand upon previous work which assessed a Midwest middle school district's development of a trauma-informed school culture, with the intent to measure student-reported perceptions of safety and positive school climate after delivering a trauma-informed professional development course to school staff. Two separate exploratory factor analyses showed that survey data collected from two student cohorts loaded similarly to create a 10-item measure of assessment for school safety and school climate. Cohort comparison analyses indicated a significant decrease in students' perceptions of school safety and positive school climate after delivery of a trauma-informed professional d (open full item for complete abstract)

Committee: Judith Jackson May Dr. (Advisor); Karen Johnson- Webb Dr. (Other); Matthew R. Lavery Dr. (Committee Member); Jaclyn D. Schalk Dr. (Committee Member); Chris Willis Dr. (Committee Member) Subjects: Educational Leadership; School Counseling

Ph.D., Antioch University, 2014, Leadership and Change

How can the public be assured of competency in those professing to protect its occupational health and safety (OSH)? Currently, in the U.S. there are 193 higher education OSH programs, 186 with baccalaureate degrees with over 55 different degree titles. This research seeks to define minimum OSH baccalaureate graduate core competencies across all programs by asking: What would employers look for in a portfolio to demonstrate competence in a new OSH graduate? Professional members of the American Society of Safety Engineers (ASSE) participated as subject matter experts in an anonymous online survey to provide framing data. The ASSE Educational Standards Committee and Framing the Profession Task Force engaged in an action research method of facilitated discussion and consensus building, (Modified Nominal Group Technique), distilling 741 portfolio examples to 22 competency themes, and 11 learning outcomes. Recommendations include: establish a standardized set of core competencies of evidence based learning outcomes across all OSH and related programs; look to the Nursing and Education professions' processes of shifting from prescribed courses to a learning outcomes model; shift pedagogy to student-centered, highly engaged, outcomes-based approach; enhance educational content for 21st-century knowledge and skills, including: teamwork, internship experience, organizational skills, ethics, critical thinking, scientific method, continuous improvement, systems thinking, sustainable applications, and strategic planning; enhance partnerships between professional safety associations and higher education for collaboration and consensus building; and collaborate with global OSH associations. The electronic version of this Dissertation is at the Ohio Link ETD Center at http://ohiolink.edu/etd.

Committee: Jon Wergin PhD (Committee Chair); Elizabeth Holloway PhD (Committee Member); Paul Specht PhD., CSP (Committee Member); Michael Behm PhD., CSP (Other) Subjects: Higher Education; Occupational Health; Occupational Safety