Master of Arts, The Ohio State University, 1946, Graduate School

Committee: Not Provided (Other) Subjects:

Doctor of Business Administration (D.B.A.), Franklin University, 2024, Business Administration

The United States Air Force (USAF) purchases billions in arms, equipment, and services to support the Department of Defense and its mission to defend the public from all enemies, foreign and domestic. Program Managers (PM) are the leaders appointed to develop, deliver, and sustain a solution for the capability gaps identified by operational leaders. PMs oversee programs of all sizes across many domains. A substantial proportion of programs fail to meet the triple constraint of cost, schedule, and performance. It is in the interest of the public who funds these purchases to identify the skills that can help PMs deliver programs within the triple constraint. PMs require skills to lead an effective program. The researcher used Katz's (1955) framework to identify the technical, human, and conceptual skills PMs need. The researcher interviewed nine retired USAF acquisition members and identified seventeen PM skills required to deliver programs within the triple constraint alongside other observations about the acquisition field. The seventeen skills include (1) General Military Knowledge, (2) Programmatic Knowledge, (3) Functional Knowledge, (4) Program-specific Knowledge, (5) Technological Proficiency, (6) Leadership, (7) Mentorship, (8) Communication, (9) Relationship Management, (10) Emotional Intelligence, (11) Political Skills, (12) Stakeholder Management, (13) Requirement Management, (14) Problem-solving, (15) Critical Thinking, (16) Outlook, and (17) Continuity. PMs can use the seventeen skills from this study as possible competencies to identify where they excel and need improvement and create a plan of action to improve performance at their current job and prepare for the next. Career managers can use the skill set as criteria to consider in selecting, developing, and retaining PMs to meet today's and tomorrow's needs. Additionally, the USAF should incorporate the seventeen skills into professional development, education, and training. The study further se (open full item for complete abstract)

Committee: Leo Sedlmeyer (Committee Chair); Charles Fenner (Committee Member); David McCurry (Committee Member) Subjects: Business Administration

Master of Arts, Wittenberg University, 2023, Education

I conducted this study because of increasingly high undesired classroom behaviors paired with insufficient creative written expression amongst students in Ohio Christian School. I was intrigued by the idea that the two could be connected somehow, so I found a writing intervention, “Write-Talks,” that I decided to implement in my classroom to see its potential impact on both student writing and behavior. I used quasi-experimental quantitative research method to complete this action research study. I started my research with a pre-intervention survey in which students evaluated their own creative written expression and self-management behavior tendencies upon the return of parental consent forms. I also collected writing samples from each of the students from before the intervention. Then, I observed the behavior of students who I categorized as reluctant writers. The study concluded with students responding to a post-intervention survey, similar to the first, and with the collection of another writing sample. After analyzing data, I found that the intervention's impact on student creative written expression was generally positive, meaning that students' writing sample scores increased. However, data did not necessarily support that student self-management behavior had been impacted in any significant way. There was one student, though, whose personal data did suggest that the positive impact with this particular student could have been because of the “Write-Talks” intervention. Due to this clear positive impact the intervention had on student writing, my school, district, and others could take these findings into consideration for the future benefit of creative written expression. I am hopeful that continued research could provide insight to a connection between creative written expression and self-management behavior in students.

Committee: Amy McGuffey (Advisor); Cassie Wilson (Committee Member); Erin Hill (Committee Member); Kristin Farley (Committee Member) Subjects: Education; Educational Psychology; Educational Theory; Elementary Education

Doctor of Business Administration (D.B.A.), Franklin University, 2021, Business Administration

The United States economy currently suffers a significant skills gap in its workforce, one that approaches crisis proportions. This skills gap (Christo-Baker et al., 2017; King et al., 2017; Laboissiere & Mourshed, 2017) will have profound effects on future U.S. economic growth and, by extension, on global economic growth. Researchers have highlighted the ineffective workforce development programs adopted by business organizations in the United States and recommended incorporating work-integrated learning (WIL) to address the skills gap, but their focus has been overwhelmingly on production/service-execution. This study focuses elsewhere – namely, exploring the effectiveness of a Transformational WIL (TWIL) to address procedural gaps in business development (i.e., pre-execution) through the lived experiences of senior executives and the issues they perceive as mandating a transformational application of WIL to address this “upstream” segment of business operations specifically for the small-business sector. The research employs a conceptual framework based on the work-integrated learning model developed by Sattler (2011). Three research questions guide this proposed study. This researcher used a qualitative phenomenological research design method. The research participants included fifteen senior executives from for-profit business organizations and higher education institutions that meet the recruiting criteria. The organization of workforce-development constructs here involved systematic training, structured work experience, and institutional partnerships. This research advances business knowledge and contributes scholarship to the field by re-targeting WIL on a business segment previously unaddressed by systematic workforce development. This research also results in highly practical practices and business strategies designed to immediately boost the procedural capabilities of small business in OH, benefiting that state's graduates, employees, employers, and the l (open full item for complete abstract)

Committee: Andy Igonor (Committee Chair); Jonathan McCombs (Committee Member); Christopher Washington (Committee Member) Subjects: Adult Education; Business Administration; Business Community; Business Costs; Business Education; Community College Education; Community Colleges; Continuing Education; Curricula; Curriculum Development; Education; Education Philosophy; Education Policy; Educational Evaluation; Educational Leadership; Educational Sociology; Educational Theory; Entrepreneurship; Higher Education; Higher Education Administration; Instructional Design; Labor Economics; Labor Relations; Management; Multicultural Education; Multilingual Education; Organization Theory; Organizational Behavior; Secondary Education; Teaching

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)

Committee: Ingrid Weigold Ph.D. (Advisor); Bernard Jesiolowski Ph.D. (Committee Member); Suzette Speight Ph.D. (Committee Member); Charles Waehler Ph.D. (Committee Member); Alan Kornspan Ed.D. (Committee Member) Subjects: Clinical Psychology; Counseling Psychology; Psychology

Master of Arts, The Ohio State University, 2018, Educational Studies

This study examined the effects of a self-monitoring and recruiting reinforcement treatment package on the accuracy of pre-vocational skills for three middle school students diagnosed with Autism Spectrum Disorder (ASD). Total number of steps correct was determined by separate task analyses for each pre-vocational task and was out of 10 steps, while a separate dependent variable measured how many recruiting steps were completed correctly out of 4 steps. A multiple-probe across tasks design was used to evaluate the effectiveness of the intervention. Findings indicated that self monitoring and recruiting reinforcement led to an increase in the number of steps completed correctly for both dependent variables for each of the three participants across all pre-vocational tasks.

Committee: Sheila Alber-Morgan (Advisor) Subjects: Special Education

Doctor of Philosophy, The Ohio State University, 2016, Social Work

Children's earliest experiences are critical for health and well-being across the lifespan. These experiences shape the development of social-emotional skills which lay the foundation by which children learn to navigate the intricacies of social interactions and complex emotions. Not all children, however, develop the social-emotional skills needed for success, with between 9 and 14% of children in early childhood exhibiting some type social-emotional deficit (Brauner & Stephens, 2006). Difficulties with early social-emotional skills may lead to behavioral, academic, and social problems during early childhood, as well as later in life (Denham & Brown, 2010). Low-income children of color often face barriers that put them at risk for poor social-emotional skill development. In an effort to support these vulnerable young children, the social settings in which they spend time should be targeted. One key setting in which many young children spend time is center-based child care. Examining this setting is a growing priority, so that the contributions of child care toward child social-emotional outcomes are maximized. Using secondary data from the Head Start Family and Child Experiences Survey (FACES) 2009, this study examined child care as a social setting that may positively influence social-emotional skill development among young low-income, children of color. Specifically, this study used multilevel modeling to explore child care center support, and also teacher emotional support and behavior management practices, and their influence on problem behaviors and social skill development among young children. Findings revealed that neither teacher emotional support practices nor teacher behavior management practices were significantly associated with child social skills or problem behaviors. However, teacher perceived center support was significantly related to child problem behaviors among low-income children of color, with higher teacher perceived center support as (open full item for complete abstract)

Committee: Dawn Anderson-Butcher PhD (Advisor); Audrey Begun PhD (Committee Member); Buettner Cynthia PhD (Committee Member); Logan Jessica PhD (Committee Member) Subjects: Social Work

Master of Science, The Ohio State University, 2016, Allied Medicine

Background: Development of critical thinking skills in higher education, especially in the allied health or medical fields, is well-documented as a crucial part of any undergraduate education. There is a need, in respiratory therapy education specifically, to create a resource(s) that develops critical thinking skills and application of knowledge skills in clinical settings. The purpose of this study is to determine if a student developed, online, respiratory disease management resource improves critical thinking skills in undergraduate respiratory therapy students. Methods: Utilizing previously established assignments to assess progress, 1st year respiratory therapy students at The Ohio State University developed their own online, respiratory disease management database in the form of a Wiki. The grades received by the 1st year respiratory therapy students were then compared to the grades received on the identical assignments by the 2nd year respiratory therapy students the previous year. 1st year student were then asked to complete a survey to gather their subjective feelings about the database creation and whether or not they perceived it as helpful in critical thinking skill development. Results: 39 students were enrolled in this study; 20 currently enrolled in their 2nd year and 19 currently enrolled in their 1st year. The study findings indicated, with a few exceptions, that 1st year students had higher scores on the specific assignments chosen to monitor critical thinking skill development. Four scores on early assignments were significantly higher for 2nd year students, but the final assignment showed a statistically significant improvement in scores by 1st year students. 73.7% 1st year students completed the survey at the end of the study. Survey respondents used the database occasionally to often when completing assignments geared towards assessing critical thinking and a majority of respondents (92%) perceived the creation of this resource as useful in a (open full item for complete abstract)

Committee: sarah varekojis (Advisor); georgianna sergakis (Committee Member); crystal dunlevy (Committee Member) Subjects: Health Education; Health Sciences

Doctor of Philosophy, University of Toledo, 2014, Curriculum and Instruction: Special Education

Elementary students with Autism Spectrum Disorder (ASD) often exhibit aggressive behavior, causing disruption of the classroom-learning environment. Disruptive students are at risk of being removed from the classroom and being excluded from valuable class time. Remediating and reducing aggression in students with ASD requires intervention strategies to address social, communication, and anger management skills. The study examined the effectiveness of the Aggression Replacement Training (ART) (Glick & Gibbs, 2011) in reducing verbal and physical aggression for nine students with ASD. ART teaches students to use effective communication and anger management techniques to prevent conflicts, maintain self-control, and manage stressful situations in an appropriate manner. ART is a 10-week program, and was implemented with three groups of students with ASD using a multiple baseline across groups study design. The study used visual inspection of data to determine if the ART program decreases levels of aggression in students with ASD. The purpose of the study was to decrease frequency of verbal and physical aggression and increase prosocial skills. Results of the study found ART to be an effective intervention for reducing verbal and physical aggression in elementary students with Autism. All participants also demonstrated acquisition and increased use of social skills.

Committee: Edward Cancio PhD (Committee Chair); Laurie Dinnebeil PhD (Committee Member); William McInerney PhD (Committee Member); Ronald David PhD (Committee Member) Subjects: Behavioral Psychology; Behavioral Sciences; Cognitive Psychology; Early Childhood Education; Educational Psychology; Elementary Education; Neurosciences; Psychological Tests; Psychology; Special Education; Teacher Education

Doctor of Philosophy, The Ohio State University, 2008, East Asian Languages and Literatures

As American schools from grades K-16+ create Chinese language programs, American communication with Chinese people in Chinese and by Chinese cultural standards will take place with increasing frequency and in professional contexts once dominated by English and Western culture. As a result, a sizeable task lays ahead for Chinese language pedagogues: what do we expect learners with up to 18 years of formal Chinese instruction to be able to do, professionally, upon graduation? To borrow from the language of business, how can we define 'quality product' in the field of Chinese language pedagogy? To answer this question, the author shadowed four Americans and one Englishman who speak Chinese at work, interviewed them and two Chinese colleagues each on the subject of professional Chinese use, and obtained quantitative evaluations of the foreigners' Chinese skills from the subjects themselves, their colleagues, and three native Chinese language instructors at the Ohio State University. The study found that Chinese people believe professional non-native speakers of Chinese excel at casual conversation, engaging in question and answer with Chinese natives and are generally skilled at demonstrating expertise in their chosen profession. Naturally, the longer an individual had been working in a given domain, the more likely it was that Chinese natives perceived them as experts. Areas in which learners could professionally benefit from improved skills included cultural appropriateness, ability to make cultural references, and professional writing. The study also found that portfolio evaluation conducted by native speakers is an accurate reflection of what native speakers think of non-native speakers' foreign language performances. Based on the research results, it is recommended that Chinese language programs in the United States emphasize culturally-appropriate performance, incorporate domain-specific professional training at advanced levels, and evaluate their learners using (open full item for complete abstract)

Committee: Galal Walker PhD (Advisor); Mari Noda PhD (Committee Member); Venkat Bendapudi PhD (Committee Member) Subjects: Educational Theory; Language

Master of Science in Sport Studies, Miami University, 2008, Physical Education, Health, and Sport Studies

The purpose of this study was to develop a life skills scale that assesses 5 life skills:communication, time management, coping skills, goal setting, and leadership in youth ages 11- 16 years old. To develop the Youth Life Skills Scale, a mixed methods approach was used. Interviews were conducted with coaches, teachers, and parents, to identify the meaning of the five life skills. Based on the results, items were generated and aided in the development of the Youth Life Skills Scale. The YLSS was administered to middle school students (n=261) and high school students (n=722) from a Midwestern public school. The participants were 11-16 years in age (M=13.1, SD= 1.5). Using an iterative factor analytic method and a jackknifing procedure, the resulting YLSS scales represented four of the five life skills. One of the hypothesized life skills split and a new constructs were developed. The scale structure was confirmed using structural equation modeling techniques in the confirmatory sample

Committee: Rose Marie Ward Dr. (Committee Chair); Robin Vealey Dr. (Committee Member); Thelma Horn Dr. (Committee Member) Subjects: Developmental Psychology

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

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

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