Doctor of Musical Arts, The Ohio State University, 2013, Music

From the woodwind quintet comes a smaller chamber group known as the reed trio. The combination of the oboe, clarinet and bassoon results in an ensemble that is abundant in contrast of tone color. The literature for this instrumentation is a very demanding category of woodwind chamber music due to the potential virtuosity of the instruments involved. Unfortunately, little research has been done on this topic, and the genre is not well-known. The reed trio ensemble became popular in the early twentieth century, partially due to the formation of the Trio d'anches de Paris (Paris Reed Trio). The group was formed by bassoonist Fernand Oubradous in 1927, and included oboist Myrtil Morel and clarinetist Pierre Lefebvre. Several composers dedicated their reed trios to the famous bassoonist and his reed trio. Another reason for the popularity of the reed trio as a genre was because of the interest of Louise B.M. Dyer-Hanson, founder of the publishing company Editions de l'Oiseau-Lyre. She enjoyed the sound of the reed trio, and commissioned several composers to write for the medium during the 1930s. In 1971 James Gillespie published The Reed Trio: An Annotated Bibliography of Original Published Works, a compilation of reed trios composed between 1897 and 1968. He provided annotations for each piece, and included a brief history of the reed trio genre with information about influential trio ensembles such as the Trio d'anches de Paris and the Rene Daraux Trio d'Anches. This document builds on Gillespie's list, including reed trio compositions published since 1968. Also included are analyses of three contrasting reed trios, two of which are widely considered to be standard repertoire for the medium while the third is a relatively recent composition. Jacques Ibert's Cinq Pieces en Trio (1935) and Jean Francaix's Divertissement (1947) were both early works for the medium that are stylistically contrasting. Martin Schreiner's Anatomy and Variations of the Sirens' Son (open full item for complete abstract)

Committee: Russel Mikkelson (Advisor); Karen Pierson (Committee Member); Robert Sorton (Committee Member) Subjects: Music

Master of Music (MM), Ohio University, 2014, Music Theory (Fine Arts)

This thesis compares formal analyses by various authors of each movement of Shostakovich's Symphony No. 5 and relates these scholars' analyses to James Hepokoski and Warren Darcy's Elements of Sonata Theory and William Caplin's Classical Form. The thesis focuses on how aspects of inherited formal structures such as sonata form and scherzo/trio form have been used and/or adapted within Symphony No. 5.

Committee: Elizabeth Sayrs (Advisor) Subjects: Fine Arts; Music

PHD, Kent State University, 2024, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

This basic qualitative study explored the experiences of 12 higher education and/or student affairs (HESA) faculty members to understand how their equity, diversity, and inclusion-related courses prepared emerging HESA professionals to support first-generation college students from an anti-deficit perspective. Eligible participants taught in full-time HESA master's programs and were leaders in diversity work based on their equity, diversity, and inclusion-related grant funding, professional awards, and/or diversity-related publications. This research was guided by Perez et al.'s (2017) anti-deficit achievement framework. Data were collected from prescreening questionnaires, pre-interview journals, semistructured interviews, course syllabi, and other participant-shared resources. Generational status was not found to be an independent factor in anti-deficit course content as participants talked about their experiences with intersecting identities, such as first-generation plus Students of Color. Data analysis led to themes about participants' course content which established a foundation of respect and for lifelong learning, integrated anti-deficit pedagogy and empowered advocacy. Themes formed a student development process that promotes emerging HESA professionals' anti-deficit understanding. This study holds important implications for researchers to focus on anti-deficit systems-based approaches to college success. Stakeholders should ask questions with anti-deficit-minded prompts to institutional leadership and as part of institutional self-assessment; encourage syllabus audits and offer anti-deficit-focused faculty development; and prioritize equity, diversity, and inclusion-related teaching as an advantage to tenure, promotion, and course load. Future research should consider the sociological and K–12 educational literature, a case study approach, invite early career HESA professionals as participants, or explore the impact of policies on HESA programs.

Committee: Tara Hudson (Committee Chair); Cassandra Storlie (Committee Member); Erica Eckert (Committee Member) Subjects: Curriculum Development; Education; Educational Leadership; Higher Education; Higher Education Administration; Inservice Training; Pedagogy; Systems Design

Doctor of Education , University of Dayton, 2024, Educational Administration

This qualitative study examines the lived experiences of both first-generation (FG) students and employees of an Upward Bound (UB) program. The purpose of this study is to explore how an UB program at a private university in the Midwest can aid in bridging the educational gap for FG students while faced with obstacles such as reaching, engaging, and creating an accessible academic environment for FG students. The data collection method used is semi-structured interviews providing personal experiences of both UB employees and UB alumni to identify themes and subthemes. This research demonstrated that FG students experience additional unique challenges due to their FG status and provides insight into critical areas that UB can target to remove obstacles that impact academic achievement. As a result of the study findings, two structured objectives were proposed in the action plan: 1) to create onboarding and continuous training for UB employees, and 2) community and relationship building. These objectives are provided as a foundation for UB to create a supportive and equitable environment that fosters academic success to ultimately aid in bridging the educational gap for FG students.

Committee: Corinne Brion (Committee Chair); Carol Rogers-Shaw (Committee Member); Tulare Park (Committee Member) Subjects: Education; Secondary Education

Master of Music (MM), Bowling Green State University, 2021, Music Composition

Stuck in My Head is a short, one-act comedic opera composed for the BGSU College of Musical Arts' annual MicroOpera workshop. The opera is scored for piano and three vocalists (soprano, mezzo soprano, and unspecified voice type). The libretto was written by Case Kellum of Atlanta, Georgia. The opera is presented in three scenes. In Scene I, a college student named Madison (soprano), wakes up to find she cannot speak without singing and that her bedroom furniture has been replaced by stage blocks. In a frantic sense of hurry, Madison leaves her room to learn more about her situation. In Scene II, Madison stumbles into a park where she finds her friend, Dana (unspecified voice type). Madison explains her situation to Dana, who does not notice anything is out of the ordinary, or that they cannot speak without singing. Dana then suggests going to one of their teachers, Professor Callas, to get help. Madison and Dana enter Professor Callas' office in Scene III. After being filled-in on the situation, Professor Callas arrives at the conclusion that the three of them are stuck in an opera. In an effort to make the opera come to an end, Professor Callas suggests performing some famous opera endings, such as the seppuku-style suicide from Puccini's Madama Butterfly. In a campy ending reminiscent of a lesson learned in a television show for kids, Madison discovers all she needed to do was learn to express herself. The libretto is set in a manner that intertwines music and dialogue in a through-composed style. The characters engage primarily in sung conversational dialogue that moves the plot forward in short musical fragments for the majority of the opera. The composed lines are melodically and rhythmically very similar to spoken speech in an effort to both mimic the real world and give the opera an appearance akin to a comedy sketch. There are occasional moments where the characters sing longer, more melodic passages. These usually occur when a character is expressing (open full item for complete abstract)

Committee: Mikel Kuehn Ph.D. (Advisor); Elainie Lillios DMA (Committee Member) Subjects: Composition; Music; Performing Arts

Ph.D., Antioch University, 2020, Leadership and Change

This dissertation serves as a counter-narrative to the standard deficiency model in published research that characterizes most first-generation college students as feeble and unequipped when it comes to thriving in, persisting in, and graduating from college. This is one of the few studies that examines the success of first-generation college students from the students' perspective. First-generation college students who graduated from college participated in a Delphi study that addressed this question: What factors influence first-generation college students' ability to graduate college? Three rounds of data collection resulted in ten themes, roughly in order of importance based on feedback from study participants: Self Starter, Financial Support, Finding a Passion, Social Network, Self-Development, Cultural/Identity Development, Family, Campus Resources and Programs, Work, and Service. The dissertation concludes with three sets of recommendations for improving outcomes of first-generation college students, aimed respectively at secondary school personnel, college officials, and first-generation college students themselves. This dissertation is available in open access at AURA: Antioch University Repository and Archive, http://aura.antioch.edu/ and OhioLINK ETD Center, https://etd.ohiolink.edu/etd.

Committee: Jon Wergin Ph.D. (Committee Chair); Elizabeth Holloway Ph.D. (Committee Member); Michael Stebleton Ph.D. (Committee Member) Subjects: Education; Higher Education

Doctor of Philosophy (Ph.D.), University of Dayton, 2019, Educational Leadership

This qualitative research study used critical narrative inquiry methods to investigate the experiences of TRIO Upward Bound Program alumni during their program participation, and to explore how those experiences, according to participants' own accounts, influenced their creation of a college-college going culture in their households for their own children. TRIO Upward Bound is a federally funded college access program that serves first-generation, low-income high school students, providing support and motivation to pursue higher education. Study participants were alumni of TRIO Upward Bound Programs in the state of Ohio who have earned a baccalaureate degree or higher, and are now the parents of college-enrolled or college-graduated children. The theoretical frameworks utilized in these analyses were cultural and social capital, and funds of knowledge. Study participants described receiving assistance with their high school-to-college transition, academic support, and mentoring through their participation in Upward Bound. They also shared that Upward Bound exposed them to experiences that increased their cultural and social capital, building upon the funds of knowledge they had received from their parents and other family members. The participants further recounted how they used their Upward Bound Program experiences to shape college-going cultures in their homes, and create pathways into higher education for their children. Implications for practice involving student recruitment, alumni connections, and creating college-going cultures are detailed, as well as implications for policy that include increased funding for TRIO Programs, participant tracking beyond six years after high school graduation, and changes in federal reporting structures.

Committee: Mary Ziskin Ph.D. (Committee Chair); Pamela Young Ph.D. (Committee Member); Michele Welkener Ph.D. (Committee Member); Ruth Thompson-Miller Ph.D. (Committee Member) Subjects: Education; Higher Education; Secondary Education

Doctor of Philosophy (PhD), Ohio University, 2017, Curriculum and Instruction (Education)

Students from the Appalachian region, even those who participate in federal TRIO programs such as Upward Bound, face barriers preventing them from succeeding in postsecondary education. High performing, college educated students leave their hometowns for more urban environments, resulting in rural brain drain, while students who did not finish college stay in the community. This study uses a phenomenological approach to explore rural Appalachian Upward Bound graduates' experiences in high school and beyond to gain insight into what programs can do to assist student's success in college, as well as foster desire to live in Appalachian communities. This population has been found to want personal, individualized experiences in college even at the higher price tag of small, private institutions. They felt Upward Bound was of great value in preparing them for college academically and socially, but would have liked education in life skills. Participants also lacked understanding and appreciation of their Appalachian culture. Those who completed college were unwilling to stay in their hometowns because of the lack of diversity and social opportunities. Those who did not finish college planned to stay in their home communities. Rural Appalachian Upward Bound programs and educators from the region should incorporate positive cultural assets into the curriculum of their programs and schools. Upward Bound Programs should strive to include more education in general life skills, so students are able to function independently away from home. Additionally, larger colleges and universities should seek to provide an individual experience for rural Appalachian students.

Committee: Frans Doppen Phd (Committee Chair); Geoff Buckley Phd (Committee Member); Yegan Pillay Phd (Committee Member); Steve Scanlan Phd (Committee Member) Subjects: Education; Higher Education; Multicultural Education; Regional Studies; Secondary Education; Teacher Education

Bachelor of Arts, Ohio University, 2017, Political Science

Through the use of OHIO Upward Bound as a case study, the purpose of this research is to show how Upward Bound impacts low-income and first generation college students enrolled in the program. This data was collected by interviewing five recent alumni of OHIO Upward Bound, who concluded that Upward Bound helped them develop skills typically used to succeed in college. Upward Bound is a federally-funded program that is dependent upon grant-based funding from the Department of Education. The funding is given to Upward Bound programs based on the percent of students who earn a Bachelor's degree within six years of their high school graduation. The interviews showed the value of participating in Upward Bound beyond learning the skills to earn a Bachelor's degree. This research is used to highlight the value of participating in Upward Bound and to propose an alternate way of measurement for the program to earn funding from the Department of Education.

Committee: Barry Tadlock (Advisor) Subjects: Continuing Education; Education; Education Policy; Educational Evaluation; Political Science

MLS, Kent State University, 2016, College of Arts and Sciences / Liberal Studies Program

The following essay will investigate the United States educational system and how it has been used to increase social stratification and limit the mobility of social class. This essay will define social stratification and give examples of how it limits social mobility based on various determinants such as race, class, and socioeconomic status. Understanding the use of education and the role it plays in moving social class, we learn how education has now been commoditized and its use for social stratification has been exploited. The essay will contend that the proliferation of historically black colleges and universities (HBCUs) were created to assist students of color in their educational opportunities and ability to move social strata. In doing so, predominantly white institutions began to focus their attention on underrepresented populations and their ability to compete in the educational marketplace, as well as HBCUs' ability to move social class by instituting summer transition programs assisted with the federal government implementation of TRiO to assist universities in their efforts. With this focus, this essay will discuss the impact of college transition programs and their impact on retention and graduation rates for underrepresented student populations and how they are influencing the ability to move social class and the overall achievement gap that still exists in today's society.

Committee: Richard Serpe Dr. (Advisor); Amoaba Gooden Dr. (Other) Subjects: Community College Education; Community Colleges; Economics; Education; Higher Education; Sociology

PhD, University of Cincinnati, 2016, Education, Criminal Justice, and Human Services: Educational Studies

TRIO Upward Bound is the flagship U.S. Department of Education pre-college program designed to assist potential future college students who are low-income, first-generation, or at high risk for academic failure in pursuing and completing postsecondary education. The word TRIO was used by the federal government in the late 1960s for the three original educational opportunity programs: Upward Bound; Student Support Services; and Educational Talent Search. Six additional programs were added by 1998, totaling nine TRIO programs. This qualitative research study examined the impact of TRIO Upward Bound participation length and level on participants' high school completion, college enrollment and success, civic participation, and citizenship practices. The study results revealed that former students found TRIO Upward Bound to be an effective program that not only helped them with the academic and social skills necessary to graduate from high school and complete postsecondary education, but also led to civic engagement and good citizenship practices, such as voting, paying taxes, abiding by the law, postponing parenthood, employment, and community service. In addition, I found that students who remained in the program the longest, completed the Bridge Program (the second level and final phase of the program), and officially graduated from TRIO Upward Bound obtained their Bachelor and Associate degrees at much higher rates than those with less program participation length and level. They also received the highest level of program benefits, which included the bachelor's degree and full time employment.

Committee: Samuel Stringfield Ph.D. (Committee Chair); Vanessa Allen-Brown Ph.D. (Committee Member); Roger Collins Ph.D. (Committee Member) Subjects: Education Policy

Doctor of Philosophy, University of Toledo, 2015, College of Social Justice and Human Service

The TRIO Upward Bound program has been in existence for 50 years. The program is a federally funded pre-college program which supports the persistence and retention of low-income, potential first-generation students as they prepare for college. The TRIO programs have assisted thousands of students in their preparation and transition to higher education. Today, the program has been under constant threats of facing funding cuts or the program being eliminated altogether. This has made the job as director more difficult as one must provide services to students while the Department of Education is requiring more and more objectives needing to be reached with less funding. This dissertation is a case study of a program in Michigan where it examines a director in how she navigates through the constant program cuts and ever changing objectives to provide resources, facilities and programming to help students to reach the goal of graduating from a four- year university with a baccalaureate degree. Eight current and former Upward Bound students within the program, along with a college administrator and director took part in interviews in 2014 to provide data in how the director has managed the program in the past 15 years. The results of the data showed 21 themes emerging from the study. There were six major themes that were essential in order for students to be successful. The implication is that other programs could use the data gather in this study to create successful programs. In the study Kurt Lewin's Authoritarian Leadership model could be used in other programs that may be set up in a similar fashion as the program in this study.

Committee: David Meabon PhD (Committee Chair) Subjects: Higher Education Administration

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2014, American Culture Studies/Ethnic Studies

The song "This Christmas" by Donny Hathaway is played only once a year during the holiday season. His presence is so strong during the holidays for African Americans because he is one of thedistinctive cultural markers of the season. The question at hand is why is he relegated to the Christmas season but what about the rest of the year. In 2010, National Public Radio (NPR) created the series 50 Great Voices as a way to expose NPR listeners to artists who were not at the forefront of public consciousness. On June 26, 2010 Donny Hathaway debuted as the "Neglected Heart of Soul" but does"neglected" hold up. I believe "neglected" becomes situational depending on who is doing the remembering. The objective of my dissertation is to locate Donny Hathaway as a central figure in 1970s Soul music, to understand his growing influence over contemporary artists, and his musical legacy. I used Stuart Hall's "representation" as my overarching theoretical framework. I wanted a theory that would be fluid enough to be relevant in the different phases of Donny Hathaway's musical career. By using representation I was able to identify and understand the musical influences of Donny Hathaway. The use of representation allowed me to understand the cultural production of young Black men and women as they challenged the "politics of respectability" of the times. I have always have loved 1970s Soul music. I never knew my combined passions for music and the narratives of the marginalized. I became interested in the musical legacy of Donny Hathaway because he was one of the major forces in early 1970s Soul music. In my dissertation I have situated Donny Hathaway's music within an African American tradition, which is an amalgamation of Gospel, The Blues, Jazz, and Soul music. I wanted to give a voice to the importance of Donny Hathaway's music because he often gets overlooked because of who his contemporaries were, Roberta Flack, Stevie Wonder, and Marvin Gaye. My desire for this (open full item for complete abstract)

Committee: Angela Nelson Ph.D. (Advisor); Rebecca Mancuso (Other); Ellen Berry (Committee Member); Radhika Gajjala Ph.D. (Committee Member) Subjects: African American Studies; African Americans; American Studies; History; Sociology

DMA, University of Cincinnati, 2001, College-Conservatory of Music : Music (Musicology)

in dark mountain hollows is a trio for violin, clarinet, and piano and consists of ten movements. Each movement is concise, focused, and based on one or two musical ideas. While the movements are self-contained, they do function within the larger dramatic scope of the work. The titles for each movement portray images of winter in Alaska, suggesting cold, death, darkness, nature, and Eskimo mysticism. The goal of each movement is to musically represent the imagery in the title. All harmonic and melodic materials are derived from a thirteen chord progression patterned after the Renaissance composer Orlando de Lassus. The original was transformed by a series of panels until a new progression was created that retained the archaic sound of Lassus, but was newly composed. Additional material beyond tertian harmony was constructed from the superimposition of the pseudo-Lassus and its tritone mirror. These composite chords were then treated in a horizontal fashion and manipulated through rotating pitch cells. The construction of this work makes use of compositional panels. Movements II and IV are each unique, while the Prelude and Postlude, movements I and VI, III and V, and Interludes I and II constitute the panel-pairs. The use of panels provides the work with a cyclic nature, and aids in stability through repetition. The goal of this composition was to create a work in a 20 th century idiom that would be suitable and appropriate for general audiences. Tertian harmonies and strong visual images were used to provide the listener with a solid and familiar grounding within the context avant-garde harmonies, textures, and gestures.

Committee: Ricardo Zohn-Muldoon (Advisor) Subjects: Music

DMA, University of Cincinnati, 2012, College-Conservatory of Music: Flute

Early twentieth-century composer Hugo Kauder set out to revolutionize the course of classical music composition through the fusion of modern and fifteenth- and sixteenth-century compositional devices. His natural approach to melodic writing, based on the harmonic overtone series, includes omitting bar lines in his scores, writing segmental non-modulating passages, employing frequent recitation tones, and exploiting long unobstructed phrases. The use of his double scale, pentatonicism, eastern elements, and folk melodies and rhythms add a spice to the otherwise holistic sonorities. Described as “Neo-Medieval” and “Hindemith-like,” Kauder compositions not only offer a unique addition to a recital program, but often provide a musical style of which flutists rarely have the opportunity to study or perform. This document will analyze Hugo Kauder's compositional style, techniques, and influences evident in his chamber works for flute. The perfomer's editions of the Trio No. 2 for Flute, Oboe, and Horn, the Trio for Flute, Cello, and Piano, and the Trio for Flute, Horn, and Piano help to illustrate the hurdles in playing these pieces and facilitate solutions that enable successful performances.

Committee: Bradley Garner DMA (Committee Chair); Randolph Bowman BM (Committee Member); Vivian Montgomery DMA (Committee Member) Subjects: Music

Doctor of Philosophy, The Ohio State University, 2005, Molecular Genetics

The Drosophila melanogaster embryo is an ideal system in which to study axon guidance, because of the relative simplicity of the nervous system and the evolutionary conservation of the molecules utilized during development. The Abelson cytoplasmic tyrosine kinase regulates actin cytoskeletal dynamics in Drosophila, mice, and humans. In Drosophila, Abl is expressed in the developing central and peripheral nervous systems (CNS and PNS). In a genetic screen for modifiers of the Abl mutant semilethality phenotype, we identified trio, a cytoplasmic guanine nucleotide exchange factor that is also expressed in the CNS and regulates actin dynamics through Rho GTPases. Mutations in Abl and trio interacted genetically, leading to dramatic disruption of axon pathways at the CNS midline. Building upon these initial observations, we analyzed interactions between Abl, trio, and the attractive Netrin receptor frazzled (fra)/Deleted-in-Colorectal-Cancer (DCC). In fra;Abl and fra;trio double mutants, few axons crossed the midline, similar to the phenotype in trio,Abl mutants. Furthermore, mutations in Abl and trio suppressed the inappropriate midline crossover phenotype in embryos expressing the chimeric Robo-Fra receptor, consistent with an in vivo role for these molecules as Fra effectors. Fra bound Abl and Trio in coimmunoprecipitation and GST pulldown experiments, and tyrosine phosphorylation of Fra and Trio was elevated in cultured cells overexpressing Abl. Mutations in enabled (ena), another Abl substrate, suppressed the loss-of-commissure phenotype in fra, Abl, and trio mutants, as well as the Robo-Fra receptor phenotype. Together, these results suggest that Abl and Trio are effectors for multiple attractive receptors at the CNS midline, and that Ena may function during both attractive and repulsive signaling. Finally, a functional analysis of the requirement for Trio's conserved domains has been initiated. In transgenic rescue and overexpression experiments, TrioGEF1 was req (open full item for complete abstract)

Committee: Mark Seeger (Advisor) Subjects:

Doctor of Musical Arts, The Ohio State University, 2005, Music

Social forces shape the musical canon and the relation of the work of women composers to that male-dominated canon. Felix Mendelsssohn is a major figure in classical music, while Fanny is most likely known as his sister and not as a composer in her own right. In my study I will adress the injustice of the past, and argue for the inclusion of Fanny Mendelssohn's music in the traditional concert repertoire. Fanny's story is emblematic, and her situation can help illuminate the fate of other nineteenth-century women composers. Her story is a story of a woman with talent, with merit, who had been given the chance to try her wings, but not the chance to fly. There are two main issues here: why did her music, and that of many other nineteenth-century women composers, never become part of the canon; and how might that neglect be remedied, if it should in fact be remedied? These questions cannot be addressed without looking closely at the music, and without discussing larger social problems and analogies. The former issue broaches the social forces that prevented Fanny from becoming a professional musician, the powers that shape tradition, the notion of universal value, and the notion of difference. The latter issue brings up questions about assimilation, segregation, and acculturation. The core part of the document is a comparative analysis of the Piano Trios in D minor by Fanny and Felix Mendelssohn. The purpose of this comparison is to show that there is no intrinsically musical justification for the neglect of Fanny's composition. The two trios have enough similarities and analogies to show that her work fits securely into the tradition of the piano trio genre, while the subtle differences in dealing with musical details are witnesses to Fanny's unique, distinct musical language, which is generally speaking more spontaneous than that of Felix. Fanny's music is the music of a composer in her own right.

Committee: Steven Glaser (Advisor) Subjects:

Doctor of Philosophy (PhD), Ohio University, 2007, Instructional Technology (Education)

This dissertation presents a case study that identifies, describes, and reports student experiences with language learning in a multimedia Spanish class for Upward Bound students at Marshall University, as well as the meaning students give to such experiences. The study involved 20, 10th-12th grade students from five different high schools in three different counties in southern West Virginia. Students in the six-week summer program chose to take Spanish as one of their elective classes and agreed to participate in the study. The multimedia class consisted of nine learning modules in elementary Spanish designed, hosted, and delivered using Marshall University's WebCT-Vista. The class presented the students with a package of materials that included combinations of texts, graphics, still images, animation, video, and audio as they used the newly learned material to actively communicate in a meaningful way with each other, the researcher, and more importantly, other individuals online that could be anywhere in the world. Findings of this study indicated the experiences of the students in the multimedia language learning environment were not limited to experiences interacting with a computer alone. In addition, the curriculum, the interaction among students, the technology implemented, and the theoretical base (constructivism, learning with media, and the communicative approach to language learning) behind these experiences were important components of the learning environment and the meanings derived from it. Students' experiences and meaning seem to indicating that in many cases, multimedia instruction enhances language learning and that low domain knowledge and/or motivation can be improved with usage of a multimedia environment. According to the students' responses, there is evidence that suggests a match between multimedia and improved learning in the field of foreign language instruction. Students described their experiences with the class as dynamic, independent, (open full item for complete abstract)

Committee: Teresa Franklin (Advisor) Subjects: Education, Technology

Doctor of Education (Ed.D.), Bowling Green State University, 2013, Leadership Studies

The purpose of this study was to determine what specific sets of TRIO Student Support Services (SSS) variables predict persistence and academic achievement using Astin's Input-Environment-Outcome (I-E-O) model. The model was employed to investigate the relationship among the following input variables of gender, race, eligibility for program services, and academic need for participation in the SSS program. Four environmental variables consisted of a select set of Bowling Green State University (BGSU) SSS services, namely advising, tutoring, math assistance, and writing assistance. The outcome variables were persistence and academic achievement. The sample for this study consisted of 1122 students who participated in the BGSU SSS program between 2005 through 2011. Logistic regression was applied to the data to examine the effect of the input and environmental variables on persistence and multiple regression was applied to the data to examine the association of the input and environmental variables on academic achievement as defined by grade point average (GPA). Findings suggest that the best-input variables of eligibility (first-generation only, low-income only, and first-generation/low-income) and need (low high school grades and failing grades) were significant in predicting student persistence. The environmental variables advising, tutoring, and assistance in math and writing were not predictors of persistence. However, writing and advising were significant predictors of GPA, with writing having a positive impact on this outcome. The input variables of gender and need were also significant predictors of academic achievement. Female students who persisted had a higher GPA than males. Students who entered the program because of failing grades and low high school grades had lower GPA than students with other levels of need. The overall models did not provide a substantial fit to predict persistence or academic achievement. Although this study provides some (open full item for complete abstract)

Committee: Patrick Pauken (Advisor); Angela M. Spence Nelson (Committee Member); Tyrone Bledsoe (Committee Member); Mark Earley (Committee Member); Judy Jackson May (Committee Member); William Knight (Committee Member) Subjects: Education; Education Policy; Higher Education; Higher Education Administration

Doctor of Musical Arts, The Ohio State University, 2013, Music

The purpose of this study is to provide clarinetists with a study guide for the teaching and performance of the clarinet, viola, and piano trios of Mozart, Bruch, and Larsen. A select bibliography of additional compositions for this medium is also provided. Performance practice details, technical suggestions, historical information, and publication details are included for each work. Although there is a sizeable repertoire for this combination of instruments, only a few works have become recognized as standards of the repertoire, including the trios of Mozart and Bruch. A newer addition to this medium is Libby Larsen's Black Birds, Red Hills, which is likely to become integrated into the standard repertoire. An interview with composer Libby Larsen regarding new music and her compositions is included. It is recommended that complete scores be obtained to accompany this performance guide. The document will conclude with recommendations to further the creation and performance of this medium.

Committee: Caroline Hartig (Advisor); Karen Pierson (Committee Member); Daryl Kinney (Committee Member) Subjects: Music