Specialist in Education, Miami University, 2014, School Psychology

This paper reports on results from a survey administered at one public and two private high schools in order to explore possible school climate differences between these school types. The school climate survey was given to groups of freshmen and senior students at each school, and focus groups were also conducted to gather qualitative data. Results were analyzed via one-way analyses of variance across different grouping categories, including between schools, between schools/between grades, and within schools/between grades. Data analysis outcomes showed significant differences on all survey domains for both the between schools and between schools/between grades grouping categories, with the private school students rating school climate higher than the public school students on nearly all survey domains. This paper discusses the implications of these outcomes while also addressing limitations of the study, and presents several directions for future research.

Committee: Susan Mosley-Howard Ph.D. (Advisor) Subjects: Education; Education Philosophy; Educational Evaluation; Educational Psychology

Master of Science (MS), Wright State University, 2022, Computer Science

Promoting awareness of social determinants of health (SDoH) among healthcare providers is important to improve the patient care experience and outcome as it helps providers understand their patients in a better way which can facilitate more efficient and effective communication about health conditions. Healthcare professionals are typically educated about SDoH through lectures, questionaries, or role-play-based approaches; but in today's world, it is becoming increasingly possible to leverage modern technology to create more impactful and accessible tools for SDoH education. Wright LIFE (Lifelike Immersion for Equity) is a simulation-based training tool especially created for this purpose. It is a mobile app that would be available on both Google Play and Apple Store for easy access to the providers. This highly realistic, interactive, and captivating app is essential for creating mindfulness about SDoH and generating long-lasting compassion and empathy in health care workers for their real patients and helping them to build a good clinician-patient relationship. An important aspect of this simulation is the realism of the characters and their behavior. This thesis specifically focuses on the strategy and experience of designing and developing realistic human character models and animations so that the players connect naturally and deeply with the virtual characters. This contributes to the generation of a greater level of empathy in the providers and decreases the level of biases. In addition to its contribution to creating efficient design methodologies, this effort also resulted in a portfolio of high-quality, low-memory multi-modal avatars resembling diverse people of various ethnicities, ages, body types, and gender.

Committee: Yong Pei Ph.D. (Advisor); Paul J. Hershberger Ph.D. (Committee Member); Thomas Wischgoll Ph.D. (Committee Member) Subjects: Computer Science; Design; Educational Software; Health Care; Information Technology; Systems Design

Doctor of Psychology (Psy.D.), Xavier University, 2020, Psychology

Within the positive education literature, the present study is the first to examine whether character strengths predict change across a positive education intervention and is one of the few to examine demographic differences in outcomes. The present study evaluated Thriving Learning Communities (TLC) across two academic years (i.e., 2016-2018) and a diverse sample of youth (N = 2,141). Results indicated grade level differences both in mean student-reported character strengths and shift in these characters strengths over time. Regardless of time, fifth- and sixth-grade students reported higher levels of 13 of the 24 VIA character strengths compared to their seventh- and eighth-grade peers. Across time, fifth- and sixth-grade students reported significant decreases in 10 character strengths, while seventh- and eighth-grade students reported significant increases in six character strengths. There were significant decreases in student disciplinary incidents across the two years of TLC implementation, with temperance and humanity virtues significantly predicting change in disciplinary incidents. Students of higher SES and students identifying as White/Caucasian or Black/African American were more likely to demonstrate decreases in disciplinary incidents across TLC implementation compared to their lower SES-, Hispanic-, and Asian/Hawaiian/Pacific Islander-identifying peers. These findings may demonstrate TLC meeting the needs of its students as White/Caucasian, Black/African American, and higher SES students experienced higher initial levels of disciplinary incidents, and thereby had greater room for improvement in discipline. Results implicate further exploration of character structure and salience of character strengths at different developmental stages, as well as tailoring of positive education programs to target those character strengths predictive of desired outcomes.

Committee: Jennifer Gibson Ph.D. (Committee Chair); Tammy Sonnentag Ph.D. (Committee Member); Kathleen Burklow Ph.D. (Committee Member); Lynn Ochs (Committee Member) Subjects: Behavioral Sciences; Developmental Psychology; Psychology

EdD, University of Cincinnati, 2015, Education, Criminal Justice, and Human Services: Counselor Education

This study explored how four young adults experienced the lasting effects of high school character education in the college environment. Utilizing a qualitative approach, this multiple case study explored how college students identified high school character education in their own high school, how college students utilized their high school character education, and how college student's context shaped the utilization of character education. This study serves to address the existing gap in the literature by focusing on college student experience and extends the current line of inquiry to focus specifically on student experience, with participants who have progressed beyond the high school environment into college. Data collection consisted of rich descriptions provided by four participants through individual interviews. Data analysis followed the guidelines set forth by Braun and Clarke (2006) and are presented in four case-by-case analyses as well as a cross case analysis describing the general phenomenon across all of the cases. Five themes emerged from the cross-case analysis describing how the four young adults experienced the lasting effects of high school character education in the college environment: 1) explicit curriculum, 2) faculty involvement and connection, 3) independence and autonomy, 4) creating new connections in college, and 5) diversity. The findings from this study can serve to assist school counselors and administrators who are interested in developing and implementing character education programs in the high school environment.

Committee: Michael Brubaker Ph.D. (Committee Chair); Julie Morrison Ph.D. (Committee Member); Mei Tang Ph.D. (Committee Member) Subjects: Academic Guidance Counseling

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2014, Higher Education Administration

The purpose of this collective case study was to explore how six college students described the influence of their study abroad experience on their spirituality. I situated this study in a constructivist research paradigm because the inquiry focused on how the participants constructed meaning about and understood the influence of study abroad on their spirituality. I utilized a staged, semi-structured interview protocol consisting of up to three separate interviews. Interviews took place before participants departed for their study abroad experience, while they were abroad, and after returning home from studying abroad. Students studied abroad for at least eight weeks during the summer of 2012. Through a better understanding of their described experience, I gained insight into the impact of study abroad, how study abroad affected specific spiritual practices, and which specific elements of study abroad ignited spiritual development. From the data, six major themes emerged to indicate how students described the influence of studying abroad on their spirituality. Students became more aware of their own and others' spirituality. Spiritual coping was utilized by many participants in reaction to feeling isolated, uncomfortable, and homesick. Participants enacted spiritual and religious practices while abroad to help cope with being abroad or to enact their spirituality. Participants engaged in dialogue about spirituality and spiritual questions. Finally, participants expressed that, after studying abroad, their spiritual identity was strengthened.

Committee: Dafina-Lazarus Stewart Ph.D. (Advisor); Ellen Broido D.Ed. (Committee Member); Stefan Fritsch Ph.D. (Committee Member); Patrick Pauken Ph.D., J.D. (Committee Member) Subjects: Higher Education; Higher Education Administration; Religion; Spirituality

Master of Mathematical Sciences, The Ohio State University, 2014, Mathematics

This paper is an educational approach to group characters through examples which introduces the beginner algebraist to representations and characters of finite groups. My hope is that this exploration might help the advanced undergraduate student discover some of the foundational tools of Character Theory. The prerequisite material for this paper includes some elementary Abstract and Linear Algebra. The basic groups used in the examples are intended to excited a student into exploration of groups they understand from their undergraduate studies. Throughout the section of examples there are exercises used to check understanding and give the reader opportunity to explore further. After taking a course in Abstract Algebra one might find that groups are not concrete objects. Groups model actions, rotations, reflections, movements, and permutations. Group representations turn these abstract sets of objects into sets of n X n matrices with real or complex entries, which can be easily handled by a computer for any number of calculations.

Committee: James Cogdell Dr. (Advisor); Warren Sinnott Dr. (Committee Member) Subjects: Mathematics

Master of Science (MS), Ohio University, 2013, Journalism (Communication)

This thesis examines persuasive differences between the same fictional narrative, presented as a comic book or as text-only short story. In an experiment, the two conditions delivered a series of persuasive messages embedded within the fictional narrative. Participants were tested on strength of belief for the persuasive messages and several indicators of narrative transportation including character identification, personal relevance, perceived vividness, and counter-arguing. Results indicated character identification was most pronounced in the text-only condition. Differences within gender and age groups were identified in character identification, experience taking, and counter-arguing. The relevance of digital design principles in the creation of persuasive communication for electronic devices is also discussed.

Committee: Jatin Srivastava (Committee Chair); Craig Davis (Committee Member); Keith Markman (Committee Member) Subjects: Experimental Psychology; Mass Communications; Multimedia Communications; Social Psychology

Master of Arts, Miami University, 2013, History

In an effort to produce a social and economic regeneration of the Italian national character in post-unification Italy, Center-Left nationalist intellectuals--more anticlerical and democratic than their Center-Right opponents--sought to adapt basic Catholic moral instruction within children's experience, introducing them not only to concepts of the nation but also to moral responsibilities toward the patria. Popular pedagogical thought, school books, and children's literature all reflect this effort to insert the patria as morally sacrosanct, thereby uniting the Italian people.

Committee: Wietse de Boer PhD (Advisor); Sante Matteo PhD (Committee Member); Elena Jackson-Albarrán PhD (Committee Member) Subjects: History

Master of Music (MM), Wright State University, 2010, Music Education

This case study was designed to increase student motivation and improve academic achievement in at-risk students through participation in an after-school music program. The case study began in September 2007, as a part of Project Jericho's After-school Arts Program, a program that is a collaboration between the Clark State Community College Performing Arts Center and Job and Family Services of Clark County, in Springfield, Ohio. An analysis compared pre and post data that included field notes, personal observation, student journals, and SWIS data (School-wide Information System: official school behavioral tracking system for data), in order to measure changes in behavior, attendance, and grades during the project. The results suggest that motivation and behavioral changes were significant during student participation in the after-school music program, supporting the theory that more after-school music programs should be designed for at-risk youth.

Committee: Brenda Ellis EdD (Advisor); James Tipps PhD (Committee Member); Shelley Jagow PhD (Committee Member) Subjects: Music Education

MEd, University of Cincinnati, 2001, Education : Educational Foundations

This thesis analyzes the major theories of moral development and how they apply to public schooling in America. The importance of morality among children is discussed as an eminent need. Social Learning, Psychoanalytical, and Cognitive Developmental theories are discussed. Because it is contrary to the purpose of studying morality to have so many theories, an integrated theory is described. The practical application of this theory for American public schools is presented in the format of a presentation. This presentation is intended to be a professional development seminar for educators. Many examples of implementation are given, both school-wide and classroom specific, which reach across curriculums.

Committee: Dr. Suzanne Soled (Advisor) Subjects: Education, Sociology of

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

As the need for educating traditional and non-traditional students increases and budgets decrease, the demand for higher education institutions to implement creative ways to provide effective customer service to students has never been more critical. This research studied the potential implementation of an Agent for Interactive Student Assistance (AISA) application in Bowling Green State University's (BGSU's) College of Technology and its impact on student engagement and recruitment. AISA is defined as an interactive, human-like, avatar-based online student assistance application with voice and text recognition that provides answers to students' administrative-related most frequently asked questions. The avatar-based application would provide cognitive responses using voice and non-verbal communication with a 90% accuracy rate. BGSU College of Technology undergraduate and graduate students during the 2009/2010 and 2010/2011 academic years were the population of this study consisting of 940 students. The approach of this study was quantitative, post positivist with an expected outcome in the form of an alternate hypothesis tested against a null hypothesis. One survey was administered to the population with a response rate of 9%. Favorable results were found with 91% of students indicating they would or may use an AISA application if provided the opportunity. One proportion z tests showed that, overall, students would not experience a negative impact on engagement and BGSU's College of Technology would not experience a decrease in new students.

Committee: Terry Herman PhD (Committee Chair); Gary Benjamin PhD (Committee Member); Anthony Fontana (Committee Member) Subjects: Education; Educational Technology

Doctor of Education, Ashland University, 2011, College of Education

This dissertation focused on teachers' reasons of why they were willing or reluctant to have discussions of a controversial nature. This dissertation used vignettes in an emergent grounded theory approach. Interviews and focus groups consisted of eight male and 27 female middle school teachers in central Ohio. A division of teachers into two groups of willing and reluctant revealed numerous findings. Willing teachers employed teachable moments through educationally relevant discussions and understood adolescents' struggles through moral development. Reluctant teachers resented the lack of teaching time or were uncomfortable with controversial discussions in their classrooms. The results of this research recommended that teacher education programs provide additional information about moral developmental of middle school students.

Committee: Carla Edlefson PhD (Committee Chair); David Kommer EdD (Committee Co-Chair); Carl Walley PhD (Committee Member); Robert Thiede PhD (Committee Member) Subjects: Middle School Education

Master of Arts, University of Akron, 2011, Theatre Arts

In the fast-paced, ever changing society in which Americans live, where children bring guns to school, hate crimes are committed daily, and the suicide rate is rising, character education is essential. Multicultural character education will not only help create stronger individuals, but stronger societies. Throughout history educators have used drama to teach multicultural character education effectively. This thesis examines the need for multicultural character education, with special attention and lesson plans devoted to sexual orientaion and disability awareness.

Committee: James Slowiak (Advisor); Durand Pope (Committee Member); Neil Sapienza (Committee Member) Subjects: Education Philosophy; Educational Psychology; Educational Sociology; Fine Arts; Glbt Studies; Language Arts; Literature; Minority and Ethnic Groups; Multicultural Education; Performing Arts; Psychology; Religious Education; School Counseling; Social Research; Teaching

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

The purpose of this mixed methods embedded design study was to learn if engaging in a problem-based service-learning course could improve the demonstration of behaviors reflecting positive character traits in junior and senior high school students who are considered at-risk. Additionally, the investigation sought to determine the extent to which students could articulate the applicability of the problem-based service-learning course to their lives. A problem-based learning approach is one where students learn about a topic in the context of solving real-life problems. The service-learning methodology links academic learning to service that meets an authentic community need (Billig, 2002). This study successfully implemented a proactive curricular approach in an attempt to deter negative student behaviors as students learned how to display positive character traits in different situations. This embedded design study utilized mostly qualitative data with a quantitative component. The study was guided by three research questions and student discipline data was collected from both an experimental and control group. In addition to the discipline data, students were interviewed, observed, and they completed course assignments to assess whether students improved their behaviors reflective of positive character traits by developing their social skills, problem-solving skills, and coping skills over a one semester term. The experimental group completed the course while the control group did not. The first question researched was (a) Does participation in a problem-based service-learning course reduce behavior incidents requiring discipline intervention of junior and senior high school students considered at-risk? This question was answered through analyzing quantitative data. The second question (b) Does participation in a problem-based service-learning course improve behaviors reflective of positive character traits of junior and senior high school students c (open full item for complete abstract)

Committee: Judy Jackson May (Advisor); Marjori Krebs (Committee Member); Patrick Pauken (Committee Member); Mark Earley (Committee Member); Eric Worch (Committee Member) Subjects: Curriculum Development; Education Policy; Educational Leadership; Middle School Education; School Administration; Secondary Education; Teaching