Master of Science, University of Akron, 2005, Computer Science

This paper describes the design and implementation of a web-based online evaluation system (OES). The original concept of OES was to develop a generic evaluation system capable not only of allowing students to evaluate instructors, but also allowing instructors to evaluate teaching assistants, supervisors to evaluate employees, and so on. Additionally, the system would be openly available on the Internet, accessible to any number of users. New programming tools like .NET and SQL Server make web-based and database development easier than ever, but designing a project of this magnitude still required much effort. As with any major project, conceptual design changed throughout the development process, and numerous variables such as security and the presentation of data were taken into consideration. As such, OES is a culmination of user roles, file formats, and web-based and database programming. The development of OES, from initial concept to final implementation, along with a survey of similar evaluation systems, is discussed in detail throughout the remainder of this document.

Master of Arts, University of Toledo, 2023, Psychology - Clinical

Problematic social networking site use (PSNSU) has demonstrated associations with social anxiety symptom severity across the literature; however, less is known about transdiagnostic psychopathology-related variables that may mediate relationships between PSNSU and fear of evaluation. There is an especially prominent gap regarding mediating variables between PSNSU and fear of evaluation - involving difficulties in emotion regulation (DER) and intolerance of uncertainty (IU). The present study builds on recent research findings that fear of negative evaluation (FNE) and difficulties in emotion regulation are associated with PSNSU severity, and that intolerance of uncertainty is related to PSNSU severity and motives for addictive behavior. There is also a lack of literature regarding how fear of positive evaluation (FPE), a construct unique to social anxiety, relates to PSNSU severity. Given the current prevalence of SNS usage and the social nature of these sites, it is especially important to explore whether individuals who fear social evaluation use SNSs in a problematic way, and whether lesser-studied transdiagnostic constructs such as intolerance of uncertainty and difficulties in emotion regulation mediate the relationship between fear of evaluation and subsequent PSNSU. The present study explored this gap in the literature with a mediation model in which DER and IU explained relations between both FNE and FPE with PSNSU. Confirmatory factor analysis (CFA), structural equation modeling (SEM), and mediation analyses indicated that IU and DER mediated the relationship between FNE and PSNSU, but did not mediate the relationship between FPE and PSNSU. These findings highlight the role of IU in PSNSU for individuals experiencing social anxiety symptoms, which has not been previously established, and provide further support for the relationship of DER with FNE and PSNSU, where DER particularly functions as a mediator of this relationship.

Doctor of Philosophy (PhD), Ohio University, 2020, Educational Research and Evaluation (Education)

Most evaluation activities are initiated during times of crises when resource constraints compel attention towards using evaluation as a strategy to do more with less. In other words, evaluations tend to gain attention when resources are limited and there is a need to ration the amount of resources that can be invested towards any project or program. However, to leverage evaluation organizations must develop evaluation capacity; which is challenging under resources constraints. The overarching goal of this study is to articulate how Evaluation Capacity Building (ECB) initiatives in a higher education institution, under resource constraints, could be designed and/or aligned to facilitate fulfillment of institutional needs for optimum resource utilization, innovation for cultivating impactful programs, and transformation of culture from a low focus to high focus on evaluation. This goal insinuates examination of existing resources, systems, structures, and opportunities for building evaluation capacity and promoting evaluation activities. Therefore, this dissertation takes a three paper approach where the first paper introduces the idea of Setting up For Evaluation (SFE), a strategy that helps build evaluation capacity while conducting evaluation in a limited resources context. The second paper illustrates the concept of SFE using a case study approach. Finally, the third paper provides aggregated insights into some of the barriers that inhibit evaluation and facilitators that augment evaluation and concludes with recommendations for enhancing evaluation capacity within the research context.

Doctor of Philosophy, The Ohio State University, 2020, EDU Teaching and Learning

The goal of this qualitative study was to better understand what guides middle-school mathematics teachers' colloquial evaluation (CE) of digital mathematics resources and to explore how the introduction of the EDCITE evaluation rubric, more recently published as the Digital Content Evaluation Rubric (DCER; Gallant & Luthy, 2020) influenced said evaluations. This study is based on the year-long professional development (PD), Algebra Ready, intended to help develop teachers TPACK through the use of digital resources, digital resource evaluation, and the implementation of technology, but also to better prepare their middle-school students for the transition to algebra by having teachers explore mathematical activities and student work. Participants included 33 middle-school mathematics teachers, coaches, and intervention specialists. Teachers explored digital mathematics resources and responded to informal prompts to judge the quality of the resource (CE), which served as the data source for this study. These CEs were explored qualitatively through multiple lenses—emergent, TPACK, magnitude, and the EDCITE evaluation rubric framework. Qualitative results were then quantified to provide further insight into findings. Emergent findings showed that the digital mathematics resources' attributes of usability, student feedback, implementation, accuracy, and affect were the most frequently cited characteristics. With respect to TPACK, more than one-third of all comments aligned to pedagogical constructs, followed by pedagogical content and technology. The other T-related fields contributed very little to the overall number of CE comments. This is akin to the findings when coding with respect to the EDCITE evaluation rubric in which pedagogy was the most frequently cited dimension. Most surprisingly, however, was the lack of attention paid towards the alignment of the digital mathematics resource to standards which is in conflict with previous findings. When (open full item for complete abstract)

Master of Science (M.S.), University of Dayton, 2018, Mechanical Engineering

An automated drilling system was designed to provide an improved capability to a robotic vehicle prototype used to perform expedient airfields evaluations. The Robotic Assault Zone Terminal Evaluation Kit (RAZTEK) is an autonomous capable Lightweight Tactical All-Terrain Vehicle (LTATV) equipped with an automated dynamic cone penetrometer (DCP) termed “Mosquito.” The combination of a recreational terrain vehicle equipped with an automated DCP system provided the Air Force with its first remote airfield assessment capability. This capability allowed remote measuring of unknown landing zone soil structures around the world without putting an operator in high risk environments to perform the task. An automated drilling system (ADS) was strategically designed in this research to allow the RAZTEK vehicle to perform expedient airfield pavement evaluations on hard paved or concrete surfaces. The assemblies of the “Mosquito Nest,” which include the structures of the vehicle associated with airfield evaluations, were all assessed for their structural integrity and design. A finite element analysis using Solidworks ® 2017 provided stress analysis and displacement calculations proving that each structure designed using a safety factor of 3 or more was structurally safe under the conditions provided by the system dynamics. The electrical design for integrating the ADS into the existing structural geometry, was successful in allowing automation between the Mosquito and ADS points of penetration to be concentric. The objective of the ADS was to provide a self-operating drilling application which could sense when it breaks through the hard upper surface, provide drill depth or surface thickness measurement, and allow the mosquito to measure the substrate below. A test procedure was created to characterize the ADS by drilling through 30, 8 inch depth Portland concrete cement (PCC) blocks without tool change or system failure. The resulting test data showed an average time to drill (open full item for complete abstract)

Psy. D., Antioch University, 2018, Antioch New England: Clinical Psychology

This study details the application of the Utilization Focused Evaluation model (Patton, 2012) to the Hillsborough County South Drug Court (HCSDC) program evaluation. The program requested an evaluation as part of the National Adult Drug Court model and expressed a desire to better understand their fidelity to the established model. Drug courts across the United States are required to base their programs on the Ten Key Components and the Best Practice Standards. I used this model to evaluate the extent to which the HCSDC team has utilized these concepts in their planning and execution of their drug court. The study begins with some background about drug court and an overview of the Key Components and Best Practice Standards. I discuss program evaluation, process evaluation, and Utilization-Focused Evaluation (UFE) and describe my evaluation tools. I describe my methods which involved direct observation of the program's activities, collaboration with the team, as well as definition of participant and non-participant characteristics. Analyses included calculating means, recording frequencies of events, and comparing participant and non-participant demographics. This evaluation procedure was also compared to the evaluation guidelines by the national drug court model. Qualitative data were derived from themes derived during HCSDC team member interviews. Results include areas of strength, such as providing a variety of treatment options for many levels of care, collaboration between staff, including the typically adversarial defense and prosecution, as well as mental health and recovery-focused training for all team members. Challenges included having a participant population that is representative of the local county prison, promptly admitting participants to the program, and ensuring cross-training for mental health professionals in legal matters.

Master of Science, The Ohio State University, 2017, Agricultural and Extension Education

There is a need for more leaders who are working to disrupt pervasive, systematic injustices and promote positive social change in agriculture and higher education. Colleges of agriculture and related sciences have recognized their role in preparing future leaders and responded to this charge, yet students of agriculture are not exhibiting the leadership behaviors that society and employers need. In a series of three studies, the author explored the leadership development of students of agriculture at The Ohio State University. The first study was a secondary analysis of campus data from the 2010, 2012, and 2015 Multi-Institutional Study of Leadership (MSL) in order to explore the trends, similarities, and differences in leadership outcomes by major field of study. Results indicated that respondents who identified their major as agriculture did not differ from non-agricultural students in leadership capacity or leadership self-efficacy. However, while at college, students of agriculture reported significantly lower levels of engagement in socio-cultural discussions that non-agriculture students, but higher levels of mentoring by others. The results of this study imply a greater need for opportunities for students in agriculture to engage in conversations of personal and global importance with their peers. By conducting this study, the researcher was able to identify an additional need to specifically investigate how mentoring relates to leadership development in students of agriculture. In the second study, a four-phase scoping review of the literature sought to identify, appraise, and summarize existing knowledge and knowledge gaps in the instrumentation and assessment of soft skills. The result of this study, a systematic map of soft skill assessment instruments, were used to form recommendations for appropriate instruments to measure soft skill development based on a hierarchical assessment of psychometric evidence, generalized construct validity, composite re (open full item for complete abstract)

MCP, University of Cincinnati, 2010, Design, Architecture, Art and Planning : Community Planning

There are various evaluation methods that recognize the importance of working with stakeholders. Under the premise that stakeholders will improve the quality of the evaluation results, there is a growing trend towards participatory evaluation approaches. While contested by some, many in the evaluation community accept the idea of stakeholder participation (Cousins 1998; Whitmore 1998). “The evaluation coordinator collaborates with program stakeholders to define the evaluation objectives; to develop the evaluation methodology; to collect and interpret information; and to develop conclusions and recommendations (Aubel 1995).” Involving various stakeholders, participatory evaluation (PE) is a learning process that can be used for capacity building, empowerment, conflict negotiation, collaboration, accountability and governance (Estrella et al. 2000). Continuously developing as a methodology in the United States, participatory evaluation is a vital part of any participatory development process. As the most ambitious housing policy to date (Popkin 2002, 2004b; Buron 2002), HOPE VI is a HUD federal funding program for transforming distressed public housing communities into vibrant mixed-income communities where people can live, shop, work, and play. Although residents and community members are required to participate during the planning phase, there is no implicit requirement for the evaluation phase. It's critical that housing programs involve citizens more closely throughout the development process in project planning, decision-making, implementation, and evaluation. In view of the growing importance that's attributed to participation, the purpose of this thesis is to present participatory evaluation as a viable option to evaluate HOPE VI sites. An effort is made to explore the benefits and major challenges of PE and identify guiding principles and key decisions to recommend an evaluation framework.

PHD, Kent State University, 2010, College of Business and Entrepreneurship, Ambassador Crawford / Department of Management and Information Systems

This dissertation examines the multi-dimensionality of constructs used in the evaluation of theories in Strategic Management and Organization Theory. Building on the works of Miner and other authors, informativeness is introduced as a higher-order construct in the evaluation of a theory. Four theoretical streams were identified, and an instrument was developed and tested for theory evaluation. The evaluations were anchored on eight theoretical exemplars from the four identified theoretical streams. Exploratory and confirmatory factor analyses were conducted to investigate the factor structure of the survey data. Alternative structures were examined and a preferred structure was identified.The data from this study established the multi-dimensionality of factors in theory evaluation. Two hypotheses are explicitly tested. The first tested the existence of a higher-order construct in the evaluation of theories; it was shown that novelty, extendibility and practicability are dimensions of a higher-order construct of informativeness. The second hypothesis, which was held in the light of the data, predicted that this higher-order construct (informativeness) is a predictor of the importance of a theory. This dissertation makes the following contributions to the literature. First, the dissertation advances an instrument for the comprehensive evaluation of a theory. Theoretical contributions can be assessed using the scales developed and refined here. The instrument can also be used by future research on evaluation of theoretical contributions. Second, this dissertation sheds light on the underlying factor structure of common theory evaluation considerations. In particular, novelty, extendibility, practicability, internal consistency, and falsifiability were found to be dimensions of evaluation of the theoretical work. Third and most important, this dissertation introduces the higher-order construct of informativeness and finds it to be the key evaluative criterion for theori (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 2023, Agricultural, Environmental and Developmental Economics

From a farmer to a policymaker, various stakeholders influence and are affected by the agricultural environment. This dissertation includes three essays that delve into the decision-making within the agricultural environment, exploring the incentives and outcomes for the stakeholders involved. With a focus on countries significant for global agriculture and food supply, these essays have important implications domestically and for the United States. My first essay evaluates herding as a potential source of bias in the USDA's international baseline projections. As USDA's annual Agricultural Baseline Projections contribute significantly to agricultural policy in the United States, their accuracy is vital. Although the bias in the baselines has been documented in the literature, its sources have not been evaluated yet. I propose herding, a behavioral phenomenon, as a potential bias-inducing choice in the preparation of the projections. My results provide strong evidence for the herding of projection trends toward the United States and suggest that herding is rational and error-reducing only for corn yield and wheat import projections but not for other crops and variables, thereby impacting not only the agricultural policy in the US but also global agricultural markets. The second essay evaluates the impact of an environmental policy that restricts land use for farmers in the context of the Brazilian Amazon, an area of crucial importance for global food supply. By analyzing the effects on both landowning farmers and landless peasants, this study examines the incentives generated and their subsequent influence on illegal occupations and land conflicts. The findings suggest that the policy leads to an increase in illegal occupations while decreasing land conflicts. Furthermore, by exploring heterogeneity in the impact relative to land values, I find that landowning farmers and squatters both make strategic choices about whether to engage in conflict depending on the (open full item for complete abstract)

Master of Science (M.S.), University of Dayton, 2023, Computer Science

As information technology advances swiftly, virtual reality (VR) technology has moved from theory to application. Performance analysis is one area where VR technology is having an ever-growing impact. VR technology can be viewed as an aid that can be used to simulate specific tasks. Applications of machine learning algorithms, using the output data that is retrieved, can be used for human performance predictive models. This thesis explores how virtual reality technology can be used to analyze the performance of certified aircraft pilots executing simulated, routine inflight maneuvers based on machine learning algorithms using either descriptive or temporal data, or combinations thereof. The results provide human-machine applications for ranking common machine learning algorithms that can be used for performance prediction and error analysis within knowledge-based behaviors. This thesis also explores how virtual reality technology can be used to analyze the motor control techniques, or behaviors, of certified pilots used to achieve those specified tasks. Specifically using the data that is retrieved, regression analyses can be used to forecast human-machine behavior. This part of the work demonstrates the improvement made using multiple output regression models over single regression models to forecast pilot behavior during simulated flight activities.

Master of Sciences, Case Western Reserve University, 2022, EECS - Computer and Information Sciences

This thesis studies a family of high-dimensional generative procedures modeled by Deep Generative Models (DGMs). These models can sample from complex manifolds to create realistic images, video, audio, and more. In prior work, generative models were evaluated using likelihood criteria. However, likelihood has been shown to suffer from the Curse of Dimensionality, and some generative architectures such as Generative Adversarial Networks (GANs) do not admit a likelihood measure. While some other metrics for GANs have been proposed in the literature, there has not been a systematic study and comparison between them. In this thesis I conduct the first comprehensive empirical analysis of these generative metrics, comparing them across several axes including sample quality, diversity, and computational efficiency. Second, I propose a new metric which employs the concept of typicality from information theory and compare it to existing metrics. My work can be used to answer questions about when to use which kind of metric when training DGMs.

Doctor of Education, Miami University, 2021, Educational Leadership

This dissertation was intended to answer questions focused on the impact of the current teacher evaluation system on teacher self-efficacy. Data was gathered using three different data sources. First, semi-structured individual interviews were conducted with teachers who were evaluated on full cycle for the 2020-2021 school year. Second, observations were conducted during the post -observation conference between the educator and the evaluator. Finally, the educators in the sample group were asked to keep a reflection journal during one observation cycle. This phenomenological study was conducted to help understand the commonalities and differences in the lived experience within this particular group. The fundamental goal of the approach is to arrive at a description of the nature of the particular phenomenon (Creswell, 2013). Ohio's Teacher Evaluation System aims to be a professional growth model and is intended to be used to continually assist educators in improving teacher performance. Evaluation can potentially enhance a teacher's belief in their self-efficacy by being a tool for improving staff development to increase teacher enthusiasm and teaching efficacy (Finnegan, 2013). From the interviews, the educators shared their experiences which allowed three ideas to surface. First, the experience of an educator with the current teacher evaluation system depends on the educator's position, the evaluator's knowledge, and the relationship between the educator and the evaluator. Second, these educators don't rely on the current evaluation system to measure their effectiveness. A final theme emerged to describe the idea that even with an agreed upon Collective Bargaining Agreement outlines the process, the experience of each educator varies because each evaluator has his or her own style used to provide feedback. Additional themes emerged from the post-observation conferences including, questions asked by the evaluator, evaluator feedback given, areas of refin (open full item for complete abstract)

MS, University of Cincinnati, 2021, Engineering and Applied Science: Mechanical Engineering

Experimental modal analysis (EMA), which is an integral part of vibration analysis, deals with finding the dynamic characteristics of a system, namely the natural frequencies, damping, and the corresponding mode shapes. One of the essential requirements to ensure the validity of results obtained in experimental modal analysis (EMA) is the consistency or regularity of the input-output measurements. The non-conformity of the measurement set to the constraints can result in deviation from the structural system's actual characteristics. A consistent data set meets the constraints of methods in modal parameter estimation (MPE) and uniformly portrays identical information. Many validation procedures in the form of principal component analysis (PCA), synthesis correlation coefficient, modal assurance criterion (MAC) exist as a post MPE check to verify the estimated model's quality and hence of the measured data. However, since these methods are employed post-MPE, there is a need for pre-MPE methods to check the validity of measurements beforehand and save any additional effort. This thesis work attempts to develop some of the data sanity checks over the collected experimental data before the modal estimation procedure is performed to ensure that the measurements are consistent with respect to each other and comply with experimental modal analysis assumptions. Building on the concept of reciprocity and driving point, MATLAB based tools are developed which identifies the driving points and performs consistency evaluation. A system equivalent reduction-expansion process (SEREP) based method is then explored, which checks each measurement's consistency to the entire data set. The calibration consistency is evaluated by calculating the frequency response assurance criterion (FRAC) and frequency response scale factor (FRSF) values between the cross-frequency response function measurements. The performance of these developed methods is then tested using analytical and exper (open full item for complete abstract)

Doctor of Philosophy, Miami University, 2021, Educational Leadership

Efforts to increase development in Africa have been ongoing for about six decades. Several foreign donors and agencies have been providing funds and technical support to ensure sectoral development in sub-Saharan Africa. However, there is very little to show for it, particularly in education. With the proliferation of non-governmental organizations and governmental organizations on the African continent assisting in educational development, one is left to question why these efforts are not translating into the development of African countries. In understanding why these education projects have not translated even though many of these projects are reported as successful, this study examines how an education project's performance is evaluated to earn a label as successful. In doing so, this study conducts a meta-evaluation of one of the education projects by the United States Agency for International Development (USAID) in Ghana. Using a mixed-methods Efforts to increase development in Africa have been ongoing for about six decades. Several foreign donors and agencies have been providing funds and technical support to ensure sectoral development in sub-Saharan Africa. However, there is very little to show for it, particularly in education. With the proliferation of non-governmental organizations and governmental organizations on the African continent assisting in educational development, one is left to question why these efforts are not translating into the development of African countries. In understanding why these education projects have not translated even though many of these projects are reported as successful, this study examines how an education project's performance is evaluated to earn a label as successful. In doing so, this study conducts a meta-evaluation of one of the education projects by the United States Agency for International Development (USAID) in Ghana. Using a mixed-methods approach, this study sought to examine the consistency of recipients' pe (open full item for complete abstract)

Doctor of Philosophy, Miami University, 2020, Gerontology

Existing literature on medical humanitarianism focuses predominately on international initiatives that provide assistance for a shorter period of time, in response to such events as natural disasters and war. There is a need for research on models for, and the implementation of, medical humanitarian programs that provide services for longer periods of time within local communities to reduce health disparities in America. Health disparities related to socioeconomic status (SES), access to healthcare, and health literacy levels remain a challenge for individuals as they continue to age. This research is built on the premise that lack of adequate surgical services or healthcare at any age can contribute to a cumulative disadvantage across an individual's life course, negatively impacting their overall aging experience. The purpose of the study was to elicit and articulate the organizational model, program theory, and underlying theory of change for Surgery on Sunday (SOS), as an exemplar of a local medical humanitarian effort to reduce health disparities. This was accomplished by using qualitative data from a thorough review of key organizational documents (board minutes) and communication (emails to volunteer staff, mission statement, organizational goals, newsletters), and key informant interviews with SOS staff to understand and describe the organizational program theory of SOS. Results show that major themes in the SOS program theory are the importance of communication, fostering and leveraging relationships, the evolving nature of the organization and health policy, "doing the right thing" for patient care and health outcomes, and participant experiences and an organizational culture that has cultivated "a fellowship that is second to none". The clear articulation and evaluation of the SOS program theory will guide the implementation of other local, non-profit medical humanitarian initiatives.

Psy. D., Antioch University, 2019, Antioch Seattle: Clinical Psychology

Psychological evaluations are frequently used in extreme hardship immigration cases in the United States. These evaluations are complex; they are inherently ambiguous, and they require extensive training and specialized knowledge. General guidance for mental health professionals is available from professional organizations, the federal government, and articles in the legal and mental health literature. However, there is a lack of detailed guidance, best practices, training, and supervision so many evaluators learn on their own. Unfortunately, this has resulted in assessment processes and evaluation reports that vary widely in terms of professionalism and quality which negatively impacts the vulnerable families seeking these services. The purpose of this exploratory study is to identify current practices of immigration attorneys and mental health professionals engaged in producing psychological evaluations for extreme hardship cases. This study utilized classic grounded theory (Glaser & Holton, 2004) to analyze interviews of thirteen study participants and redacted psychological evaluations. Credibility was identified as the core variable for this study; it accounted for the greatest variance of behavior between the participants. In conceptualizing why participants sought credibility, the Grounded Theory of striving for credibility in the face of ambiguity arose. This theory captures how struggles for human rights often evoke moral and ethical dilemmas regarding fairness and justice, which are integral values to the legal and mental health professions. However, the ambiguity and lack of external feedback inherent in extreme hardship evaluations necessitates the need for evaluators to create their own processes, rely on internal standards of excellence, and thus develop a sense of meaning for doing the work. Participants who were passionate about this work appeared to have successfully completed a meaning-making process (Park, 2010) and when positive meaning was no (open full item for complete abstract)

Doctor of Education (Ed.D.), University of Findlay, 2019, Education

Differentiation is included as a separate subdomain in the Ohio Teacher Evaluation System. The inclusion of differentiation on standards-based teacher evaluation systems requires it to be similarly defined formally and operationally by both teachers and administrators. This study investigated how teachers define differentiation, how administrators define differentiation, and how the two groups' definitions align. An online mixed-methods survey was distributed to administrators throughout the state of Ohio. In the survey, teachers and administrators were asked to openly-define differentiation and to rate 32 possible examples of differentiation. The 32 examples of differentiation included examples of differentiation found in the literature regarding differentiation, non-examples of differentiation found in the literature, and possible examples of differentiation encountered by the researcher in his career. Of the 32 possible examples of differentiation, 31 did not show a statistically significant difference between administrators' and teachers' responses. One (emphasis on higher-order thinking) did show a significant difference. However, over 50% of both teachers and administrators either agreed or strongly agreed that 30 of the 32 examples and non-examples of differentiation should be considered differentiation. As a result, it was concluded that teachers and administrators do share common views on differentiation in practice but that it is a primarily all-inclusive definition. The study demonstrated that the need for a common definition including stronger clarity involving the parameters of differentiation is needed for the concept to be truly accepted for inclusion in a high-stakes standards-based teacher evaluation system.

Master of Science (MS), Ohio University, 2017, Food and Nutrition Sciences (Health Sciences and Professions)

Diabetes mellitus (DM) is a serious metabolic disease, which is primarily characterized by hyperglycemia or elevated blood sugar levels. If the disease remains undiagnosed or is poorly managed, it can lead to a host of complications. The prevalence of DM nationally and globally has grown at an incredible rate. Since 1980, global prevalence has nearly doubled from 4.7% to 8.5% of the adult population, accounting for some 422 million adults (World Health Organization, 2014). In response to the immense public health threat, Ohio University established the Diabetes Certificate Program in 2012 as a means of educating students about the multifaceted and complex condition of diabetes and its management. Students receive a unique interdisciplinary education that includes two courses, an independent study, and additional elective coursework. The Certificate provides participants with a comprehensive understanding of diabetes from a number of different perspectives and allows them to learn about diabetes first hand through research, clinical, and service learning experiences. The purpose of this study was to conduct a program evaluation of the Diabetes Certificate Program as a means of identifying any ongoing successes and challenges. Participants of the study had completed the 17 credit hours required to earn the Certificate. Trained moderators conducted structured focus groups, in which participants were prompted with open-ended questions and discussed their experiences with the program. Thematic analysis was used to discern common themes generated from the focus groups. Within the categories of successes, ongoing challenges and recommendations, eight general themes were identified. Students reported that they appreciated the opportunity to listen to experts in the field, engage in a diversity of learning methods, and receive preparation for graduate and/or professional school through in-depth knowledge and training acquired from the program. Existing challenges included lo (open full item for complete abstract)

Doctor of Education (Ed.D.), University of Findlay, 2016, Education

The Ohio School Counselor Association (OSCA) developed a system to evaluate school counselors in Ohio. The evaluation is comparable to the systems currently in place for Ohio teachers and administrators. The Ohio School Counselor Evaluation System uses the American School Counseling Association (ASCA) national standards to which many school systems do not adhere. Assigning counselors duties that do not utilize their skills or adhere to the ASCA national model could pose a challenge to those counselors when they are evaluated using the proposed system created from the ASCA national model. This study examines: 1) the difficulties inherent in developing a system for school counselors that is objective, similar or equivalent to that of the teachers, principals and superintendents, and 2) the degree to which school counselor roles and responsibilities reflect the tool and therefore by default, the ASCA National Model proposed to which most schools do not adhere.