EDD, Kent State University, 2023, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

KELLERMANN, MARY K., JULY 2023 INTERPROFESSIONAL LEADERSHIP UNDERSTANDING THE WAYS TEACHERS ARE INFLUENCED IN THEIR CURRICULAR AND INSTRUCTIONAL DECISION-MAKING PROCESSES IN A FRESHMAN LEVEL MATHEMATICS CLASS (165 pp.) Co-Directors of Dissertation: Scott Courtney, Ph.D. Todd, Hawley, Ph. D. The purpose of this qualitative interpretive study was to understand the ways teachers were influenced in their curricular and instructional decision-making processes in a freshman level mathematics class. Understanding what influences teachers' decision-making processes, and how (the ways) these processes were influenced, may lead to improved practice and ultimately improved student learning. Data collection was from three purposefully selected participants at a Midwestern, midsize university and consisted of a two-part journal, questionnaire, and follow up interviews. The follow up interviews were after each data collection for a total of three interviews. The data were analyzed using Hatch's (2002) models of typological analysis, inductive analysis, and interpretive analysis. Codes, categories, and themes of the data were developed by using a thematic analysis by Braun and Clarke (2006). The key findings included what factors and how these factors influenced a teacher's curricular and instructional decision-making processes in a freshman level mathematics class. Many factors were found such as internal, external, constraints, positive, negative, coordinator position, piloting courses, and committee work. Implications of these findings may impact how teachers make decisions, decrease cognitive loads while teaching, influence teacher training and education, and may improve teacher practice and student learning.

Committee: Scott Courtney (Committee Chair); Jian Li (Committee Member); Todd Hawley (Committee Co-Chair) Subjects: Curricula; Mathematics Education; Teacher Education; Teaching

Doctor of Philosophy, The Ohio State University, 2017, EDU Policy and Leadership

Although the word “freshman” has been around for centuries, the idea of the freshman as someone who is in need of special care and services in college or university is much newer. While much research has been done on the effectiveness of first-year student programming, little has been published about the origins and evolution of the concept of caring for the freshman through programming in American higher education. While a few scattered services were developed in the late 1800s, my research points to Harvard President Albert Laurence Lowell's 1909 inaugural address as inspiring a national conversation about the need to care for freshmen. Data regarding the proliferation of new programs and structure devoted to freshmen from 1905 until 1930, the justifications institutions provided for allocating resources for freshmen, and the identification of forces that drove the development of such programs provide a historical picture that lays the foundation for current first-year student programming practices.

Committee: Bruce Kimball (Advisor) Subjects: Education; Education History; Higher Education; History

EdD, University of Cincinnati, 2007, Education : Curriculum and Instruction

Both service learning programs and first-year experience programs have had positive effects on a number of factors including: student retention, course satisfaction, academic performance, and engagement on and around the university campuses. This study examined what happens when the two are combined, in order to create a pedagogy of support and engagement for students in a first-year seminar. This study was a quasi-experimental, non-equivalent control group study, which relied on quantitative pre and post-test analysis of students in a first-year seminar. Students in the experimental group participated in service learning activities as part of their required course work and were compared to students in a control group who followed the same curriculum without any service learning activities. In addition, qualitative data was collected from students in the service learning courses through written course reflections and post-course interviews in order to gain a deeper insight into their experiences. While the literature suggested that the service learning students would demonstrate higher levels of engagement, retention, course satisfaction and academic performance, this was not necessarily the case. The findings showed that in most cases there were not significant differences between the service learning students and the non-service learning students in the first-year seminar. An explanation for the lack of differences between the groups and implications for practice and for further research are presented in the following pages.

Committee: Dr. Regina Sapona (Advisor) Subjects:

Doctor of Education (Educational Leadership), Youngstown State University, 2022, Department of Teacher Education and Leadership Studies

Much research has been conducted to indicate that the freshman year of high school has an impact on a student's potential graduation from high school. Existing literature reveals that through the evolution of education in the United States, schools have been forced to place a strong emphasis on graduation. Many factors, including academic success, socioeconomic status, race,and gender,can impact a student's likelihood of graduating on time. This study looks at the importance of the freshmanyear of high school programming –specifically twoprograms at a small urban high school in Northeast Ohio –and their influenceon the graduation rate for three cohorts of students. Using a mixed-methods design, the researcher investigated the classes of 2019, 2020, and 2021. Through an examination ofschool data, surveyresults from 58 former students, and interviewswith nine graduates, the quantitative and qualitative data indicated that the voluntary summer Freshman Academy (a one-day voluntary program)program and year-long required Freshman Advisory (a full-year mandatory course)course do have an impact on student success. For school districtslooking to aid with the transition to high school, the results of this research can provide some ideas and suggestions for successful programming.

Committee: Karen Larwin PhD (Advisor); Sherri Harper Woods DM (Committee Member); Jake Protivnak PhD (Committee Member); Patrick Spearman PhD (Committee Member) Subjects: Education; School Administration; School Counseling; Secondary Education; Teacher Education

Master of Science (MS), Bowling Green State University, 2019, Applied Statistics (Math)

"The Freshman 15" is an alliteration used to describe the unwanted weight students in their freshman year of college allegedly gain. This thesis will utilize statistical methods to expand upon previous findings by Leone et al. about college freshman weight and health. Exploratory methods were used to get an overview of the data on freshman weight, BMI, percentage body fat, and physical activity. Spaghetti plots were used to find any patterns in anthropometric variables and parallel boxplots were used to find any differences in groups that should be investigated further. Variable selection was then completed to find which variables help explain changes in weight, BMI, and percentage body fat at critical time periods previously found. After variable selection, models were created for each dependent variable of interest and multiple regression analysis was run to investigate how well the model explains the changes in weight, BMI, and percentage body fat for the critical time periods. Lastly, mixed model analysis of variance was used to analyze whether there are differences between groups and over time in weight, BMI, percentage body fat, moderate physical activity, and vigorous physical activity.

Committee: James Albert Dr. (Advisor); Craig Zirbel Dr. (Committee Member) Subjects: Statistics

PHD, Kent State University, 2019, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

Dual credit programs afford high school students the opportunity to earn college credit prior to graduation while exposing them to the rigor and culture of college, which may help make college more accessible to first-generation college students and underserved populations. The purpose of this study was to understand students' dual credit experiences in two cases: College Composition classrooms at a high school and on a college campus in spring 2018. The study also examined students' adoption of the role of college student and the ways in which Ohio's version of dual credit, College Credit Plus, provided college experiences at each site from a programmatic standpoint. Employing a qualitative case study design, I collected data through observations; interviews with seven focal students, their instructors, and two administrators; and writing samples. Analysis resulted in four cross-case findings: the instructors' approach shaped the students' experiences; students' ability to adopt the college student role was influenced more by their motivation for participating in dual credit than by the location where they took the course; choices by secondary administrators and instructors can result in multifaceted college experiences at a high school; and finally, dual credit experiences can have far-reaching outcomes, including decisions to opt out of college education. The findings point to the need for thorough education about the risks and rewards of dual credit for students and families as well as for thoughtful and deliberate planning by the secondary and postsecondary partners in dual credit relationships.

Committee: William Kist PhD (Committee Chair); Jennifer Walton-Fisette PhD (Committee Member); Tricia Niesz PhD (Committee Member) Subjects: Composition; Education Policy; Higher Education; Secondary Education

Master of Arts in Rhetoric and Writing​, University of Findlay, 2016, English

The purpose of this study is to examine whether video intervention influences student perception about plagiarism and to test whether students rank different forms of plagiarism and originality infraction by degree of severity. Plagiarism is often unintentional. Honor codes do not do much, but intervention might. Similarly, studies have suggested that the term plagiarism is outdated, and that the term incorrectly encompasses a wide range of writing practices, some major and others far less severe. The study's scope was limited to first year composition (FYC) students at The University of Findlay (UF), a small Midwestern comprehensive university in Findlay, Ohio. The study utilized survey research of a control group and two experimental groups. Classes were administered a pre- and post-survey in the Fall 2015 and Spring 2016 semesters, and different video interventions were shown each semester. In addition to survey data, two study participants were also interviewed about their perception of different forms of plagiarism. While results did not lead to conclusive determination of whether videos result in a perceptual change about plagiarism, they did show that students do rank different forms of plagiarism and originality infraction by degree of severity. Study results led to two conclusions. First, videos that provide students with instructional variety and engaging content can be an excellent supplement to in-class writing exercises and face-to-face instruction. Second, students do not consider all types of plagiarism and originality infraction to be equally problematic. This necessitates use of a more extensive meta-language about plagiarism and originality infractions rather than categorizing all infractions as plagiarism.

Committee: Elkie Burnside (Committee Chair); Sarah Fedirka (Committee Member); Nicole Williams (Committee Member); Christine Tulley (Advisor) Subjects: Communication; Community College Education; Composition; Education; English As A Second Language; Ethics; Language; Rhetoric; Teaching

Master of Education (MEd), Bowling Green State University, 2015, Food and Nutrition/HMSL (dual)

Background: The transition to the university is a vulnerable time period for weight gain. The media refers to this phenomenon as the “freshman 15,” although actual gain is much more modest (~ 3.5 lb). Regardless, weight gain during the freshman year may lead to an increased risk of cardiometabolic diseases. Little research has examined potential patterns or composition of weight change in freshmen, nor is there extensive data regarding predictors/moderators of this trend. Objective: The primary aims of this study were to identify critical time periods for weight change in university freshmen and to quantify change as lean versus fat mass. Secondary aims were: to investigate the accuracy of self-reported weight and height; to explore taste sensitivity as a potential predictor/moderator of this trend; and to determine the utility of using simple anthropometric indices (e.g., body mass index (BMI), waist circumference (WC)) in lieu of body composition assessment. Methods: Freshmen (n=236) underwent measurements for weight, height, WC, and body composition (% fat) five times during the year (arrival to campus; pre-holiday; post-holiday; pre-spring break; pre-finals). A subset of participants (n=30) rated the intensity of salty and sweet solutions. Results: Freshmen (n=103) gained 2.6±3.1 kg with a concomitant increase in fat (1.7±3.3%; p<0.05 for both). Weight gain (1.4±2.1 kg) was most marked during the first 10-12 weeks on campus while most fat mass was gained during the spring (1.1±2.5%; p<0.05 for both). Overall, freshmen (n=128 F) reported their weight accurately, however those who underreported weighed more (+10.2 kg) and had higher waist circumference (+8.1 cm) and % fat (+4.0%; p<0.05 for all). Taste sensitivity was not associated with weight, adiposity, or weight change. BMI and WC performed poorly in identifying truly overweight/obese individuals (67% and 50%, respectively). Conclusions: Early weight gain occurred, but was not paralleled by fat gain. Thus, the (open full item for complete abstract)

Committee: Mary-Jon Ludy PhD (Advisor); Amy Morgan PhD (Committee Co-Chair); Matt Laurent PhD (Committee Member); Carrie Hamady MS (Committee Member) Subjects: Health; Health Sciences; Nutrition

MS, Kent State University, 2014, College of Education, Health and Human Services / School of Health Sciences

This study investigated self-reported weight changes in 358 Kent State University freshmen college students throughout their first year of college. Data regarding diet, exercise, sleep, and stress and their relationship to freshmen weight changes were also collected. An online questionnaire developed by the researcher was used to test the three hypotheses that there would be a difference in weight changes for freshmen based on residential status (1), a difference based on gender (2), and that there would be a relationship between weight changes and diet, exercise, sleep, and stress (3). Additionally, the EAT-26 survey was used to gather information about eating attitudes and disordered eating behaviors to determine the number of participants who were at risk for disordered eating behaviors. Participants gained an average of 3.69 lbs. between the beginning and end of freshman year. No significance was found for weight changes based on gender (p = 0.147) or residential status (p = 0.139). Changes in diet quality, sleep, and stress levels may have attributed to the weight gain observed in participants. Results of the EAT-26 survey indicated that 17% (n = 61) of respondents were “at risk for an eating disorder,” with the majority being female.

Committee: Karen Gordon (Advisor); Natalie Caine-Bish (Committee Member); Tanya Falcone (Committee Member) Subjects: Nutrition

Doctor of Philosophy, University of Toledo, 2014, Higher Education

Research into factors that contribute to student success have used undergraduate grade point average (GPA) as the dependent variable. However, undergraduate GPA is subject to grade inflation and to differences in institutional and program rigor. To provide a common benchmark across institutions and programs, this study used the Graduate Management Admission Test (GMAT) composite score as the dependent variable. Astin's Input-Environment-Outcome (I-E-O) model was used as the conceptual framework. Correlation analysis and a blocked form of stepwise regression were used to partial out the impact of 107 variables arrived at from the national Higher Education Research Institute's Freshman and College Senior Surveys on the dependent variable—GMAT composite scores. In all, 10 variables were identified as having a significant influence on student performance on the GMAT, with Scholastic Assessment Test math and verbal scores and institutional Selectivity having the greatest influence. While prior studies have attempted to use a variety of standardized tests, previous research did not account for prior student academic abilities and other input characteristics to accurately assess the added value of other variables. This study offers new, useful information for educators and administrators in their goal of promoting academic excellence.

Committee: Ronald Opp (Committee Chair); Snejana Slantcheva-Durst (Committee Member); Debra Gentry (Committee Member); Larry McDougle (Committee Member) Subjects: Higher Education Administration

Doctor of Philosophy in Urban Education, Cleveland State University, 2013, College of Education and Human Services

Persistence from the first to second year of college can be challenging for students at urban institutions given that they face added pressures and unique situations preventing them from persisting beyond the first year of higher education. While first-year persistence in higher education has been investigated, very little formal research exists on persistence at urban institutions. To bridge this gap, a quantitative analysis of 395 students at two urban and two residential four-year public institutions in Ohio was conducted using the Social Integration and Persistence Intentions Scale (Pascarella & Terenzini, 1980) while exploring comprehensive factors such as students' pre-college and demographic characteristics, and institutional commitments through chi-square tests of independence and multiple regressions. The research question for the study asks: What factors impact the persistence of first-year adult learners in higher education from their first year to their second year of education? The findings demonstrated that persistence has a statistically significant relationship with ethnicity and race, hours working, living on campus, parents' education, and relationships with faculty. Additionally, attending an urban or rural university also has a statistically significant relationship with persistence. The conclusions from this study include important implications for higher education, adult learning and education, and urban education from the perspective of urban institutions.

Committee: Elice Rogers Ed.D. (Committee Chair); Jonathan Messemer Ed.D. (Committee Member); Brian Harper Ph.D. (Committee Member); Paul Williams Ph.D. (Committee Member); Mittie Davis-Jones Ph.D. (Committee Member) Subjects: Adult Education; Education; Higher Education; Higher Education Administration

Doctor of Philosophy (PhD), Ohio University, 2013, Clinical Psychology (Arts and Sciences)

National surveys indicate that approximately 15.9 percent of full-time students attending 4-year universities in the U.S. for the first time come from families where neither of their parents attended college (Pryor et al. 2006). These "first-generation college students" have been deemed an at-risk group based on evidence that they experience extensive stressors, both those related to adjusting to being a college student generally as well as unique disadvantages and heightened stressors related to factors associated with their first-generation status (Choy, 2001; Pryor et al., 2006; Thayer, 2000). Although previous studies have examined the outcomes of stress management programs for college students, these studies have methodological limitations and no known study has examined the areas of impact of such an intervention for first-generation college students specifically. Accordingly, the present project examined important adjustment outcomes of a stress management program designed to help first-generation freshman effectively cope with the demands of college life. Using a RCT design, 56 incoming first-generation college students were randomly assigned to either a control or an intervention group. Participants in the intervention group participated in a weekly 7-session mind/body stress management and support group. All participants completed a pre- and post-intervention assessment that included measures of distress/impaired functioning, social support, health promoting behaviors, adaptive coping, and academic performance. Using MANCOVA, controlling for pre-intervention differences between groups, there was a significant difference at post-intervention between the intervention and control group on the combined dependent variables. Specifically, the intervention group reported significantly lower distress and impaired functioning, significantly greater social support, marginally greater health promoting behaviors, and no significant difference in perceived stre (open full item for complete abstract)

Committee: Bernadette Heckman Ph.D. (Committee Chair); Garske John Ph.D. (Committee Member); Anderson Timothy Ph.D. (Committee Member); Marcks Brook Ph.D. (Committee Member); Meyer Hans Ph.D. (Committee Member) Subjects: Counseling Education; Counseling Psychology; Psychology

Master of Arts (MA), Wright State University, 2008, Educational Leadership

Freshman seminars have become standard in higher education programming. Although there is evidence that these programs are effective in helping the freshman-to-sophomore year persistence rate, there is little research into the specific components of such programs and how they affect academic persistence and career planning. There is also little research on how different students perceive the effectiveness of such programs. This research examined the perceived influence of a freshman seminar on academic persistence and career planning between two student cohorts, a business-major and an undecided-major, via a post-course questionnaire. The student responses between the two cohorts resulted in a significant difference in the overall perceived influence of the freshman seminar on academic persistence and career planning. Additionally, one question pertaining to career planning was found to be significantly different.

Committee: Charles W. Ryan PhD (Advisor); Dan Abrahamowicz PhD (Committee Member); Suzanne Franco EdD (Committee Member); Joanne Risacher PhD (Committee Member); Joseph F. Thomas, Jr. PhD (Other) Subjects: Higher Education

Doctor of Philosophy, The Ohio State University, 2005, Physical Activity and Educational Services

The ability to critically think is an essential quality needed in today's nurses. Nurse educators are challenged to employ teaching methods that provide nursing students with the opportunity to practice and enhance their critical thinking skills. Deliberative discussion is one such teaching method that invites participants to engage in a shared inquiry regarding public issues. The purpose of this pretest-posttest control group experimental study was to investigate the effects of using the deliberative discussion method teaching strategy to enhance the critical thinking abilities of Freshman Nursing students. All Freshman Nursing students in a baccalaureate nursing program at a small, private university were invited to participate (N = 71) and completed pretest and posttest data were collected on 23 nursing students. Participants were randomly assigned to attend three deliberative discussion sessions over a 13 week period or to the control group. Using the California Critical Thinking Skills Test, the researcher found that there was no difference in critical thinking scores between the deliberative discussion group (n = 7) and the control group (n = 16). The quality and depth of students' critical thinking abilities during the deliberative discussions did not increase from session one to session three. However, there was evidence that critical thinking did occur in two out of the three sessions. Findings have implications for nurse educators to help them develop insight into the usefulness of deliberative discussions as a means to foster critical thinking in nursing students. Further, future longitudinal research is needed to study changes in critical thinking over longer periods of time using the deliberative discussion method.

Committee: David Stein (Advisor) Subjects:

Masters in Education, Marietta College, 2009, Education

According to the Ohio Department of Education 2007-2008 School Year Report Card, Marietta, Ohio, High School (MHS) did not make Adequate Yearly Progress (AYP) and for the 2008-2009 school year, MHS was labeled as “at risk” for the school improvement status. If AYP is not met for consecutive years, then MHS is in danger of consequences from both the state and federal governments. In an attempt to raise test scores and student academic performance, MHS has implemented advisory groups in the 2008-2009 school year in all four grade levels after finding the concept to be successful in other school districts. Advisory groups were set up similar to homerooms and each teacher was assigned 25 students and the group met for 40 minutes once per week on Wednesdays during most weeks of the first semester. All class periods were shortened on the day of advisory to allow time for the meetings. The freshman advisory meetings were co-facilitated by four members of the senior class and were focused on providing guidance from older students who had already survived the freshman year. This mixed method study examined and explored the effect that the freshman class advisory program had on school connectedness and adaptation to the high school. There were approximately 250 freshmen participating in the advisory program. After completion of the first semester, each freshman completed a Likert scale survey on their impressions of the advisory program and the survey also provided space for constructed response answers to gather qualitative data. It was expected that the results would show that the freshman advisory program at MHS had been beneficial for helping students get adjusted in their first year and feeling welcome in their new school.

Committee: William Bauer (Advisor) Subjects: Education

Masters in Education, Marietta College, 2005, Education

This report is an in-depth analysis of freshman retention program called the Hartel Fellows program at Marietta College in Marietta, Ohio; the benefits, obstacles and the need to establish such a program. Marietta has 376 freshmen in this years program (2004-2005) of which this research project is focused on. This research targets the procedures and purpose of the Hartel Fellows project. The Hartel Fellows program is funded by Marietta College as a means of getting to know first year students and help them make the adjustment to college easier through programs and attendance at various activities. It discovers the effects of having a first year student program in place for first year students.

Committee: William Bauer (Advisor) Subjects: Education, General

Master of Education (MEd), Bowling Green State University, 2010, Career and Technology Education/Technology

Bowling Green State University (BGSU) creates marketing campaigns to expose prospective students to promotional materials and media. Social and digital media have been used at BGSU in the past couple years. These include Facebook, Twitter, YouTube, MySpace and HTML Emails. The purpose of this study was to find out how current marketing social practices are impacting the decision to enroll at Bowing Green State University (BGSU). The problem of this study was to examine Bowling Green State University's use of social and digital media and its impact on recruitment. The objectives were to identify if and how social and digital media made an impact on recruitment at BGSU and to analyze data collected from freshman of fall 2009 and freshmen of fall 2010 BGSU students who were recently recruited. The study provided favorable results with BGSU HTML Emails and partially with BGSU Facebook. However, the study showed inactive results with BGSU Twitter and BGSU MySpace. BGSU YouTube held a somewhat neutral position within the data collected. Several comments showed that respondents either didn't use BGSU social and digital media or were satisfied with what is currently in place.

Committee: Terry Herman PhD (Committee Chair); Paul Cesarini PhD (Committee Member); Fred Connor (Committee Member) Subjects: Technology

Doctor of Philosophy, University of Toledo, 2012, Higher Education

This study attempts to show a relationship between being spiritual and choosing a college major. Using one public research institution, this quantitative, longitudinal study used secondary data from the Cooperative Institutional Research Program from the years 2000–2011. The survey included items that asked students about their spiritual preference, their confidence in choosing a major, philosophy of life, and participation in community service. Results indicated direct effects from choosing a major and being involved in community service. The study also showed direct effects of choosing a major and developing a meaningful philosophy of life. The strongest finding in this study was the gap in students changing their major (90% of college students from this institution say that they will change their major).

Committee: David Meabon Ph.D. (Committee Chair); Alan Cureton Ph.D. (Committee Member); Mary Edwards Ph.D. (Committee Member); Malinda Matney Ph.D. (Committee Member); Toni Sondergeld Ph.D. (Committee Member) Subjects: Higher Education