MS, University of Cincinnati, 2020, Medicine: Genetic Counseling

Introduction: Rubinstein-Taybi syndrome (RTS) is a rare genetic disorder, with an incidence of roughly 1 / 100,000 - 1 / 125,000 live births. The majority of adults with RTS live at home with their parents, making caring for individuals with RTS a lifelong role. There are several difficulties for caregivers of individuals with rare disorders. Family-centered care (FCC) is a healthcare delivery approach that aims to create an equal partnership between caregivers and providers. FCC has been shown to improve parental wellbeing, their knowledge of the condition and care, and improve their feelings of self-efficacy and personal control. Methods: Primary family caregivers of individuals with RTS took an online mixed-method survey that contained three primary components including a demographic survey, the Measures of Processes of Care -20 (MPOC-20), a measure of the FCC an individual feels they receive, and a qualitative assessment of negative and positive interactions with medical professionals and priority areas for improvement. Results: Sixty-three caregivers of individuals with RTS completed the survey. The median total score on the MPOC-20 was 4.5, lower than that seen in studies of parents caring for children with pediatric cancer or autism spectrum disorders. All aspects of FCC were ranked as important by caregivers. In the qualitative responses, parents noted that experiences with medical professionals would be improved if healthcare providers actively provided FCC, collaborated with parents and other providers, reviewed records before the visit, respected caregivers' time and expertise, gave a more balanced description of the condition, showed greater respect towards their loved ones and included them in the conversation, and made an effort to learn about RTS. Discussion: The changes that parents would like to see in their care were not specific to one discipline, and the changes parents would like to see could be implemented by all healthcare specialists. While (open full item for complete abstract)

Committee: Elizabeth Schorry M.D. (Committee Chair); Katherine Bowers Ph.D. (Committee Member); Kathleen Collins M.S. (Committee Member); Ilka Riddle Ph.D. (Committee Member); Susan Wiley M.D. (Committee Member) Subjects: Genetics

Master of Arts, University of Akron, 2018, Communication

Organizational communication research has uncovered that the values of generational cohorts can impact workers expectations of management, desired reward systems, and overall satisfaction. This case study approach employed an explanatory sequential mixed methods design to analyze communication and satisfaction differences across generations in one Midwest public school system. A modified version of the ICA communication audit (Goldhaber & Krivonos, 1977) and the USEIT survey ((Russell, Bebell, O'Dwyer, & O'Connor, 2003) were utilized to evaluate generational differences. After analysis of survey data was complete, a small sample of participants took part in interviews to explore specific factors that influence these assessments. Differences in information expectations, technology use, and satisfaction were uncovered. Within the interviews, themes arose of struggling to find a balance between adoption and addiction in ICT use, distancing one's self from the negative perceptions of one's group, and negotiating mobility and the loss of autonomy. The combination of data reveals important similarities and differences in generational experiences that are shaped by a variety of factors.

Committee: Heather Walter Dr. (Advisor); Kathleen Clark Dr. (Committee Member); Andrew Rancer Dr. (Committee Member) Subjects: Communication

Doctor of Philosophy, The Ohio State University, 2007, Educational Studies: Hums, Science, Tech and Voc

The researcher sought to understand the experiences of underrepresented students in introductory statistics courses. This research considered the burdens of race and culture from the effects of history, societal perceptions, and inadequate preparation on underrepresented (African American and Latino) students inside the classroom. Finally, the research considered the important influences and predictors of underrepresented students achieving statistics performance. Using a conceptual framework consisting of Critical Theory, Critical Race Theory, Ogbu's Cultural-ecological theory, and social constructivism, this research used a mixed methodology consisting of a grounded theory approach and exploratory multiple linear regression models. The researcher conducted a comparative qualitative study of five underrepresented and seven represented students in two introductory statistics courses at a predominantly White university. The researcher also conducted a survey of 52 underrepresented and 389 represented students in the courses. Furthermore using an autoethnographic representation, the researcher used his lived experiences considering himself as a participant to provide further insight and richness of the data. Findings from this research for underrepresented students were (a) The burdens of race from negative societal stereotypes and poor mathematical foundations accentuated by poor graph comprehension and lack of interest in mathematics/statistics that challenge statistics conceptualization, (b) the importance of positive support networks, (c) lack of participation in their statistics course, (d) many come from discouraging backgrounds with a lack of opportunities and resources non-conducive to a learning environment, and (e) the important qualities of effective teachers of underrepresented students. Finally, the data suggested that underrepresented students believed the race and cultural competence of the teacher was important. Recommendations from this research for u (open full item for complete abstract)

Committee: Peter Demerath Patricia Brosnan (Advisor) Subjects:

Doctor of Philosophy, The Ohio State University, 2003, Educational Policy and Leadership

Student interest in a subject is considered to be a valuable motivational resource, however little is known about how it develops. A multi-phased, mixed methodological research design was incorporated to study the effect of teacher interest on student interest in high school core courses. In Phase 1, high school students (n=112) nominated a teacher who had helped them learn and become interested in one of four core courses (English, mathematics, science, and social studies). Students also evaluated their nominee's interest and effectiveness in the course, as well as their own interest in the selected subject. Statistical analyses found that student perceptions of teacher interest predicted their own levels of subject interest. In Phase 2, students in the classrooms (n=163) of the three most frequently nominated teachers (all in 12th grade) were administered the student subject interest measure as well as an individual topic interest measure. There were significant differences in student subject interest scores between course levels (standard and Advanced Placement), but not across domains, gender or ethnicity. Finally in Phase 3, the top three teachers were qualitatively examined using interviews, observations, and document analysis of curricular material. Before the final wrap-up interview with each teacher, randomly selected students participated in focus groups. They discussed and evaluated their teachers' efforts to support their subject interest. Because the literature is limited on the topic of teacher interest, the qualitative data was used to construct a grounded theory of responsive interest. The qualitative data supported the quantitative findings that student perceptions of teacher interest in the subject contribute to and determine the components of student subject interest. Furthermore, a mandated curricular context restricts traditional methods of integrating student interest into the curriculum. Therefore, teachers must depend on instructional practic (open full item for complete abstract)

Committee: Prof. Anita Woolfolk Hoy (Advisor); Prof. Patti Lather (Advisor) Subjects:

Ph.D., Antioch University, 2009, Leadership and Change

In a time of increasing complexity, many organizations invest in leadership development programs to prepare those who will assume the role of leader. Although many studies have evaluated programs' impact, the questions remain: does development happen in leadership development program? If so, what kind of development? And what is the participant's experience of personal or organizational impact? The purpose of this sequential mixed methodology study is to address these three questions utilizing an online follow-through platform as a lens on 248 participants in the Center for Creative Leadership's Leadership Development Program (LDP) who reported completing their LDP goals. Those who completed their development goals in the twelve weeks following the LDP face-to-face classroom phase were asked "What was the personal or organizational impact of completing this goal?" From thematic analysis of the participant's experience of impact, a taxonomy of 82 content codes emerged; these were then clustered into eight domains of increasing interpersonal space. The codes and domains were utilized to generate frequency counts, revealing first-person accounts of impact that extended beyond the individual into interpersonal, team, and organizational domains; the reports of impact included both interior (subjective worldview and shared culture) and exterior (observable behavior, performance, structure, systems, and processes) realms highlighting the impact on individuals and collectives. Codes surfaced evidence of both horizontal and vertical development, with seven emergent hypotheses being investigated for their role in predicting inclusion in the vertical development codes.This research integrates the literature in various domains to discuss findings: leader development, leadership development, leadership development program design, postclassroom development, adult development, horizontal development, vertical development, integral theory, hierarchical complexity, and online follow (open full item for complete abstract)

Committee: Mitchell Kusy PhD (Committee Chair); Elizabeth Holloway PhD (Committee Member); Russ Volckmann PhD (Committee Member); Ron Cacioppe PhD (Other) Subjects: Developmental Psychology; Management; Personal Relationships; Psychology; Social Psychology; Technology