Doctor of Philosophy, The Ohio State University, 2021, Art Education

Grounded in the context of a peace education program for teens, this narrative-based research study offers a story of initiating and sustaining relationships amid personal challenge during youth-driven community art engagement. Dialogue, storytelling, and collaborative artmaking as peacelearning were part of the participatory practice within this humanizing research. A theoretical framework drawn from the dialogism of Freire (1970/2002) shapes this study as well as an ethical stance of care and wholeness that contributes to the health and well-being of communities. Connection and belonging, co-learning and transformation were intertwined goals, an approach that this research study suggests challenged teens' personal vulnerability, critical self-reflection, deep listening, and multiple roles and ways of knowing. The research study portrays how the process of sharing stories and art that acknowledged participants' roots, struggles, and hopes as peacebuilders became foundations for growth. Findings from this study revealed that through the arts we can cultivate critical self-reflection, communication about the issues and challenges in our lives, interconnectedness and collective action. Additionally, this study illustrated that youth-driven approaches to community-engaged pedagogy and research exist on a continuum of youth leadership and adult collaboration. Also, sustainable youth-led initiatives and research depend on strong organizational support and adequate resources, mentorship, and community connections. Finally, a relational and asset-based approach to peacelearning through the arts can contribute to connected knowing, with potential for coalition building that supports positive change for individuals and communities.

Ph.D., Antioch University, 2021, Leadership and Change

Adolescent girls in developing countries, especially those from impoverished backgrounds, face many challenges, such as cultural preference for sons, child marriage, and gender-based violence and harassment, which limit their access, opportunities, and leadership skills. The purpose of this study was to create a virtual empowerment and leadership program for young women based on extant literature, as well as best practices empowerment programs from South East Asia and empirical data. The main goal of the study using Virtual Participatory Action Research (V-PAR) was to organically create a leadership development program where the participants are the developers of the program. The goal of this approach is not only to create a sense of ownership among the participants, but also to empower them with culturally compatible knowledge and skill-sets. The workshop's objective was designed and conducted by, and for, female college students to empower themselves to take on leadership roles in their personal and professional lives. What separated this research from similar leadership workshops and women's empowerment programs was using the emergent methodology V-PAR, which became essential due to the COVID-19 pandemic. Limited research has been conducted on marginalized communities virtually by collaboration with local facilitators from the same culture. Furthermore, using V-PAR methodology supported the creation of a virtual environment for young women who live in underprivileged areas in Nepal and who lack accessibility and facilities needed to gain knowledge and competencies. The workshop generated a dynamic, iterative, and interactive setting that fostered continuous learning, support, feedback, and mentoring between the participants, and served as an ongoing incubator for development of leadership skills. This dissertation is available in open access at AURA, http://aura.antioch.edu/ and OhioLINK ETD Center, https://etd.ohiolink.edu/.

PhD, University of Cincinnati, 2021, Education, Criminal Justice, and Human Services: Educational Studies

This dissertation investigates, in three papers, the experiences of women in engineering while participating in cooperative education (co-op). The initial research question this paper investigates is: How do women engineering students experience relational connections/ disconnections while on co-op? An additional research question was added during the dissertation process: How can a participatory method be modified for facilitation in an online environment? The first paper is a review of the modified Group Level Assessment (GLA) method used to gather data for this dissertation study. The GLA process had to be modified for this dissertation study to allow facilitation in an online format. This review provides a comparison of the traditional GLA process and the modified process. Additionally, reflection and recommendations are provided to help guide future researchers who may consider using this modified approach. The second paper is co-authored with the undergraduate women who served as part of the research team: Women for Change. This paper explores using Participatory Action Research, specifically Group Level Assessments (GLA), to explore the experiences of women in engineering who participated in co-op. In addition to the traditional reporting of findings, this paper provides narratives for each of the themes as a creative approach to convey the findings. The findings from this paper highlight the essential role that relationships play in learning and growth. The third paper is a single case study exploring the experiences of one undergraduate engineering student who participated in co-op, Sydney. The Listening Guide is utilized to analyze the interview transcripts to listen intentionally for voice within the interview. The interview with Sydney specifically looks at her experience on her first co-op rotation during her sophomore year. The findings of this study highlight the central role that relationships, especially relationship with self, play in the d (open full item for complete abstract)

Doctor of Philosophy, Miami University, 2007, Psychology

For years, psychologists have been encouraged to acknowledge the political implications of the values inherent in their work and to embrace their professional duty to be socially responsible through activism. One potential avenue for psychologists to affect social change is through teaching socially responsible courses. Despite a movement within advanced learning institutions to emphasize community service as a valuable aspect of higher education, current college students appear to be much less invested than their predecessors in the social-political process. Some suggest that this problem may be addressed by implementing more global educational interventions that result in the development of a deeper sense of citizenship in students. Such interventions aim to help students explicitly identify their values, teach students to understand the context and origins of their beliefs as well as to hold them as tentative, promote interconnectedness and cooperation, and result in changes in thinking, feeling, and action. These aims are consistent with the tenets of Experiential Personal Construct Psychology (EPCP) and Archetypal Psychology (AP), which provide the theoretical framework for the present study. In EPCP, reverence for self and other marks the pinnacle of healthy functioning, and acts of citizenship can be seen as an outgrowth of such reverence. AP, on the other hand, emphasizes connection to the realm beyond human relations as the basis for one's sense of responsibility to the community. Through its focus on appreciating the subjectivity of all beings, AP stresses the need to more deeply respect and care for the world we live in. The present study describes the process and outcomes of an undergraduate course aimed at promoting psychological and political health through a socially responsible educational intervention. Through the course, students learned about action research and eating disorders and worked in three small groups to design and implement participator (open full item for complete abstract)

Ed.D., Antioch University, 2023, Education

My research inquiry is centered on the larger project of building a transformational, empowerment model of worker voice in workplaces. The purpose of my research is to explore/illuminate the question, “How can I use workers' stories to center and advance collaborative worker voice on the job through peer-driven training initiatives?” I frame this general research inquiry around two key questions: (a) How do I create authentic spaces for workers' stories to emerge from the heart? (b) How do I use workers' stories to create the environment needed for workers to become peer teachers/leaders of their own training initiatives? This study's intended audience is any practitioner who seeks to center workers' experiences/stories as the fulcrum for transformational workplace change. My research method is Scholarly Personal Narrative (SPN). SPN is a sustained exploration of one's own narrative experiences of dealing with a particular question, problem, or dynamic that has broader social significance. It entails analyzing that experience through the lens of relevant research and theory. I have chosen a hybrid video/written format for my SPN, to create a first-person storytelling experience for the viewer/reader that replicates my methodology with workers at their worksites. The video segments of this dissertation can be found at http://debmoy.weebly.com/. My findings document the key elements needed to be an effective change agent supporting organic leadership in organizations through workers' stories. My dissertation can influence the effectiveness of California Transit Works (CTW), the statewide consortium bringing my approach to scale nationally. My dissertation can bring academic recognition to key roles that third-party neutrals, or “intermediaries,” can play in building worker voice empowerment within labor/management partnerships. Finally, I hope this dissertation inspires and guides workers and change agents to take an holistic view of what it means to have our own voic (open full item for complete abstract)

Doctor of Education , University of Dayton, 2022, Educational Leadership

Millions of individuals in the United States experience problematic substance use that progresses to Substance Use Disorder (SUD). Many people who eventually achieve remission of their SUD symptoms seek vocational and personal fulfillment through pursuing a career in behavioral health counseling with a specific focus in counseling for addictions. The demanding nature of the behavioral health profession can present numerous unique challenges and risks to a person who is in recovery from SUD, and educational institutions that train professionals for this field play a vital role in preparing their students for the realities of their future work. In this study, the author conducted qualitative critical participatory action research using a descriptive case study design to explore the specific strategies that educators at a community college in the Midwestern United States utilized to support and empower their counseling students who are in recovery from SUD. The author used critical theory and critical feminist theory to develop the investigative framework and explore the power structures of the organization. In this study, seven students and two educators participated in semi-structured interviews and classroom observations. Utilizing a grounded theory approach, the author coded the qualitative data to identify themes that guided the development of a corresponding action plan. While participants identified that some supportive strategies were utilized by the college, students and educators identified ongoing student challenges around self-driven perfectionist ideals, external and internal stigma against SUD, and polarized opinions on self-disclosure of SUD recovery status. Additional related subthemes were also identified and explored in this study. In the final chapter of this work, the author included an action plan for the site of study that was developed to address the specific challenges identified by the study participants. Built around the existing research o (open full item for complete abstract)

PhD, University of Cincinnati, 2021, Education, Criminal Justice, and Human Services: Educational Studies

Developmental education has been in the hot seat for several decades with its critics calling for reform and its practitioners asserting its effectiveness given time. Wedged in the middle of this highly debated topic are the students who place into developmental education; students who should have a voice in the debate. This practitioner action research study brought students to the research table and asked them about their experiences in developmental education and how these experiences impacted them. Three distinct research tools modified for the online environment were used to collect data: a group-level assessment, photovoice, and semi-structured interviews. A combination of relational cultural theory and new literacy studies was used to analyze the data and draw conclusions. I argue that students placed into developmental education experience two separate spaces in higher education: a space of marginalization and inequity, as well as a space of benefit and care.

Master of Arts, The Ohio State University, 2021, Art Education

This research aims to explore the potential of reflective teaching in higher education during a time of great uncertainty. This research also examines the possibilities of critical dialogue in a spatially disconnected classroom. Even though the pandemic of 2020-2021 has thrown the entire world into an extended period of crises, education has not stopped. When classrooms become sites of hidden vulnerabilities, undecidedness and disconnection, how can a teacher continue to focus on facilitating critical pedagogy and meaningful education? Through an investigation that utilizes teacher reflective participatory action research questions and solutions that bridge theories of critical dialogue with a higher education classroom in the pandemic is shared.

Doctor of Philosophy, The Ohio State University, 2021, Arts Administration, Education and Policy

Though art education and creative placemaking are two established fields within the arts and culture ecosystem, very little research examines the intersections of these two domains. Specifically, a gap exists in practitioner voices to share their practical knowledge and experiences in the field. This study is an investigation of intersections between the self-identified practices of specific art educators and the field of creative placemaking. As a participant researcher, I worked with three art educators from around the United States to engage in collaborative inquiry. This study took place from November of 2020 to March of 2021 and the team worked virtually due to a global pandemic. The team of art educators engaged in a participatory action research (PAR) study to investigate their own practice(s) and potential intersections with the field of creative placemaking. This PAR study is grounded in critical theory to engage in inquiry that can promote a deeper understanding of our own contexts and support transformation through dialogic work with people to elevate and voice the unique experiences and expertise they bring to the research. My participant collaborators brought their expertise as a high school art educator, a museum educator, and an arts education consultant. Utilizing a PAR framework, dialogic work occurred virtually through semi-structured interviews, a group call, and individual arts-based inquiry to answer research questions surrounding their work within art education and intersection and divergence with the field of creative placemaking. Using narrative and arts-based methods, the PAR team shared specific stories where their work as art education professionals converges with creative placemaking and the distinct separation they find among the fields. Through this emergent and collaborative process, participant collaborators and I found intersection with their art education practice(s) and the practices identified within creative placem (open full item for complete abstract)

Doctor of Education (EdD), Wright State University, 2020, Leadership Studies

Although school gardens have been increasingly popular in the United States, much existing literature evaluated success of the programs from a limited set of criteria, such as the extent to which gardens reformed student eating habits and nutritional knowledge. Yet, school gardens offered benefits and outcomes not immediately apparent within this reform paradigm. In addition, the attention on forming a particular kind of food consumer ignored the diverse cultural and racial histories related to agriculture and food in the United States. In this participatory action research (PAR) dissertation, participants, including school staff and community partners, explored one school garden program in a historically segregated and disenfranchised community. Through an emancipatory framework described by Freire (1970) and hooks (1994, 2003), participants reflected on and shared how and why they co-created a school garden program during the COVID-19 pandemic and nation-wide protests for racial justice. Through photovoice, mapping, and gardening activities, participants expressed meaning, values, and vision far beyond the typical reformatory goals often measured in school garden studies. Most notably, participants described experiences of love, empowerment, and justice they experienced through the school garden program. Through this research, other school garden programs can identify why a school garden matters to their specific context and how to align the meaning participants feel to future plans for the garden. Most notably, this research demonstrated the value of PAR as a method for cultivating school gardens, gardens as sites for social justice, and the critical role of an ethic of love (hooks, 2006) in building community around garden projects.

PhD, University of Cincinnati, 2018, Education, Criminal Justice, and Human Services: Educational Studies

A persistent underrepresentation of women in science, technology, engineering, and mathematics (STEM) fields in the United States has remained consistent for several years (Hill, Corbett, & St. Rose, 2010; Digest of Education Statistics, 2014). Undergraduate research experiences (UREs) have been repeatedly shown to lead to positive outcomes including interest in STEM, retention, preparation for graduate school, and increased personal and professional benefits for undergraduate students (Barnes, 2015; Zhan, 2014; Espinosa, 2011; Barlow & Villajero, 2004; Campbell & Skoog, 2004; Kardash, 2000; Maton & Hrabowski, 2000). However, accessible UREs specifically for women and women of color in STEM are rare. Therefore, research frameworks that involve women and women of color in STEM in the implementation of inclusive UREs are needed. PAR is a form of engaged, human inquiry that orients the researcher toward action-centered practice, focusing on reflection and collaboration with participants to bring about “meaningful change” in the context of social justice (Herr & Anderson, 2015; Chevalier & Buckles, 2013; Brydon-Miller & Maguire, 2008, p. 79). To ultimately inform program development at the university level, the current study applies PAR with women co-researchers in STEM as a research approach to explore the experience of women conducting/seeking STEM UREs. The study also includes a process evaluation of the co-researchers' experience with PAR.

PhD, University of Cincinnati, 2017, Arts and Sciences: Psychology

In the United States, suicide is the 3rd leading cause of death among youth (CDC, 2014). Many suicide prevention and intervention programs have been developed and implemented with very few demonstrating statistically significant effectiveness, which may be due to the fact that at-risk members of the community are rarely involved in the development and evaluation of such programs (Hawton, Saunders, & O'Connor, 2012). Youth Participatory Action Research (YPAR) is an approach to research that has the ability to enhance youth development by empowering youth to identify and explore relevant and meaningful topics and to advocate for social change (Cammarota & Fine, 2010; Foster-Fishman, Law, Lichty, & Aoun, 2010; Rodriguez & Brown, 2009). Although the true spirit of YPAR initiatives is embedded in the engagement of youth during every phase of the research project, very few studies do so and even fewer studies have examined the inclusion of youth as co-researchers in suicide research (Jacquez, Vaughn, & Wagner, 2012). The first aim of the current project sought to determine the degree to which members of the Youth Research Team (YRT) benefited from partnering as co-researchers during each phase of a research study. The second aim of this project was to report on the research study carried out in partnership with the YRT, which focused on youth mental health. At post-test the YRT increased significantly on measures of psychological empowerment and research self-efficacy, but not on measures of self-esteem. Qualitative data indicated overall satisfaction with the YPAR partnership and process, as well as various areas of personal growth among YRT members. In addition, the inclusion of youth as co-researchers proved successful as the YRT produced high-quality data and important research findings. Specifically, the YRT found that differences in teen-parent reports of parental reciprocity is associated with higher reports of depression, anxiety, and self-harm and suicidal behavi (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 2017, Arts Administration, Education and Policy

The main goal of this study was to expand understanding of a Korean-American community's cultural identities through storytelling and artmaking, which was conceptualized as Visual Storying in this study. Ethnic minority students in the United States often experience confusion or conflict between American and their heritage cultures. This study sought to identify the experiences of a contemporary Korean-American community through learning and teaching Korean language, history, culture, and/or art. The conceptual framework of this study combined the three following research backgrounds: (1) critical multiculturalism; (2) narrative inquiry and arts-based research; and (3) community-based participatory action research. Understanding cultural identities of Korean-American students is a complex process that required multiple approaches. In order to examine social and political backgrounds as well as power relations of the students' multicultural settings, this study applied a theoretical framework of critical multiculturalism to the settings. In addition, narrative inquiry and arts-based research were used as basic means of this study. Both practices were effective ways to convey thoughts, emotions, and experiences in approachable ways, which revealed unknown stories of a Korean-American community in multicultural settings. Lastly, this study utilized a community-based participatory action research (CBPAR) approach. Exploring a cultural and social aspect required deep integrations and interactions with the community members to gain better understandings of the local context. Therefore, CBPAR was the main methodology in this study that explored the complexity of the Korean-American community's cultural understandings through deep engagement in their local community. The Korean-American Community School of Central Ohio (KACSCO)'s students participated in this study via two classes, Advanced and Art & Craft classes. In the Advanced class, the students learned Ko (open full item for complete abstract)

PhD, University of Cincinnati, 2017, Education, Criminal Justice, and Human Services: Educational Studies

After years of decline, there has been a steady increase in the percentage of youth who report seriously considering suicide or making a suicide plan (Kann et al., 2016) and those who have died by suicide (CDC, 2016). As of 2014, suicide moved from being the third leading cause of death for youth ages 10 to 24 to being the second leading cause of death (CDC, 2014). Public strategies and funding to prevent suicide have increased; however, the effectiveness of existing strategies varies, especially in regard to youth help-seeking behaviors, problem-solving, and treatment engagement and utilization. Although youth are among the primary targets of suicide prevention strategies, they have largely been excluded from prevention efforts except as passive participants in programs and research studies. Youth Participatory Action Research (YPAR) is a collaborative approach to research that engages youth and academics as equal partners, and aims to build youth potential for being intentional agents of change for issues that directly affect them and their peers (Cammarota & Fine, 2008). The current study utilized YPAR within an integrated social ecological and positive youth development theoretical framework as an adolescent suicide prevention strategy in Cincinnati, Ohio. Multiple methods were used to determine the usability of YPAR as an innovative approach for building youth development, to explore youth experiences with YPAR for suicide prevention, and to understand youth capacity for conducting suicide prevention research. Findings revealed that confidence gained through YPAR processes contributed to important changes in individual youth development, which then fostered group development and positive perceptions of their capacity to work collectively to address adolescent suicide amongst themselves and with their peer group. The findings have important implications for understanding key processes within YPAR that lead to individual and group development, and where in the YP (open full item for complete abstract)

Doctor of Philosophy, Miami University, 2016, Psychology

Teen dating violence (TDV) is a dangerous and pervasive problem, and it is associated with a host of negative psychological, behavioral, health, and academic outcomes. While other forms of violence are addressed in schools, TDV has received less attention from school-based prevention efforts. The empirical support for school-based TDV prevention programs is limited and additional research is needed. Schools are in need of effective and sustainable prevention programs to address TDV in their students. The current study explores the outcomes of engaging youth in the process of addressing TDV at their school. Students from ninth through twelfth grade participated in a community-based participatory research (CBPR) project that engaged them in both research and prevention design and implementation to address TDV in their school. A mixed-method, longitudinal study design combined survey and group interview data to examine the school-wide and youth committee impact of using a CBPR approach to address TDV. The findings suggest that high school students can effectively engage in the CBPR process to design a TDV prevention program and that their participation is associated with an increase in positive youth development. The study supports further research examining youth engagement in CBPR to address TDV prevention.

Psy. D., Antioch University, 2016, Antioch Seattle: Clinical Psychology

Despite living in a country with a world renowned healthcare system, Canadian Aboriginal children, youth and their families, consistently have poorer access to healthcare as well as higher mortality and morbidity rates, in comparison to non-Aboriginal Canadians (Tang & Browne, 2008). Among factors including their history of residential school and intergenerational trauma, the lack of a culturally specific treatment intervention for complex trauma, is identified as a key factor in maintaining this health disparity. This study used participatory action research within an identified Aboriginal community, to develop a culturally adapted complex trauma intervention model. This was based on an existing model that has been used with primarily non-Aboriginal children living in the foster care system. The result was an adapted model an intervention model that kept culture at the core of the treatment program. The model was adapted using both a Western neurodevelopmental theory and an indigenous framework based on local traditional knowledge. The adapted model will be applied in the community with the potential for further adaptations, and may be generalised for use with other Aboriginal communities.

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2015, English (Rhetoric and Writing) PhD

In our current age of media ubiquity and evolving technologies it's no secret that people all over the world are taking up new skill-sets and utilizing digital tools to tell stories and express themselves. Scholars in rhetoric and composition (Selfe, et al. 2012; Halbritter, 2013; Sheridan, Ridolfo & Michel, 2012) have been studying the ways digital media has allowed for rhetorical openings through the use of new media, and continue to debate how such composing affects writers both inside and outside of academic spheres. This dissertation research looks at a specific digital storytelling project, titled Hollow, to understand how residents in a small, Appalachian community are using digital tools and spaces to speak back to stereotypes and effect change in their community. These findings provide researchers and pedagogues in rhetoric and composition with a more thorough, contextualized portrait of how people are taking up and manipulating digital tools and spaces to understand their identity as citizens of a particular community and to better comprehend how they are using their new-found literacy practices to enact tangible changes in their community. Insights gained from such research can better inform us about the potential of digital tools and spaces, and how we might foster similar applications elsewhere in hopes to engage and understand the literate practices of those inside and outside of our classrooms.

Bachelor of Philosophy, Miami University, 2010, School Of Interdisciplinary Studies - Interdisciplinary Studies

Using examples from community nutrition, this project shows that health is best understood through an ecological systems model. Furthermore, this model contains both an ethical and epistemological imperative to generate health-related knowledge through participatory action research. First the ecological systems model of health is simultaneously described and illustrated with examples from nutrition. This model is one that understands individual well-being as the result of complex interactions within and among nested systems of environmental influence. Thinking about health this way acknowledges the impact of stress, social support, membership in community organizations, the built environment, agricultural subsidies, genetically modified organics and more on the health outcomes of individuals. Also, this model of health highlights a number of the positive, multi-level effects that could come about if local food systems were comprehensively integrated into nutrition assistance programs. The analysis next examines the implications of such a model that acknowledges the agency of individuals to impact both their physical health and larger systems of which they are a part. These elements of ecological systems theory demand research that is both participatory, so that the divisions between researchers and subjects are renegotiated, and action-oriented, so that research actively works for systemic change. Finally, my work evaluating the Oxford Farmers Market Uptown's (OFMU) Electronic Benefit Transfer (EBT) federal food assistance program is presented as a case-study. Using Empowerment Evaluation (EE), a participatory research technique, to identify and address barriers toward using EBT at OFMU, it became clear that OFMU could provide nutritious, affordable, and culturally appropriate foods to low-income members of the Oxford community, given more targeted advertisement and outreach. EE provided flexible and effective tools for evaluation but fell short of comprehensively i (open full item for complete abstract)

Ph.D., Antioch University, 2012, Antioch New England: Environmental Studies

The overarching research topic for this study is the issue of effectively engaging and informing community and government decision makers about health issues that can negatively impact a community's resilience. The question guiding this study is how can formative research engage and inform community and government decision makers about the under addressed issue of youth problem gambling (YPG) in Windham County, Vermont? The study has two aims: 1) to develop a formative research conceptual framework and evaluate its effectiveness in addressing the public health issue of youth problem gambling, and 2) to use the formative research methodology to develop a better understanding of Windham County community dynamics relative to the public health issue of youth problem gambling. As defined in this study, formative research is the first stage of a health intervention initiative through which the dimensions, dynamics, stakeholders and general community awareness and understanding about a health challenge are established (Gittelsohn, J. Steckler, A. and Johnson, C. 2006; Valente, 2002). Research methods included interviews based upon snowball sampling, focus groups, journaling, relevant document review and informal conversations. Interview analysis was based upon Computer Aided Thematic Analysis (CATA) and developed within the framework provided by Greenhalgh et al's (2005) five-step qualitative research protocol. The study's conclusions, as well as informing next steps for approaching the under addressed issue of youth problem gambling in Windham County, Vermont, establish the broad applicability of formative research as a methodological approach for addressing all public health concerns whether the health risk is socio-economic, political, environmental and/or spiritual in origin.

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

Community music therapy (CoMT) is a creative approach that liberates expressions, giving voice to groups of individuals of all age, status, and race who contribute, in their own way, to build a better society. In this dissertation, I intend to reveal some of the critical themes in the experiences and relationships that apprentice music therapists have with community music therapy, peace, social justice, leadership, and mentorship. Individual interviews were conducted with apprentice music therapists who participated in a co-researchers' group experience using arts-based research (ABR) and participatory action research (PAR). Principles and foundations for a future model of practice in CoMT for peace and social justice emerged through ABR and phenomenology.This document contains embedded graphic files (JPG) and is accompanied by audio files (MP3). The electronic version of the dissertation is accessible at the OhioLINK ETD center http://www.ohiolink.edu/etd.