Master of Business Administration, The Ohio State University, 1964, Graduate School

Committee: Not Provided (Other) Subjects:

Master of Arts, The Ohio State University, 1964, Graduate School

Committee: Not Provided (Other) Subjects:

Master of Business Administration, The Ohio State University, 1969, Graduate School

Committee: Not Provided (Other) Subjects:

Master of Arts, The Ohio State University, 1965, Graduate School

Committee: Not Provided (Other) Subjects:

Ph.D., Antioch University, 2024, Antioch Seattle: Counselor Education & Supervision

This multilevel mixed methods investigation examines the experiences of developing self-evaluation skills for simulation fellows in an interprofessional simulation fellowship program. Interprofessional fellows (N = 12) and faculty (N = 4) engaged in a three-phase study using video-assisted learning tools to explore the differences in self-evaluation (perceived performance) and faculty evaluation (actual performance) in developing debriefing skills. For the quantitative component, fellows and faculty completed the DASH© tool to evaluate the quality of debriefing to help close the gaps between fellow self-evaluation and faculty evaluation. For the qualitative component, video-stimulated think-aloud and video-assisted debriefing the debriefer were utilized to understand how video-assisted learning tools contribute to self-evaluation skills from each level separately. A combined focus group and thematic analysis were utilized to identify facilitators and barriers to self-evaluation. Integrative case examples of developing self-evaluation skills are restoried for mixed analysis and data integration. Through which, meta-inferences are drawn out to understand the experiences, interactions, and mechanisms of the multilevel phenomenon. The results indicated that fellows generally overestimate their skills performance, and video-assisted learning tools support in the development of more realistic self-perception eliminating underestimation and closing the gap between perceived and actual performance. A model for interprofessional collaboration is proposed for scaffolded feedback practices to promote self-evaluation of skills and performance. Implications for counselor education, healthcare simulation, and health professions education are presented.

Committee: Stephanie Thorson-Olesen (Committee Chair); Michael Meguerdichian (Committee Member); Katherine Fort (Committee Member) Subjects: Adult Education; Continuing Education; Counseling Education; Curriculum Development; Educational Evaluation; Educational Psychology; Educational Theory; Health Care; Health Education; Instructional Design; Medicine; Mental Health; Nursing; Pedagogy; Social Work; Teacher Education

Doctor of Philosophy, University of Toledo, 2023, Higher Education

The purpose of this study was to explore the extent that contingent faculty from Michigan's 15 public universities engage with on and off-campus professional development (PD) to improve their teaching practice. Addressing a spectrum of research questions, this study utilized an explanatory sequential mixed-methods approach, combining quantitative surveys and qualitative interviews, to provide a nuanced understanding of the experiences and motivations of contingent faculty members. The initial quantitative phase surveyed 4,745 contingent faculty members through a web- based survey, exploring the availability of on and off-campus PD offerings and the factors influencing their participation. The subsequent qualitative phase was conducted through ten Zoom interviews with contingent faculty from nine universities. This phase delved into the various PD resources utilized by contingent faculty and the underlying motivations driving their engagement. The on-campus exploration revealed the prevalence of in-person seminars and computer-based training from Centers for Teaching and Learning (CTLs), that aligned with broader institutional trends. However, faculty interviews exposed discontent rooted in CTL unfulfilled promises, insufficient communication, and a perceived emphasis on theory over practical application. Contingent faculty expressed a strong desire for peer interactions, mentorship, and discipline-specific development, emphasizing the importance of immediately applicable knowledge. The study further explored on-campus factors influencing contingent faculty. Transitioning to off-campus PD, the study uncovered a significant commitment to continuous learning among contingent faculty. Engagement in live in-person seminars, conferences, social media, and internet resources emerged as critical elements in their professional growth. Notably, the unexpected involvement with artificial intelligence (AI) in discussions around lesson planning and academic integrity reflec (open full item for complete abstract)

Committee: Edward Janak Ph.D. (Committee Chair); Michael Prior Ph.D. (Committee Member); Judy Lambert Ph.D. (Committee Member); Debra Brace Ph.D. (Committee Member) Subjects: Education

PhD, University of Cincinnati, 2023, Arts and Sciences: Sociology

In recent years, nearly all medical schools in the United States have made major investments in recruiting students with minoritized identities. Despite this, the students who match into the most competitive and prestigious medical specialties are predominantly straight, white, cisgender men, while students with minoritized identities disproportionately match into less competitive specialties. Building on sociological literature that frames medical institutions as racialized organizations where disparities in social, cultural, and economic capital are amplified throughout the course of medical training, I used grounded theory methodology to analyze in-depth interviews with 49 medical students in their final year of allopathic medical school. Participants' racial and ethnic identities were: 55% Black, 26% white, 13% Asian, 4% multiracial, and 2% Latinx. Participants' gender identities were: 68% cisgender female, 26% cisgender male, and 7% transgender/non-binary; 33% of participants identified as LGBTQ+. I present my findings in three journal article-length papers demonstrating that: 1) medical students with minoritized identities experience tension between medicine's professionalism standards and expression of their own identities which they must navigate, often at a detriment to their mental health and academic performance; 2) medical students with minoritized identities desire mentors who can provide emotional support, career advice and advocacy, and help with navigating medical culture; however, there are racial, gender, and sexual orientation-based disparities in who can access high quality mentorship; and 3) medical students with minoritized identities are deterred from pursuing careers in surgery through their perceptions of surgical culture. While stratification in specialization is often attributed to explicit discrimination and active discouragement from pursuing competitive specialties, this dissertation furthers our understanding of the str (open full item for complete abstract)

Committee: Danielle Bessett Ph.D. (Committee Chair); Oneya Okuwobi Ph.D. (Committee Member); Mia Mallory M.D. (Committee Member); Littisha Bates Ph.D. (Committee Member) Subjects: Sociology

Doctor of Philosophy (PhD), Ohio University, 2020, Individual Interdisciplinary Program

Global health experiences or global health abroad experiences (GHEs) are unique experiential learning opportunities to infuse and teach critical lessons on health disparities. These experiences aid in the promotion of social justice in healthcare and equip healthcare professionals to better serve the needs of the population. In this dissertation, I explore the role GHEs play in training and preparing the next generation of health professionals. Cultural education for healthcare professionals (HCPs), including the use of cultural competence training, has emerged as a requirement for several professional accrediting agencies in an effort to train health professionals to deliver better care across cultural lines and address health disparities. However, research in this area has not explored how GHEs may directly influence or impact healthcare student perspectives. Through immersive learning, GHEs could be an effective platform for deep understanding of social determinants to health. With a robust integration of pedagogical practices, GHEs have the potential to not only contribute to changes in attitudes, skills, and knowledge in the short-term, but to possibly shape the lifelong pursuit of intercultural competence. The purpose of this qualitative research is to understand student outcomes from GHEs by using such experiences as ideal conduits where students grapple with and realize disparities in health.

Committee: Peter Mather (Committee Chair); Gillian Ice (Committee Co-Chair); Yegan Pillay (Committee Member); Lesli Johnson (Committee Member) Subjects: Education; Health Care; Health Education; Higher Education Administration

Ph.D., Antioch University, 2020, Leadership and Change

This thesis explored social worker discourses to learn what they could reveal about professional workplace practices and experiences with race and racism. The study traced the subtle and elusive racism often found in everyday professional conversations that are not considered racist by dominant consensus. Using tools of thematic and critical discourse analysis (CDA), and van Dijk's (1993, 2001, 2008, 2009, 2011) general theory of racism and denial (1992, 2008), data from 14 semistructured interviews and one focus group with a racially diverse group of social workers was analyzed in two ways. First, thematic analysis offered a horizontal or flat exploration that illustrated various manifestations of racism, denial, and whiteness. The second, vertical critical discourse analysis took a sociocognitive approach to examine underlying discourse structures that hold racism and whiteness in place. Findings suggest the presence of subtle and nuanced racism and whiteness in social worker discourses, and I discuss how these forces work in tandem to produce dynamics that preserve hegemonic structures and support dominant status. This power analyses brought attention to often overlooked forms of counter-power and resistance embedded in participant narratives. Inferences from focus group discourse illustrated four interpersonal capacities that supported constructive racial dialogue. Findings revealed vastly different racial experiences between Black, biracial, and White social workers in their professional settings. Implications for social work (and more broadly the helping professions) education, training, and leadership and change practices are provided. This dissertation is available in open access at AURA: Antioch University Repository and Archive, http://aura.antioch.edu/ and OhioLINK ETD Center, https://etd.ohiolink.edu/

Committee: Philomena Essed PhD (Committee Chair); Donna Ladkin PhD (Committee Member); Donna Jeffery PhD (Committee Member) Subjects: Communication; Minority and Ethnic Groups; Multicultural Education; Social Research; Social Work

Master of Health and Human Services, Youngstown State University, 2019, Department of Health Professions

Introduction Health professions and human services have one thing in common, which is that they work with people. However, the work they do is often very different. The purpose of this study is to explore the topic of empathy in health care professions students. This was explored because the ability to empathize can potentially make the person a better clinician. Better clinicians may also make better decisions which can lead to better health outcomes. Methods The study had 173 participants in majors or programs in health and human services. Two groups were given a researcher designed survey to assess their empathy levels. The survey given consisted of ten statements and then asked participants to rank their agreeance with the statements using a Likert scale. The two groups were categorized into health profession students and human services students. The survey was designed to give insight into both groups' empathy levels and the ability to compare the two. Results The study indicated there was no statistical significance in the differences between the ways these groups responded to the survey. Conclusion The results were not what was expected and did not support this study's hypotheses. It is recommended that further studies be conducted to draw a more solid conclusion to the research question of whether empathy is stronger in health care professionals. It is also recommended that further studies can be used to determine if empathy training is worth the time, effort, and resources in universities and in organizations that currently utilize them.

Committee: Joseph Lyons PhD (Advisor); Kelly Colwell PhD (Committee Member); Ronald Chordas PhD (Committee Member) Subjects: Health Care; Health Education; Health Sciences; Higher Education Administration

Doctor of Philosophy, Miami University, 2019, Educational Leadership

Teacher academies (TAs) are programs developed on the high school level to jump start pre-service teacher training. In Southwest Ohio, there are roughly 12 teacher academy programs. These programs are regulated by the Ohio Department of Education, and they fall under the umbrella of Career Technical Education. TAs are pathway programs meant to prepare secondary students for a possible career in education by aligning with Introduction to Education courses at Ohio institutions of higher learning. In the field of pre-service teacher training, the study of teacher academies and their possible implications is untapped. In this study, it is asked: What do teacher academy instructors' narratives about pedagogy and curricular foci reveal about the instructors and the programs? Situated in interpretivism, the theory of narratology and the methods of narrative inquiry and portraiture are used to examine the narratives of four Southwest Ohio TA instructors, including the author. Renderings, or “portraits,” were created using Clandinin and Connely's (2000) metaphorical “soup,” a narrative form made up of, always in different combinations and significance, narration + description + argument (pp. 154-155). Data collection involved semi-structured conversations/interviews, class observations, and a focus group conversation. The findings of the study echo and extend the literature and focus on the importance of TA “teacher stories” from a practical, social and scholarly lens. There is also a rich discussion of student-centered pedagogy and curriculum theory. The study further interrogates the prevalence, or lack thereof, of critical pedagogy in these secondary programs.

Committee: Thomas Poetter Ph.D. (Advisor); Brittany Aronson Ph.D. (Committee Member); Joel Malin Ph.D. (Committee Member); James Shiveley Ph.D. (Committee Member) Subjects: Education; Educational Leadership; Teacher Education; Teaching

Doctor of Philosophy, University of Akron, 2017, Nursing

ABSTRACT Interprofessional health care delivery has improved patient care, communication, morale, and efficiency of health care team members and results when interprofessional education (IPE) achieves core competencies. Although numerous researchers have examined IPE and the learning needs of students, few have investigated attitudes of IPE in faculty members from a social identity theory perspective. This cross-sectional study examined attitudes of IPE and professional collective self-esteem in 219 health professional faculty at four-year college/university and professional education settings. Online data were collected from faculty members of seven health care professions. Attitudes were measured with the Attitudes of IPE and Learning in the Academic Setting (IPL) tools. Social Identity was measured with Collective Self-Esteem (CSE) scale dimensions of private, public, membership, and importance to identity. Although dietetics/nutrition and social work faculty reported more positive attitudes than medical faculty, there were no significant group differences in attitudes of IPE in faculty. Women reported more positive attitudes of IPE than men, but attitudes of IPE did not vary relative to faculty age, years of service in education, number of years teaching, or number of years in clinical practice. Attitudes of IPL in academic settings were more positive in social work faculty, than medical and nursing faculty. Group differences were found in two of the four CSE dimensions with private CSE significantly higher in nursing faculty, than dietetics/nutrition faculty, and public CSE significantly higher in medical, pharmacy, and nursing faculty, than social work faculty and sport science and wellness education faculty. Finally, attitudes of IPE were positively correlated with three CSE dimensions of membership, private, and importance to identity. Therefore, faculty, who rated themselves more positively on group membership, had higher personal evaluation of the gro (open full item for complete abstract)

Committee: Christine Graor PhD (Committee Chair); Barbara Drew PhD (Committee Member); Marlene Huff PhD (Committee Member); Lori Kidd PhD (Committee Member); Victor Pinheiro PhD (Committee Member) Subjects: Nursing

Doctor of Philosophy, The Ohio State University, 1986, Graduate School

Committee: Not Provided (Other) Subjects: Education

Doctor of Philosophy, The Ohio State University, 1986, Graduate School

Committee: Not Provided (Other) Subjects: Black Studies

Doctor of Philosophy, The Ohio State University, 1985, Graduate School

Committee: Not Provided (Other) Subjects: Education

Doctor of Philosophy, The Ohio State University, 1985, Graduate School

Committee: Not Provided (Other) Subjects: Education

Doctor of Philosophy, The Ohio State University, 1984, Graduate School

Committee: Not Provided (Other) Subjects: Education

Doctor of Philosophy, The Ohio State University, 1983, Graduate School

Committee: Not Provided (Other) Subjects: Social Work

Doctor of Philosophy, The Ohio State University, 1978, Graduate School

Committee: Not Provided (Other) Subjects: Business Administration

Doctor of Philosophy, The Ohio State University, 1978, Graduate School

Committee: Not Provided (Other) Subjects: Psychology