Doctor of Philosophy (Ph.D.), University of Dayton, 2014, Educational Leadership

The number of students with disabilities accessing higher education continues to increase, yet persistence and graduation rates for this population of students are considerably lower than those of students without disabilities. Previous research suggests that a key factor in improving post-secondary outcomes is increasing the level with which students engage in educationally purposeful activities on college campuses. It is with this in mind that this study set out to examine the connection between disability type and student engagement using data from the 2009-2010 administration of the National Survey of Student Engagement (NSSE). Four purposes guided this study. First, this study aimed to build a profile of students with disabilities at baccalaureate higher education institutions. The second purpose was to determine whether the four disability categories (sensory, mobility, learning, and mental) identified in The College Student Report relate to responses to questions in the five NSSE benchmarks of effective educational practice (Level of Academic Challenge, Active and Collaborative Learning, Student-Faculty Interaction, Enriching Educational Experiences, Supportive Campus Environment), as well as institutional enrollment size. The third purpose was to determine how well disability category, age, gender, race/ethnicity, and enrollment size of the institution predicted student engagement for part-time and full-time, first-year students. The final purpose was to examine how well disability category, age, gender, race/ethnicity, and enrollment size of the institution predicted student engagement for part-time and full-time, senior-level students. The samples consisted of 361 part-time and 5,927 full-time, first-year students, as well as 1,197 part-time and 6,016 full-time, senior-level students with disabilities at four-year baccalaureate higher education institutions. Pearson correlation analyses results indicated that relationships did exist between (open full item for complete abstract)

Ph.D., Antioch University, 2022, Leadership and Change

The purpose of this concurrent mixed-methods study is to explore the use of student engagement and cocurricular student philanthropy education as an approach to awareness raising and as a mechanism for creating a culture of philanthropy among college students. This dissertation is a synthesis of the review with a consensus that student engagement and cocurricular student philanthropy education create greater awareness, learning, and intentions around philanthropy and prosocial behavior, as well as increased instances of making charitable contributions and civic engagement. The study concludes that student engagement and cocurricular philanthropy education are effective mechanisms for creating a culture of giving. Therefore, emerging from this study is a call for college and universities to consider the use of cocurricular student philanthropy education as an approach to life-long engagement and giving. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center, (https://etd.ohiolink.edu).

Doctor of Business Administration (D.B.A.), Franklin University, 2021, Business Administration

Retaining students through degree completion is a challenge for community colleges, with nontraditional, adult students being retained at a lower rate than their traditional counterparts. Though student engagement is recognized as an effective strategy for retaining students, there is a gap in research on how effective these strategies are for retaining adult learners at community colleges. The purpose of this study was to examine the relationship between student engagement and student retention of adult learners at community colleges. This study used secondary data from the Community College Survey of Student Engagement (CCSSE). Was there a significant relationship between the five CCSSE student engagement benchmarks (active and collaborative learning, student effort, academic challenge, student-faculty interaction, and support for learners) and retention? The population for this study was 26,326 adult students (25 and older) from the 2019 CCSSE cohort who were credential seeking at a community college (participants from 588 colleges in 46 states). Binary logistic regression was used to determine if there was a statistically significant relationship between each student engagement benchmark and student retention. This study confirmed a positive relationship between student engagement of adult learners at community colleges and student retention. Individually, each of the CCSSE benchmarks increased the likelihood of student retention. As a combined model, academic challenge and support for learners were the only significant benchmarks. This research confirmed that student engagement strategies are beneficial for adult learners at community colleges.

Doctor of Philosophy, University of Toledo, 2019, Higher Education

Do any law school involvement activities influence law student self-reported gains in writing skills? With Alexander Astin's Involvement Theory and I-E-O model as frameworks, this quantitative dissertation sought to answer this question. This study used a dataset containing survey responses from 3,803 full-time, third-year law students to the 2018 Law School Survey of Student Engagement (LSSSE). A blocked form of stepwise linear regression determined which independent variables related to law school involvement activities had a statistically significant impact on the dependent variable of law student self-reported gains in writing skills. The results showed that fifteen variables had a statistically significant relationship to student self-reported gains in writing skills. This dissertation has both academic and practical significance. It builds upon the limited number of studies analyzing law students' perceptions of their writing skills, dissertations utilizing LSSSE data, and research extending Astin's Involvement Theory and I-E-O model to legal education. Its findings can be used by law schools to help law students develop their writing skills before they graduate, since good writing is critical to bar exam passage and new lawyers' success early in the practice of law.

Doctor of Philosophy, The Ohio State University, 2014, EDU Policy and Leadership

The purpose of this study was to estimate the relationship between student engagement and sense of belonging for Black collegians. Using data from the NSSE, multivariate analyses were conducted to examine how student engagement affects Black collegians' sense of belonging at a four-year institution of higher education and to probe for similarities and differences along sex lines. Independent samples t-test results suggest that there are no significant differences in reported sense of belonging for Black male and Black female collegians. Results from hierarchical linear regression analyses on (a) the aggregate analytic sample of Black collegians (N = 500), (b) a Black male subsample (N = 178), and (c) a Black female subsample (N = 322), respectively, suggest that measures of student engagement are statistically significant predictors of sense of belonging for Black collegians. Results also show that the influence of measures of student engagement on sense of belonging and the total variance explained by these measures differs by sex. In the final aggregate regression model, six variables were statistically significant predictors of sense of belonging. Gender, academic engagement, engagement with faculty and engagement with diverse peers were positive, significant predictors of sense of belonging. College classification, enrollment status, and engagement in active and collaborative learning were all negative, significant predictors in the aggregate model. Overall, the model accounted for 27% of the variance in Black collegians' sense of belonging. In the final regression model based on the Black male subsample, three variables were statistically significant predictors of sense of belonging. Transfer status and engagement with faculty were positive, significant predictors of sense of belonging. Age was a negative, significant predictor in the Black male model. Overall, the model accounted for 73% of the variance in Black male collegians' sense of belonging. F (open full item for complete abstract)

Doctor of Philosophy (Ph.D.), University of Dayton, 2023, Educational Leadership

As fewer recent high school graduates apply to four-year colleges, Catholic postsecondary institutions like other types of higher education institutions will need to expand their reach into new or previously under-realized markets by recruiting a more diverse pool of potential undergraduate students, including those who are considered adult learners. Understanding how adult learners engage with peers, faculty, and the Catholic postsecondary environment is a critical step in expanding outreach to potential adult students. Using data from the 2019 administration of the National Survey of Student Engagement (NSSE) Senior Survey, this quantitative ex post facto correlational study sought to determine whether and how levels of engagement in educationally purposeful activities predict self-reported learning gains among adult undergraduates at Catholic postsecondary institutions. Results showed that adult learners hold many characteristics distinguishing them from younger peers and that they engage differently with faculty, peers, and the college environment. Regression analyses showed that certain engagement indicators may predict self-reported learning gains in solving complex real-world problems, interacting with individuals from backgrounds different than one's own, and gaining work-related knowledge or skills. Scholars and practitioners at Catholic postsecondary institutions should consider these findings as they seek ways to recruit and educate adult learners from diverse backgrounds.

Doctor of Philosophy, The Ohio State University, 2016, EDU Policy and Leadership

Mobile technology and online engagement have rapidly increased in access and use and have become embedded aspects of students' daily lives (personal, social, and academic) due to ubiquity and capability for personalized online interactions; and may have a positive or negative effect on students' use across formal and informal learning environments and students' overall academic success. The purpose of this study was to examine and explore the frequency of students' use of mobile technology for academic and non-academic purposes as well as frequency of students' online engagement in non-academic activities across formal and informal learning environments (e.g. while in class, while studying, and during personal leisure time) and their overall relationship to students' self-regulation & metacognitive tendencies and academic achievement/success. In addressing this purpose five groups of research question were developed. To inform my investigation of post-secondary students' mobile technology use, I developed a conceptual framework that connects three fields of study: (a) Educational technology, (b) Educational psychology, and (c) Student engagement in higher education. The conceptual framework was informed by Bandura's (1986) social cognitive theory and triadic reciprocal causality model which was developed focusing on personal, behavioral, and environmental factors that constantly interact and influence one another. This study is among the first to explore connections between these various areas and factors in regards to students' mobile technology use and online engagement across formal and informal learning environments. Participants consisted of 604 students from a large Midwestern university. I developed the Student Mobile Technology Experience (SMTE) Survey. Survey data were analyzed using descriptive statistics, correlation analysis, one-, two-, and three-way ANOVAs, and various factorial repeated measures ANOVAs (p < 0.05). Significant correlation (open full item for complete abstract)

Doctor of Education (Ed.D.), Bowling Green State University, 2013, Leadership Studies

The purpose of this correlational research study was to examine the student engagement variables most likely to predict the academic success and satisfaction of African American male college students. Research suggests that African American males who are actively engaged in campus life gain more from the college experience and are more likely to succeed academically (Harper, 2012; Pascarella & Terenzini, 1991, 2005; Strayhorn, 2008b). This investigation used the National Survey of Student Engagement questionnaire to survey 3,000 students to learn what relationships existed between five student engagement variables and the students’ perceived satisfaction with their overall college experience. There is a plethora of research that has examined the college experiences, engagement and academic success of minority students in totality (Fleming, 1984; Outcalt & Skewes-Cox, 2002; Strayhorn & DeVita, 2010; Watson & Kuh, 1996; Watson, Terrell, Wright, Bonner, Cuyjet, & Gold, 2002); however limited research exists specifically targeting the correlation between engagement factors and the academic success and college satisfaction of African American males (Greene, 2005; Harvey-Smith, 2002; Kimbrough & Harper, 2006; Outcalt & Skewes-Cox, 2002; Palmer, Davis, & Maramba, 2010). Utilizing a conceptual theory of student involvement based on the work of Astin (1984, 1999) this investigation employed multiple regression analysis to explore the relationship between five student engagement factors (Academic Challenge, Collaborative Learning, Faculty Interaction, Supportive Campus, and Enriching Experiences) and African American males’ academic success and overall satisfaction with their college experience. Four research questions directed this study relative to the student engagement factors and institutional characteristics that best predict African American male satisfaction with their college experience. The results indicated that three variables significan (open full item for complete abstract)

Master of Arts (MA), Wright State University, 2012, Educational Leadership

Academic engagement of college student leaders may be affected due to the amount of time and energy that is needed to lead a student organization. This affect is tested through a mixed method research design where self-generated questions in conjunction with portions of the National Survey of Student Engagement and Cooperative Institutional Research Program are used to gain a deeper understanding of academic engagement of college student leaders. Results of the study indicate that student leaders have a relatively high level of academic engagement. Student Affairs professionals can use this research to gain an understanding of the complexity of academic engagement and will be encouraged to create environments to further examine and bolster the academic engagement of college student leaders.

Doctor of Philosophy, The Ohio State University, 2010, EDU Policy and Leadership

A quasi-experiment was carried out in a college success strategies course to evaluate the impact of structured interpersonal interaction on undergraduate students' Academic Engagement and Academic Achievement. The course, EPL 259: Individual Learning and Motivation, employs a blended learning instructional model – Active Discovery and Participation through Technology (ADAPT; Tuckman, 2002) – that requires students to spend the majority of class time working independently on online activities. In the quasi-experiment, students in six treatment sections were exposed to some combination of two types of interpersonal interaction: Student-Student Interaction and Student-Instructor Interaction. Student-Student Interaction was facilitated in two different formats: (1) through in-class, cooperative learning activities, and (2) through online, asynchronous discussion board activities. Two sections of EPL 259 received the first Student-Student Interaction format, two sections received the second format, and two sections received neither format. In addition, in each of these three pairs of sections, one section also received Student-Instructor Interaction, facilitated through weekly, one-on-one meetings between each student and his or her instructor. The desired outcomes, Academic Engagement and Academic Achievement, were each measured in two ways. Academic Engagement was measured: (1) through analysis of data on students' course-related behaviors, including rates of attendance, tardiness, submission of assignments, and late submission of papers, and (2) through students' scores on a multifactor survey of course engagement. Academic Achievement was measured: (1) through total points earned on written assignments and online activities, and (2) through grades on the comprehensive final examination. A series of Analyses of Covariance (ANCOVAs), utilizing participants' Prior Cumulative GPA and measures of Conscientiousness and Extraversion as covariates, was carried out to assess (open full item for complete abstract)

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2024, Leadership Studies

Higher education, like most charitable organizations, is dependent on alumni funding as donors pour a tremendous amount of dollars into these organizations. However, the nature of donor involvement in higher education institutions has evolved over the last four centuries. The generational change of the donor base from the Boomers to the Millennials in the wake of a generational wealth transfer has placed the future of philanthropy in higher education in the hands of the Millennial generation. This technology-centered generation of alumni donors continues to challenge the traditional view of philanthropy held by the previous generations and demands a donor-centered relationship that is based on engagement with their alma mater. This non-experimental quantitative research study explored whether there was a relationship between alumni giving and alumni attitudes regarding Feelings of Connectedness, College Experience, Perceptions about Student Loans, and Perceptions about Institutional Mission. Findings within this study indicated that alumni attitudes regarding Perception about Student Loans and Feeling of Connectedness had a non-significant relationship to alumni giving. Significant differences were reported between students who donated and those who did not donate when groups were compared. Women and First-generation alumni reported their attitudes regarding College Experience were significantly related to their decision to donate or not donate. Implications of the study highlighted the need for higher education administrators and fundraising professionals to maximize alumni engagement, thus resulting in sustainable alumni-institutional relationships that are donor-central.

Doctor of Education (Educational Leadership), Youngstown State University, 2024, Department of Teacher Education and Leadership Studies

Teacher-student relationships have long been identified as an important factor in the success of a student, and in the investment of the teacher. Extensive research has been conducted on the perception and outcomes of teacher-student relationships from the perspective of the teacher and that of the students. However, research on the outcomes, insights, and expectation of teacher-student relationships from the perspective of parents, specifically parents of urban elementary students, is scarce. This study aimed to address the research gap by exploring the lived experiences of urban elementary parents through a phenomenological, qualitative study. Three semi-structured focus groups were held in which the researcher interviewed and facilitated discussions with parents of a child currently in kindergarten- second-grade in an urban school district in Northeastern Ohio. The 16 parent participants were asked to describe characteristics and expectations of high-quality teacher-student relationships, reflecting on their lived experiences and current state as a parent of an elementary student. Participants shared personal anecdotes, reflected on the impact of teachers in their own life, and emphasized the formative role teachers play in all aspects of a child's life. Responses indicated five primary themes when determining expectation and characteristics of teacher-student relationships from the perspective of parents: 1. Strong and consistent communication, 2. Teacher care and connection, 3. Teacher awareness and understanding to individual situations, 4. Holding students and families to high-expectations, and 5. Student engagement and recognition of individualized learning. The results of the study suggest that the teacher-student relationship is pivotal in making meaningful connections and creating a sense of belongingness and interconnectivity for students. Implications of the study indicate the importance of viewing the teacher-student relationship from a comprehensive l (open full item for complete abstract)

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

Time management of undergraduate college students has long been studied as it relates to student success outcomes such as retention, GPA, and more. However, less is known about the way college students actually use or allocate their time and how these patterns affect student success. To address this problem, the purpose of this study was to explore the time allocation patterns of first-year and senior students by a variety of demographic identities and personal characteristics, and to determine what, if any, relationship exists between time allocation and GPA, intent to persist, and high-impact practices engagement. Data were analyzed from the 2019 National Survey of Student Engagement (NSSE) using a sample of 30,050 first-year students and 38,187 senior students for a total of 68,237 students. Findings indicated that time allocation patterns differed for students based on demographic identity and personal characteristics. In addition, time allocation patterns, particularly time spent preparing for class and participating in co-curricular engagement, were correlated with GPA, intent to persist, high-impact practices engagement, and various other engagement indicators. Though the predictive strength of time allocation was minimal, the findings aid in the understanding of student success by way of understanding the impact of time allocation on high-impact practices and other engagement indicators.

Ed.D., Antioch University, 2023, Education

Online learning in the higher education sector has grown exponentially over the past 15 years. Whereas online learning was once a viable alternative for the nontraditional adult student, enrollment trends now show an influx in traditional students opting for virtual education opportunities especially in the last three years during the COVID-19 pandemic. While there has been exponential growth in online learning, the rates of attrition have also significantly increased, making it difficult for institutions to retain their online students. This qualitative narrative inquiry study will explore the impact of authentic relationships on student success, engagement, and overall persistence in online learning environments. The research used in this review is timely and relevant for the current student climate that continues to reflect increases in online learning as well as enrollment of both traditional and nontraditional students who have conflicting priorities (work, personal life, and scholarly pursuits). Data compiled here will seek to provide details that support a teacher culture while considering authentic engagement, collective ownership, communication, and human centeredness as avenues for increased student success. It will explore internal and external factors contributing to and/or hindering student success and seek to identify effective and innovative student service practices that foster increased engagement and retention in online student learning environments. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Doctor of Education , University of Dayton, 2023, Educational Administration

Standards-based grading serves as a type of formative assessment in which students work towards mastery of learning objectives to complete a course. A North Texas School District has created a novel grading policy incorporating standards-based grading practices with a non-punitive, progression-focused, student-centered learning structure. Utilizing a phenomenologically informed methodology with a constructivist approach, this study explores how students are experiencing this grading policy as it relates to their engagement and academic accountability/follow-through in the classroom. Further, this study analyzes how students are perceiving their ability to achieve current and future academic success via this system. This action research takes place at one of the district's high schools and uses qualitative measures to investigate student responses of their shared opinions, thoughts, and emotions. Five main themes emerged from the study: overall approval of the features of the system, gaps in understanding regarding the purposes of the structure, awareness of the potential promotion of negative behaviors, a desire for more reward for effort, and fear of failure regarding future-ready preparedness. Utilizing these themes, an action plan was created to modify the system and provide a framework for holistic organizational improvement.

Doctor of Education , University of Dayton, 2023, Educational Administration

This study examines the NERDS organization's increased demand for services and the need to improve volunteer engagement through selection, onboarding, and training processes. Surveys and interviews with volunteers provide the basis for an action plan to hire a part-time volunteer manager, establish a university partnership, implement a selection process, and develop a mentor program. The plan includes timelines, goals, and outcomes to improve recruitment and retention of college student volunteers. The study concludes that implementing the plan will enhance volunteer management efficiency, staff-volunteer relationships, and organizational culture and climate while providing valuable skills and experiences for college student volunteers.

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

The purpose of this study was to use existing data from the National Survey of Student Engagement (NSSE) to examine the relationship between student engagement indicators and NCAA Division I student-athletes' participation in high-impact practices, specifically internships and study abroad. Student engagement indicators were the independent variables in this study and included academic challenge, learning with peers, experiences with faculty, and campus environment. This study examined a sample of senior student-athletes enrolled at an NCAA Division I institution who completed NSSE in 2019 (N = 1,794). This study utilized descriptive, correlation, and logistic regression to answer the research questions. After controlling for student demographic characteristics, student engagement indicators predicted student-athletes' participation in internships. The variables learning with peers and experiences with faculty were statistically significant, while academic challenge and campus environment were not significant. Student engagement indicators also predicted student-athletes' participation in study abroad, with academic challenge being significant, while the other engagement indicators were not significant. The findings from this study suggest that to create an environment that fosters student-athletes' participation in internships and study abroad, institutions need to facilitate ways to increase student-athletes' engagement. The findings from this study provide insight to practitioners interested in increasing the number of students who participate in high-impact practices.

Ph.D., Antioch University, 2023, Leadership and Change

There are systematic barriers to educational equity in the U.S. higher education system, and the system overwhelmingly fails Latinx undergraduates more often than other students. It is crucial that evidence-based methods be used to reduce the existing postsecondary student success inequities. Scholars have linked specific educational practices to positive learning effects. A growing body of evidence has suggested these educational practices, coined high-impact practices (HIPs), provide amplified benefits to historically underserved students (HUS) and may be an effective tool for advancing equity and closing achievement gaps. The extant literature has neither adequately explained the reason(s) that HIPs provide an academic boost to HUS nor described their lived experience. Such qualitative research is important for understanding how HIPs contribute to HUS' learning and engagement, better support student success, and address inequities. Through narrative inquiry and inductive/emergent analysis, this study explored the lived experience of Latinx in HIPs at a 4-year public university. Deductive/a priori analysis drew from two theoretical frameworks: validation theory and cultural capital. This study investigated several guiding questions: In which curricular experiences do Latinx undergraduates experience the deepest learning and engagement? To what elements or aspects of the experiences do Latinx undergraduates attribute the learning and engagement? What are the key validating experiences or experiences that recognize/reward cultural capital? Findings revealed five major course elements as associated with deep learning and engagement: professor behaviors or traits, real-world and relevant content, preparation for future or career, relationships with peers, and diverse perspectives. A key implication for practice is that faculty are central to student success and through the application of teaching and curricular elements, every academic course can ensure deep learning (open full item for complete abstract)

Doctor of Education (Ed.D.), University of Findlay, 2022, Education

Student mobility is commonly related to negative educational effects with mobile students often exhibiting lower achievement scores, more behavioral problems, and poorer grades as compared to non-mobile students. The majority of the literature has focused on the collection of quantitative data to explore this issue. School changes affect students' personally as well as academically. This study focuses on the social-emotional aspects of these changes and attempts to pinpoint strategies mobile students can use to adjust to these changes as well as policies and programs schools can implement to assist students with these adjustments. This phenomenological study focuses on the experiences of a purposively sampled group of twelve former mobile students and eight current school personnel in a large urban district. The phenomenon of school mobility is explored as related through interviews with these individuals and examines the strategies they used or recommended using to assist with acclimation to new schools. Analysis consisted of the transcription, coding, and categorization of data from the interview responses which were used in order to answer the research questions. Responses fell into five distinct themes: academics and teaching styles, attitudes, peers, school personnel, and extra-curricular activities. Recommendations are made regarding the creation of withdrawal and enrollment protocols, the creation of policies regarding the timing of school changes, student buddy groups, and welcoming protocols, and introducing oneself and getting involved. Opportunities and recommendations for future research in the area of student mobility are also explored.

Master of Arts, Wittenberg University, 2022, Education

The present study investigated the effects of a project based learning (PBL) unit on the academic achievement of sixth grade math students. A group of 61 students participated in the study during which they were asked to design a garden that could help supplement the local food pantry. All students were assessed on their ratio and proportion skills before the unit began and then again after the intervention, at the conclusion of the unit. The results showed that students' academic achievement was positively affected by the intervention. This study provides valuable information to the field of PBL as it pertains to the mathematics classroom. More research is still needed on PBL and its impact on federal accountability measures to increase the use of PBL as a teaching pedagogy.