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.

Committee: Ronald Opp Ph.D. (Committee Chair); Eric Chaffee J.D. (Committee Member); Robert Detwiler Ph.D. (Committee Member); Penny Poplin Gosetti Ph.D. (Committee Member) Subjects: Higher Education; Higher Education Administration; Law; Legal Studies

Doctor of Philosophy, University of Toledo, 2011, Higher Education

The literature on student academic success of law students is limited to mostly single institution studies, and as such, a nationwide, multi-institutional empirical study of the factors that predict student academic success is greatly needed by higher education scholars, law school admission officers, faculty, and administrators. This dissertation analyzed what effect, if any, undergraduate GPA and LSAT scores, in addition to environmental variables, has on cumulative law school GPA among full-time third-year law students in the United States responding to the 2008 Law School Survey of Student Engagement. A regression analysis revealed five input measures, one between-college characteristic, and fifteen environmental measures were significant predictors of cumulative law school GPA among third-year law students (n=1,756). The intended outcomes of the dissertation are twofold. First, law school faculty and administrators can use this information to promote student involvement that has been shown through this dissertation to influence students' GPA, which is well known in the legal education environment to be critical in the internship and job search process. Second, future studies of law students and other fields of professional education are encouraged to examine what role, if any, student involvement has on outcomes.

Committee: Ronald Opp PhD (Committee Chair); Llewellyn Gibbons JD (Committee Member); Debra Gentry PhD (Committee Member); Robert Yonker PhD (Committee Member) Subjects: Higher Education

Doctor of Philosophy, University of Toledo, 2012, Judith Herb College of Education

Accounting educators are continually seeking ways to better prepare their students for success after graduation. One path to this goal is the successful completion of the CPA exam. This national exam provides an endorsement of the knowledge and comprehension that has been achieved by the candidate and opens up opportunities for advancement. The purpose of this study was to address the various academic factors that are hypothesized to have influenced performance on the CPA exam. This study focused on Ohio candidates who sat for the Financial Accounting and Reporting Standards (FAR) section of the CPA exam. This study applied Astin's Theory of Student Involvement to understand how to improve the learning environment for accounting students. The Input-Environment-Outcome (I-E-O) model served as the conceptual framework in order to study the relationship between the inputs and the environment and evaluate their possible influence on the dependent variable - performance on the FAR section of the CPA exam. This dissertation provided new, useful information for educators and administrators in their goal of promoting academic excellence

Committee: Ronald Opp (Committee Chair); Stephen Ball (Committee Member); Diana Franz (Committee Member); Brian Laverty (Committee Member) Subjects: Accounting; Higher Education

Doctor of Philosophy (PhD), Ohio University, 2024, Higher Education (Education)

Quantitative data was collected from 926 traditional-aged postsecondary students, of which most (69%) respondents were upperclassmen in their junior or senior year of college. The findings from this overall research indicate that there has been a shift in how today's Generation Z learners view online and hybrid learning and their ideal way to take college classes. Over half (61%) of the research participants reported hybrid course format as their most ideal way of taking college courses. In addition, the results confirmed that students who engage in positivity practices are generally happier individuals, and there was a positive relationship identified between the status of happiness in students who preferred the hybrid learning method. Finally, when comparing the status of sense of belonging in college students, the research results uncovered a strong association between students' campus involvement and sense of belonging levels. Developing flexible learning cultures, as well as promoting consistent practices of positivity methods and encouraging active campus involvement, are factors associated with higher levels of overall well-being (subjective happiness and sense of belonging) that can lead to healthier student populations, greater academic success, increased retention, and higher graduation rates.

Committee: Peter Mather (Committee Chair); Christine Bhat (Committee Member); Laura Harrison (Committee Member); Mary Tucker (Committee Member) Subjects: Business Education; Higher Education; Instructional Design; Marketing; Mental Health

Doctor of Philosophy, University of Toledo, 2022, Higher Education

Given the rapid pace of change in technology, a new generation of learners in college, and continued demands from business and industry for better-prepared graduates, the call to reform the undergraduate educational experience has continued to increase. The purpose of this study was to determine which factors, if any, influence faculty use of student-centered pedagogy in undergraduate education. Guided by the theoretical frameworks of Astin's (1985, 1993) involvement theory and Chickering and Gamson's (1987) seven principles for good practice in undergraduate education, this study aimed to explore how faculty involvement factors influence their use of student-centered pedagogy in undergraduate education. The quantitative study was completed through secondary analysis and used faculty response data from the 2016–2017 HERI Faculty Survey to answer nine research questions. The sample for the study consisted of 21,836 full-time undergraduate faculty members from 151 institutions nationwide. After concluding the blocked form of stepwise multiple linear regression following the conceptual framework of Astin's (1970) I-E-O model, 41 predictor variables emerged as statistically significant positive and negative predictors of faculty use of student-centered pedagogy. The results of the study indicate faculty involvements, such as, faculty–student interactions, course involvements, involvement with civic-minded practices, and involvement in student development influence faculty use of student-centered pedagogy. There are several implications for policy and practice including (a) informing institutions about faculty workload policies related to teaching, research, and service; (b) policies for tenure and promotion; (c) statewide implications for higher education institutions related to instruction and assessment policies; and (d) practices regarding effective teaching strategies for centers of teaching and learning.

Committee: Ron Opp (Committee Chair); Dennis Lettman (Committee Member); Snejana Slantcheva-Durst (Committee Member); Barbara Schneider (Committee Member) Subjects: Education; Higher Education; Higher Education Administration; Teaching

BBA, Kent State University, 2018, College of Business and Entrepreneurship, Ambassador Crawford / Department of Marketing and Entrepreneurship

Organizations throughout the country struggle to communicate with prospective members, current members, and other interested parties, including other organizations . Even with organizational fairs and existing social media, organizations often have difficulty attracting new members, promoting events, and marketing themselves to their schools and communities. Currently, no standardized platform exists to enable organizations to use to communicate. Instead, they rely on a non-standardized communication variety of tools. Clubhub101.com will provide a standardized platform in the form of a central website and mobile application for organizations, allowing them to easily connect and share information with interested parties across the country.

Committee: Denise Lee (Advisor); Don-John Dugas (Committee Chair); Jennifer Wiggins (Committee Member); Mary Heidler (Committee Member) Subjects: Business Administration; Business Costs; Entrepreneurship; Finance; Marketing

Bachelor of Business Administration (BBA), Ohio University, 2018, Business Administration

Throughout the United States, higher education funding is being cut across state governments. In Ohio, specifically, research estimates that state fiscal support will reach zero by 2039, considering the state's current spending habits (Mortensen, 2012). This has caused public universities and colleges to feel the burden of budget cuts. However, student involvement is still an important aspect of the traditional college experience, so it is important to find ways in which student organizations can adjust to budget cuts. This research outlines student allocation boards' budget structures as well as outlines the different ways in which public Ohio universities allocate the student activity fee to students.

Committee: Aaron Wilson Ph.D. (Advisor) Subjects: Accounting; Business Administration

Ph.D., Antioch University, 2018, Leadership and Change

The purpose of this study was to explore students' perceived value of their community college experience and its relationship to other factors often related to student persistence in college, namely satisfaction, academic quality, service quality, and engagement. The research was guided by three focused questions: How do students describe and define perceived value of community college; what components emerge from exploratory factor analysis of items designed to measure perceived value; and how, if at all, is a student's perception of the value of a community college experience different from related measures such as satisfaction, engagement, or quality? Data were collected from students enrolled at, primarily, three Massachusetts community colleges, employing a three-phased, mixed methods exploratory sequential approach. Phase 1 consisted of focus group interviews with students from one of the participating colleges to identify the themes and language for developing the perceived value construct. Phase 2 consisted of an online survey targeting currently enrolled community college students. Factor analysis identified key components of the perceived value scale and multiple regression analysis determined the relationship between perceived value and other control variables. Phase 3 consisted of a virtual post survey focus group with voluntary survey participants from Massachusetts community colleges to discuss and clarify the quantitative results and narrative survey responses. The dominant theme emerging from the findings was that students described perceived value as “I am valued” by the college. Results also indicated that the perceived value construct was different from other measures and suggested promising ways for further exploring and measuring student persistence. As a result of the study's findings, a conceptual framework in the form of a Perceived Value Wheel was proposed with recommendations to community college leaders and practical contribution to higher (open full item for complete abstract)

Committee: Jon Wergin Ph.D. (Committee Chair); Carol Baron Ph.D. (Committee Member); Ruth Slotnick Ph.D. (Committee Member) Subjects: Adult Education; Behavioral Psychology; Behavioral Sciences; Behaviorial Sciences; Business Administration; Business Education; Community College Education; Community Colleges; Continuing Education; Education; Education Philosophy; Education Policy; Educational Evaluation; Educational Leadership; Educational Psychology; Educational Sociology; Educational Tests and Measurements; Educational Theory; Higher Education; Higher Education Administration; Management; Marketing; Organization Theory; Organizational Behavior

Bachelor of Business Administration (BBA), Ohio University, 2016, Business Administration

This thesis examines the effects of one's familial structure and financial standing on the pursuit and attainment of collegiate leadership roles in a grounded theory structure. It expands on prior studies by evaluating current collegiate leaders and their perceptions of the effects their familial structure and financial standing had on their pursuit and attainment of leadership roles within recognized student organizations.

Committee: Tim Reynolds (Advisor) Subjects: Business Administration

Doctor of Philosophy, University of Toledo, 2015, Higher Education

Many colleges and universities struggle with retention, completion, and graduation rates despite knowing to improving any of these three they need to have a clear understanding of the students they serve and a strong commitment to the success of these students. Unfortunately, without a clear understanding of the type of students an institution serves, it is difficult to determine which areas to strengthen in order to improve student success. The purpose of this study was to examine the extent self-efficacy and involvement variables influence student success thereby offering potential strategies that could be implemented to improve student success at The University of Toledo (UT). The theories driving this study were Alfred Bandura's self-efficacy theory and Alexander Astin's student involvement theory. A combination of data collected at UT through the MAP-Works survey and NSSE survey was used to conduct a blocked stepwise regression to determine which self-efficacy and student involvement variables influence student success. The significant predictors of student satisfaction were then used to suggest possible strategies for improving the academic success of students attending UT which in turn will help improve retention, completion and graduation rates at the institution.

Committee: Ron Opp Ph.D (Committee Chair); Dennis Lettman Ph.D (Committee Member); Sunday Griffith Ph.D (Committee Member); Sammy Spann Ph.D (Committee Member) Subjects: Education; Higher Education; Higher Education Administration; Psychology

Doctor of Philosophy, University of Toledo, 2015, Higher Education

An Abstract of Does Dental Hygiene Student Engagement While Enrolled in the Dental Hygiene Program Influence Academic Achievement? by Susan Leiken Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Doctor of Philosophy Degree in Education The University of Toledo August, 2015 Expansion of the scope of dental hygiene responsibilities reflected in state Dental Boards' Dental Hygiene Practice Acts have led U.S.-based dental hygiene programs to intensify their curricula while investigating ways to improve student success. Using an original survey electronically distributed to 12,000 dental hygiene students by the American Dental Hygienists' Association (ADHA), this study investigated dental hygiene student engagement activities, both in the dental hygiene program and in student chapters of the ADHA, with student success measured by cumulative grade point average (GPA). Four predictors were found to influence student success: the quality of faculty interactions; highest degree attained; race- Black or African American (a negative predictor); and, the quality of program director's interactions. This study may encourage educators to focus on improved strategies for delivering dental hygiene education through strong leadership and revitalized policies and practices. Future research may review enhanced student engagement practices as they relate to student success.

Committee: Ron Opp Dr. (Committee Chair) Subjects: Curriculum Development; Dentistry; Higher Education

Doctor of Philosophy, University of Toledo, 2011, Higher Education

This study examined the impact of undergraduate college student Facebook usage on college student satisfaction. Participants in the study completed an electronic survey to determine academic Facebook usage tendencies, non-academic Facebook usage tendencies, levels of involvement with in-person college-related activities, and feelings of being connected to the college or university environment. Both academic and non-academic Facebook usages, and level of satisfaction with the college experience were also topics of focus. Participants were undergraduate college students who were enrolled in Ohio colleges and universities during the spring of 2010. This study found that undergraduate college student Facebook usage impacts college student satisfaction, mediated by student‟s feelings of being connected to his or her college or university. Data from this survey (Appendix B) are discussed in conjunction with an extensive study on student involvement, social media websites, and student satisfaction. Participants reported using Facebook both for academic and non-academic purposes. Participants also reported using Facebook regularly, often multiple times a day for various activities. Data analysis conducted within this study suggest that participants who used Facebook regularly are more satisfied with various facets of their college experience, including academic and social experiences. This increase in level of satisfaction among participants appears to be mediated by feelings of being connected to the college or university environment. Results from the study have implications for both academic and student affairs professionals, concerning policy decisions on how college or university stakeholders utilize social media for academic purposes including pedagogy, recruiting, student learning, and student outreach.

Committee: Lisa Kovach Dr. (Committee Chair); Snejana Slantcheva-Durst Dr. (Committee Member); Bin Ning Dr. (Committee Member); Dale Dwyer Dr. (Committee Member); Thomas Sharkey Dr. (Committee Member) Subjects: Higher Education; Higher Education Administration; Information Technology; Technology

Master of Arts, The Ohio State University, 2013, EDU Policy and Leadership

The purpose of this constructivist narrative study was to explore how Asian American student leaders of ethnic student organizations (ESOs) experience their ethnic and racial identities in the context of their ESO and the classroom. The primary research questions guiding this study were: (a) How do Asian American student leaders of ESOs experience and make sense of their ethnic and racial identities within the context of their involvement with their ESO; (b) How do Asian American student leaders of ESOs experience and make sense of their ethnic and racial identities within the classroom? Data collection included semi-structured interviews with six participants. Data was analyzed through Clandinin and Connelly's (2000) three dimensional narrative inquiry space for elements of interaction, continuity, and situation. Restories of each participants' narrative were presented. Findings from this study include: (1) Complex and varied understandings and negotiations of ethnic and racial identities within the ESO context; and (2) Salience of ethnic and racial identity in the classroom associated with negative, challenging, and positive experiences.

Committee: Susan Jones (Advisor); Tatiana Suspitsyna (Committee Member) Subjects: Asian American Studies; Education; Higher Education; Higher Education Administration

Doctor of Education , University of Dayton, 2024, Educational Administration

This dissertation examines parents and teachers' perceptions of effective parental involvement in education, situated within Epstein et al.'s (2009) framework of six typologies of parental participation. The study, through a comprehensive comparative analysis, reveals critical insights into the disparities and commonalities in how parents and teachers perceive effective parental involvement and its impact on student achievement. The research employs a mixed-methods approach, incorporating quantitative measures of parental and teacher perceptions alongside qualitative insights gained from the Turkleton Community Schools (TCS) environment.

Committee: James Olive Ph. D (Committee Chair); Mary Beth Reardon Ph. D (Committee Member); Derek Arrowood Ph. D (Committee Member) Subjects: Education; Educational Leadership; Educational Theory; Elementary Education

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

The transition from high school to college is both scary and unfamiliar to each year's new participants. For high school students attending school in underserved communities, this transition can be lonely and often inaccessible. To combat this, nonprofits and other community organizations provide additional support services to students during this process. Music Through the Streets' goal is to determine the barriers these students may experience when accessing post-secondary education opportunities. This study employed a qualitative narrative analysis to better understand the lived experiences of recentered professionals. Purposive sampling was conducted to gather participants for semi-structured small-group interviews. Participants discussed their life experiences and recall their post-high school transition experiences through a guided conversation. An inductive method of data analysis was employed to detect themes and consistencies throughout each participant's isolated experience. The four group interviews provided context for three main themes that were present in each interview: parental education as a barrier, interest in college, and community influence. The results of this study are vitally important to future Music Through the Streets program participants, as this will assist in guiding resource allocation, organization collaboration, and program design.

Committee: Dr. Elizabeth Essex (Committee Chair) Subjects: Education; Education Policy; Educational Leadership; Higher Education; Higher Education Administration; Music Education; Urban Planning; Vocational Education; Welfare

Doctor of Philosophy, University of Toledo, 2022, Higher Education

Although much has been written on shared governance, research at faith-based institutions has been limited. This study sought to answer what factors influence full-time undergraduate faculty's attitudes toward shared governance, specifically shared governance satisfaction, at 10 other religious, 4-year private institutions and Council for Christian Colleges and Universities (CCCU) members. Astin's theory of student involvement formed the theoretical framework and his I-E-O model was the conceptual framework. The dataset contained 51 input and environmental variables from the 2016–2017 HERI Faculty Survey and had 685 faculty respondents. A blocked form of stepwise linear regression determined which independent variables related to faculty involvement in teaching, research, service, spirituality, and intermediate educational outcomes had a statistically significant impact on the dependent variable. The findings showed 14 variables had a statistically significant relationship with shared governance satisfaction; most of them were opinion, satisfaction and stress-related variables, clustered in the intermediate educational outcomes block, which explained 80.5% of the variance in the dependent variable. This study has several policy implications: institutions should have effective policies (a) pertaining to faculty hiring, and specifically to increase faculty diversity, (b) that better promote work–life balance, (c) that recognize faculty's involvement in governance activities and a differentiated faculty reward system, and (d) on faculty advancement and promotion decisions. Practice implications include scheduling research talks to connect faculty cross-departmentally and offer research opportunities, regular communications about research conducted, hiring departmental leaders carefully, promoting work–life balance through varied methods, and helping faculty incorporate community service as part of their coursework.

Committee: Ron Opp (Committee Chair); David Meabon (Committee Member); Penny Poplin Gosetti (Committee Member); Thomas Stuckey (Committee Member) Subjects: Education; Educational Leadership; Higher Education; Higher Education Administration

Doctor of Philosophy, University of Toledo, 2022, Higher Education

This exploratory study attempted to determine if there were specific precollege or college experiences that female engineering students have had that impacted their perceived social self-confidence. Particularly, the study focused on female engineering students enrolled at private institutions of higher education. The study focused on private institutions of higher education because 14 of the 15 top institutions in the United States that had the highest percentage of engineering bachelor's degrees awarded to women were private in 2018 (Roy, 2019). The theoretical framework for this exploratory study was Astin's student involvement theory. The conceptual framework used for this study was Astin's input-environment-output (IEO) college impact model. The output variable, or the hypothesized dependent variable for this study, was female engineering students' perceived social self-confidence, as reported on the Higher Education Research Institute CIRP Freshman Survey (TFS) and College Senior Survey (CSS). This exploratory study examined 174 variables from TFS and CSS to determine if any of these variables had an impact on the output or dependent variable. A blocked form of stepwise regression was used to determine which variables from TFS and CSS had a statistically significant impact on female engineering students' perceived social self-confidence. The study identified 10 variables found to have a statistically significant influence on female engineering students' perceived social self-confidence.

Committee: Penny Poplin Gosetti (Committee Chair) Subjects: Engineering; Higher Education; Higher Education Administration; Womens Studies

Doctor of Education (Ed.D.) in Leadership Studies, Xavier University, 2021, Leadership Studies and Human Resource Development

The purpose of this study was to assess teacher-student relationships among middle school students with multiple suspensions. The study analyzed how suspended students assessed their relationship with their teacher on three dimensions of the Experiences of Support from Teachers (EST) Subdomain of the Research Assessment Package for Schools (RAPS). Analysis compared results for students with two to three suspensions with students who had been suspended four to six times. Stated research questions for the study were: RQ1: From the perspective of 6-8th graders who have been suspended, how do those students assess the quality of their relationship with their teacher? RQ2: How do students who have been suspended two to three times in an academic year assess the quality of their relationship with their teacher compared to students who have been suspended four to six times in an academic year assess the quality of their relationship with their teacher? Data were collected from 12 students. Overall analysis of responses found that suspended students assessed their relationship with their teacher positively despite being suspended multiple times. Subscale analysis found that the participants' responses on autonomy, involvement and structure scored on the lower third indicating a more positive relationship between students and their teacher. Comparative analysis found there to be no statistically significant difference in overall scores of students who had been suspended 2-3 times versus 4-6 times. However, when analyzing the disaggregate domains of teacher involvement, teacher structure, and teacher autonomy, results showed statistical significance on teacher autonomy and teacher structure domains, with participants who had been suspended two to three times rating their relationship with teachers more positively than participants who had been suspended four to six times. There was no statistical significance on the domain of teacher structure when comparing participants who (open full item for complete abstract)

Committee: Gail F Latta Ph.D. (Committee Co-Chair); David Tobergte Ed.D. (Advisor); Shirley Curtis Ed.D. (Committee Co-Chair) Subjects: Education; Middle School Education

Doctor of Philosophy (Ph.D.), University of Dayton, 2019, Educational Leadership

This qualitative research study used critical narrative inquiry methods to investigate the experiences of TRIO Upward Bound Program alumni during their program participation, and to explore how those experiences, according to participants' own accounts, influenced their creation of a college-college going culture in their households for their own children. TRIO Upward Bound is a federally funded college access program that serves first-generation, low-income high school students, providing support and motivation to pursue higher education. Study participants were alumni of TRIO Upward Bound Programs in the state of Ohio who have earned a baccalaureate degree or higher, and are now the parents of college-enrolled or college-graduated children. The theoretical frameworks utilized in these analyses were cultural and social capital, and funds of knowledge. Study participants described receiving assistance with their high school-to-college transition, academic support, and mentoring through their participation in Upward Bound. They also shared that Upward Bound exposed them to experiences that increased their cultural and social capital, building upon the funds of knowledge they had received from their parents and other family members. The participants further recounted how they used their Upward Bound Program experiences to shape college-going cultures in their homes, and create pathways into higher education for their children. Implications for practice involving student recruitment, alumni connections, and creating college-going cultures are detailed, as well as implications for policy that include increased funding for TRIO Programs, participant tracking beyond six years after high school graduation, and changes in federal reporting structures.

Committee: Mary Ziskin Ph.D. (Committee Chair); Pamela Young Ph.D. (Committee Member); Michele Welkener Ph.D. (Committee Member); Ruth Thompson-Miller Ph.D. (Committee Member) Subjects: Education; Higher Education; Secondary Education

Doctor of Education (Ed.D.), University of Findlay, 2016, Education

Parental involvement in schools has been accepted as essential in effective education. In the present study, the researcher determined if parental access to student web portals had an impact on academic outcomes for students in grades 7-12. The study utilized 600 pre-existing student data sets that included parental log entries into student web portals. Using the same sample, the researcher determined the information parents accessed most from student portals and examined how parents used the information. No significant relationship was found between the academic outcomes for students whose parents accessed their web portals. Results indicated that parents accessed student grades and interacted with their child most often after logging onto web portals. These findings suggest that educators should not rely solely on web portals as means to foster parental involvement in their schools.

Committee: Kathleen Crates Ph.D (Committee Chair); Melissa Cain Ph.D (Committee Member); Gregory Lesinski Ph.D./MPH (Committee Member) Subjects: Educational Leadership; Educational Technology