Master of Technical and Scientific Communication, Miami University, 2008, English

This report describes the internship I completed as part of the requirements for my Master's in Technical and Scientific Communication at Miami University. During my internship period from November 2006 through February 2007 as an instructional designer for Atos Origin, Inc., I worked on several projects. My main project work involved converting instructor-led training to web-based training, but I also worked as a quality tester for a website and worked on a new project that developed from the web-based training conversion work.

Committee: Jean Lutz PhD (Committee Chair); Michele Simmons PhD (Committee Member); Gary Shulman PhD (Committee Member) Subjects:

Master of Technical and Scientific Communication, Miami University, 2004, Technical and Scientific Communication

This report discusses my internship experiences at the Kroger Company in Cincinnati, Ohio, where I worked as a technical writer from May 2004 through August 2004. The report describes working in the expanding field of web-based learning for the largest grocery retailer in the United States. I discuss my role within the organization, the contributions I made to the Web-based Learning group, and the ways in which I demonstrated the value of technical communication when developing learning products. This report presents a sample training course project where I was responsible for helping with initial planning, editing and revising content, providing suggestions for visual presentation, and assisting in final development.

Committee: Jennie Dautermann (Advisor) Subjects:

Master of Technical and Scientific Communication, Miami University, 2013, English

This four-chapter report details the projects and work completed as an intern at a medical device company (MDC) in 2010. This report outlines the corporate structure of the company and gives an overview of my role as a technical writing intern in the packaging and labeling department. This report also outlines various projects, including the development and writing of instructions for use for a device tool, the redevelopment and writing of an internal process for the customer quality department and the writing of software documentation and development of an accompanying web site. This report concludes with a summary and reflection chapter on my writing, editing, web site development, project management, process development, and marketing communications projects at the MDC.

Committee: Michele Simmons PhD (Committee Chair); Katherine Durack PhD (Committee Member); Jason Palmeri PhD (Committee Member) Subjects: Technical Communication

Doctor of Philosophy, University of Toledo, 2022, Curriculum and Instruction: Educational Technology

With the growth of online learning, as well as the use of technology to supplement in-person learning, technology has enabled many opportunities for creating highly interactive and highly accessible learning environments. However, it is important to design learning environments to be accessible to diverse learners and learners with disabilities. Educational institutions must comply with legislation such as the Americans with Disabilities Act, as well as moral and ethical concerns related to inclusive institutional cultures. As a result, educational institutions should provide professional development and the resources necessary to help faculty members develop accessible course content. Furthermore, the theory of Universal Design for Learning provides a framework for ensuring access to learning opportunities as a part of the course design process. UDL helped to ensure all learners can benefit from accessible learning experiences. This research study explored the use of online professional development and its role in creating accessible online learning environments. A questionnaire was distributed to faculty members to determine if the participation in professional development resulted in positive beliefs towards accessibility. In addition, faculty skills for creating accessible content were evaluated. Courses taught by participating faculty members were evaluated for accessibility using Blackboard Ally, and faculty members were asked about their familiarity with UDL. The research study determined that there was not a significant difference between faculty members who took online professional development compared to those who did not take professional development in relation to attitudes towards accessibility, as well as faculty skills in creating accessible content. The research study identified a significant difference in accessibility of online content, using Blackboard Ally accessibility scores, between faculty members who participated in professional develo (open full item for complete abstract)

Committee: Berhane Teclehaimanot (Committee Chair); Mingli Xiao (Committee Member); Greg Stone (Committee Member); Judy Lambert (Committee Member) Subjects: Educational Technology

MS, University of Cincinnati, 2019, Engineering and Applied Science: Computer Science

Technological advances have led to the development of affordable hardware that supports sensing, computation and communication. This hardware is deployed across the globe to record and accumulate an abundance of real-time environmental data by several agencies. In order to summarize vital information and data to avoid overwhelming the end user, these agencies create a dashboard with visually-enhanced features to convey the knowledge. From a developer perspective, presenting the data effectively and concisely is the first crucial step in implementing effective monitoring systems. A graphical user interface should be designed to be self-descriptive and intuitive to the point that you need no insight about the underlying functionality. Patterns, trends, and alerts might go undetected in textual format, but huge amount of information can be accessible and understandable with visualization. Although, there are abundant tools and techniques to boost visualization, choosing the right fit can be challenging. This thesis work is focused on developing a dashboard application for weather monitoring at the Port Mann Bridge, Canada where ice and snow pose serious hazards to motorists and cause frequent traffic disruptions. The dashboard is designed, to help the bridge maintenance and operation personnel, in a way to provide all necessary information in one place and in the least amount of time which will be invaluable. In addition, based on the previous studies and consultation with weather experts, an algorithm is developed which can notify the qualified personnel and experts in cases where critical conditions are probable. The dashboard is developed using JavaScript with NodeJS/Express framework on the back-end and Twitter Bootstrap framework on front-end with state-of-the-art visualization techniques powered by HighCharts, a JavaScript library. Graphical User Interface is designed using conservative methodologies and using interface metaphors to offer a good way of in (open full item for complete abstract)

Committee: Arthur Helmicki Ph.D. (Committee Chair); Chia Han Ph.D. (Committee Member); Victor Hunt Ph.D. (Committee Member) Subjects: Computer Science

Master of Science in Mathematics, Youngstown State University, 2009, Department of Mathematics and Statistics

Websites are the most convenient way to present and disseminate information to the maximum number of people in the world. The web browsers are the means to render the information on web page, the basic building blocks of a website, and web programming is the basic structure (architecture) of each web page.The thesis on "Web Design, Development and Security" is a complete analysis of website design and development. Web sites should be able to present abundant information to a visitor in well organized manner. In addition, there must be a reliable transfer of secure information between server and client. There exist other major factors such as user friendliness, layout, simplicity, ease of rendering in the browser and so on that are closely related with the quality of website. This thesis will elaborate on a number of issues that are related with web design and development. These principles will be illustrated and demonstrated in the design of some websites that I have designed so far.

Committee: John Sullins PhD (Advisor); Graciela Perera PhD (Committee Member); Jamal Tartir PhD (Committee Member) Subjects: Computer Science

Master of Arts, University of Toledo, 2011, Geography

This thesis documents the design and development of a web-based data distribution system for brownfield site redevelopment in Toledo-Lucas County, Ohio. The system is designed to advance smart growth initiatives for economic redevelopment and the sustainable utilization of brownfield sites in the region. As with many Midwestern cities, industrial decline has lead to an abundance of brownfield sites in the area. A lack of data resources is one major barrier to redevelopment of these sites. The system developed here seeks to reduce that barrier by providing a user interface and information delivery system to support the identification and reuse of brownfield sites; in addition it can be replicated for use in other regions. Detailed here is the development and implementation of an interactive web-based geographic information system (GIS) designed as a user-centered decision support tool to augment policymakers' and stakeholders' site selection and infrastructure capital investment decisions to support brownfield redevelopment. This system thus provides not only a comprehensive data delivery tool and decision support system but also serves as a template for application in other urban regions.

Committee: Peter Lindquist PhD (Advisor); Daniel Hammel PhD (Committee Member); Sujata Shetty PhD (Committee Member) Subjects: Geographic Information Science

Doctor of Philosophy, The Ohio State University, 2010, Art Education

This study considers the collaborative processes developed in creating a Web site with the Colors and Creations cooperative of artists in Cajamarca, Peru. Working through a participatory action research methodology, the study employed autoethnographic methods, “make” sessions and narrative research facilitating the emergence of participant stories about the collaborative process. These participants include nine artists from Cajamarca, Peru; Lisa Fousek, an undergraduate Visual Communications and Design student; anonymous Web users from the United States and Peru; and myself as researcher. Additional collaborators include Web Developer Brian Hill and Research Assistant Ryan Johnston. The study is grounded in critical and postcolonial theories and decolonizing methods that set the stage for the collaborative process. After reconsidering literature on non-governmental organizations' work with indigenous populations, exporters, entrepreneurs, businesses, and Fair Trade organizations working with artists in Peru, I review similar studies conducted in other developing nations and projects using participatory action research. Based on empirical observation, field notes, participant's journals, surveys, interviews and “make” sessions, several significant themes emerged; those revolving around issues of trust within the group, international economic policy issues (dis)serving the development of direct trade with artists through online selling, challenges surrounding international shipping, and language. Recommendations for future research and imagined subsequent studies could further knowledge about grass-roots development and advance the cause of social justice, cultural survival and economic sustainability. This study served the self-defined needs of participating artists as we collectively created a Web site through which customers can learn about traditional Peruvian culture, craft techniques and products. A byproduct of the study was my developing a deeper understand (open full item for complete abstract)

Committee: James Sanders PhD (Committee Chair); Patricia Stuhr PhD (Committee Member); Karen Hutzel PhD (Committee Member); Palazzi Maria (Committee Member) Subjects: Art Education; Fine Arts; Multicultural Education; Native Studies; Social Research

Doctor of Philosophy, The Ohio State University, 2003, Art Education

This dissertation is a descriptive and qualitative case study of the design development process of a Web-based online course. The main goal concerns the What Is and What Was for the design development process of a select art education online course teaching art criticism at a major university in the United States. First, this study examines the development effort and design focus from the perspectives of the faculty and graduate research associates. The findings focus on the design problems and solutions occurring throughout this course development process, one of the first developed in an art education department. A literature review of distance education, Web-design, instructional design, information design, and visual design provides information for consideration of the topic. Second, this study formulates a Web-based online course design development process framework based on the findings from: the case study of the development of the art criticism course; development of other online courses in the same art education department; interviews of developers from other colleges in the university; and adaptations of design processes from my review of pertinent literature. The overall process includes five key phases: DISCOVER, DEFINE, DESIGN, DEVELOP, and DELIVER. Third, this study identifies design development issues of concern to the art criticism course developers and other course developers in the department under consideration in the case study. This document also discusses team collaborations, online course interactions, and development approaches. Fourth, this study presents a pattern approach based on the pattern language of Christopher Alexander et al. (1977). This approach provides a shared vocabulary for design team members and offers a way of capturing and transmitting Web-based online course design development processes. Finally, the study proposes a pattern Web site to provide a platform in the department of art education for capturing collective experie (open full item for complete abstract)

Committee: Terry Barrett (Advisor) Subjects: Education, Art

Doctor of Philosophy (PhD), Ohio University, 2010, Curriculum and Instruction Instructional Technology (Education)

The ubiquity of Internet infrastructure and its use in K-12 public schools allows teachers and students to utilize diverse Web 2.0 tools for teaching and learning. Web 2.0 tools have become prevalent among the digital generation, or so-called Digital Natives (Prensky, 2001). The integration of Web 2.0 tools benefits learners by offering them interactive and collaborative environments, through which they can interact with instructors, peers, friends and people worldwide (Tu, Blocher, & Roberts, 2008b). As this is a relatively phenomenon, it is unclear how Web 2.0 tools are being implemented in classrooms to facilitate learning. This study investigated the use of Web 2.0 tools in American K-12 public schools in order to identify the factors influencing the integration of these tools into classrooms. A quantitative research design was adopted and a Web survey was conducted to elicit data regarding the use of Web 2.0 tools in the aforementioned environments. A nationwide sample frame was administered to collect the data in January 2010. A total of 559 in-service teachers responded to the research invitation and reminder letters (a response rate of 17%). Of these respondents, 78% reported on the use of Web 2.0 tools in classrooms, 68% reported demographic information, and 44% of the respondents were included in multiple regression analysis tests to predict possible outcomes in Web 2.0 applications. The results indicate that teachers rarely use Web 2.0 tools in their classrooms and are uncertain in using these tools. This study reveals several factors which influence the integration of Web 2.0 tools in K-12 school classrooms: teachers' self-efficacy in using Web 2.0 tools; professional development and school administrative support. Teachers' self-efficacy is the primarily predictor for the use of Web 2.0 tools in school classrooms. Professional development and school administrative support are additional significant predictors of the use of Web 2.0 tools. Other factors s (open full item for complete abstract)

Committee: Teresa Franklin J (Committee Chair); Ralph Martin (Committee Member); George Johanson (Committee Member); Greg Kessler (Committee Member) Subjects: Education; Educational Software; Inservice Training; Teacher Education; Technology

Master of Technical and Scientific Communication, Miami University, 2011, English

Writers trained in technical communication may now find themselves working in positions that are far more commercial than technical, and they must learn to use their skills in different ways to sell a product or service. The transition might initially seem challenging, but technical writers are trained to reach a target audience through various methods, including audience assessment and usability testing. This ability to connect with a target audience is essential for writers working in a marketing role. I demonstrate in this report how I used my education as a technical writer to successfully reach a commercial audience during my internship with DNA Diagnostics Center; first through a detailed explanation of the rhetorical decisions behind the redesign of a commercial website and then through a discussion of how I determined the needs of my audience to ensure an accessible final product.

Committee: Jean Lutz PhD (Committee Chair); Katherine Durack PhD (Committee Member); Phyllis Callahan PhD (Committee Member); Stuart Blythe PhD (Committee Member) Subjects: Marketing; Rhetoric; Technical Communication; Web Studies

Master of Technical and Scientific Communication, Miami University, 2004, English

This report describes my internship at the Hefner Zoology Museum, Miami University, Oxford, Ohio. It is divided into four chapters. Chapter 1 describes the museum's organizational structure and my roles as an intern. Devoted to natural history and focusing on environmental education, the museum serves Southwest Ohio through exhibits and educational programming for various audiences: Miami University students and faculty; K-12 teachers and students, and the general public. As an intern, I developed the web site for the Center for Environmental Education and Natural History (to which the museum belongs), edited lesson plans for online access, and performed operational duties at the museum. Chapter 2 describes the purpose and outcome for each assignment, while Chapter 3 discusses in detail how I created the web site. Chapter 4 reflects on how I used project management principles to complete my projects in the context of the museum's organizational structure and culture.

Committee: Jean Lutz (Advisor) Subjects:

Master of Technical and Scientific Communication, Miami University, 2002, Technical and Scientific Communication

This report describes my 16-week internship at the Smithsonian Environmental Research Center (SERC) in Edgewater, MD, where I started on 29 January 2001 as an "Education Specialist/Web Developer" at SERC's education department. I was responsible for the website for the Education Department and for a website related to Watershed Radio, an environmental education project about the Chesapeake Bay watershed. In this report, I describe the five phases of the development of the website, namely the 1) Information Planning Phase; 2) Content-Specification Phase; 3) Implementation Phase; 4) Production Phase; and 5) Evaluation Phase. I also discuss the difference between education and advocacy and how the combination of a non-contextualized model and a website-specific tutorial provides a good basis for developing a website. The internship report ends with the conclusion that my internship was successful; although I could have done a better job of planning and managing my project, I delivered a well-received product, learned a lot, and worked with great colleagues at an interesting organization.

Committee: W. Simmons (Advisor) Subjects:

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2012, Communication Studies

Microlending through online venues has introduced a new model of lending through web 2.0 communication technologies. I examined micro lending through online venues – such as kiva.org, MicroPlace.com, and ACCION.org. The theoretical framework is based in Critical Cyberculture Studies and Critical Development Communication using visual analysis (Brummet, 2010; 2011; Mirzoeff, 2009; Nakamura, 2008; Olsen, 2007; Sosale, 2007) as my method, which is supplemented with interviews. I draw in part from visual rhetoric to inform my critique of the interplay of visual images, symbols, texts, and other elements in the microfinance web sites. On the home pages of Kiva.org, ACCION.org and MicroPlace.com, I analyzed the layout, including visuals and texts on their respective homepages. I examined the communication processes in these web 2.0 portals, because while some sites may indeed empower the poor, other sites may be disempowering to the poor. Kiva, ACCION, and MicroPlace thus reproduce issues of race, identity, and representation online, becoming discursive and rhetorical spaces where race and identity are produced and reproduced in various forms (Nakamura, 2002). Understanding the representations of third-world identities/bodies on micro lending sites is important. Also, global development initiatives such as kiva.org, MicroPlace.com, and ACCION.org have wide reaching ramifications; thus, the notion of empowerment of the poor, as reflected on the web portals of kiva.org, MicroPlace.com, and ACCION.org, bears scrutiny.

Committee: Radhika Gajjala PhD (Committee Chair); Lynda Dixon PhD (Committee Member); Ellen Gorsevski PhD (Committee Member); Shannon Orr PhD (Other) Subjects: African Studies; Banking; Black Studies; Business Education; Communication; Economics; Entrepreneurship; Ethnic Studies; Gender; Gender Studies; Health; Labor Economics; Mass Communications; Mass Media; Sub Saharan Africa Studies

Ph.D., Antioch University, 2010, Leadership and Change

This study explored an essential question, "What does the lived experience of students in the Tiferet program mean for them and others?" By exploring the background, implementation, and lived-experiences of two academic-year sophomore cohorts from Milken Community High School in Los Angeles as they lived and participated in a semester study abroad program at the Alexander Muss Institute of Israel Education in Hod HaSharon, Israel, the study shows the impact-of that experience on the students in the program and the school culture at large. The study engaged in a description of the program's development and evaluation of the lived-experiences as they were reported by students and parents through surveys and video interviews and observed by the researchers. By using a mixed-genre approach and a media-enhanced web site, this study created a sense of the experience of living in Israel for one semester of the sophomore year. The electronic version of this dissertation is accessible through the Ohiolink ETD Center at http://www.ohiolink.edu/etd/ The web link for the original and evolving dissertation is available through http://khronosreview.com/ The dissertation is best viewed by going to this site. Features are present in the web/blog based version which are not present in the print edition. These features include interactivity and dynamic content. It is best read, viewed and explored via the web/blog experience.

Committee: Carolyn Kenny PhD (Committee Chair); Laurien Alexandre PhD (Committee Member); Alan Guskin PhD (Committee Member); Michael Zeldin PhD (Other) Subjects: Education; Educational Evaluation; Educational Theory; Multicultural Education; School Administration; Secondary Education; Teaching; Technology