Ph.D., Antioch University, 2024, Leadership and Change

In higher education, the focus on student success often takes center stage in research and the professor-as-teacher practice. While numerous empirical studies concentrate on the growth and development of undergraduate students, this dissertation delves into professors' relational and felt experiences in positive teaching-learning relationships. Four terminal-degreed professors from four different schools and three different disciplines–education, humanities, and leadership–engaged in photography and were then interviewed. Participants reflected on their photographs and their experiences in a teaching-learning relationship with their students. The present study aimed to illuminate the unspoken language of connection by utilizing interpretive phenomenology and photovoice to uncover professors' relational and felt experiences and how these moments energize and rejuvenate them. Research revealed two overarching themes: generativity and seeing students' humanity; and five group experiential themes: foundational influences, relational proximity, intentional presence, assessment as a learning conversation, and feeling aligned. The theoretical foundation of this dissertation weaved together a diverse array of theories and concepts, including relational cultural theory (RCT), somatics, and embodiment. The insight from the literature combined with the findings from this study offer understanding in how professor-student relationships in higher education can be places of mutual empowerment, empathy, and mattering. By grounding the research framework in human interaction's relational and fluid, alive, and pulsating bodies, this dissertation contributes to a more humanized and inclusive understanding of the intricate relationships that shape higher education. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Ph.D., Antioch University, 2024, Leadership and Change

This study investigated perceptions about the correlation between the college people attend and long-term happiness. Its inquiry into whether college graduates believe where they go to college affects the chance for long-term happiness is a response to the growing concerns of high school students who are anxious about acceptance into an elite undergraduate college. There is substantial literature demonstrating that graduates of elite schools earn more money and professional success than graduates of standard schools (Rumberger & Thomas, 1993). At the same time, there is evidence that individuals who attend a lower tier school while having similar characteristics to those who qualify for a top school are often as successful and prosperous as are their top-school counterparts (Dale & Krueger, 2011). This study addresses a gap in the existing literature about perceptions of the correlation between the college a person attends and his or her long-term happiness. The data indicates more than one-third of well-off participants in surveys report below-average levels of happiness (Pavot & Diener, 2013). Using a ranking system with four tiers of colleges based on admission rates, an anonymous survey with a seven-point Likert scale and an open-ended question was sent to a class of successful people (community college presidents) to determine respondents' perceptions of the correlation between the college they attended and their long-term happiness. The findings of the survey were clear. Seventy-three percent of respondents indicated that attending Tier 1 and 2 schools has no correlation to long-term happiness. Additionally, the survey results indicate that there is no tier of college attended that diminishes the chance for lifelong happiness. The significance of this study lies in gaining a greater understanding of the importance of the tier of college one attends and in providing the basis for future investigations into the value proposition of higher tier colleges. This dis (open full item for complete abstract)

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

In education, there is often a disconnect between theory and practice. Urban school counselors must balance the reality of their daily work with the standards set by the ASCA National Model (2019), widely regarded as the benchmark for K-12 school counseling best practices. This study aimed to describe urban school counselors' perceptions of their actual practices in relation to their designated roles and expected behaviors. This qualitative case study employed semi-structured individual interviews, a focus group interview, and a document review to capture the perceptions of 10 current urban school counselors about their role expectations, daily practices, and the ASCA National Model. There is a gap in the literature regarding the perceptions of urban school counselors and their beliefs about the ASCA National Model. This study sheds light on their experiences. The findings highlight the absence of a school counselor secretary and practice within an inverted multi-tiered model as factors in the urban setting that shape the urban school counselor role, diverging from current best practice theories. Furthermore, the findings indicate that the disparity between the actual daily practices of urban school counselors and their prescribed roles contributes to a decreased sense of professional self-efficacy and increased burnout. This study has implications for the role definition of urban school counselors and calls for a re-examination of current models of practice in the urban setting, better informed by practitioner voices. Educational leaders, school districts, counselor education programs, and urban school counselors may benefit from these findings.

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

To build a safe and supportive community in school climates, we first need to prevent bullying through healthy relationships and safety procedures, which will begin in the classroom. My theory is to start early on in school settings such as Kindergarten. I hope to build a plan to ensure an autonomous mindset that gives students, teachers, and staff a pure and wholesome thought process. This thinking will take some years to develop a nuanced expression. During this starting phase of Kindergarten, I hope to broaden the opportunity for students in elementary school to be role models for students of the same age and younger; this begins with weekly training for them. The design is that this learning will transition into the middle school setting to facilitate a bridge in learning about the middle school student climate. The design continues to bridge students' transition into high school, hoping to eliminate bullying in the high school climate. The mindset structure is the tool to reduce and eliminate bullying, with a nuanced mindset to pivot from daily bullying in school settings. The intent is for this process to govern higher education and into future employment. This is a small piece of the planning process and implementation process with the management of a programmatic solution to building safer school environments.

EDD, Kent State University, 2024, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

This qualitative action research study examined the SAGES academic coaching program, a pilot program for first-year students who identify as having a disability. The study focused on the student–coach relationship and goal setting during coaching. Five students and three coaches participated in the study. I observed one coaching session for each student and interviewed students and coaches. I also reviewed survey data and academic performance for each student. Through observations and interviews, I identified four primary strategies coaches used when establishing a relationship with their students: (a) coach took a genuine interest in the student; (b) coach created a positive coaching experience; (c) coach created an inclusive coaching experience; and (d) coach ensured student voice and agency were present during the coaching session. I identified four steps coaches and students experienced when setting goals: (a) coach helped student clarify goals; (b) coach and student worked together on skills and strategies for goal attainment; (c) student used trial and error to test out skills and strategies; and (d) student learned how to implement skills and strategies independently. Through the study, I identified aspects of the program that should be expanded and components that should be added. The program will expand access and build on the individualized and proactive approach. It will emphasize the student–coach relationship, goal setting, and transition to the university. New components include (a) creating a success team, (b) using the learning management system to share resources, (c) incorporating sense of belonging and self-determination, (d) adding training aligned with ICF competencies, and (e) implementing assessment.

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.

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

Safety, security, freedom of expression, love, and support are critical components for adolescent youth that encourage growth and development. This study explored how Black girls make sense of their educational experiences while partnering with school staff through the RoyalSapphires program. Children must be in relationships with well- intended caring adults to facilitate adolescent growth and leadership. This study included a focus group with school administrators in charge of the curriculum for the afterschool program; members participated in semi-structured interviews and focus groups with members of RoyalSapphires. The findings suggest that members felt safe with the coordinators of RoyalSapphires, which was critical in sharing and learning through the afterschool program. Additionally, participants enjoyed these curated spaces dedicated to girls being in fellowship with each other. Finally, the time spent with RoyalSapphires was a source of validation and joy at the end of the school day. The program coordinators outlined their intentions to create a welcoming program for members facilitated by adults with their best interests at heart. The themes from this study were instrumental in creating an action plan grounded in creating a curriculum designed with the needs of participants at the forefront and led by a 3–5-member advisor board. The advisory board will seek representatives who are trailblazers in education, business, and leadership domains to create programming to share with middle school administrators to pilot this afterschool curriculum in their location. Using Yosso's (2005) six types of Community of Cultural Wealth as an asset framework when working with students from marginalized backgrounds, the curriculum will be instrumental in creating practical programming relevant to participants while providing assessment throughout the program. Ultimately, this afterschool curriculum seeks to partner with Black girls to enhance their skills (open full item for complete abstract)

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

Student veterans have long been a population needing specialized assistance, however due to their unique intersectional identities higher education professionals in many cases are unsure of what to do when meeting with them. This Grounded Theory-Action Research focused study has sought to identify the career needs of student veterans as well as any potential barriers they face when working with career practitioners. Arguably just as important, this study also sought to identify the needs of the practitioners who are working with these students in their career advising appointments. The purpose of this study is to begin to work towards filling knowledge gaps within the career advising industry from both the perspective of the student and the practitioner. To accomplish this purposive sampling was used to interview student veterans from Youngstown State University remotely using semi-structured recorded interviews. Similarly, career practitioners were interviewed using a semi-structured format, however practitioners were staff at several different collegiate institutions throughout the state of Ohio which were deidentified. Interviews were then transcribed and coded to identify themes. Once themes were found an action plan revolving around a comprehensive training program was created. Findings indicate that the primary areas of need for the student veterans include practitioners having information on transferable career paths, a centralized location and point of contact for student veterans to receive services (not the career center), and the need for practitioners to be aware of mental health needs of the population while not becoming overly cautious. A unique element of these findings is that student veterans continually mentioned the need for the practitioner to have a general understanding, and ideally appreciation of, their unique experiences and culture. Findings of practitioners indicated that there is an understanding that student veterans face simila (open full item for complete abstract)

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

This study explored the perception of career barriers among low-income and minority students at Urban Community College by using career barrier inventory revised (CBI-R) instrument. Data analysis showed that students have perceived external career barriers, such as racial discrimination, and internal perceived career barriers, such as, inadequate preparation in their career field and dissatisfy with career they currently have. The results shows that they may have slight internal career barrier of lack of confidence, and external career barriers sex discrimination, multiple-role conflict which means someone who is working as well as taking care of children at home. To help students overcome their career barriers an action plan was designed for intervention, which included workshops, counseling services, and psychoeducation intervention. Assessment and evaluation plan was designed for the effectiveness and improvement of this program.

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

This qualitative study was conducted to explore the lived experiences of college students with mental health disabilities when requesting and using accommodations. Using a phenomenological approach aided in understanding the meaning of the lived experiences by considering their feelings and emotions. Findings showed that there are barriers preventing students from enrolling with the office of disabilities, during the enrollment process, and when using accommodations. An action plan was created to focus on professional development, increasing resources, and creating partnerships that will lead to more students being served. The plan included an assessment of knowledge and gaps in training to develop a curriculum to generate new practices and to create partnerships among professionals to better serve students.

Doctor of Philosophy (PhD), Ohio University, 2023, Higher Education (Education)

Despite growing efforts to address the challenges international graduate students face while studying at US Institutions of Higher Learning (IHLs), there is a dearth of research on the factors that influence their persistence (Curtis et al., 2013; Jackson et al., 2019; Khoshlessan & Das, 2019; Luo et al., 2019; Mitchell et al., 2017; Okusolubo, 2018; Wang et al., 2018; Zhang, 2016). Part of the problem is that international students are studied as a homogeneous group. Understanding the diversity that exists within the international students population is vital to IHSs to best serve and support them. This study employed Tinto's (1993) theory of persistence and Whitney and Cooperrider's (2011) model of Appreciative Inquiry (AI) to examine the transitional experiences and persistence of African international graduate students at 4-year US research universities. The study utilized a phenomenological research design to understand how participants' experienced transitioning and persistence. The study consisted of 13 African students in their second year of their graduate program. Data was collected through in-depth virtual interviews with the participants. Data analysis involved a combination of interpretative interactions with the transcript and keeping reflection notes throughout the study. Findings revealed that perceived discrimination, lack of cultural diversity, financial constraints, and linguistic challenges negatively affected participants' experience. However, the study also identified that faculty mentorship, motivation and commitment, resilience, peer network, financial support, and spirituality influenced participants' persistence. The findings are consistent with the literature and have implications for university faculty, student affairs professionals, and policymakers to better support the transition and persistence of African international graduate students.

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

The creation and implementation of holistic educational experiences is invaluable for optimal student and staff development and retention in an institution of higher education. This dissertation involves a participatory action research on one such mechanism: mentorship. This study on mentorship leverages Tinto's(1975 - 2014) theoretical frameworks regarding student integration, aiming to strengthen the Northbound University (NU) student bonds with the collegiate community so that they complete their college career at NU and potentially bridge the gap between degree attainment and professional pursuits as well. A mixed methods approach with qualitative and quantitative data analytics was utilized to define and develop learnings about mentorship. The study focused on students at the NU College of Business Administration (CBA). The population of students studied was bifurcated into two main groups because of their markedly differing needs. The first group included at-risk students whom I referred to as “fledgling eaglets.” Fledgling eaglets were beset by challenges such as financial burdens, academic shortcomings, and university administrative problems. I called the second group of students “soaring eagles.” Soaring eagles were more established high potential students who were seeking solutions about possible professions ahead of their college commitments. Both these student groups needed to “matter” in the college cooperative. They needed to feel individually integrated and welcomed into the extended family in the university society. My findings resulted in initial interventions that addressed the needs of these two student groups with differing needs. For fledgling eaglets, I included innovative mentorship program features that involved development of academic skillsets in conjunction with contingent financial awards with requisite training. The concurrent but separate soaring eagle program incorporated professional networking and realistic career building oppo (open full item for complete abstract)

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

The creation and implementation of holistic educational experiences is invaluable for optimal student and staff development and retention in an institution of higher education. This dissertation involves a participatory action research on one such mechanism: mentorship. This study on mentorship leverages Tinto's (1975 - 2014) theoretical frameworks regarding student integration, aiming to strengthen the Northbound University (NU) student bonds with the collegiate community so that they complete their college career at NU and potentially bridge the gap between degree attainment and professional pursuits as well. A mixed methods approach with qualitative and quantitative data analytics was utilized to define and develop learnings about mentorship. The study focused on students at the NU College of Business Administration (CBA). The population of students studied was bifurcated into two main groups because of their markedly differing needs. The first group included at-risk students whom I referred to as “fledgling eaglets.” Fledgling eaglets were beset by challenges such as financial burdens, academic shortcomings, and university administrative problems. I called the second group of students “soaring eagles.” Soaring eagles were more established high potential students who were seeking solutions about possible professions ahead of their college commitments. Both these student groups needed to “matter” in the college cooperative. They needed to feel individually integrated and welcomed into the extended family in the university society. My findings resulted in initial interventions that addressed the needs of these two student groups with differing needs. For fledgling eaglets, I included innovative mentorship program features that involved development of academic skillsets in conjunction with contingent financial awards with requisite training. The concurrent but separate soaring eagle program incorporated professional networking and realistic career building opp (open full item for complete abstract)

Doctor of Education (Ed.D.), University of Findlay, 2023, Education

Since fewer than 13% of probationary students and 40% of non-traditional students complete their college degree, educators should search for new strategies to retain and support probationary and non-traditional students (Hamman 2018; Muljana & Luo, 2019). The mixed-methods study analyzes how traditional probationary and non-traditional students perceive academic hope, the correlation between academic hope and academic achievement, and the efficacy of an academic hope intervention. The study includes qualitative data to explore how students conceptualize academic probation and academic hope. The mixed-methods study also utilizes descriptive and inferential statistics to determine the correlation between academic hope and academic achievement. Lastly, the study determines the efficacy of an academic hope intervention for traditional probationary students. The study's results suggest probationary students feel an array of negative emotions from their placement on academic probation. The results also dismantle the assumption that the primary reason probationary students are unsuccessful is that they are underprepared. The study discovered probationary students had inflated expectations and lacked a sense of belonging to the institution, both of which seem to contribute to students' lack of academic success. Next, the study's results indicate there was not a significant correlation (r=.127, r=.014) between academic hope and academic achievement. The results suggest there was a practical benefit with administering an academic hope intervention. The academic hope intervention increased seven students' level of academic hope from average to high. The results indicate there was a strong correlation (r=.828) and effect size (.543) between pre- and post-intervention academic hope scores. The study provides recommendations for how educators and staff can support traditional probationary or non-traditional students.

Doctor of Philosophy (PhD), Ohio University, 2023, Counselor Education (Education)

Social justice advocacy is a necessary role for counselors. It is a part of their identity and ethical obligations to engage in advocacy with and on behalf of any individuals and communities experiencing injustice related to systemic disenfranchisement stemming from marginalized status due to race, gender, sexual orientation, ethnicity, and social economic status among others. To promote social justice in counselors, counselor education programs are increasingly emphasizing the integration of social justice pedagogy in counselor training programs. The diversity among counselor trainees and faculty presents simultaneous experiences of both privilege and oppression and this creates a challenge in determining how students develop specific interests and commitment to social justice. The purpose of this study was to explore the nature of the relationships between the social justice training environment, social justice self-efficacy, social justice outcome expectations and social justice interest and commitment among masters counseling students. The conceptualization of the development of social justice interest and commitment was based on the social cognitive career framework. The current study examined the relationship between the linear combination of social justice training environment, social justice self-efficacy, social justice outcome expectations and social justice interest and commitment. The study also examined the amount of variation in social justice commitment explained by social justice training environment, social justice self-efficacy, social justice outcome expectations and social justice interest. Finally, the study identified the most robust predictors of social justice commitment among the 116 participants in the study. Based on the findings of the study, there was a positive significant relationship between social justice self-efficacy, social justice outcome expectations and social justice interest with social justice outcome expectations bei (open full item for complete abstract)

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

Numerous researchers have investigated thinking that drifts away from what the individual was doing, thinking that is known as mind wandering. Their inquiries were often conducted in university lab settings with student participants. To learn about mind wandering in the daily life of working adults, this experience sampling study investigated intentional and unintentional mind wandering episodes as reported by working adults, ages 25–50, living across the United States. In this age frame, work and family responsibilities have increased in complexity and overlap. Using a smartphone app, participants were randomly notified to answer experience sampling surveys six times a day for up to five days. Eight questions concerned frequency, intentionality, and the descriptive characteristics of thought type, thought content, temporality, context, context demand, and emotion. Based upon 7,947 notification responses and 4,294 reported mind wandering episodes, the research findings showed that mind wandering is a common thinking experience in working adult daily life and is differentiated by intentionality, parent status, and gender. Parents reported more frequent mind wandering and intentional mind wandering episodes than nonparents. Episode thought type was most often indicated as practical thought. Episodes were more often reported as having the content related to context although out of context mind wandering episodes were also highly reported. Context demand and emotion at the time of the notification were related to mind wandering episode frequency and were further differentiated by intentionality, parent status, and gender. Working parents reported mind wandering episodes during higher demand, particularly male parents, than nonparents. By generating new knowledge about the thinking life of working adults, this study's results and methodology contribute to the fields of leadership and change, thought research, intrapersonal and interpersonal psychology, work and family st (open full item for complete abstract)

Ph.D., Antioch University, 2022, Antioch Seattle: Counselor Education & Supervision

The central research question that informed this study asks: How do attachment and creativity focused counseling interventions encourage connection between an adolescent and their parent or caregiver? The research study centered on two mother and son dyads that participated in six weeks of a therapeutic intervention. The modality utilized an attachment and creativity focused approach created by the author. Data was collected through a post intervention semi-structured interview with the parent (adult). Data was transcribed and evaluated with an interpretive phenomenological approach. Six themes were identified by a team of researchers. The findings have implications for clinical practice with parents and adolescents presenting with a trauma history. In addition, the modality with an attachment and creativity focus could be further evaluated. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Doctor of Engineering, University of Dayton, 2022, Electrical and Computer Engineering

Beamforming is a technique in which an array of antennas is exploited to achieve maximum reception in a specified direction by estimating the signal arrival from a desired direction (in the presence of noise) while signals of the same frequency from other directions are rejected. This is achieved by varying the weights of each of the sensors (antennas) used in the array. It basically uses the idea that, though the signals emanating from different transmitters occupy the same frequency channel, they still arrive from different directions. This spatial separation is exploited to separate the desired signal from the interfering signals. In adaptive beamforming the optimum weights are iteratively computed using complex algorithms based upon different criteria. Several adaptive filter structures are proposed for noise cancellation; however, the present research uses a hybrid least square algorithm (HLMS). The main objective of this adopting this algorithm in this system is to utilize the filter weights w[i] for two algorithms, which are LMS and Sign error algorithms. These use a hybrid LMS (HLMS) algorithm to adjust filter weights according to mean filter weights. Fur- thermore, simulation studies show that the HLMS algorithm gives better performance as compared to LMS and Sign error algorithms. Finally, the validity of the proposed algorithm is illustrated using three numerical examples. 3

Master of Science, University of Toledo, 2022, Mechanical Engineering

In a dental operatory, particulate matter, temperature, and humidity sensors are employed to assess the concentration decay rate of aerosolized particles. Standard dental equipment, such as a high-speed handpiece and an air/water syringe, are used to create aerosolized particles. Various practical environment management factors are addressed, such as having the operatory door open or closed, using an extraoral suction unit or a HEPA filtered air purifier, and opening or blocking the operatory's central air ventilation ducts. The findings are compared to particle decay rates generated by dental treatments in the same operatory. Aerosols underwent exponential decay in the majority of cases, which might be enhanced by cost-effective air quality management instruments such as an air purifier or an extraoral suction unit. We developed a semi-empirical model to predict particle decay rates, by accounting for relevant factors such as the natural deposition rate, air conditioner flow rate, individual inhalation rate, and so on for various scenarios.

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

The academic success of student-athletes is a hot topic on college campuses. This exploratory action research study seeks to understand the best ways to support student-athletes at a small, private college with a large student-athlete population. Utilizing the Whole Student Theory of Advising (WSToA) framework, student-athletes were surveyed and interviewed to better understand their perspective. The data indicates that student-athletes seek more support that meets their unique needs. An intervention-based model of faculty advisor training is proposed as a solution for improving the academic success of student-athletes and building interpersonal relationships between student-athletes and advisors. The scope of this solution may only apply to the institution studied; however, higher-education academic and athletic staff will find the methodology and findings useful.