Ph.D., Antioch University, 2025, Leadership and Change

As schools increasingly adopt restorative practices, a parallel shift in leadership is occurring, challenging traditional leadership models like servant and transformational leadership. While research has largely focused on student outcomes, there is a critical gap in understanding how restorative practices influence school principals' leadership. Given their central role in sustaining and expanding restorative initiatives, this study aimed to address that gap by developing a definitional framework for restorative leadership, grounded in the experiences of women school leaders in grades 5 to 12. Using sensemaking theory, the research examined how leaders conceptualize and apply restorative values in practice. Key questions included how restorative leadership is understood, how it shapes leadership identity, and how it is enacted in practice. A mixed-methods design was employed, integrating survey data (N = 52) and semi-structured interviews (N = 12). Findings revealed that while 51.92% of participants recognized the term “restorative leadership,” many were already practicing it without labeling it as such. Restorative leadership emerged as a dynamic process of knowing, being, and doing, rooted in self-awareness, relational repair, participatory decision-making, and collective well-being. It challenges hierarchical paradigms and fosters inclusive school cultures, with the potential to disrupt inequitable systems, improve school climates, and promote leader well-being. Based on these findings, several key recommendations for action are proposed: establishing Restorative Leadership Intensives (RLIs) to deepen principals' engagement with restorative practices, integrating restorative leadership into leadership development programs and professional certifications, advocating for gender-equitable leadership models that emphasize relational strengths, and embedding restorative practices into school policies to create inclusive cultures. These actions a (open full item for complete abstract)

Doctor of Education (Educational Leadership), Youngstown State University, 2025, Department of Teacher Education and Leadership Studies

This study investigated the effectiveness of systematic K-6 spelling instruction, exploring the historical context, instructional practices, and professional development necessary to support both novice and experienced teachers. Using qualitative methods, data were collected through surveys and interviews with 30 elementary teachers in a western Pennsylvania school district. Highlighting a reliance on informal strategies and digital tools, the findings reveal significant gaps in formalized spelling programs which often hinder the development of foundational spelling skills. Effective instructional practices, such as phonics-based and multisensory approaches, were identified as crucial for improving student outcomes. Challenges include differentiating instruction to meet diverse student needs and addressing systemic barriers, such as inconsistent resources and limited professional development opportunities. This study underscores the need for tailored professional development focused on explicit, systematic instruction to enhance teacher capacity and student learning. The implications of this research extend to designing robust training programs and standardized assessments to support effective spelling instruction. Future research could explore longitudinal impacts of these interventions across multiple districts and states.

Doctor of Philosophy, Case Western Reserve University, 2025, Nursing

Statement and Importance of the Research Problem. In Oman, a mixed study among parents documented the need to initiate comprehensive reproductive health programs for youth. However, there is limited research from Oman and other Middle Eastern countries about female youth insights about personal and developmental health. The lack of literature is attributed to the cultural and religious sensitivities regarding discussing adolescent-related issues. Thus, this study charts new ground by providing an in-depth understanding of female youth insights about personal and developmental health in the context of culture and future well-being. Objectives: The purpose of the phenomenology study is to describe the personal and developmental health of Omani female youth (18-24 year old) in the context of both their culture and their future well-being. Sample: The study participants are single female Omani youth (18-24 years old) who reside in Muscat. Sampling Method: The participants were recruited through social media platforms using advertisement and nominated sampling methods. Sample Size: The study was first piloted with two individual interviews using secured Zoom videoconferencing for 90 minutes. Later, 12 individual interviews using secured Zoom videoconferencing for 90 minutes were conducted until data saturation was achieved. Data Collection Tool(s) and Technique (s): A phenomenological study using a semi structured individual interview 14 was conducted using a secured Zoom videoconferencing. Statistical Analysis Methods: The individual interview was first transcribed. Translation to English and then backward translation to Arabic were done for any Arabic words or statements. Next, the horizontalization analysis method was conducted by expert researchers in Oman and USA using Nvivo software. Indicators and Implications for the Expected Major Results: The study provides an in-depth understanding of personal and developmental health (open full item for complete abstract)

PHD, Kent State University, 0, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

The purpose of this dissertation study was to investigate the use of the picture book as a curricular resource and instructional tool to support student inquiry in an eighth-grade ELA classroom and to describe students' experiences in an inquiry-based classroom. The research methodology of the study was a basic interpretive qualitative design. The study invited middle-grade students to read and respond to a text set of high-quality picture books on the topic of Greek Mythology and use their readings and responses as the impetus to develop their own inquiry questions and conduct their own inquiry project based on a particular topic in Greek Mythology. A total of 22 eighth-grade English Language Arts students, including 9 girls and 13 boys, participated in this basic interpretative qualitative study.Data analysis revealed several important findings, which were discussed under four major categories: 1) Inquiry as a generative and unpredictable process, 2) The power and importance of student personal interests in inquiry, 3) The power and potential of picture books in an inquiry-based classroom, and 4) The Literature Response Cube as a reader-response instructional tool. Although this study has produced valuable information about inquiry, its true nature, and the tensions related to its implementation in the classroom, there may be some limitations in this study. These major findings validate the theoretical frameworks discussed in Chapter 1. These theories prioritize students as active participants in the classroom, urging educators to facilitate exploration, discovery, and the construction of meaning through inquiry. Furthermore, these theories advocate for students to contribute their own personal interpretations of texts rather than passively receiving meaning. It is believed that inquiry-based classrooms create opportunities for students to investigate, hypothesize, and revise hypotheses to generate new understandings. This perspective posits that meaning is n (open full item for complete abstract)

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

Collaboration with others is an integral part of our development as people. In the realm of education, collaboration among faculty and staff has been found to be an asset to developing shared goals and successful educational outcomes. This mixed method action research study explores the backgrounds and perceptions of educators in regard to collaborative experiences in a private high school setting. Through a combination of demographic surveys, semi-structured interviews, and a focus group, four main themes emerged. These were motivations for collaboration, external factors that affect collaboration, effective collaborative practices, and the impact of collaborative group makeup. These findings were utilized to develop an action plan to create regular effective collaborative communities in this educational setting.

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

The retention rate in online doctoral programs is incredibly low; given the increase in popularity in online schooling, it is necessary for colleges and universities to start adapting the way they work in the online degree space. This dissertation in practice examines what it is that keeps students in the program outside of financial support. Three themes became evident in the review of related literature - faculty preparedness tied with student skill set, social interactions between peers, and coaching support that goes beyond academia - and the subsequent interviews highlighted a fourth theme missing from the review - that of self-determination or self-confidence. This study starts by examining retention in the online doctoral program at Midwestern University, where the problem of practice is set and provides an action plan for programs looking to strengthen the retention of their students in online doctoral programs.

PHD, Kent State University, 2024, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

This study's purpose was to determine how well education colleges in Saudi Arabia prepare pre-service teachers to address 21st-century skills with their future students. The perceptions of college professors and pre-service teachers at several Saudi education colleges across the country were examined according to the methods of quantitative research and descriptive statistics. Data was obtained through a Likert scale survey consisting of 30 closed-ended questions regarding how well Saudi education colleges impart four 21st-century skills— computer literacy, research skills, critical thinking, soft skills—and two support programs—special education and English as a foreign language (EFL). The data was analyzed using pairwise t-test comparisons to discover which skills were most prioritized by professors and pre-service teachers. It was found that special education was perceived as requiring the most improvement, with EFL in second place and computer literacy in third place, followed by research skills. An extensive literature review was also conducted on the topic. Based on the findings, it is recommended that special education, EFL, computer literacy, and research skills receive the most focus during any future attempts to reform the Saudi education system, and that the input of Saudi pre-service teachers be consulted during any process of upgrading curriculum related to critical thinking, special education, research skills, and soft skills. Keywords 21st-century skills, Saudi Vision 2030, English as a foreign language (EFL), critical thinking, research skills, soft skills, computer literacy, special education, Saudi education system, teacher preparation programs, colleges of education in Saudi Arabia, perceptions of pre-service teachers, perceptions of college professors. .

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).

PHD, Kent State University, 2024, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

This naturalistic basic interpretive inquiry study investigated what individual and social meanings students constructed while engaging with paired picture books presented in two different languages: One in English and the other in Arabic. The research aimed to uncover how middle grade male students interpreted and comprehended the narratives and themes of the paired picture books; specifically, how possible language background influences were shaping their comprehension and interaction with given texts, through intertextual engagement, within and across languages. A total of 12 eighth-grade students participated in this paired picture books qualitative interpretive study. By examining the students' responses and interactions, the study sought to reveal the possible differentiational and nuanced ways in which language and cultural context shape their interpretation. This research aimed to provide insights into the cognitive and social comprehension processes involved in literary experiences. It also sought to explore the potentiality of paired picture books to serve as a bridge between languages and cultures in educational settings. Using a qualitative data analysis approach, the study intended to highlight the meanings that might emerge from the students' engagement with the paired picture books, offering a deeper understanding of the language's role in shaping literary comprehension and social interaction. The major findings highlight the potential benefits of incorporating intertextual methods into reading curricula. Different meanings intertextually constructed individually, and socially showed how paired picture books in two languages played a significant role in enriching reading comprehension. These findings validate the theoretical frameworks discussed in Chapter 1. These theories advocate that intertextuality is a mechanism of mind used to comprehend texts, and reading comprehension is Psycho-linguistic and Socio-Psycho-linguistic process. They believed (open full item for complete abstract)

EDD, Kent State University, 2024, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

This Dissertation in Practice (DIP) explores the experiences of Black male faculty at Kent State University, a predominantly White institution, employing counter-narrative, a tenet of Critical Race Theory (CRT). Using qualitative narrative inquiry and autoethnography, the study investigates how race, gender, access to resources, and preparedness intersect and impact Black male faculty members' professional identities, sense of belonging, and pursuit of success. By centering the voices of five Black male faculty members, this research uncovers systemic barriers such as racial bias, isolation, and lack of mentorship that impact their career trajectories and overall wellbeing. The dissertation aligns with the Carnegie Project on the Education Doctorate (CPED) principles by focusing on issues of diversity, equity, inclusion, and belonging (DEIB), generating new insights into institutional practices that could affect recruitment, retention, and advancement of Black male faculty. Key findings underscore the importance of tailored support systems, recognition of invisible labor, and the establishment of community as mechanisms for fostering resilience and empowerment. The study concludes with actionable recommendations for academic institutions to enhance DEIB initiatives and support Black male faculty members, ultimately contributing to a more inclusive and equitable higher education landscape.

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

This explanatory sequential mixed-methods study aimed to investigate how undergraduate students' everyday texting experiences related to their social connectedness. This research was conducted through a quantitative survey and qualitative interviews. The quantitative phase involved a survey distributed to a sample of undergraduate students, assessing their texting frequency, demographic variables (age, gender, race/ethnicity, and living arrangements), and levels of social connectedness using the Social Connectedness Scale-Revised (SCS-R; Lee et al., 2001). The subsequent qualitative phase involved semi-structured interviews with a subset of participants selected based on their survey responses to gain deeper insights into their texting behaviors and perceptions of social connectedness. The study's findings indicated that while texting frequency significantly predicted social connectedness among undergraduate students, demographic variables do not show a substantial impact. Additionally, students' perceptions of texting as a tool for maintaining social connections varied, with some viewing it as a convenient means of communication and others finding it insufficient for meaningful interaction. Key motivations for using texting included convenience, immediacy, and the non-intrusive nature of asynchronous communication (Liu et al., 2014; Hall et al., 2018). Texting was generally viewed as less effective than face-to-face interactions for developing deeper social ties (Derks et al., 2008; Uhls et al., 2014). This study contributed to the limited research on digital communication and social connectedness among undergraduate students by highlighting the significant role of texting frequency in predicting social connectedness (Ehrenreich et al., 2019; Harley et al., 2007). It also underscored the need for educational institutions to develop programs that leveraged texting to enhance peer connections while promoting the balanced use of digital and face-to-face interaction (open full item for complete abstract)

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

The literature on foster youth reveals that those emancipated continue to face unique hardships while attempting to earn their postsecondary degrees. Persistent calls for targeted support have resulted in the rise of campus-based support services (CSPs). Yet, there is still a lack of information on the program development and implementation of CSPs. A stark observation from research findings on the experiences of foster youth in higher education confirms that the perspectives of the program staff are missing. In addition, most of these studies were conducted by professionals in the social work field. To address this gap, I used a qualitative case study with an appreciative inquiry lens to explore how Ohio postsecondary CSPs support students with foster care experience. The overarching findings revealed that program administrators adopt a community-based and empowering approach, leading to a normalized college experience that fosters a sense of belonging and academic success. By embedding a “journey advocate” philosophy, they seek to create an inclusive agenda that transforms the support framework across federal policies, training programs, and postsecondary institutions, ensuring consistent care and student success.

Master of Computer and Information Science, Cleveland State University, 2024, Washkewicz College of Engineering

In an increasingly interconnected world, cybersecurity plays a pivotal role in safeguarding organizations and individuals from cyber threats. This research paper aims to create a comprehensive curriculum that bridges the gap between technical and non-technical students, fostering cross-disciplinary expertise. The curriculum is specifically designed to assist small and medium-sized businesses (SMB's) in addressing their unique challenges and constraints related to securing digital assets and infrastructure. The objectives of this research are four-fold. First, it identifies the most reported threats targeting SMB's. The research found that the critical attack vectors for SMB's include malware, web-based attacks, and phishing/social engineering. Second, the curriculum along with technical skills also provides students with essential legal insights, integrating both areas into the curriculum. Understanding the legal aspects of cybersecurity incidents is crucial for effective incident response and for managing attacks within legal boundaries. The NIST's National Initiative for Cybersecurity Education Workforce Framework for Cybersecurity (NICE Framework) guided the development of the necessary Knowledge, Skills, Abilities, and Tasks (KSATs) to protect SMB's against targeted threats. Third, the research develops a scenario-based curriculum. By immersing learners in realistic cyber threat scenarios, their practical understanding and preparedness in responding to cybersecurity incidents encountered by SMB's are enhanced. Fourth,this thesis integrates practical experience and real-life skill development into the curriculum. Students will have the opportunity to practice both attacking and defending in a simulated environment, thereby strengthening their ability to identify, mitigate, and respond to cyber threats effectively. In summary, this research contributes to a curriculum that prepares students regardless of their academic background—to navigate the complex fiel (open full item for complete abstract)

Bachelor of Fine Arts (BFA), Ohio University, 0, French

Many students in French programs are exposed to little to no Francophone culture. French-speakers across the globe represent a diverse range of cultures. Ignoring this diversity prevents student interactions with French speakers on a global level. French teachers have an obligation to introduce their students to an accurate representation of French speakers, which means moving toward a more diverse curriculum. However, lack of resources for novice and in-service teachers alike makes the move toward more inclusive and culturally informed language teaching inaccessible. This thesis aims to explore this problem in French Language education and propose ways to solve it.

Doctor of Education (Ed.D.), University of Findlay, 2024, Education

This dissertation investigates the impact of the Ohio Blended Collaborative (OBC) on fostering 21st century skills among students. Utilizing a mixed-methods research design, this study aims to understand how participation in the OBC influences perceptions and self-assessments of critical thinking, collaboration, communication, and creativity. The quantitative analysis is derived from a validated instrument consisting of 30 Likert-style questions, complemented by qualitative insights from open-ended survey questions. The demographic data of 227 students and 29 teachers provided a foundation for understanding the context of the research participants. Quantitatively, both students and teachers reported high levels of confidence in collaboration and communication skills, with notable strengths in problem-solving and teamwork. Qualitatively, themes emerged around increased engagement, confidence, and student-centered learning, underscoring the value of personalized learning environments fostered by the OBC. Notably, the study identified a discrepancy between students' self-perceptions and teachers' assessments, particularly regarding the application of knowledge to a new contextual situation. Additionally, the interrelatedness of the four skill categories was highlighted, indicating a holistic approach to 21st century skill development. This dissertation contributes to the field of education by offering insights into the benefits and challenges of implementing personalized learning with ongoing collaboration and support through a structured professional learning community. The findings suggest that while the OBC positively impacts the development of 21st century skills, ongoing support and adjustments are essential for maximizing student outcomes. Recommendations for practice, limitations of the study, and future research directions are discussed, providing a comprehensive overview of the OBC's implications for stakeholders in education.

PHD, Kent State University, 2024, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

The purpose of this self-study was to examine my enactment of 3S Understanding, a holistic, democratic and inquiry-based curriculum theory, in a university-based, English-to-speakers-of-other-languages (ESOL) writing course grounded in Subject Learning, Self Learning, and Social Learning. Through disciplined reflective inquiry and collaboration with critical friends, this study set out to unpack the complexities of course planning and teaching. Data collection and analysis involved a structured, five-stage approach to identify themes, compare relationships, and interpret findings within the 3S framework. The Subject Learning findings stressed identifying the “wiggle room” for teaching artistry to address students' learning challenges and advocated for a multimodal approach to accommodate diverse learning needs. These findings also highlighted the significance of reflective inquiry in improving pedagogical practices. The findings on Self Learning emphasized fostering self-awareness and autonomy among students through reflective practices and empowering activities. They also highlighted the value of incorporating personal stories into teaching to strengthen teacher-student connections. The Social Learning findings foregrounded the importance of a collaborative, authentic, and critical thinking-focused educational environment to deepen learning and prepare students for societal participation. This study emphasizes a holistic ESOL pedagogical shift, urging teachers to integrate comprehensive, reflective, and collaborative approaches. It recommends inquiry-based, reflective practices for teacher educators, and supportive, diverse teaching environments by administrators. Learners are encouraged towards active, self-reflective engagement, connecting learning to real-world relevance. Such an approach aims to enhance language proficiency and democratic participation, fostering a deeper understanding and engagement in ESOL education across various educational roles.

Doctor of Philosophy, The Ohio State University, 2024, EDU Policy and Leadership

This study asked what elements should be included in a cognitive accessibility heuristic framework for parent-educators to compare STEM educational video games for K-5 level autistic children who require substantial supports? To provide an answer to this question, two component questions were asked: 1) “which computer learning game environment and affordance considerations should be included in a cognitive accessibility heuristic framework?” and 2) “which elements of which evidence-based practices should be included in a cognitive accessibility heuristic framework?” A heuristic framework was created that poses questions regarding autism cognitive accessibility considerations for game settings, user interface elements, and user interaction feedback elements that align with evidence-based practices for autism. A small group of 10 participants were parent-educators of autistic children who met the study question criteria and were solicited by convenience and snowball sampling. The heuristic was tested against two STEM-based computer learning games at the K-5 curricular level, specifically Box Island and Peg Plus Cat – Music Maker). Participants were asked to evaluate the heuristic against these games based on how they thought their autistic children would perceive the game experience. Data showed that the list of questions included in the heuristic appropriately considered autism cognitive accessibility when evaluating computer STEM-based computer learning game settings, when reviewing the game environment interface, and when responding to user interaction. The study concluded that participants considered all questions were valuable and should be included. Since the relative importance of some questions differed amongst participants, the heuristic also demonstrated sufficient flexibility to accommodate varying needs of the participants' autistic players. Participants indicated that stepping through the heuristic provided heightened awareness of autistic percept (open full item for complete abstract)

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

This qualitative case study is situated in the area of educational leadership. It aims to explore possible strategies for increasing community-integrated employment for graduates of a Job Training Coordination Program at OakVeil High School. It is important to consider the lived experiences, hopes, fears, and barriers experienced from a caregiver's perspective so that a Job Training Coordinator can better assist families during the transition from school to a career. There is a gap in employment between people with disabilities and their non-disabled peers. Caregivers' perspectives on participation in community-integrated employment for their children of transition age with disabilities were examined through the investigation of three sub research questions. Open-ended interviews and record reviews were gathered and analyzed through coding. Data analysis resulted in the following themes: Employer and Person-Centered Values for CIE, JTC as CIE Support, Alternate Settings from CIE, and Family Support Services. Key findings were interpreted to consider safety, transportation, self-determination, caregiver support, and caregiver involvement. This study demonstrates how policies, safety at the workplace, and transportation are common barriers to community-integrated employment from the caregiver's perspective. Suggestions are offered to help Job Training Coordinators, special education teachers, job coaches, employers, and caregivers improve the rate of Community-integrated employment. This study also suggests that barriers, support services, personal preference, civil rights, and familial needs are interwoven and recognition of this is necessary for successful employment in the community for people with disabilities.

EDD, Kent State University, 2024, College of Education, Health and Human Services / School of Health Sciences

MBA programs and their graduates have been accused as complicit in the decline in corporate ethics that began with Enron. How have business schools responded to these challenges? Few studies have looked at this question, particularly through the dual perspectives of those instructing MBA programs and their graduates. The primary aim of the study was to investigate business ethics instruction with MBA program faculty and administrators in Northeast Ohio, and with MBA graduates, to understand if graduate business schools have risen to meet modern ethics challenges through attempting to produce more ethical business leaders. Open-ended 25–93-minute interviews with 12 questions were presented to 25 MBA program faculty and administrators and 26 MBA graduates practicing in their careers. The convergent mixed-methods study produced qualitative data, analyzed using in vivo first cycle coding, second cycle coding, and after second cycle coding producing patterns and categories. The interview questions also produced descriptive statistics. The key findings of the study were business ethics instruction has been widely embraced by MBA programs during the 21st-century post-Enron in terms of quality and quantity compared to the 1980s and 1990s. Business ethics should be required instruction. Business schools and their graduates feel they are creating ethical future business leaders, prepared to face ethical challenges within their careers. The significance of these findings indicated business schools and their prestigious accrediting body, the Association to Advance Collegiate Schools of Business (AACSB), have responded to the corporate ethics crisis through prioritization and enhancement of ethics instruction in MBA programs.

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

COVID-19 changed how faculty members approached teaching in higher education in the United States. This study specifically looks at the changes in faculty-student interaction (FSI) during the COVID-19 pandemic. While extensive literature exists on the topic from the student perspective, the disruption in education necessitated a more extensive study of the faculty perspective. A multiple-case study methodology was employed to explore the experiences of a small cohort of faculty members at a single institution and how they fostered positive interactions with students from Spring 2019 through Spring 2023. The data collected included semi-structured interviews, course syllabi, teaching philosophies, and a pre-interview questionnaire with demographic data. The findings revealed that faculty initially faced hurdles engaging with students but swiftly devised strategies to adapt. Their approaches primarily emerged from internet searches and conversations with other faculty in their communities of practice. Additionally, faculty members who taught prior to the pandemic used their prior teaching experience but also credited having access to course materials designed for online learning as a strategy for positive interaction. Finally, returning to in-person teaching with social restrictions presented significant challenges in comparison to teaching online. A key implication for practice is requiring faculty to teach asynchronous courses periodically to ensure familiarity with best practices for online learning and access to updated teaching materials. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).