Ed.D., Antioch University, 2025, Education

The purpose of this hermeneutic phenomenological study was to observe the lived experiences of children while learning about place through a Kinship/Indigenous worldview and the impact of the experience on their love and care for place. The study unfolds from a theoretical framework at the nexus of critical theory, place-based education, and a Kinship/Indigenous worldview. The overarching question is, “Can teaching through an Original Kinship/Indigenous Worldview grow children towards connection and love for place?” Elementary students and their teacher explored one square block of the school community, illuminating a different aspect of our place daily through Kinship/Indigenous worldview Precepts (Wahinkpe Topa & Narvaez, 2022). Students constructed their knowledge of place from unseen organisms to the power systems present and developed an understanding of their impact on place. Data gathered included Natureculture (Haraway, 2003) journal notes, sketches, reflections, photovoice, and semi-structured interviews. Natureculture is a synthesis of nature and culture that recognizes their inseparability in ecological relationships that are both biophysically and socially formed (Fuentes, 2010; Haraway, 2003). Findings reveal that learning to see all elements of place/community through a Kinship/Indigenous worldview supports children in understanding interconnectedness, meaning children understand their connection to nature as a biological and cultural relatedness nurtured through connecting with all beings. Data was isolated, analyzed, and interpreted to illuminate themes giving voice to the lived experience of children learning about a place through an original kindship/Indigenous worldview and their shift to care for them. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Doctor of Philosophy, Miami University, 2024, Educational Leadership

The focus on Black joy helps to reshape conceptualizations of justice and the approach to educational research and practice (Masterson et al, 2023). This qualitative inquiry intends to explore and reimagine how Black women implore their joy narratives and pedagogies in ways that amplify their voices, bodies, and creativity within the academy. Additionally, these progressive pedagogies allow for a “collective social conscience” that centers more care for Black women in general (Beauboeuf-Lafontant, 2002). This inquiry is posited through the theoretical framework of womanism. As such, there is an exploratory sense-making that allows for the naming of joy as resistance within a feminist struggle and an alignment within my positionalities and subjectivities (Hartstock, 1998; Hill-Collins, 2000/1991; Hill-Collins;1998, hooks;1995). This inquiry is also guided through post-critical and feminist frameworks. The use of arts-based methodologies (digital storytelling and portraiture) is intended to co-create, participate, and observe the multiple ways of addressing the research questions of how Black women teach joy, and what is the role of music in Black feminist pedagogy. The findings illuminate voices and showcase further implications for researchers, social justice educators and future joy scholars.

Master of Arts, Miami University, 2024, Spanish

El estudio propuesto de comparacion replica inversa incorporara la linguistica aplicada, la transferencia ritmica y la adquisicion del espanol como L2 por los hablantes adultos nativos del ingles americano como L1 en la universidad. Las medidas ritmicas de ΔC, %V, ΔV, CrPVI y VnPVI se utilizaran para determinar la duracion silabica, vocalica y consonantica exhibida por el ingles frente al espanol. Una comparacion de las mediciones duracionales pondra de manifiesto la presencia y el grado de transferencia ritmica exhibida. El objetivo del estudio propuesto es destacar las diferencias segmentarias entre una lengua silabica frente a una lengua acentual como evidencia empirica de transferencia ritmica. Los resultados de un estudio previo del gallego como L1, una lengua silabica, y el ingles britanico como L2, una lengua acentual, de Rodriguez-Vazquez y Roseano (2022), muestran que el grado de transferencia linguistica que se exhibe, depende del nivel de competencia alcanzado, asi como la experiencia de estudiar en el extranjero. Se exploraran otros factores que podrian afectar la transferencia ritmica, como el numero de idiomas que se hablan. Finalmente, los resultados del estudio propuesto (del ingles-L1/espanol-L2) se compararan con los resultados del estudio anterior (del gallego-L1/ingles-L2) para un analisis comparativo posterior. El estudio propuesto de comparacion replica inversa incorporara la linguistica aplicada, la transferencia ritmica y la adquisicion del espanol como L2 por los hablantes adultos nativos del ingles americano como L1 en la universidad. Las medidas ritmicas de ΔC, %V, ΔV, CrPVI y VnPVI se utilizaran para determinar la duracion silabica, vocalica y consonantica exhibida por el ingles frente al espanol. Una comparacion de las mediciones duracionales pondra de manifiesto la presencia y el grado de transferencia ritmica exhibida. El objetivo del estudio propuesto es destacar las diferencias segmentarias entre una lengua silabica frente a una le (open full item for complete abstract)

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.

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

The purpose of this Dissertation in Practice is to explore my professional ethos as an educator. As a nomadic scholar-educator, without a permanent organizational or institutional framework within which to operate, I had no ready-made code of professional ethics or corporate ladder, no outside structure to guide my work. That is, until I embarked on this journey into philosophies of education and found that the post-critical approach to education has provided me with a way to talk about and frame my professional purpose. My study foregrounds/ explores some key characteristics of a post-critical definition of education and being-a-teacher to demonstrate their applicability to my understanding of myself as an educator. By viewing a number of positions and projects with a post-critical eye, I have identified features of my work, like the teacher's love of a subject, a sense of educational hope, and a focus on affirming the good in the world that can be passed on to the next generation. I have been able to weave together a myriad of experiences that I had not known how they were connected until I looked at them educationally. In this way, I have taken on a unique problem of practice—developing my professional ethos as a nomadic, post-critical educator.

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

Adolescent Black girls often experience marginalization in schools due to zero-tolerance policies, oppressive classroom curricula, and teachers who lack cultural competency. The literature on adolescent Black girls in school revealed that there are spaces within schools that can serve as homeplaces for Black girls. This study explored how adolescent Black girls experienced homeplace in an afterschool club at a predominantly White middle school in Decatur, Georgia. This research also expands bell hooks's (2001) theory of homeplace from the home environment to school buildings. Narrative inquiry was the methodology used for the study, and interview data was analyzed through thematic analysis. Black feminist thought served as the theoretical lens. The findings revealed that during their participation in the afterschool club, the study's participants experienced homeplace through: (a) a sense of belonging, (b) experiences that provided them the opportunity to grow and develop, and (c) access to caring Black women who facilitated a safe space that the girls needed. Recommendations for school policy and practice that may reduce the marginalization of Black girls and increase access to homeplaces inside schools are included. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Doctor of Philosophy, The Ohio State University, 2024, EDU Teaching and Learning

This dissertation answers the guiding question how do the narrative elements of character, plot, and storyworld work together to create the young adult contemporary realistic romance (YACRR) genre? With a textset of fourteen YACRR narratives that have been published since 2010, I identify nine generic codes that occur frequently enough to be considered significant to the formulaity of the genre. Through methodologies of desire-centered research (Tuck 2009) and perpetual girlhood (Doermann 2022), I consider which type(s) of girl(s) have historically gotten to see themselves as a love interest and as desirable and how a young reader might metabolize those representations in relation to themself since identity is often shaped through cultural representations and the media provided to them. I employ rhetorical narratology, more specifically, the Rhetorical Model of Audience (Phelan 2020), because of its function in guiding the reader to find the point of the narrative. The point of YACRR narratives, I found, is that they are engaging, as all genre fiction is, but they are also pedagogical in that they provide models to young readers of what a safe and respectful relationship looks like. In this way, YACRR protagonists are both mimetic and thematic characters. Since young adult literature is mostly about first experiences and uncharted territory (Carpan 2004, 2009), being provided with healthy models of romance can help the implied reader, or the narratee, as they navigate new-to-them experiences. In order for this navigation to happen, YACRR protagonists and storyworlds are written to be ordinary so that the reader can slip themselves into the protagonist position and superimpose their own hometown in place of the storyworld in the narrative. In this way, the engagement into the narrative and the pedagogical implications can merge. A double consciousness is at play here because the narratee feels an affinity with the protagonist and the storyworld all the while knowing (open full item for complete abstract)

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.

Doctor of Philosophy, The Ohio State University, 2024, East Asian Languages and Literatures

Framing the learning and use of foreign language as “performed culture,” this dissertation explores ways to train learners into performers who can embody physical interaction in their language use. In this dissertation, the researcher compares the pedagogy of performance as implemented in the performance-oriented Chinese language classroom to the instructional techniques used by kunqu practitioners to train performers of Chinese theatre. The dissertation synthesizes data from a study, involving classroom observations and interviews with students, as a source for considering the implementation of methods and techniques in the Performed Culture Approach to Chinese language pedagogy. The dissertation describes the tools of transmission in Chinese kunqu theatrical performance training, drawing connections between these two performance-oriented pedagogical endeavors. The researcher clarifies the role(s) of the Chinese language instructor in a physical performance-centric language learning environment and makes pedagogical recommendations regarding the training of teachers in the Performed Culture Approach. Through this dissertation, the researcher contributes to the theoretical foundations of the Performed Culture Approach to foreign language pedagogy and provides a practical analysis of the effects such pedagogy can have on learners. The dissertation concludes with practical recommendations for teacher training, including training modules on how teacher trainers can guide foreign language teachers to incorporate physicality into performable textbook dialogues to teach culturally specific behaviors. Foreign language teachers will benefit from this research by learning how a pedagogy of bodily performance positively impacts students' understanding of the target culture and language, and students will benefit from their teachers' fortified pedagogical approach by experiencing embodied language use that is culturally appropriate, meaningful, and memorable.

Master of Arts, The Ohio State University, 2024, East Asian Languages and Literatures

The connective shi in Japanese makes a connection between reasons or between reasons and a conclusion. English-speaking learners of Japanese learn the connective shi through a variety of simple grammar instructions with a few examples, and they are often said to use it erroneously. Previous studies have explained how Japanese speakers use the connective shi, but few have compared the connective shi used by native speakers of Japanese and English-speaking learners of Japanese based on large-size conversation data. I used the International Corpus of Japanese as a Second Language (I-JAS) (Sakoda et al., 2020) to examine how native speakers and learners use the connective shi in the interview task about the same topics in the same amount of time. I found that both native speakers and learners used the connective shi equally well, providing reasons first and then giving a conclusion. However, when giving a conclusion first and then providing reasons, learners could not add reasons accurately with the connective shi compared to native speakers. I analyzed learners' errors and found that they made these errors due to coming up with more than one conclusion or providing wrong reasons for a conclusion. I propose that we can understand what learners are doing in those errors if we use Schiffrin's (1987) idea structure, which divides a paragraph into a position and supports. A position is the speaker's commitment to his opinion, and supports are the explanations of his commitment. I also propose that we can assist learners in explicit instruction. The instructor can explicitly present different patterns of the connective shi in the basic grammar rules with examples. After learners can use the explicitly presented information to identify a conclusion and reasons at the sentence level, they can organize the idea structure with the connective shi and other connectives at the paragraph level. They can express their opinions about debatable topics in the idea structure.

Doctor of Philosophy, The Ohio State University, 2024, EDU Teaching and Learning

This dissertation research study is two-fold; it aims to bridge the connection between informal and formal learning spaces, as it transforms museum education into restorative learning experiences. Through a qualitative heuristic case study of the Hmong Museum in Minnesota, the findings underscore the significance of community-led museums that go beyond conventional museum practices. It shines a light on the crucial role that museums and museum education play in preserving and celebrating diverse communities when communities are at the core. The study uses an assets-based approach of Culturally Sustaining Pedagogy (CSP) as conceptualized by Paris & Alim (2014). While the Hmong Museum does not notably name CSP as its framework, they are engaging in CSP. These findings highlight the importance of CSP's principles of being beyond relevant and responding to culture, cultural plurality, and critical inward gaze as they are embedded in the Hmong Museum's approach. This framework demonstrates meaningful experiences through the collaboration of the Hmong Museum with the HMong community to enrich the exchange of knowledge, stories, tradition, and culture. As the Hmong Museum presents inclusivity and connection to HMong culture, they amplify the so-often-overlooked stories and single-story (see Adichie 2009) that have guided deficit thinking of the HMong narrative in museums and educational learning spaces. Therefore, in embodying CSP, institutions like the Hmong Museum are grounded in the foundations of assets-based approaches; they encourage and sustain cultural plurality as restorative and trauma-informed educational experiences.

Doctor of Philosophy, Miami University, 2024, Educational Leadership

This work is a GIS curriculum study and learning system implementation of the first train from the Warsaw ghetto to the extermination camp, Treblinka II, on July 22, 1942. This was part of Nazi Germany's “Final Solution”, the last stage of the Holocaust, the deliberate, planned, mass murder of European Jews. Educational research has shown that it is not effective for students to only hear or read about traumatic historical events. For such an emotionally intense and controversial subject as the extermination camps in the Holocaust, students need to engage their higher order learning skills. GIS enhanced learning has been shown to develop those higher order learning skills. This research study and GIS learning system on the first train from the Warsaw ghetto to the extermination camp, Treblinka II, in July 1942 includes a history of the Nazi design and capacity building of extermination camps, a historiographic review of controversial themes of the Holocaust, a study of pedagogical methods and learning systems relating to controversial topics, and the Holocaust specifically, and the design, creation and implementation of a computer based, GIS enabled, museum learning system that tells this story. This case is significant as it is the first train of many from the teeming Warsaw ghetto of 400,000 to the newly opened Treblinka II camp where 7,400 were taken to their death that day and was the beginning of over 700,000 killed at this camp alone. This learning system is suggested as a pedagogical method for deeper study of the Holocaust and other similar traumatic topics.

Doctor of Philosophy, The Ohio State University, 2024, EDU Teaching and Learning

Chinese heritage language learners are individuals who are raised in homes where a non-dominant language is spoken, who speak or merely understand the heritage language, and are, to some degree, bilingual in their dominant language and the heritage language. They possess varying degrees of proficiency in both their dominant language and the heritage language, often straddling the line between two cultures. This position often leads to identity-related issues, which in turn can complicate heritage language learners' language development and participation in certain contexts. This study is a qualitative multiple-case study of five Chinese-Indonesian students in a study abroad environment in Taiwan, exploring the students' language socialization practices, academic adaptation, and identity shifting and maintaining processes. Considering several problems faced by Chinese heritage language learners, this study aims to obtain a greater understanding of how Chinese heritage language learners report shaping and being shaped in their socialization and adaptation processes across foreign academic and non-academic contexts after studying for their bachelor's degrees in different universities in Taiwan. More specifically, this study will try to understand how those heritage language learners got involved in Taiwanese academic and non-academic contexts. Based on reported data, this study investigates if those heritage language learners' identities have been shifted or maintained, and how those learners' identities guide their language socialization and academic adaptation processes. This research uses case study methodology to investigate Chinese heritage language learners' academic and non-academic adaptation processes through a language socialization lens. Five Chinese heritage language learners are interviewed and recorded based on self-reported retrospective data and language proficiency records. Data collection is focused on six types of data: a background questionna (open full item for complete abstract)

Master of Arts, Miami University, 2024, English: Composition and Rhetoric

This thesis explores the meaning and manifestation of mind-body-spirit connection in teaching and learning within the composition classroom. I advocate for a more inclusive and polyvocal pedagogy, arguing that the prevalent disconnect among mind, body, and spirit reinforces mind-centric, colonizing, and imbalanced teaching. Findings from interviews with composition instructors and autoethnographic data are used to understand how teachers define and implement holistic connection in their teaching practices, focusing especially on understandings of spirituality, power and freedom, and storytelling. Additionally, I detail a personal journaling heuristic including means for multimodal remediation that encourages students and teachers to exercise reflective agency regarding their holistic wellbeing within a compositional context. I conclude by suggesting that an instructor's understanding of the mind-body-spirit connection and holistic wellbeing can lead to healing, balanced relationships with students and self, making way for reflective and compassionate practices that enhance teaching and learning.

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)

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

Since the inception of Christianity, Christians have struggled to know how to interact with surrounding cultures, what aspects of life to pass on to the next generation, and how to disciple the next generation in faith in Christ. This project is an ontological investigation into Christ-centered education, making the case to move beyond the pre-critical, and critical to embrace an affirmative post-critical pedagogy. Having been grounded in the faith and grace of the evangel (Chapter I) and approaching epistemology with Christian humility (Chapter II), the Christ-centered educator embodies both critical pedagogy and affirmative pedagogy (Chapter III), based on six biblical principles that undergird Christ-centered education: 1. worship, 2. wisdom, 3. love, 4. faithfulness to the Bible, 5. in community fellowship, as 6. responsible stewards (Chapter IV). Christ-centered educators should be affirmed in these principles by their community (of other Christ-centered educators, administration, and by local Christ-centered churches and families) as they are called to live out the evangel in their classrooms and churches, flourishing as disciples of Jesus and as teachers (Chapter V). This is the ontological embodiment of Christ-centered pedagogy expressed in an affirmative, post-critical pedagogy.

Doctor of Organization Development & Change (D.O.D.C.), Bowling Green State University, 2024, Organization Development

This research explored the sustainability of collaborative networks and specifically the role of transparency. This deductive thematic analysis study focused on a midsized rustbelt city's citywide governing strategic change collaborative network that began sometime in 2010 and spawned sixteen individual collaborative networks by the end of 2012. Each of these seventeen collaborative networks were co-led by leaders, called champions, around their passion for the change they were tasked to create. The citywide governing strategic change network was formed to bring together citizen and government leaders to collaboratively decide what could be done to make this midsized rustbelt city better for the citizens and surrounding regional communities. Initially, the effort was governed by the founding key city executive and four citizen leaders and grew to over two thousand members and thirty-nine champion leaders. A disruption in commitment was caused by the change in executive sponsorship when the foundational key city executive's term ended. The successive key city executive was not supportive. This provides a secondary look at how a change in executive sponsorship affects commitment. There were also two outside paid members, a facilitator and me as a coordinator. Literature on collaborative networks, collaborative governance, and transparency has increased recently. Leading to Parung & Bititci's (2008) theoretical framework developed to measure the sustainability of a collaborative network. This framework includes a construct for the health of a collaborative network which has five characteristics, trust, commitment, coordination, communication quality, and joint problem solving. According to research by Schnackenberg et al., (2021), transparency is relatively new and has a variety of constructs not necessarily related other than the fact that trust is a common characteristic. Schnackenberg et al. (2021) also included quality information in their transparency (open full item for complete abstract)

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).

Doctor of Musical Arts (DMA), Bowling Green State University, 2024, Contemporary Music

This paper explores the intersection of U.S. graduate music student experiences and mental health. A literature review discussing nineteenth-century mechanist piano pedagogy practices, Carl Seashore's Measures of Musical Talent, the impact of neoliberal capitalism on students, and an overview of current U.S. studies on university music student mental health underscore the need for further inquiry into the student experience. I held eight semi-structured interviews with current or former U.S. graduate music students focused on their experiences as a music major. Through poetic inquiry and qualitative content-coding, the interview transcripts were analyzed and organized into poetic portraits representing the collective essence of the lived experiences of the interviewees. The set of eight poems, “Portraits of a Wonderful Musician,” explores uncovered codes including: identity, self-perception, pressure, expectations, urgency, anxiety, the pursuit of perfection, guilt, depression, criticism, comparison, and burnout. Grounded in phenomenology, this paper foregrounds the subjective lived experiences of those interviewed and demonstrates how these rich understandings can inform current music education trends and practices. Poetic inquiry and coding revealed a correlation between traditionalist pedagogical practices and students exhibiting fixed mindset traits, which are associated with the negative lived student experiences. Influenced by the historical, social, and cultural constraints of music pedagogies, teachers and students can benefit from student-centered learning approaches, deliberate practice strategies, and modeling growth mindsets to proactively challenge detrimental traditions.

Ph.D., Antioch University, 2024, Antioch Seattle: Counselor Education & Supervision

This multilevel mixed methods investigation examines the experiences of developing self-evaluation skills for simulation fellows in an interprofessional simulation fellowship program. Interprofessional fellows (N = 12) and faculty (N = 4) engaged in a three-phase study using video-assisted learning tools to explore the differences in self-evaluation (perceived performance) and faculty evaluation (actual performance) in developing debriefing skills. For the quantitative component, fellows and faculty completed the DASH© tool to evaluate the quality of debriefing to help close the gaps between fellow self-evaluation and faculty evaluation. For the qualitative component, video-stimulated think-aloud and video-assisted debriefing the debriefer were utilized to understand how video-assisted learning tools contribute to self-evaluation skills from each level separately. A combined focus group and thematic analysis were utilized to identify facilitators and barriers to self-evaluation. Integrative case examples of developing self-evaluation skills are restoried for mixed analysis and data integration. Through which, meta-inferences are drawn out to understand the experiences, interactions, and mechanisms of the multilevel phenomenon. The results indicated that fellows generally overestimate their skills performance, and video-assisted learning tools support in the development of more realistic self-perception eliminating underestimation and closing the gap between perceived and actual performance. A model for interprofessional collaboration is proposed for scaffolded feedback practices to promote self-evaluation of skills and performance. Implications for counselor education, healthcare simulation, and health professions education are presented.