Doctor of Education (Ed.D.) in Organizational Leadership , Franklin University, 2025, International Institute for Innovative Instruction

In today's 21st century society, jobs at all levels are requiring STEM knowledge and specific abilities that are associated with STEM education. Development of a diverse, knowledgeable talent pool in STEM is crucial and critics have observed the failures of universities and colleges to meet the 21st century STEM workforce needs have led to calls for an approach that better engages students in the learning process. The purpose of this study was to determine the effect of a connectivist learning instructional framework on student achievement for college students in an Introductory Biology Laboratory course. The purpose of this study was to examine the differences in academic achievement, as defined by final cumulative course scores, between students enrolled in connectivist learning environment and students in a traditional lecture-laboratory learning environment. This study utilized a quasi-experimental approach to examine are the differences in Introductory Biology Laboratory students who are instructed in a connectivist learning environment and students who receive instruction in a traditional lecture-laboratory learning environment. The final grade scores for the students in the connectivist learning environment were compared to students enrolled in the traditional learning environment. The t-test indicated that the results were significant. The study's connectivist instructional framework emphasis on its appreciation for the role of technology in instructional practices and impacts our understanding of organizational learning initiatives and best practices to meet the needs of our 21st century society.

PHD, Kent State University, 2025, College of Arts and Sciences / Department of Chemistry and Biochemistry

The emergence of multidrug-resistant bacteria, particularly Staphylococcus aureus and Acinetobacter baumannii, presents an urgent need for new antimicrobial strategies. This research focuses on the synthesis and characterization of novel Fe(III) complexes formed with structurally distinct 8-hydroxyquinoline derivatives: 4-methyl-8-hydroxyquinoline, 5-nitro-8-hydroxyquinoline (nitroxoline), and 7-chloro-5-nitro-8-hydroxyquinoline. The complexes were characterized by UV-Vis spectroscopy, FT-IR spectroscopy, elemental analysis, LC-MS, and single-crystal X-ray diffraction. Their antibacterial activity was evaluated against methicillin-sensitive and methicillin-resistant Staphylococcus aureus (MSSA, MRSA), vancomycin-intermediate S. aureus (VISA), and A. baumannii. Minimum inhibitory concentration (MIC) assays, colony-forming unit counts, intracellular reactive oxygen species (ROS) assays, resistance development studies, hemolysis assays, and checkerboard synergy tests were performed. Results demonstrated that the Fe(III) complexes significantly enhanced antibacterial activity compared to free ligands, primarily by disrupting bacterial iron homeostasis and inducing ROS production. The findings offer promising insights into developing Fe(III)-based antimicrobial agents to combat antibiotic-resistant bacterial infections.

Ph.D., Antioch University, 2025, Antioch New England: Environmental Studies

This study investigated how racial equity trainers envision racially equitable residential environmental education (REE). While addressing racial inequities has been central to environmental scholarship, equity detours undergirded by systemic power structures continue to pose significant barriers in addressing inequities in practice. The research explored the question: “How do racial equity trainers envision racially equitable residential environmental education?” Using constructivist grounded theory and drawing on portraiture's “search for goodness,” the study conducted 1-hour virtual interviews with six racial equity trainers, employing iterative coding through the constant comparative method. A 2-hour virtual focus group and subsequent 30-minute “dissertation reality check” provided additional insights and validation for theory construction. The analysis revealed four key characteristics of racially equitable REE, arranged from most foundational to most implemental. First, as an alternative to Whiteness, equitable REE implements practices that acknowledge and address the harm Whiteness causes to Black, Indigenous, and People of Color (BIPOC), recognizing systemic racism and its impacts. Second, being rooted in BIPOC environmental perspectives ensures that BIPOC perspectives drive program development, emphasizing the connection between racism and environmentalism. Third, selecting for BIPOC leadership involves intentional recruitment and long-term support of BIPOC staff, addressing institutional representation. Fourth, creating an environment where BIPOC students belong ensures all students are viewed as assets, with visiting students' identities and experiences shaping the relational and emotional environment. The study identified four key recommendations to avoid equity detours: critically examine Whiteness to avoid pacing-for-privilege, connect Whiteness to REE to avoid celebrating diversity, decenter Whiteness in REE to avoid the poverty of culture, and disemp (open full item for complete abstract)

DNP, Otterbein University, 2026, Nursing

The rise in abdominal laparoscopic surgeries has underscored the need for improved ventilation strategies to reduce postoperative pulmonary complications, such as atelectasis, ventilator-induced lung injury, and pneumonia. These complications can increase hospital stays, healthcare costs, and mortality. This final scholarly project investigates the impact of lung protective ventilation in adult patients undergoing abdominal laparoscopic procedures and proposes guidelines for implementation. Lung protective ventilation strategies, including low tidal volume ventilation, individualized positive end-expiratory pressure, and recruitment maneuvers. Current research shows potential in mitigating postoperative pulmonary complications by improving intraoperative oxygenation and lung compliance. Using the Johns Hopkins Evidence-Based Practice model, this project critically reviews current literature, identifies gaps in practice, and formulates an evidence-based framework tailored for the perioperative setting. The primary aim was to develop and standardize lung protective ventilation guidelines to enhance patient outcomes and minimize postoperative pulmonary complications' clinical and economic impacts. The secondary aim was to increase adherence to lung protective ventilation practices among Certified Registered Nurse Anesthetists and anesthesia teams through education and structured implementation protocols. Findings from this project are intended to support the broader adoption of lung protective ventilation in clinical practice, setting a new standard for safer, more effective ventilation management during laparoscopic surgery.

Doctor of Philosophy, University of Akron, 2025, Mechanical Engineering

While numerous linear elastic and hyperelastic tire cord models exist, the tire industry lacks an accurate tire cord model that can predict dynamic performance of tires at relevant Noise, Vibration and Harshness (NVH) frequencies (20 Hz-5,000 Hz). This critical gap in tire modeling limits the industry's NVH simulations using Finite Element Analysis. Addressing this need, this study characterizes the dynamic properties of Polyester 1500/2 tire cords at frequencies above 1kHz. The results from this study act as a building block for the development of an accurate tire dynamic model by providing cord material properties at high frequencies. This study focuses on experimentally evaluating the dynamic properties of the Polyester 1500/2 tire cords, which present unique experimental challenges because their fiber like geometry cannot withstand compressive loads. Although extensive research has been conducted on the thermomechanical and viscoelastic properties of tire cords under various conditions, no prior work has systematically evaluated their dynamic properties at high frequencies. This research addresses this gap by experimentally evaluating room temperature dynamic properties of a Polyester 1500/2 tire cord at strains just under 2% and frequencies exceeding 1kHz. Using a dynamic mechanical analyzer (DMA) machine, tensile, creep and DMA frequency sweep tests were conducted at both room and cold temperatures. Room temperature DMA results indicated that the storage modulus, loss modulus and tan  de-pended on both frequency and mean tensile strains. The room temperature data was then extended to higher frequencies using the time-temperature superposition (TTS) principle by conducting DMA frequency sweep tests at temperatures ranging between -35°C and 25°. The polyester tire cord expanded and became stiffer with decreasing temperature. This created a challenge to use TTS at a specified mean tensile strain. Separate creep experiments had to be performed to determine th (open full item for complete abstract)

Bachelor of Science, Walsh University, 2026, Honors

Caffeine is a popular ergogenic aid, but the impact that the stimulant has on balance and sensory skills in athletes is unknown. Purpose: The objectives of this study were to determine what potential effects caffeine has on balance and sensory skills in collegiate sprinting athletes and if caffeine habituation will nullify caffeinated effects when performing balance and sensory skill testing. Methods: 13 (7 male and 6 female) DII collegiate, sprint-based track & field athletes participated in this study. Participants completed a condensed version of the CaffCo survey for the researcher to gain valuable information pertaining to personal caffeine consumption data and habits. Two tests on the NeuroCom Balance Master occurred during two trial days to evaluate balance and sensory skills, utilizing two conditions: once with 3 mg/kg anhydrous caffeine and once without (placebo). The tests administered were a Sensory Organization Test (SOT) and a Limits of Stability (LOS) test. From these tests, overall composite score of SOT was utilized, along with Velocity of Motion (VOM) and Reaction Time (RT) from the LOS test. A paired-samples t-test and a two-way ANOVA were run to analyze the data. Results: No significance was found when assessing composite scores of each test with caffeine vs. placebo conditions (p > 0.05). Additionally, no significant differences were found between habituated vs. non-habituated composite test scores in caffeine vs. placebo conditions (p > 0.05). Conclusion: Caffeine did not have effects on balance and sensory skills in collegiate sprinting athletes. Additionally, caffeine habituation did not have nullifying effects when testing balance and sensory skills. Further research is needed as this study had various limitations, such as dosage amount, sample size, and habituated participants.

PHD, Kent State University, 2025, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

Science education is essential for all students and should ideally be taught in a way that is responsive and connects students' culture and background experiences to their science learning. A current challenge that many science teachers encounter is a highly diverse classroom comprised of students with varied cultural backgrounds. The purpose of this dissertation was to investigate culturally responsive teaching within diverse international school science classrooms. The study was parsed into three research questions examining how the international school science teachers planned, taught, and reflected on their culturally responsive teaching. This qualitative study employed an interpretive multiple-case study design. Three international school science teachers, who self-identified as culturally responsive teachers, participated in this study. Another distinctive feature of this research was the use of the Culturally Responsive Instruction Observation Protocol framework as a data analysis tool, adding rigor and depth to the study. Significant findings from this study highlight the organic way teachers approached planning for culturally responsive teaching. Their own cultural identities played a substantial role in shaping their instructional plans. In terms of teaching strategies, educators applied effective science pedagogies, such as inquiry-based lessons, while also fostering diverse language and discourse practices, all while demonstrating a strong sense of cultural competence. Teachers' reflections on their culturally responsive teaching were influenced by the international school environment in which they worked, as well as factors like small class sizes. These findings have important implications for both preservice and in-service teacher development, as well as broader school policies.

MS, Kent State University, 2025, College of Architecture and Environmental Design

This study has examined how Urban Heat Islands (UHI) affect construction workers' thermal stress during summer in New York City. UHI occurs when urban areas are warmer than their rural surroundings, making construction workers particularly vulnerable. New York City was selected for this study due to its dense urban form, increasing summer temperatures, and documented heat-related fatalities, with an average of 350 premature deaths each summer. Currently, OSHA's Heat Illness Prevention Campaign addresses heat stress but lacks a specific federal standard, leaving a gap in the regulation of how urban conditions and site modifications can mitigate heat stress. The Universal Thermal Climate Index (UTCI) is one tool for understanding the negative impacts of UHI on residents. The UTCI, incorporating wind speed, humidity, air temperature, and solar radiation, allowed for the quantification of heat stress across different areas. Furthermore, the simulation tool ENVI-met was chosen because of its compatibility with UTCI and capacity to appropriately consider microclimatic variables and thermal calculations for humans under various settings. ENVI-met simulation modeling was used to study six New York City neighborhoods—Bedford-Stuyvesant, Harlem, Downtown Brooklyn, Brooklyn, St. Albans, and Manhattan—selected based on variations in urban morphology. ENVI-met was first calibrated using field measurements, and then an analysis was conducted from June 28 to July 2, with hourly UTCI data recorded from 6 am to 6 pm. The results revealed a consistent pattern of thermal stress, with UTCI values peaking in the early afternoon (1 pm to 3 pm), reaching severe heat stress levels of 38°C to 42°C. Variations in UTCI values among sites highlighted the impact of local microclimates, with some areas experiencing greater heat stress. Manhattan (Site 6) and Downtown Brooklyn (Site 3) showed the highest UTCI values because of their high building density and minimal green areas, therefore aggrava (open full item for complete abstract)

Ed.D., Antioch University, 2025, Education

The persistent health disparities faced by Black, Indigenous, and People of Color (BIPOC) in the United States are deeply rooted in systemic racism embedded within medical education and clinical practice. Historical acceptance of racial supremacy in the United States has shaped both the foundations and continued practices of medical education, leading to entrenched biases that affect healthcare delivery and patient outcomes. This dissertation critically examines the intersection of race, education, and health by analyzing how historical and contemporary understandings of race and ethnicity shape medical curricula, healthcare practices, and patient care. Through the integration of Critical Race Theory (CRT), Social Cognitive Theory (SCT), and ScT, this study deconstructs racialized knowledge systems in medicine and examines their impact on health equity. CRT provides a lens to analyze how systemic racism is embedded within medical education and practice, illuminating the ways racial bias is institutionalized and perpetuated in healthcare structures. SCT contributes by exploring how individuals internalize societal norms and beliefs, which influence the attitudes and behaviors of both medical practitioners and patients. Finally, ScT emphasizes the role of social networks and relationships, highlighting how disparities in access to healthcare resources and support systems affect health outcomes in marginalized communities. Together, these theories offer a comprehensive framework for understanding the layered and interconnected influences of race, education, and healthcare, guiding the study's aim to challenge and dismantle biased practices within medical training and clinical care. Chapters I and II introduce the research problem and establish a comprehensive foundation, outlining key theoretical frameworks—CRT, SCT, and ScT—while exploring the historical roots of racialized practices in medicine, including the legacy of unethical experimentation and the Flexner Report (open full item for complete abstract)

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

The rapid ascent of increasingly capable artificial intelligence (AI) brings new potential to revolutionize education—for better or worse. This study investigates the attitudes of high school teachers toward the integration of Chat Generative Pre-Trained Transformer, commonly known as ChatGPT, to support teaching and learning. This research seeks to understand the key factors that influence teachers' acceptance or resistance to using ChatGPT, focusing on the potential benefits and challenges posed by this advanced AI technology. The Unified Theory of Acceptance and Use of Technology (UTAUT) is used as the theoretical framework to forecast teachers' willingness to adopt ChatGPT for educational purposes. The research employs the quantitative attributes of a Q-methodological approach to classify and analyze the perspectives of high school educators. The study examines how some perceive ChatGPT as an asset to teaching and learning. Conversely, findings also illuminate concerns that ChatGPT will have a negative impact, thereby instilling a sense of caution about its integration. Participants in this study, 18 high school teachers, completed a web-based Q-sort that revealed three distinct viewpoints: Learning to Fly, Welcome to the Machine, and Comfortably Numb, which collectively accounted for 53% of the variability in the data. The results revealed varied opinions regarding technical confidence, openness to integration, perceived benefits, and potential liabilities. The findings provide insights into the diverse attitudes and beliefs held by high school educators regarding the educational use of generative AI tools like ChatGPT. The findings of this research contribute to the ongoing debate about the role of AI in education. The results emphasize a need for professional development programs to build teachers' capacity to effectively incorporate AI tools in the classroom. Ultimately, this study seeks to shed light on the factors that promote or inhibit the adopt (open full item for complete abstract)

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).

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

Although Christians comprise the majority of the population in the United States, they make up less than one third of the scientific community. This underrepresentation is attributed to the desire to avoid the secular culture in academia or self-selection due to a perceived incompatibility or belief in negative stereotypes of Christian scientists. Therefore, this study explores the association between teaching middle school science from an intentionally Christian worldview and student interest in science. Using enrollment and demographic data, along with Ohio State Test scores, this quantitative study examined the correlation between how long students received their science education from a Christian worldview at a middle school in Canton, Ohio and their interest in science as measured by their performance on the Ohio State Test in Science. The data fails to reject to null hypothesis of no association between the number of years a student was enrolled and their Science State Test scores. There were no significant correlations between these two variables. Also, there were no significant associations based on gender or grade level. Additionally, there were negative correlations found for some of the science subtopics for Black and Hispanic students, and general education students. However, there were positive associations found for both fifth- and eighth-grade students, mixed-race students, students with 504 Plans and IEPs, and gifted students in select science subtopics. The results of this study were limited by a small sample size, but as a first of its kind study, it indicates that more research is required.

Doctor of Philosophy, Miami University, 2024, Biology

CHAPTER 1: Nutrient excretion by fish supports a variable but significant proportion of lake primary productivity over 15 years. This chapter analyzes the long-term importance of excretion from gizzard shad for primary production in a midwestern reservoir using a supply:demand (S:D) approach and considers environmental and population variables that best predict the S:D ratio. Gizzard shad excretion supported a variable proportion of phytoplankton phosphorus demand, and it supported more demand during the summer than spring. Stream discharge, temperature, and gizzard shad population biomass best predicted S:D during the spring, while the biomass of the young-of-year best predicted S:D in the summer. CHAPTER 2: Combined influence of parasites and temperature on nutrient excretion rates and body stoichiometry of a freshwater fish. The rates of excretion from fish and the ratios of the nutrients excreted are expected to change as aquatic ecosystems warm. An experiment examined the excretion rates from bluegill under three climate scenarios and a range of natural parasite intensity. Carbon and phosphorus excretion increased with temperature but declined with parasite load, and the C and N concentrations in fish bodies declined with parasite load. CHAPTER 3: Ontogenetic changes in the gut microbiomes of Gizzard Shad and Bluegill and their relationship to nutrient excretion. The microbial communities within the guts of animals contribute to their health, but little is known about how these communities change with development and contribute to ecosystem processes. We conducted an exploratory study to learn about the gut microbiome of larval, young-of-year, and adult gizzard shad and bluegill as well as the relationship between microbiomes and excretion. We found that the two fish species had similar microbial communities as larvae, but the communities were different in the adults. The guts of adult gizzard shad contained taxa that are believed to fix nitrogen as well as s (open full item for complete abstract)

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

In science classrooms, deficit ideologies often undermine the understanding and sense-making abilities of underprivileged students (Bang et al., 2017). To combat this, science teacher education must equip teacher candidates with the skills to embrace diversity, equity, and inclusion in their practices, thereby providing equitable learning opportunities and pedagogy. This study aims to support pre-service science teachers (PSTs) in providing equitable teaching and learning in their science classrooms. Employing a narrative multiple-case studies design, this research investigates (1) the ways PSTs notice their students, science teaching, and classroom interactions regarding equitable science sense-making and (2) how PSTs reflect upon their noticing regarding equitable science sense-making. Conducted in West Java, Indonesia and Ohio, United States, the study offers insights into how cultural contexts may influence PSTs' noticing and reflections on equitable teaching practices and science sense-making. This study used video-based analysis to help PSTs reflect on their teaching in a community learning setting called video club. Moreover, I collected the PSTs' written reflections on their identity and teaching vision, science autobiography, and interview data to answer the research questions. This study analyzes the nature of teachers learning to notice and provides guidance for science teacher educators on preparing PSTs to effectively address deficit practices in the classroom. Thus, the findings from this study contribute to the field of science teacher education as well as the advancement of diversity, equity, and inclusion in STEM education globally, presenting the cases from West Java and Ohio.

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)

Master of Science (MS), Bowling Green State University, 2024, Geology

Within the United States, academic emphasis in high schools is placed on science topics such as chemistry, physics, and biology. This leaves other science topics underrepresented at a key time when students are developing career choices and attitudes. This study analyzed the impact of short term, project-based, place-based education, research-based outreach programs on students perception of science, self-efficacy, anxiety towards science, value of place-based education, and geoscience career interest. Specifically, I focused on how this type of program can be used to combat the lack of diversity in geoscience. The program takes place in the form of a 3-session geoscience outreach program investigating lead contamination throughout Northwest Ohio. This program was available to all classroom grades six through twelve with an emphasis on capturing underrepresented populations in science. The impact of the program was evaluated by a Likert scale pre-survey and post-survey. Over 6 months in 2023-2024, over 800 students participated in the program, and 597 surveys were collected. The results from this program show that a three-day place-based education outreach program can positively impact student perception of science, anxiety towards science, self-efficacy, career interest and value of place.

Doctor of Philosophy, The Ohio State University, 2024, Anatomy

Objective: The objective of this study was to determine whether registered nurses who obtain a certification possess more gross anatomy knowledge when compared to non-certified registered nurses. Methods: Registered nurses in Ohio were recruited to complete the following: one (1) survey requesting demographics and one (1) questionnaire allowing participants to demonstrate their knowledge of anatomical concepts. Anatomical topics include six (6) regional components 1) upper extremities 2) lower extremities 3) thorax/abdomen 4) pelvis 5) spine 6) cranium. Each regional component contained five (5) questions regarding the following systemic subsets: 1) joints and osteology; 2) muscular anatomy; 3) nervous system; 4) vasculature; and 5) special areas. Means analysis and regression models were used to interpret significant differences in the scores. Results: Results revealed no statistically significant difference between anatomical knowledge of certified registered nurses and non-certified registered nurses. However, when looking at registered nurses and their perceived importance of anatomical regions there was statistical significance in their anatomical retention. Conclusions: This study adds valuable evidence regarding anatomical education and retention within the nursing profession. Significant findings included that perceived importance of the following anatomical regions had a positive relationship in anatomical retention of the corresponding region for upper limb, lower limb, abdomen, and head & neck.

Master of Science (MS), Ohio University, 2024, Journalism (Communication)

This thesis examines how three major American newspapers reported on paleontology during the 1990s. Paleontology experienced a popularity spike in the 1990s with the Jurassic Park films breaking film records and bringing dinosaurs to the forefront of the public consciousness. A number of important specimens were found and improving technology revolutionized the field, leading to numerous discoveries. This study documents which topics within paleontology the media reported on the most and what news values drove this reporting. Additionally, this study analyzes the occurrence rate of a few common tropes, metaphors and mistakes often associated with paleontology within news articles. This thesis examines USA Today, The New York Times, and The Associated Press's coverage of paleontology due to their status as being amongst the largest news organizations and running wire services which distributed their work across the United States. This study applies the revised news values proposed by Harcup and O'Neill to gauge which news values are used by reporters and editors when covering paleontology and to determine if these revised news values are applicable to science journalism.

Doctor of Philosophy, The Ohio State University, 2024, Educational Studies

While Perkins V legislation and newer career and technical education programs were designed to prepare students for success in both college and career pathways and modern career and technical education programs are supposed to expand college and career readiness outcomes for students, there is a lack of research examining supports that promote the academic engagement and success of Black male students in high school career academies. Career academies are a type of high school reform initiative that is designed to prepare students for college and careers in career fields such as engineering and informing technology (Fletcher & Tan, 2022; Fletcher et al., 2018). In the 1970s, career academies were designed as career-oriented schools that delivered college preparatory instructional curriculum, and operated as smaller schools within larger schools (ACTE, 2019; NAF, 2023). Comprehensive school reform efforts like career academies are likely to ensure that Black male students are prepared for college and careers with personalized resources and services such as trade and apprenticeship pathways, work-based learning, early career exploration, guidance counseling, and college-level examination programs. In this study, I described the need for research to examine college and career readiness of high school Black male students at a NAF (formerly known as the National Foundation Academy) Academy of Engineering. I utilized the theoretical frameworks of college and career ready by Stone and Lewis (2012) and culturally relevant pedagogy by Ladson-Billings (1992) to review the research questions, background of the problem, problem statement, purpose statement, and significance of the study. Since Black males are a vulnerable group of youth with lower academic achievement and performance and barriers to career prospects and access to higher education (Brown et al., 2019; Hines et al., 2014; Wright, 2019), I explored the role of career academies, culturally relevant education for Bla (open full item for complete abstract)

Master of Arts, Case Western Reserve University, 2024, Psychology

Math anxiety is a pervasive issue in higher education often associated with poor performance outcomes. A hypothesized reason for this association is that individuals with math anxiety avoid effortful math-related activities. However, there is little empirical evidence demonstrating a math anxiety–math effort avoidance association. Further, assuming such an association, it remains uncertain what mechanism drives this relationship and whether manipulations, such as exposure, can attenuate the math anxiety–math avoidance link. Here, I demonstrate that (a) math anxiety is associated with math effort avoidance, (b) multiple mechanisms appear to drive this relationship, primarily reactive fear, and (c) an exposure manipulation increases math effort, but not for those with higher levels of math anxiety. Understanding potential mechanisms underlying the math anxiety–poor math performance relationship, along with which interventions are effective, is critical for fostering math achievement.