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.

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 study explored the mathematical learning experiences of adult students enrolled in a community college developmental mathematics course during the Fall 2023 semester. The study's main objective was to identify the types of experiences that help adult students learn foundational mathematics. Another goal of the study was to provide empirical data to help design programs and strategies to assist students in being successful throughout their mathematical learning journey. This was an interpretive qualitative study that utilized responsive interviewing and artifact collection. Five participants were obtained through a pre-survey sent to 746 students enrolled in the lowest level course at a community college, Arithmetic/Pre-Algebra. This pre-survey collected general demographic and student information. The pre-survey also asked participants to rank their mathematics self-efficacy, growth mindset, and perceived care in the mathematics classroom. Finally, students took part – at varying levels of participation – in two interviews, artifact collection, and a post-survey. Through my analysis of the interview transcripts and shared artifacts, eight themes emerged. Five of the eight themes involve student perceptions and relate to 1) mathematics self- efficacy, growth mindset, and care diminish after elementary school; 2) low readiness for college-level mathematics; 3) the teaching environment and didactics implemented; 4) perceptions of the learning characteristics needed for success; 5) the absence of student barriers. The final three themes relate to the power of interactions, specifically, the power as it relates to 6) words, 7) actions, and 8) expectations. The study's findings provide implications for my teachings, my mathematics department, community colleges at large, and the field of mathematics education.

PHD, Kent State University, 2024, College of Arts and Sciences / Department of Modern and Classical Language Studies

This doctoral dissertation examines Simplification and Explicitation translation shifts within the context of simultaneous conference interpreting from Arabic to English. Traditionally considered distinct alterations in linguistic features, these shifts are redefined in this study as adaptive strategies that interpreters might employ to manage the inherent challenges of real-time language transfer. Simplification, typically characterized by reduced sentence length and simpler vocabulary, and Explicitation, the explicit rendering of implicit information, are the focal points of this research. By integrating advanced machine transcription and corpus analysis tools, the research systematically quantifies these shifts, providing a rigorous examination of their frequency and impact. Four key indicators were employed: Average Sentence Length (ASL) and Lexical Density (LD) to assess Simplification, and Wordcount (WRDC) and Readability (READ) scores to measure Explicitation. The findings reveal that, for Simplification, there were no statistically significant differences between the R-corpus (reference) and T-corpus (target) in terms of ASL or LD. For Explicitation, the WRDC comparison between the T-corpus and S-corpus (source) similarly showed no significant difference. However, a statistically significant difference was observed in the READ scores, with the T-corpus demonstrating lower readability, indicating that the target texts in the T-corpus are generally easier to read and more accessible compared to the texts in the S-corpus. These findings complicate the expected patterns of Simplification and Explicitation in simultaneous interpreting. While translation studies often link Simplification to ASL and lower LD, the T-corpus did not show significant differences. For Explicitation, the significant difference in READ scores suggests that interpreters in simultaneous interpreting may prioritize readability and accessibility, rather than increase complexity. T (open full item for complete abstract)

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, The Ohio State University, 2024, Veterinary Preventive Medicine

The majority of antimicrobials used in dairy production require a veterinarian's prescription; however, farmworkers make daily treatment decisions. Therefore, improving farmworkers' stewardship practices is a fundamental first step in the fight against antimicrobial resistance. This research project aimed to identify gaps in antimicrobial treatment practices between veterinarians and farmworkers, assess the level of agreement in their on-farm therapy options, and understand the barriers and drivers affecting their treatment decisions. Initially, we used a hierarchical survey with clinical case vignettes to understand current on-farm antimicrobial practices between veterinarians and farmworkers. Subsequently, we designed antimicrobial stewardship training to educate farmworkers on accurately identifying cows requiring treatment. Additionally, we quantified antimicrobial use (AMU) through farm treatment records (FTR) and empty drug containers (EDC) during a quasi-experimental study that included intervention and control farms in Ohio and California. Finally, trained farmworkers were individually interviewed using a semi-structured questionnaire, and the interviews were evaluated through thematic analysis. Results indicated that the overall agreement in AMU between veterinarians and farmworkers was generally weak across various disease severity levels. There was significant variation in AMU among the enrolled farms. No significant change in AMU was observed in the intervention farms after the educational training compared to the control farms. FTR underestimated the overall mean treatment incidence by 0.78 times compared to EDC, and the agreement level between them was moderate. Lastly, farmworkers identified six themes with one to three subthemes each. Animal welfare and job success were the primary drivers for improving on-farm AMU. However, they faced significant barriers, including knowledge deficiencies, time-supply constraints, and farm administration issues, whi (open full item for complete abstract)

Doctor of Education (Educational Leadership), Youngstown State University, 0, Department of Teacher Education and Leadership Studies

As members of Generation Z continue entering the workforce, organizational leaders who develop a deeper understanding of the unique traits and work-life expectations among these group members can provide more effective leadership for their organizations. This qualitative descriptive study focused on enhancing understanding of how members of Generation Z describe their workplace motivations and their perceptions of psychological safety and how these perceptions influence the culture of a non-profit organization. The research process used a series of interviews with Generation Z employees in a nonprofit organization as the primary data collection method. By deploying a phenomenological research method, the data and analysis helped to offer insights necessary to develop a narrative describing the lived experiences, mindset, and feelings of a Generation Z population in workplace settings. Building on previous research, the study found several themes that answered the research questions. The findings centered around patterns found among Generation Z employees emphasizing the importance of purpose, flexibility, and growth among these workers. Additionally, the findings revealed the importance of how Generation Z employees perceive interpersonal relationships among colleagues and organizational leaders and the influence on perceptions of psychological safety. The findings from the study help to illustrate important, practical context and action items for organizational leaders as they continue to navigate changes in the workforce with increases in the number of Generation Z members. The conclusions from this study can better equip organizational leaders with a strengthened ability to develop a renewed strategy that will enable them to effectively lead Generation Z employees and their organizations.

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

Professional development (PD) hours are required for licensure renewal for the more than 110,000 teachers in Ohio. Despite being entrenched in the culture of education; many teachers view PD negatively. In this qualitative study, three structures of PD are studied to determine their impact on teacher attitudes. These three structures are online learning modules, professional conference/self-guided PD, and cohort/professional learning communities (PLC). The PD models are analyzed through the theoretical framework of andragogy, or the adult learning theory. There are six principles of andragogy, and these ideas were central to the questions in both a Google Form survey and semi-structured interview questions. There were 76 survey participants that fit the criteria of an Ohio teacher that had been through the licensure renewal process at least once and had engaged in all three models of PD being studied. Six of these participants were chosen to be interviewed via Zoom to gather more in-depth explanations as to why they answered the survey questions the way they did. The research determined that the more aligned to the principles of andragogy the PD structure is, the more positively it is received by the teachers. Conferences/self-guided PD were viewed most positively, followed by cohort/PLCs, and finally online modules; the first encompassed all six of the tenets of andragogy, cohort/PLCs included five out of six, and online modules comprised only one of the principles. This research has implications for those that plan and execute PD, especially at the district level. To elicit positive attitudes toward professional development, the model employed should prioritize the principles of andragogy.

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 Education , University of Dayton, 2024, Educational Administration

Head Start provides comprehensive services to children and families identified as low-income and culturally minoritized. Social service providers should be attuned to the community where they live and work to embrace diversity and ensure inclusion to strengthen and enrich the serviced community's needs. The ability to increase cultural awareness and perspective while gaining the knowledge and ability to discuss diversity, equity, and inclusion to inform the design and implementation of related professional development efforts has been examined while maximizing the safety of the learning environment. The Individualized Cultural Conceptual Framework seeks to guide the learning and understanding of this study.

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

Excellent patient care is the central tenet of most medical centers in the United States. Achievement of high-quality care correlates with the skill level of the professionals employed by the organization: excellent patient care is a product of highly skilled employees. Supporting staff with professional development programs enhances their skill sets to make quality patient care possible. Cardinal University Medical Center (CUMC), Department of Psychiatry engages in a robust training program for medical doctors but does not have a formal professional growth program for master's level psychotherapists. Through critical participatory action research, this study sought to identify tools and practices that would enhance the professional progression of psychotherapists. Specifically, the focus was on school-based psychotherapists in the division of Child and Adolescent Psychiatry. During this research study, eleven of twenty psychotherapists participated in an initial survey, the data from which informed the development of questions for focus group interviews. Sixteen of twenty school-based psychotherapists participated in four semi-structured focus groups. Utilizing transformative learning and funds of knowledge frameworks, the researcher coded the qualitative data to identify super themes. School-based psychotherapists identified the nature and modality of trainings, connectedness and discourse, and high-quality clinical supervision as the overarching critical components to their professional development. The three resultant themes are foundational for an action plan focused on creating learning communities as the preferred learning method to best support professional progression. In addition to limited formalized learning opportunities, CUMC school-based psychotherapists experience isolation and a lack of connection to their team members. The action plan developed in this study furnishes a method of learning that can potentially deepen team relations and kno (open full item for complete abstract)

Master of Arts, The Ohio State University, 2024, Educational Studies

INTRODUCTION: Emotional intelligence (EQ) and good leadership are two crucial characteristics of an effective physician. Most leadership experiences during residency training are as a senior resident overseeing interns or during mock code simulations. As a modifiable skill, it is important to assess a trainee's leadership skills and their perspective to help them gain insight to their strengths and weaknesses. As fundamental feature of effective leadership, emotional intelligence is essential for physician practice especially in highly charged situations. Simulation has been proposed as an effective setting to perform EQ evaluation but not yet trialed. Thus, the purpose of this study was to discover the relationship between leadership skills during simulated scenarios and emotional intelligence. METHODS: Pediatric trainees performed a simulated resuscitation scenario. Crisis Resource Management (CRM) skills were scored by the instructor and trainees performed a self-evaluation both using the Resuscitation Team Leader Evaluation (RTLE). A performance gap analysis was performed, comparing the self-assessment to the instructor's. Next trainees completed the Trait Emotional Intelligence Questionnaire (TEIQue) which was then compared to their CRM and performance gap analysis with a canonical correlation analysis. RESULTS: Trainees who led simulations included 58 residents and 20 fellows and 26 of those trainees completed the TEIQue. Trainees inaccurately assessed CRM skills with average gap of 3 points. Resident trainees overestimated their CRM skills while fellows underestimated theirs with mean gaps +4 and -3.5 respectively, with larger gaps in the areas of communication and future needs anticipation. In addition thee were a mix of positive and negative correlations between EQ and the CRM skills & gap analysis. CONCLUSION: Pediatric trainees inaccurately assessed their team leadership skills. Certain areas of trait EQ do correlate with CRM skills. Further stu (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).

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

This dissertation project used an interpretivist qualitative research design to study how the right-to-read claim made by seven teenagers attending Detroit public schools in 2016 reflects, addresses, or describes contemporary discussions about educational access. Using situational analysis (SA) as a theory/method, the entirety of the claim comprises the situation of the social phenomenon being studied, not the people. This research combines critical race theory (CRT) with Bronfenbrenner's ecological systems and uses situation analysis to map historical discourses to conduct a study that examines the history of a present situation of inquiry as presented by this question: How does the 2016 right-to-read claim made by high school students in Detroit, Michigan reflect, address, or describe contemporary discussions about educational access? The study collected data to allow me to construct a prosopography that articulates an answer to the question that claims access to literacy is a public school policy right. Because situational analysis (SA) is designed to open research data to aspects of a circumstance that may have been overlooked, marginalized, or silenced, I was not certain the research results would answer this exact question. Additionally, critical theory and SA were used to conduct this qualitative research, examining historical data that addresses the right-to-read claim as a Foucaultian programmatic social problem. As such, it seeks to understand the complexities of recurring and historically situated education practices that limit actualizing U.S. education policies that embrace access to basic literacy skills as a human right. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Ph.D., Antioch University, 2024, 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.

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

This qualitative research study sought to uncover the benefits of an employer-tailored training intervention in addressing employer knowledge, perspectives, and attitudes regarding employing an individual with a visual impairment, with the ultimate goal of identifying a way to positively impact the high unemployment rate amongst this population. This study continues to address necessary employment barrier research needed within the field of education and rehabilitation of the visually impaired. Data gathering was obtained in three phases, through (1) pre- and post-survey questionnaires, with both closed and open-ended survey questions, and (2) fieldnotes collected during the training intervention. Data was analyzed through a constant comparison grounded theory model using cross-references between fieldnotes and pre- and post-survey data. Quantitative data collected regarding survey responses from the Employer Perspectives on the Employment of People with Disabilities through the Office of Visual Impairment and Employment Policy, U.S. Department of Labor (Domzal, Houtenville, & Sharma, 2008) was used to provide supportive descriptive statistics only due to low participant response rates. These responses showed some positive changes within select categories. Positive changes included the understanding that individuals with visual impairments could operate a smart phone, access email, and independently operate a PC or laptop. Additionally, respondents agreed their company could afford to accommodate an individual with a visual impairment and could benefit from disability awareness training to increase overall knowledge, confidence in hiring, willingness to hire, and dispel concerns regarding employing an individual with a visual impairment. Qualitative open-ended pre and post-survey data indicated increased knowledge in the areas of (a) accommodations and assistive technology, (b) state vocational rehabilitation programming (e.g. job coach support, funding, training (open full item for complete abstract)

Doctor of Nursing Practice Degree Program in Population Health Leadership DNP, Xavier University, 2024, Nursing

The purpose of this final DNP project is to create a cultural competency curriculum utilizing the Purnell Model for Cultural Competence as the scaffolding of the project. The objective is to increase staff awareness and desire to provide culturally competent care. The design of the project employed a quasi-experimental, mixed-methods design with a convenience sample of employees from a Federally Qualified Health Center (FQHC) in Eastern Pennsylvania. Pre- and post-education assessments were conducted using the Doorenbos et al. (2005) Cultural Competence Assessment (CCA) Items tool. Participants completed a pre-test before either synchronous or asynchronous education sessions, followed by a post-test approximately two weeks later. The findings of the study revealed increased mean scores from pre- to post-education assessments. Synchronous participants displayed higher engagement scores than asynchronous participants. The findings of the study revealed increased mean scores on post-education assessment, indicating enhanced cultural competence. Synchronous participants demonstrated higher engagement levels compared to asynchronous participants. This DNP project aims to enhance healthcare delivery at the Eastern FQHC by promoting cultural competency among employees. Increasing awareness of cultural competency positively influences healthcare practitioners' ability to deliver culturally congruent care. Acknowledging personal attitudes toward a patient's culture can impact care delivery and contribute to improved health literacy. The project's goal is to provide tools for healthcare providers and non-clinical employees to embark on or continue their journey toward cultural competency. The increase in mean scores aligns with findings from other research, emphasizing the importance of informational sessions and cultural education in promoting cultural competency among healthcare professionals and staff. Keywords: cultural competence, cultural competency, Purnell Model fo (open full item for complete abstract)

Doctor of Education (Ed.D.) in Organizational Leadership , Franklin University, 2024, International Institute for Innovative Instruction

Among the top reasons public school superintendents leave their positions is the poor relationships and conflicts with board members, and union representatives (Grissom & Mitani, 2016). The national average of superintendent tenure is less than four years resulting in K-12 leadership instability, at all levels of the school and district office (Chingos et al., 2014; Grissom & Andersen, 2012; Grissom & Mitani, 2016; Yee & Cuban, 1996). This qualitative, grounded theory research study explores conflict management practices in the relationship using three constructs: communication, shared decision making and trust. Research studies have been conducted that address the characteristics of effective superintendents and school boards; however, the need to study how superintendents and boards establish relationships has never been greater. The significance of conducting this research study exploring conflict management practices with a specific focus on communication, shared decision making, and trust may serve as a foundation for school districts seeking to improve school governance and extend superintendent tenure. The findings may assist others in gaining a deeper understanding of the power dynamics that operate within these relationships and how the power can be leveraged to achieve positive outcomes for students.

Master of Arts (M.A.), University of Dayton, 2024, English

While some resources exist to support adult English language learning in Dayton, Ohio, many immigrants and asylum seekers are prevented from accessing language classes due to barriers of scheduling, transportation, and childcare. This prevents the city of Dayton from incorporating the skills and strengths of its members not fully integrated into the community. In this study, the researcher takes a holistic and assets-based approach to adult English Language Learning (ELL). A tutoring, classroom hybrid English program was implemented to support the large Hispanic/Latinx population at Immaculate Conception Church, in partnership with Brunner Literacy Center. To mitigate barriers of scheduling, transportation, and childcare, the program was scheduled immediately after the well-attended Spanish worship service each Sunday morning, while a children's program took place simultaneously. Attendance increased over the course of the program from about 20 to 30 learners weekly. Volunteers reported feeling supported and satisfied with their volunteer experiences. Learners reported positive relationships with their tutors and an increase in confidence in their ability to speak English.