About

Research

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College Research

The College of Education and Human Services (CEHS) is deeply invested in establishing a research-friendly atmosphere for faculty and students. Exciting and ground-breaking activities are taking place in all of our departments, including undergraduate research, partnerships with schools and community organizations, and collaborations with other Wright State offices. 

The Dean’s Office supports innovative research with partnership/community mini-grants and professional development funds. Mini-grants are awarded to faculty who submit creative proposals for research projects that will promote opportunities that enhance the learning of students, provide high-quality professional development for faculty and partners, and strengthen our communities. 

Wright State is a partner in the Ohio Education Research Center (OERC). This collaboration between six universities and four research organizations connect research, education, and policy for Ohio’s schools. Faculty from CEHS are involved with research on student growth measures, teacher evaluation, leadership in schools, and much more.  

CEHS is also the home for Wright State’s Center for Wellness Science. Co-directed by Dr. Carl Sabo and Dr. Gina Oswald, the Center was founded to coordinate and facilitate wellness-related professional development, community project, and research opportunities.

Student research in CEHS is also flourishing. Undergraduate and graduate students are presenting at conferences alongside faculty mentors. Students in many CEHS programs are able to attend workshops on research and publication and can take advantage of opportunities to showcase their work at a variety of events, such as the Middle Childhood Education Symposium and the Celebration of Research, Scholarship, and Creative Activities.


Resources


Human Services

Publications: Articles

Bashir

  • Bashir, H., Tang, M. (2017). (Accepted). Understanding Contributing Factors to Cultural Identity of Pakistani Americans. Journal of Multicultural Counseling and Development (JMCD).
  • Conteh, J. A., Huber, M. J., & Bashir, H. A. (2017). Examining the relationship between traumatic experiences and posttraumatic growth among counselors-in-training. The Professional Counselor. (R)
  • Bashir, H. (2016). Conquering the worry bullying: A Case Study About Drew, In Jones, B., Duffey, T., & Haberstroh, S. (Eds.), Child and Adolescent Counseling Case Studies: Fostering Developmental, Relational, Systemic & Multicultural Context. New York, NY: Springer.
  • Tang, M., & Bashir, H. (2012). Diversity from ecological counseling perspective, In E.P. Cook, (Ed.) Ecological Counseling, Arlington, VA: American Counseling Association.
  • Bashir, H. (2013). Multicultural counseling from ecological counseling perspective.Counseling Today, 00, 01-003
  • Bashir, H. (2017). Springfield program links drug users, families with resources. Springfield News Sun, June 25, 2017.

Conteh

  • Akinsulure-Smith, A. M., & Conteh, J. A. (In Press). The Emergence of Counseling in Sierra Leone. Journal of Counseling & Development. (R)
  • Stone, D. A., Conteh, J. A., & Francis J. D. (2017). Therapeutic factors and psychological concepts in Alcoholics Anonymous. Journal of Counselor Practice, 8(2),120-135.           (R)
  • Conteh, J. A., Huber, M. J., & Bashir, H. A. (2017). Examining the relationship between traumatic experiences and posttraumatic growth among counselors-in- training. The Practitioner Scholar: Journal of Counseling and Professional Psychology, 6(1), 32-46. (R)
  • Conteh, J. A., & Allie-Turco, P. (2017). Hope-focused approach to couple enrichment in counseling. In J. Carlson & S. Dermer The sage encyclopedia of marriage, family, and couples counseling (Vol. 4, pp. 806-808). Thousand Oaks, CA: SAGE Publications Ltd (R) doi: http://dx.doi.org/10.4135/9781483369532.n244
  • Conteh, J. A., & Allie-Turco, P. ( 2016). Hope-focused approach to couple enrichment in counseling. Manuscript submitted June 2015 for publication in the Encyclopedia of Marriage, Family, and Couples Counseling. SAGE
  • Conteh, J. A. (2016). Dowry and brideprice. Encyclopedia of Gender and Sexuality Studies. Wiley-Blackwell.
  • Conteh, J A. (2016). Gender audit. Encyclopedia of Gender and Sexuality Studies. Wiley-Blackwell.
  • Kaplan, D. M., Wade, M. E., Conteh, J. A., & Martz, E. T. (2011). Legal and ethical issues surrounding the use of social media in counseling. Counseling and Human Development, 43 (8), 1-12.

Francis

  • Neyland-Brown, L., Francis, J. D., & Burns, G. (2018). An Exploration of Role Responsibilities, Time Commitments, and Counseling Activities of Ohio Licensed School Counselors. The Professional School Counselor (R)
  • Francis, J. D.,  Oswald, G. R., & Neyland-Brown, L. (in press). The impact of professional counselor competency and ethical complaints on job satisfaction in court testimony. Journal of Forensic Vocational Analysis.
  • Francis, J. D., & Neyland-Brown, L. (2018). Child and Adolescent Influences on the Family in Flamez, B., & Hicks, J. (Eds.). Marriage, Couple, and Family Therapy. Cognella Academic Publishing
  • Francis, J. D., & Oswald, G. (2017). The Impact of Professional Counselor Competency and Ethical Complaints on Job Satisfaction in Court Testimony” in The Journal of Forensic Vocational Analysis. (R)
  • Francis, J. D., Oswald, G., & Flamez, B. (2017). Reducing ethical complaints through Professional Counselor competency in court testimony. The Family Journal, 1(9) (R)
  • Oswald, G., Francis, J. D., (2017). Behavioral and Physiological Interventions for Anxiety and Depression: An Overview of Non-Traditional Methods. The Journal for Creativity in Counseling (R)
  • Stone, D. A., Conteh, J. A., & Francis, J. D. (2017). Therapeutic factors and psychological concepts in Alcoholics Anonymous. Journal of Counselor Practice 8(2). (R)
  • Flamez, B, Mark, C., Francis, J. D., Ordway, A., Moore, M. (2017). Counselor competency in divorce and disputes in military families. Journal of Military and Government Affairs, 5(1). (R)
  • Francis, J. D., & Haddock, L. (2015). Effective strategies for assessing DSM 5 disorders. In B. Flamez (Ed.), Diagnosing and treating children and adolescents: a guide for mental health professionals. Hoboken, NJ: Wiley & Sons
  • Flamez, B., King, J.H., & Francis, J.D. (2015). Conceptualizing DSM-5 disorders in children and adolescents. In B. Flamez (Ed.), Diagnosing and treating children and adolescents: a guide for mental health professionals. Hoboken, NJ: Wiley & Sons.
  • Moore, R., Ordway, A., & Francis, J. D. (2013). The tug-of-war child: counseling children involved in high conflict divorce. ACA VISTAS, 43. (R)

HILL

  • Emelianchik-Key, K., Hays, D., & Hill, T.M. (2018). Initial development of the Teen Screen for Dating Violence: Exploratory factor analysis, Rasch model, and psychometric data. Measurement and Evaluation in Counseling and Development. 51(1), 16-31. (R)
  • Buser, T., Hamme-Peterson, C., & Hill, T.M. (2016). Brief severity index for nonsuicidal self-injury: Initial validation of a self-report measure. Journal of Mental Health Counseling, 38(1). 28-46. doi:10.17744/mehc.38.1.03. (R)
  • Clemens, E., Hill, T.M., & Shipp, A. (2015). Chapter V: Emergency response and crisismanagement in counseling in V.F. Sangganjanavanich, & C. Reynolds, (Eds.). Introduction to professional counseling (pp. 105-138, Chapter V). Thousand Oaks, CA. Sage.
  • Shipp, A. & Hill, T.M. (2014). Ecological counseling in schools in B. Erford, & R. Byrd, (Eds.) Applying techniques to common encounters in school counseling: A case based approach (pp. 185-193, Chapter 22). Upper Saddle River, NJ. Pearson.
  • Carlisle, R. M., Carlisle K. L., Hill, T.M., Kirk-Jenkins A.J., & Polychronopoulos G.B. (2013). Distance supervision in human services. Journal of Human Services 33, 19-31. (R)
  • Hill, T.M., Puateri, C.G., Braun, E., & Maweu, M.J. (2012). Technological innovations for the human service profession. Journal of Human Services 32(1), 21-40. (R)
  • Hill, T.M., Laux, J., Stone, G., Dupuy, P., & Scott, H. (2012). A Rasch analysis of the SASSI-3. Journal of Addictions and Offender Counseling. 34(1), 40-50. (R)
  • Tucker-Gail, K.A., Selman, D., Hill, T.M., & Kobolt, J. (2010). Felonious line-of-duty officer deaths; (1995-1999). International Journal of Police Science and Management, 12(1), 119-133. (R)
  • Mahon, M., Hill, T.M., Lange, A.M., & Sepulveda, V.I. (2010). End-of-life issues and the supervisory relationship. Retrieved from http://counselingoutfitters.com/vistas/vistas10/Article_41.pdf (R)

HUBER

  • Huber, M. J., Walker, Q., Dunlap, P., Russell, V., & Richardson, T. (2018). A revisited inquiry: Survey of the members of the American Rehabilitation Counseling Association (ARCA) programs. Rehabilitation Counseling Bulletin, 1-7, https://doi.org/10.1177/0034355218755509
  • Strohmer, D. C., & Huber, M. J. (2017). Editorial: ARCA Research Awards for 2017. Rehabilitation Counseling Bulletin, 61(1), 3-7.
  • Conteh, J., Huber, M. J., & Bashir, H. (2017). Examining the relationship between traumatic experiences and posttraumatic growth among counselors-in-training. The Practitioner Scholar: Journal of Counseling and Professional Psychology, 6, 32-46.
  • Fruth, J. D., & Huber, M. J., & Avila-John, A. (2017). Universal prevention for middle childhood students and candidates. Critical Issues in Teacher Education, 24, 10-22.
  • Huber, M. J., Oswald, G., Chan, F., Shaw, L., & Wilson, J. (2017). A call for a national evidence-based programs and practices registry in vocational rehabilitation. Journal of Vocational Rehabilitation, 46, 11-18.
  • Oswald, G., Flexer, R., Alderman, L., & Huber, M. J. (2016). Predictive value of personal characteristics and the employment of transition-aged youth in vocational rehabilitation. Journal of Rehabilitation, 82(4), 60-66.
  • Anderson, E., Wahoske, M., Huber, M. J., Norton, D., Zhanhai, L., et al. (2016). Cognitive variability – a marker for incident MCI and AD: An analysis for the Alzheimer’s disease neuroimaging initiative. Alzheimer’s and Dementia: Diagnosis, Assessment, & Disease Monitoring, 4, 47-55.
  • Huber, M. J., Oswald, G., Webb, T., & Avila-John, A. (2016). Degree completion and employment outcomes among graduates with disabilities. Journal of Vocational Rehabilitation, 45(3), 241-247.
  • Rando, H., Huber, M. J., & Oswald, G. (2016). Outcomes of an academic coaching model intervention for college students on the autism spectrum. Journal of Postsecondary Education and Disability, 29(3), 257-262.
  • Huber, M. J., Fruth, J., Avila-John, A., & Lopez-Ramirez, E. (2016). Teacher self-efficacy and student outcomes: A transactional approach to prevention. Journal of Education and Human Development, 5(1), 46-54.
  • Oswald, G., Huber, M. J., Wilson, J., & Embree, J. (2015). The status of technology-enhanced education and service delivery in rehabilitation counselor education. Rehabilitation Research, Policy, and Education, 29(3), 194-207.
  • Oswald, G., Huber, M. J., & Bonza, A. (2015). Effective job-seeking preparation and employment services for college students with disabilities. Journal of Postsecondary Education and Disability, 28(3), 375-382.
  • Fruth, J. & Huber, M. J. (2015). Teaching prevention: The impact of a universal preventive intervention on teacher candidates. Journal of Education and Human Development, 4(1), 245-254.
  • Oswald, G., Huber, M. J., & Workman, J. (2015). A guide to developing evidence-based practices in rehabilitation counseling research. Journal of Applied Rehabilitation Counseling, 46(1), 34-39.
  • Heinemann, A. W., Moore, D., Lazowski, L., Huber, M. J., & Semik, P. (2014). Benefits of substance use disorder screening on employment outcomes in state-federal vocational rehabilitation programs. Rehabilitation Counseling Bulletin, 57(3), 144-158.

Johnson

  • Johnson, A.L., DuVivier, R., & Hambright, G.W. (2017). Shared university governance: Faculty Perceptions on involvement and leadership. The Journal of the OCPEA, 4(1), 10-26. (R)
  • DuVivier, R., Lee, C., & Johnson, A.L. (2017). Applying the ACPA/NASPA competencies in the development of a student affairs professional preparation program in the United Kingdom. Journal of the Australian and New Zealand Student Services Association, 25(2), 15-38. (R)Johnson, A. L. (In process). Psychoanalytic theory (2nd ed.). In Capuzzi, D., Gross, D. R. (Eds.), Counseling and psychotherapy: Theories and interventions. Alexandria, VA: American Counseling Association.
  • Johnson, A. L. (In process). Birth and infancy: Emotional and social development. In Capuzzi, D., Stauffer, M. D. (Eds.), Human Growth and Development. Wiley.
  • Johnson, A. L. (2014). 12-step facilitation of treatment (3rd ed.). In Capuzzi, D., Stauffer, M. D. (Eds.), Foundations of Addictions Counseling. Boston, MA: Allyn and Bacon.
  • Johnson, A.L. (2014). MMORPG addiction in women: Diagnosis and treatment. VISTAS. Alexandria, VA: American Counseling Association.
  • Johnson, A.L. (2013). Counseling the polyamorous client: Implications for competent practice. VISTAS. Alexandria, VA: American Counseling Association.
  • Johnson, A. L., & Getch, Y. Q. (2012). Persons with disabilities (2nd ed.). In McAuliffe, G. J. (Eds.), Culturally Alert Counseling. Boston, MA: Sage.

Oswald

  • Francis, J. D.,  Oswald, G. R., & Neyland-Brown, L. (in press). The impact of professional counselor competency and ethical complaints on job satisfaction in court testimony. Journal of Forensic Vocational Analysis.
  • Oswald, G. R., Adams, R. D. N., & Hiles, J. A. (2018). Universal design for learning in rehabilitation education: Meeting the needs for equal access to electronic course resources and online learning. Journal of Applied Rehabilitation Counseling, 49(1), 18-21.
  • Oswald, G. R., Saville, J., & Schiro-Geist, C. (in press). Rehabilitation counseling implications for working with individuals who practice Santería.  Journal of Forensic Vocational Analysis.
  • Francis, J., & Oswald, G. R, & Flamez, B. (2018). Reducing ethical complaints through professional counselor competency in court testimony. The Family Journal, 1-9. DOI: 10.1177/1066480718754775
  • Everett, S., & Oswald, G. R. (2018). Engaging and training students in the development of inclusive learning materials for their peers. Teaching in Higher Education, 1-16. https://doi.org/10.1080/13562517.2017.1421631
  • Oswald, G. R., Tejada, L., Marmé, M., & Roberts, P. (2017). Understanding perceived short-term outcomes from a professional rehabilitation cultural experience to Cuba. Journal of Forensic Vocational Analysis, 17(1), 43-58.
  • Alderman, L. A., & Oswald, G. R. (in press). Facilitating knowledge in rehabilitation counseling professionals on caseload management: A pre-test/post-test evaluation. Rehabilitation Counselors and Educators Journal.
  • Oswald, G., Alderman, L., & Willmering, P. (2017). Short-Term Job Shadowing Experience Benefits for Undergraduate Rehabilitation Students. The Australian Journal of Rehabilitation Counselling, 1-11. doi:10.1017/jrc.2017.2 (R)
  • Alderman, L. A., & Oswald, G. R. (2016). The current state of specialization and self-identity among Certified Rehabilitation Counselors. Rehabilitation Professional, 24(2), 69-74. (R)
  • Oswald, G. R. (2016). VR service patterns and employment outcomes of transition-aged youth. Journal of Applied Rehabilitation Counseling, 47(2), 20-26. (R)
  • Kiener, M., Oswald, G., Vaughn, M., Kline, K., & Bertolino, B. (2016). Student perceptions of completing a research methods course. Rehabilitation Counselors and Educators Journal, 9(1), 20-29. (R)
  • Rando, H., Huber, M., & Oswald, G. R. (2016). An academic coaching model intervention for college students on the autism spectrum. Journal of Postsecondary Education and Disability, 29(3), 257-262(R)
  • Oswald, G. R., Flexer, R., Alderman, L. A., & Huber, M. (2016). Predictive value of personal characteristics and the employment of transition-aged youth in vocational rehabilitation. Journal of Rehabilitation, 82(4), 60-66(R)

Presentations

Conteh

  • Stone, D. A., Conteh, J. A., & Hunt-Bila, R. (2016). Addictions: Alcohol to Zolof (Basic Double Workshop). Proposal approved for presentation at the New York Mental Health Counselors Association (NYMHCA) convention. April 2016 Conference: Albany, NY (Peer-reviewed)
  • Seward, D. X., & Conteh, J. A. (2014). Attending to student of color resistance and racial trauma in Multicultural Training using Posttraumatic Growth Theory. Presented at the North Atlantic Region Association for Counselor Education and Supervision (NARACES) conference. September: Providence, RI (Peer-reviewed)
  • Stone, D. A., & Conteh, J. A. (2014). Therapeutic factors in Alcoholics Anonymous. Presented at the New York Mental Health Counselors Association (NYMHCA) convention. April 2014 Conference: Albany, NY (Peer reviewed)
  • Seward, D. X., & Conteh, J. A. (2013). Attending to resistance and racial trauma: Working with students of color in multicultural training. Presented at the Association for Counselor Education and Supervision (ACES). September 2013: Denver, CO (Peer-reviewed)
  • Seward, D. X., & Conteh, J. A. (2012). Attending to resistance and racial trauma: Working with students of color in multicultural training. Proposal selected for Presidential Honor via peer-reviewed process presented at the North Atlantic Region Association for Counselor Education and Supervision (NARACES) conference. September: Niagara Falls, NY (Peer-reviewed)
  • Conteh, J. A. (2010). Supervision challenges of new graduate professionals: Implications for counselor educators and supervisors. Proposal presented at the North Atlantic Region Association for Counselor Education and Supervision (NARACES) conference: New       Brunswick, NJ (Peer-reviewed)
  • Seward, D. X., Conteh, J. A., Williams, T. A., & Drain, F. (2003). Challenging students and counselor educators in multicultural training. Proposal presented at the North Atlantic Region Association of Counselor Education and Supervision (NARACES) conference: Canandaigua, N Y (Peer-reviewed)

Francis

  • Francis, J. (2017). Your Ethical Response to Subpoenas, Court Testimony, and Proper Documentation. Presented to South Community, Dayton, Oh
  • Francis, J. (2017). Successful Management of Anxiety and Depression with Parkinson’s Disease. Presented to Briarwood Village Parkinson’s Support Group, Coldwater, Oh.
  • Francis, J. (2017). Successful Management of Anxiety and Depression with Parkinson’s Disease. Presented to Versailles Health Center’s Power Over Parkinson’s Community Group, Versailles, Oh.
  • Francis, J. (2017). Your Ethical Response to Subpoenas, Court Testimony, and Proper Documentation. Presented to the Miami Valley Counseling Association Ethics Training Series, Dayton, Oh.
  • Francis, J. (2017). The Primal Family: An Introduction to Evolutionary Factors on the Family System.
  • Webinar presented to the International Association of Marriage and Family Counseling, monthly webinar series.
  • Francis, J. (2016). Stress Management 101: Practical Ways to Stay One Step Ahead. Presented to Phelan Insurance Co. staff wellness luncheon, Versailles, Oh.
  • Francis, J. (2016). Avoiding Professional Burnout and Taking Care of the Self (Especially During Holidays [and post-election hangover]). Presented to Wayne Healthcare Wellness Training, Greenville, Oh.
  • Francis, J. (2016). Conceptualizing High Conflict Divorce Through a Humanistic Lens. Webinar presented to Walden University chapter of Chi Sigma Iota.
  • Francis, J. (2016). Understanding Vicarious Trauma and Taking Care of the Self: Imperatives for
  • Interpreters. Presented to Wright State University ASL class, Dayton, Oh.
  • Francis, J., Demmitt, A., & Jung, J. (2016). Your Ethical Response in Responding to Subpoenas, Court
  • Testimony, and Proper Documentation. Presented to New Creations Counseling Center Continuing Education Workshop, Tipp City, Oh.
  • Francis, J. (2016). Avoiding Professional Burnout and Compassion Fatigue for Teachers and School Personnel. Presented to Versailles Local School staff, Versailles, Oh.
  • Francis, J. (2016). Important Legal and Ethical Issues in High Conflict Divorce and Court Testimony Presented to University of Dayton Marriage and Family Counseling Class, Dayton, Oh.
  • Francis, J. (2016). Managing Stress to be the Best Parent You Can Be. Presented to National Mother’s Group, Russia, Oh.
  • Fancis, J. (2015). Avoiding Professional Burnout and Taking Care of the Self. Presented to Darke County Safety Council, Greenville, Oh.
  • Parlin, A., & Francis, J. (2015). Marijuana and Vocational Rehabilitation. Presented to staff at Ikron, Inc., Cincinnati, Oh.

HILL

  • Hill, T.M. (April, 2016). Empirically based methods which deepen learning for counseling students. Presented at the Ohio Association for Counselor Education and Supervision Conference. (Annual State Conference: Peer Reviewed)
  • Hill, T.M., Johnson, A., Bell, T., Brenner, B., Loudermilk, M., Ward, K., Young, J., (April, 2016). Path to awareness; A demonstration of Gestalt techniques. Presented at the American Counseling Association Conference. (Annual International Conference, Invited)
  • Hill, T.M. (April, 2016). Culturally Competent Mental Health Care and Treatment for Transgender Persons. Video conference presented at Summit Behavioral Healthcare. (Two hour Professional Development Training for the Ohio State Psychiatric Hospital professional employees)
  • Mills, J.R., & Hill, T.M. (February & March, 2016). Inclusion of Empathy of Inclusion. Presented at Westbrooke Elementary, Trottwood Public School, Trotwood, Ohio (2 hour professional development workshop for teachers)
  • Hill, T.M., Mills, J.R., & Taylor, R. (January, 2016). Inclusion of Empathy for Inclusion. Presented at Horace-Mann Elementary School (Dayton Public Schools). (2 hour professional development workshop for paraprofessionals and teachers)
  • Hill, T.M. & Burns, H. (September, 2015). Counseling Clients Who Are Transgender. Presented at Summit Behavioral Healthcare. (Professional Development Training Workshop)
  • Hill, T.M. (September, 2015). Increase successful completions and decrease dropouts through systemic measurement of client progress and counselor effectiveness. Presented at the European Branch of the ACA Conference. (Annual International Conference: Peer Reviewed).
  • Hill, T.M. (October, 2015). Healthy Relationships for Intimate Partners. Presented at the Stand Strong Be Strong Conference for WPAB at Wright State University. (Invited - Professional Development Workshop for social service workers at Wright Patterson Airforce Base)
  • Neyland, L. & Hill, T.M. (November, 2015). Supervision strategies for school counseling students: A toolbox of methods, techniques, and supervisee evaluation. Presented at the All Ohio Counselor Conference. (Annual State Conference: Peer Reviewed).
  • Mahon, M., VanMeter, C., Hill, T.M., & Jenkins, C. (November, 2014). An overview of affirmative therapy and resources for working with sexual and gender minorities. Presented at the All Ohio Counselors Conference. (Annual Conference: Peer Reviewed)
  • Hill, T.M. (October, 2014). Supervision Models & Techniques for Counselors: Training in Clinical Supervision. Presented at the Miami Valley Counseling Association, Dayton, Ohio. (Quarterly Meeting)
  • Mahon, M., Hill, T.M., & Ratchen, Z. (November, 2013). Affirmative counseling for sexual and gender minority clients: Connecting counseling theories & techniques to work with adults. Presented at the All Ohio Counselors Conference. (Annual State Conference: Peer Reviewed)
  • Bell, T., Hill, T.M., & Remley, T. (October, 2013). Competency in working with clients with learning disabilities. Presented at the Association for Counselor Educators and Supervisors Conference. (Annual Bi-Annual Conference: Peer Reviewed)
  • Lange, A., Hill, T.M., Fineran, K., & VanMeter, C. (October, 2013). Educating students in EAP counseling. Presented at the Association for Counselor Educators and Supervisors Conference. (Bi-Annual National Conference: Peer Reviewed)
  • Lange, A., Hill, T.M., & Ruby, J. (March, 2013) Advocating for LGBTQ best practices in AOD treatment. Presented at the American Counseling Association. (Annual National Conference: Peer Reviewed)

HUBER

  • Huber, M. J. & Hutchinson, D. (March, 2018). Developing the PASS Intervention: The ins and outs of peer academic supports for success (PASS) for college students with mental health conditions. Presentation at the 31st Annual Research and Policy Conference: Child Adolescent, and Young Adult Behavioral Health. Tampa, FL.
  • Huber, M. J. & Oswald, G. (October, 2017). Supported employment and SSI on successful outcomes of transition-aged youth in VR. Presentation at the National Council on Rehabilitation Education (NCRE). Washington, DC.
  • Bashir, H. A., Huber, M. J., & Conteh, J. A. (October, 2017). Frequencies of trauma and positive personal growth through traumatic events among counselors-in-training. Wrote submission with co-presenters but was unable to attend. Presented at the ACES conference. Chicago, IL.
  • Huber, M. J., Walker, Q., & Bradham-Cousar, M. (September, 2017). A revised inquiry: A survey of the members of the American Rehabilitation Counseling Association. Presentation at the 60th Anniversary of the American Rehabilitation Counseling Association. Orlando, FL.
  • Rossetti, S., Huber, M. J. & Surico, E. (April, 2017). Conversations for change: Partners helping those addicted to opiates. Presentation at the Teaching for Student Success Symposium. Wright State University, Dayton, OH.
  • Huber, M. J., Surico, E., Hairston, S., & Weisman, J. (October, 2016). Bridging the Gap between Law Enforcement,Community, and Public Health in Dayton, Ohio. Presentation at the National Association of Black Criminal Justice Conference. Germantown, OH.
  • Huber, M. J. & Oswald, G. (May, 2016). Creating a National Registry on Evidence-Based Practices for Vocational Rehabilitation. Presentation at the Evidence-Based Practice RRTC Conference. Madison, WI.
  • Huber, M. J., Surico, E., Orion, L., & Johns, B. (May, 2016). Conversations for change: Partners helping those addicted to opiates. Presentation at the Ohio Association of County Behavioral Health (OACBHA). Columbus, OH.
  • Keferl, J. & Huber, M. J. (May, 2016). Employment for individuals in recovery. Presentation at the Ohio Association of County Behavioral Health (OACBHA). Columbus, OH.
  • Avila-John, A., Huber, M. J., & Oswald, G. (April, 2016). Degree completion and employment outcomes among graduates with disabilities. Presentation at the Teaching for Student Success Symposium. Wright State University, Dayton, OH.
  • Huber, M. J., Anderson, E., & Johnson, A. (October, 2015). Teaching evidence-based practices to undergraduate rehabilitation services majors. Presentation at the National Council on Rehabilitation Education (NCRE). Washington, DC.
  • Huber, M. J. & Anderson, E. (April 2015). Evidence-based practices in vocational rehabilitation: The need and the ‘how-to’ steps to establish a data-driven registry. Presentation at the National Council on Rehabilitation Education (NCRE). Manhatten Beach, CA.
  • Keferl, J. & Huber, M. J. (March 2015). Employment for individuals in recovery. Presentation at the Ohio Association of County Behavioral Health (OACBHA). Columbus, OH.
  • Huber, M. J., Taylor, R. & Lamm, E. (January 2015). Counselor experiences in implementing a community-based intervention to target persons addicted to heroin. Presentation at the Hawaii International Conference on Education (HICE) Honolulu, HA.
  • Huber, M.J., Taylor, R. & Lamm, E. (October 2014). Developing and implementing community and university-based partnerships to target persons addicted to heroin. Presentation at the National Network for Educational Renewal (NNRE) conference. Cincinnati, OH.
  • Huber, M.J., Oswald, G., & Webb T. (October, 2014). Outcomes of an Academic Coaching model for College Students with Autism. Presentation at the National Council on Rehabilitation Education (NCRE) conference. Washington, DC
  • Huber, M.J., Oswald, G. & Wilson, J. (March 2014). The status of technology-enhanced counseling practices and coursework in rehabilitation counselor education. Presentation at the National Council on Rehabilitation Education (NCRE) conference. Huntington, Beach, CA.
  • McAweeney (Huber), M. J. (March, 2006). Efficacy of the IPS model for clients with disability and SUD. American Psychological Association, Work, Stress, and Health: Making a Difference in the Workplace. Miami, FL.
  • McAweeney (Huber), M. J., Stagg, K., & Glenn, M. (October, 2005). Substance Use Screening by Vocational Rehabilitation Counselors. National Commission of Rehabilitation Educators Annual Meeting. Arlington, VA.
  • McAweeney (Huber), M. J., (May, 2004). Individual and Partner Predictors of Early Adulthood Onset Alcoholism in Women over a Nine-Year Period in a Community Sample. Poster presentation at University of Michigan Department of Psychiatry “Fifteenth Annual Albert J. Silverman Research Conference. Ann Arbor, MI.
Invited Lectures, Colloquia, Seminars, Professional Conferences
  • Huber, M. J. (August, 2017). The effects of opioids on the human body . Recovery Works’ Healing Center.
  • Huber, M. J., Brokshmidt, B., Myer, D., & Nerad, S. (October, 2017). The DEA 360: The power of……YOU! Panel presentation at the Drug Enforcement Agency (DEA). Nutter Center, Dayton, OH.
  • Huber, M. J., Surico, E., Hairston, C., & Weisman, J. (October, 2016). Conversations for change: Partners helping those addicted to opiates. Presentation at the National Association of Blacks in Criminal Justice (NABCJ). West Chester, OH.

Johnson

  • Johnson, A.L., Duvivier, R., Kutsko, K., Sletten, P. (2018). Assessing client personality development. Ohio Counseling Association, Cleveland, OH. (R)
  • Hill, T.M., & Johnson, A.L. (2016). Techniques based upon Gestalt principles. American Counseling Association, Montreal, Canada. (R)
  • Bashir, H.A., & Johnson, A.L. (2015). Building empowerment, resilience, and resources for victims in domestic violence relationships. Stand Strong, Be Strong Conference, Dayton, OH. (R)
  • Johnson, A.L. (2015). Applying Neuroscience for Optimal Learning in the Counselor Education Classroom. Association for Counselor Education and Supervision, Philadelphia, PA. (R)
  • Johnson, A.L., & Bashir, H.A. (2015). Brief Interventions for Serious Mental Health Diagnoses Using Contemporary Psychoanalytic Practices. All Ohio Counselors Conference, Columbus, OH. (R)
  • Johnson, A.L. (2014). MMORPG addiction in women: Diagnosis and treatment. American Assocation of Behavioral and Social Sciences, Las Vegas, NV.
  • Johnson, A.L. (2014). Teacher training in student retention. Professional Development Schools National Conference, Las Vegas, NV.
  • Johnson, A. L. (Apr. 2013). Mental health counseling and the polyamory community: Applications for training and practice. American Counseling Association, Cinncinati, OH.
  • Johnson, A.L., & Taylor, R. (Apr. 2013). Simultaneous renewal between WSU and Webster Street Academy: Partnering for mental health and academic acheivement. Wright State University Network for Educational Renewal Conference, Dayton, OH.

Huber and Oswald

  • NCRE Spring 2014 conference along with Dr. Wilson on technology-enhanced education and rehabilitation services

Oswald

  • ACA Spring 2014 conference with Dr. Kererl, Dr. Oswald, Dr. Toriello, and Ms. Kempegowda on "Forgive Me Father, For I Have Forgotten You..." Honolulu, Hawaii.
  • NCRE Spring 2014 conference with Dr. Marme and Dr. Bruce on “From Kafta to MOOCs: Disruptive Innovation in Globalized Rehabilitation Education.
  • NCRE Fall 2014 conference with Dr. Huber, Dr.Oswald and Tom Webb on "Outcomes of an Academic Coaching Model Intervention for College Students with Autism Spectrum Disorder." Washington, D.C. 
  • DCDT Fall 2014 conference with Dr. Huber, Dr.Oswald and Mrs.Rando on "Outcomes of an Academic Coaching Model Intervention for College Students with Autism Spectrum Disorder." Cleveland, OH.
  • Alderman, L. A., & Oswald, G. R. The Changing Tide: Influence of Undergraduate Education on field of Rehabilitation. Presentation at National Council Rehabilitation Education’s Conference, Spring 2016.
  • Oswald, G. R., & Kiener. Universal Design for learning: Tips and Tools for Assisting Students with Disabilities Excel in Higher Education. Presented at Maryville University’s Scholarship of Teaching and Learning Conference Fall 2015.
  • Oswald, G. R. Technology-Delivered Content Accessibility for Students with Disabilities. Presented at Maryville University’s Scholarship of Teaching and Learning Conference Fall 2015.
  • Robertson, R. & Oswald, G. R. Voice from the past- Voice of the Future? Presentation at National Council Rehabilitation Education’s Conference, Fall 2015.
  • Alderman, L. A., & Oswald, G. R. The Changing Tide: Influence of Undergraduate Education on field of Rehabilitation. Presentation at National Rehabilitation Association’s Conference, Fall 2015.
  • Oswald, G. R., and Rando, H. Engaging university personnel through discussions/trainings for working with students with Autism. Presentation at Association on Higher Education And Disability Conference, Summer 2015. 
  • Robertson, R. Oswald, G. R., Willmering, P., Schiro-Geist, C., & Duncan, J. C. Quest for New Opportunities: The Journey and Vision of Undergraduate Rehabilitation. Accepted presentation at National Council Rehabilitation Education’s Conference, Fall 2017.
  • Oswald, G. R., & Huber, M. J. Supported Employment and SSI on Successful Outcomes of Transition-aged Youth in VR. Accepted presentation at National Council Rehabilitation Education’s Conference, Fall 2017.

Sabo

  • Sabo, C. (May 2014).  Individuals with Diabetes: Vocational Rehabilitation Implications and Outcomes. General Session. Ohio Rehabilitation Association Annual Training Conference, Columbus, OH.
  • Sabo, C., Oswald, G., & Henderson, D. (2013).  Instilling the Wellness Acumen to Future Rehabilitation Counselors.  Poster Session.  National Council on Rehabilitation Education, Arlington, VA.
  • Oswald, G. & Sabo, C. (2013).  Creating Effective Short Term Service Learning Opportunities. Poster Session.  National Council on Rehabilitation Education, Arlington, VA.

Taylor

  • Huber, M., Taylor, R. (January 2015). Counselor Experience in Implementing a Community-based Intervention to Target Persons Addicted to Heroin. International Conference on Education, Honolulu, HI.
  • Huber, M., Taylor, R. (October 2014). Developing and Implementing Community and University-based Partnerships to Target Persons Addicted to Heroin. National Network of Educational Renewal Cincinnati, OH
  • Taylor, R., McKnight, J. (March 2014). Creating a Professional Development Community: Supporting Professional Development with Resources. National Association of Professional Development Schools, Las Vegas, NV.
  • Taylor, R., Johnson, A., Turner W., (April 2013). Simultaneous Renewal between WSU and Webster Street Academy: Partnering for Mental Health and Academic Achievement. General Session. Wright State University Network on Educational Renewal, Dayton, OH.
  • Taylor, R., McKnight, J. (October 2013). Professional development Communities. National Network of Educational Renewal, Albuquerque, NM.

Grants

Bashir

  • (2017-2019). (Funded). Cardinal Health Foundation Generation Rx. PI-Huma Bashir and Co-PI-Wendy Doolittle. College of Education and Human Services, Community-Level response to the Opioid crisis. $82,029.00
  • (2017-present) WSU/CECH Partnership Mini-Grant Awarded March 2016. WSU; Principle Investigator: Huma A. Bashir, Co-investigators: John A. Conteh, Mary Huber. An incentive program to reduce opiate substance abuse in the Neighborhood Revitalization Zone of Springfield. $1000.00
  • (2016-present) WSU/CECH Partnership Mini-Grant Awarded March 2016. WSU; Principle Investigator: Huma A. Bashir, Co-investigators: John A. Conteh, Mary Huber. An incentive program to reduce opiate substance abuse in the Neighborhood Revitalization Zone of Springfield. $1000.00
  • (2015-present) WSU/CEHS Partnership Mini-Grant Awarded September 2015. WSU; Principle Investigator: Huma A. Bashir, Co-investigators: John A. Conteh, Mary Huber. An incentive program to reduce opiate substance abuse in the Neighborhood Revitalization Zone of East Dayton; $1000.00

CONTEH

  • (Conteh) 2015 – 2016 Co-Investigator. “Conversations for Change” Mini-Grant at East-End Dayton, Ohio - $1000. Wright State University/East-End Partnership-Dayton Police Mini-Grant.

Johnson

  • (2014 – 2015) Wright State University Course Innovation Grant. Principle Investigator: Mary Huber, Ph.D.; Co-investigators: Adrianne L. Johnson, Ph.D., Eric D. Anderson, Ph.D.; Title of Grant: Course Innovation: Student Engagement and Alternative Delivery; Total Cost of Grant: $12,475
  • WSU/CEHS Partnership Mini-Grant Awarded March 2014. WSU; Principle Investigator: Adrianne L. Johnson, Ph.D.; Co-investigators: Ryan Taylor, M.S., Sharon Heilmann, Ed.D.; Title of Grant: Freshman Focus; Total Cost of Grant: $1000.

Hill

  • (2015-2018) Substance Abuse and Mental Health Services Administration (SAMSHA). Montgomery County ADAMHS Board, PI Hoff, A. Wright State University, Co-PI Hill, T.M. East Dayton Aware Project (EDAP). ($375,000) (Funded)

Huber

  • (2018-2020) Ohio Department of Higher Education (ODHE). PI-Lorson, K., PI-Huber, M. J. Opioid-related trauma among families and children (HOPES) Curriculum. ($503,960.00).
  • (2017-2018) Office of National Drug Policy and Control. Subaward with University of Baltimore, Combating Opioid Overdose through Community Intervention. Peers for Change ($134,000)
  • (2017-2018) Wright State University, College of Education and Human Services, Partnership PNC Bank. PI-Emily Surico, Co-PI Huber, M. J. An incentive program to reduce opiate substance abuse in the Neighborhood Revitalization Zone of East Dayton. ($10,000.00)
  • (2016-2018) Ohio Department of Higher Education (ODHE). PI-Lorson, K., PI-Dake, J., PI-Ausherman, J., PI-Huber, M. J., PI-Raffle, H. Health and Opioid Abuse Prevention Education (HOPE) Curriculum. ($308,191.00).
  • (2014-2019) National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR) Rehabilitation Research and Training Center (RRTC). University of Massachusetts, PI-Davis M., Co-PI Costa, A., Co-PI Duperoy, T., Co-PI Sabella, K., Co-PI Hutchinson, D., Co-PI Bond, G., & Co-PI Huber, M. Boonshoft School of Medicine, College of Education and Human Services. Peer academic coaching support for college students. ($3,896,391.00)
  • (2015-2018) Substance Abuse and Mental Health Services Administration (SAMHSA). Wright State University, PI-Hershberger, P., Co-PI Wilson, J., & Co-PI Huber, M. J. Boonshoft School of Medicine, College of Education and Human Services. Screening, Brief Intervention, and Referral to Treatment (SBIRT). ($944,392.00)
  • (2014-2017) National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR) Disability and Rehabilitation Research Projects (DRRP). Wright State University, PI-Wilson, J., Co-PI Huber, M. J., Co-PI Keferl, J., & Co-PI Guthman, D. Boonshoft School of Medicine, College of Education and Human Services. Online Suite of VR Assessments to Enhance Employment of Individuals who are Deaf. ($600,000.00)
  • (2015-2017) Ohio Mental Health and Addiction Services (OhioMHAS). PI-Fruth, J., PI-Huber, M. J. Wright State University, College of Education and Human Services, Implementing evidence–based kernels. ($300,614.00)
  • (2014-2015) Wright State University, College of Education and Human Services, Partnership Mini-Grant- PI Huber, M. J. An incentive program to reduce opiate substance abuse in the Neighborhood Revitalization Zone of East Dayton. ($1,000.00)
  • (2014-2015) Wright State University, College of Education and Human Services, Teaching Innovation Grant -PI Huber, M. J., PI Anderson, E., & PI Johnson, A. Creation of evidence-based practices course for undergraduate rehabilitation services students (RHB 3670). ($10,975.00)
  • (2014-2015) Wright State University, College of Education and Human Services, Faculty Development Grant- PI Huber, M. & PI Oswald, G. Psychosocial and educational outcomes of students with disabilities. ($1,000.00)
  • (2013-2014) Wright State University, College of Education and Human Services, Partnership Mini-Grant- PI Huber, M. J. An incentive program to reduce opiate substance abuse in the Neighborhood Revitalization Zone of East Dayton. ($1,000.00)
  • (2013-2014) Wright State University, College of Education and Human Services, Partnership Mini-Grant- PI Huber, M. Facilitating a partnership between a chemical dependency education program, a mental health outpatient program, and a disability research program. ($1,000.00)

Oswald

  • Oswald, G. R. Community Engaged Rehabilitation Services Program. WSU’s MACE Community Engaged Scholarship and Teaching Mentored Grant. Funding 2016-2017, $3000.
  • Oswald, G. R. Development of a Study Abroad Program for the Underrepresented Population of Students with Disabilities. WSU’s MACE Inclusion Infusion Grant 2016, $2000.
  • Oswald, G. R. Development of International Research and Educational Opportunities for Students with Disabilities with the United Kingdom. WSU’s RSP Professional Development Grant. Funding May 16, 2016-June 30, 2017, $3000.
  • Oswald, G. R. Development of a Faculty-Led Ambassador Program for Students with Disabilities to the United KingdomWSU’s UCIE International Seed Grant. Funding April 2016-March 2017, $2000.
  • Huber, M. J., & Oswald, G. R. Psychosocial and educational outcomes of students with disabilities. WSU’s College of Education and Human Services Faculty Development Grant 2014 Competition. Funded for July 2014-June 2015, $1000. 

Taylor

  • Taylor, R., Johnson, A., Heilman, S., (2013-2014) PI: “Community Collaboration Freshman Focus, reduction of High School dropout rate.” College of Education and Human Service/Community Mini-Grant Awarded 10/04/13-6/3014.
  • Taylor, R. 2013-2014PI: “Learning to Live Alone: Expressive Therapy in Addiction and Homeless Youth” College of Education and Human Service/Community Mini-Grant Awarded 10/04/13- 6/3014.
  • Taylor, R. 2013 PI: “Learning to Live Alone: Expressive Therapy in Addiction and Homeless Youth” College of Education and Human Service/Community Mini-Grant Awarded 10/04/13- 6/3014.
  • Taylor, R. 2011 PI: “Daybreak Experiential Empowerment Practices, (D.E.E.P.) Cruise Ship Activities” College of Education and Human Service/Community Mini-Grant Awarded 2011

Service Projects

Conteh

  • Member, Montgomery County Prevention Coalition – focused on providing “cross-sector community leadership in planning, developing, and implementing mental health and harmful substance use prevention strategies utilizing evidence-based practices.”
  • Member, Montgomery County Prevention Coalition Mental Health Prevention Working Group
  • Chair, African Coalation of Miami Valley – A coalition focused on giving a voice to the African immigrants in Dayton, Ohio in the areas of coalition building and networking, economic empowerment, education, social integration, and mental health/wellbeing.
  • Board Member, Sierra Leone Mental Health Initiative – “a coalition of mental health professionals committed to addressing the mental health needs of the Sierra Leone population. SLMHI aims to provide a forum to foster collaboration and partnerships among various mental health organizations working in Sierra Leone.”
  • Member, Welcome Dayton Natural Helpers Sub-Committee

Francis

  • University Committees
    • Judicial Review Panel
    • University Appeals Panel
  • College Committees
    • Undergraduate Student Affairs Committee, Chair-Elect
  • Professional Service
    • Committee Chair (2016-2017), International Association of Marriage and Family Counseling, Webinar Committee
    • Committee Chair (2016-2017), Ohio Counseling Association, Graduate Student Committee
    • Journal Reviewer: Journal of Counselor Practice
  • Community Service
    • Elected Member of Local Board of Education, Russia Local Public School District
    • Collaborated with WSU Service Learning/Civil Engagement with Westwood School (Dayton Public) and WSU School of Professional Psychology for parent and staff training and student assessment.

Huber

  • Member of the Montgomery County Drug-Free Coalition - Chair of the Research Sub-committee
  • Member of the Greene County Disability Coalition
  • East End Community Project - An incentive program to reduce opiate substance abuse in the Neighborhood Revitalization Zone of East Dayton. This is a partnership with Dr. Huber from Wright State University College of Education and Human Services (Chemical Dependency Program Students), East-End Community Services, and Dayton Police. This is a community and university-based partnership is a unique non-confrontational intervention called “Community Call-Ins” which are held at the East End Community Center. The Community Call-Ins target individuals who have specific opiate addictions and opiate crime related offenses such as theft, burglary, breaking and entering or any drug related offense. In addition, those who have overdosed on opiates will be targeted. The Community Call-Ins feature Motivational Interviewing to discuss education, counseling, and treatment options.
  • A CEHS community and university-based partnership mini-grant was awarded in fall 2013 titled “Facilitating a partnership between a chemical dependency education program, a mental health outpatient program, and a disability research program.” This is a partnership between Dr. Mary Huber from CEHS, the Consumer Advocacy Model (CAM) program, and the Substance Abuse Resources and Disability Issues (SARDI) program. Both CAM and SARDI are housed under the Boonshoft School of Medicine. This unique interdisciplinary grant promotes teaching/learning among students, professionals, researchers and clinicians. The goal of the grant is to provide educational and informational material via a digital video that can be viewed by students, teachers, clinicians, re-searchers and other community providers. The digital video clip will include educational information about each of the partners. "Bridging the gap between education, research and clinical practice." http://youtu.be/5x8m0AoPHp4

Huber and Oswald

  • Working along side of the Office of Disabilities Services (ODS) to look at the outcomes of the services provided for students by ODS, as well as focusing upon employment services for students with disabilities with college degrees.
  • A WSU Faculty Seed Development grant was awarded to Dr. Mary Huber and Dr. Gina Oswald. The project is titled “Psychosocial and educational outcomes of students with disabilities” Dr. Oswald and Dr. Huber will use the funds to assist with CEDER center’s start-up activities as well as funding research activity with the Office of Disability Services (ODS).

Johnson

  • President, Ohio Counseling Association (FY2017 – 2018)
  • Executive Editor, Journal of Counselor Practice (2018 – )
  • Chair, Distance Learning Task Force, Ohio Counseling Association (2017 – 2018)
  • University Collaboration Against Trafficking (UCAT) (2017 – )
  • Editor, Chi Sigma Iota International Counseling Honor Society, Counselor’s Bookshelf (2016 – 2019)
  • Member, Ohio Counseling Association, Communications Advancement and Improvement Team (2016 – 2018)
  • Chair, Leadership Development Committee, Ohio Counseling Association (2015 – 2017)
  • Executive Council Member, Miami Valley Counseling Association, (2015 – )
  • Manuscript Reviewer, Journal of Counseling & Development (2015 – 2018)
  • Manuscript Reviewer, Journal of Cyberpsychology, Behavior, and Social Networking (2014 – 2018)

Taylor

  • Invited member to the Montgomery County Drug-Free Coalition 
  • Invited member to the United Against Violence Leadership Committee
  • Invited member of Community Engagement Collaborative;engaging young professionals
  • Image of Hope Awards
  • National Network of Education Renewal conference planning committee 2014
  • Wright State University Network of Education Renewal committee 2013 and 2014

Kinesiology and Health

2015-16

The Athletic Training Program has several research projects underway this year.  After nine projects completed last year under the supervision of Dr. Scott L. Bruce (Assistant Professor/Director of Research) there are 11 projects being done this academic year.  Three of the projects are examining different aspects of sports-related concussions: 1. Comparison of Concussion Rate and Severity between Football Teams Wearing or not Wearing the Guardian Cap; 2. Comparing Concussion Rates and Severity Based on Virginia Tech Helmet Rating System;  3. Relationship between Football Helmet Fit and Concussion Rates and Severity.  The new Dynavision unit purchased over the summer will be used in two studies: 4. Effects of Fatigue upon Dynavision Performance; 5. Comparison of Training on Dynavision with ImPACT Performance.  A second ImPACT neurocognitive test battery study will be examining the Reliability of ImPACT under Varied Conditions.  There are two different studies making comparisons:  7. Functional Movement Screening Assessment Comparing Assessor Ratings from Three Different Skill Levels; 8. Comparison of Kinesio Tape, Rock Tape and a Sham Tape for Shoulder Function.  The final three studies examines (9.) the Rate of Stress and Sleep Quality and its Effect upon Injuries/Illness Incidence and Recovery, use of improper nomenclature regarding (10.) “Trainer” vs. “Athletic Trainer” in the Media: Occurrence Rate and Change Agents, and the final study is a continuation of a project done last year entitled (11.) Intramural Sport Injury RatesBecky Bower, Athletic Training Program Director and Siobhan Fagan, Clinical Coordinator, will aid Dr. Bruce in the supervision of several of these research projects.

2014-15

Athletic Training Students Well-Represented at Celebration of Research

The Athletic Training program had 8 research posters presented (7 from athletic training students and 1 from a graduate athletic trainer who is presenting as part of her degree requirements for Sports Management), at the Research Celebration day on April 10th. The following posters were presented:

  • Afsarifard, Leah; Whip, Miranda; Bruce, Scott L. Clinical Prediction Model – Association between ImPACT Scores vs. Incidence of Injury. Wright State University, Dayton, OH
  • Briggerman, Charles J.; Hibberd, Zachary; Bruce, Scott L. Injury Rate in Intramural Sports. Wright State University, Dayton, OH
  • Chambers, Aziza, Walker-Gundolff, Bianca; Beasley, Kyle; Bruce, Scott L. Comparison of Athletic Training Room Facilities and it Relationship to the Percent of Athletes Injured. 
  • Eshbaugh, Jordan T.; Swartz, Kevin; Bruce, Scott L. Comparison of 3 Balance systems: BESS/Sway Balance/Biodex Balance System. 
  • Gustin, Megan; Schnippel, Erin; Bruce, Scott L. Clinical Prediction Model – Association of Biodex Balance System vs. Incidence of Injury. 
  • Herbst, Heather; Schroeder, Kristen; Fritz, Rachel; Bruce, Scott L. Quality and Quantity of ATEP Faculty Scholarship. 
  • Rush, Jared; Torres, Megan; Lipscomb, Kyle; Bruce, Scott L. Reliability of Core Resistance Tests. 
  • Pontius, Kendra; Bruce, Scott L. Comparison of Post-graduate Placement between UGATEP and GATP Alums. 

2013-14

Articles

  • Hersman, B. L. (2014). Increasing student engagement in online classes. Chronicle of Kinesiology in Higher Education.
  • Hersman, B. L. & Hodge, S. R. (in press). Community building in physical education: Using Adventure Education to facilitate inclusion of students with disabilities. Palaestra.
  • Lorson, K., & Mitchell, S. (2014). Ohio physical education evaluation report card data 2013. Future Focus, 35(1), 23-24.
  • Orlowski, M., Lorson, K., Lyon, A., & Minoughan, S. (2013). My classroom physical activity pyramid: A tool for integrating movement into the classroom. Journal for Physical Education Recreation and Dance, 84(9), 47-51.
  • Pringle D. D., Edwards W. W., Palfrey T. C., & Anderson D. (2013). Physical fitness and substance use in individuals following a health promotion/rehabilitation program. Journal of Exercise Physiology.
  • Pringle D. D., Edwards W. W., Palfrey T. C., & Anderson D. (2014). Physiological fitness and motor performance concerns of the previously low birth weight infant. Journal of Exercise Physiology.
  • Stover, S. E., Bower, R., Chace, M. (2013). Importance of attending (online) class. National Teacher Education Journal, 6(3). (R)

Presentations (unpublished)

  • Bower, R. (2013, July). The College Bound Athletic Training Student. Presented at Premier Health Partners Student Sports Medicine Workshop, Dayton, OH.
  • Lorson, K., & OAHPERD Benchmark Assessment Group Members. (2013, December). The OAHPERD benchmark assessment group & online professional development. Presented at the annual convention of the Ohio Association for Health, Physical Education, Recreation, and Dance, Sandusky, OH.
  • Lorson, K., & Kramer, T. (2014, February). Using adventure based learning debriefing techniques in ELA. Presented at the Ohio Middle Level Association Annual Conference, Columbus, OH.
  • Lorson, K., & Mitchell, S. (2014, April). Ohio’s physical education assessments: What we’ve learned from year one. Presented at the annual convention of the Society for Health and Physical Educators, St. Louis, MO.
  • McMillen, S., Lorson, K., & Wright State Students. (2013, December). There is an app for that: using apps in physical education. Presented at the annual convention of the Ohio Association for Health, Physical Education, Recreation, and Dance, Sandusky, OH.

Leadership Studies in Education and Organizations

Faculty

2015-16

Educational game presented at Student Success Symposium

Dr. Noah Schroeder, assistant professor in LDR, was awarded a Research Initiation Grant from Research and Sponsored Programs (with the CEHS’s support) to develop a Student-centered Interactive Modular Performance-based Learning Environment (SIMPLE). In essence, SIMPLE is an educational game that can be used in different content domains with minimal modification.   Kenneth Deffet, an undergraduate student in the Fine Arts program, is working on the development of the first level within SIMPLE. Thanks to his hard work, the visual development of the first level is rapidly progressing. Dr. Schroeder and Kenneth are currently working on fine-tuning the level, such as adjustments to the lighting, props, and sound effects. More in-depth programming will take place during the upcoming school year, as will the first research study. A playable version of the game was presented at the Student Success Symposium on August 25, 2015.  If you have any questions about the project please don’t hesitate to contact Noah Schroeder at noah.schroeder@wright.edu.

LDR Facutly present research at Student Success Symposium

Dr. Sheri Stover presented a roundtable session at the Teaching for Student Success Symposium: Reducing the Achievement Gap on August 25th, 2015. Her roundtable, "Designing Classes using Brain-Based Learning Principles" discussed learning strategies involving retrieval-based learning, where students are required to actively recall answers without prompting or clues. The session included examples of teaching methodologies and technologies that can be used in the classroom, including retrieval-based learning and spaced study that can increase students' course-relevant long-term memory.  Dr. Stover also presented a poster, "Student Perceptions Regarding the Efficacy of Clicker Technologies."  Her poster received first place in the category, "Assessing Student Success." 

Dr. Stephanie Davis also presented a roundtable session, "Help! Teaching Practices that Enhance Student Engagement."  Her session focused on what happens when faculty and students perceive learning as a shared endeavor, which strengthens retention and course completion. Dr. Davis led a discussion on theory and practice of pedagogy to help faculty engage students in course and program content, and increasing student understanding of expectation, completing high quality assignments and particpating in learning.  

Freshman Focus study results shared

Wright State University College of Education and Human Services recently formed an alliance with Milton-Union High School, West Milton, Ohio, to study Freshmen Focus, the high school’s nationally-recognized mentorship program led by upperclassmen to decrease the dropout rate.

Implemented in 2007, Freshmen Focus was developed to assist and retain ninth grade students in the high school environment. The study was completed by Mrs. Nancy Clark (MSLD, 2015) as part of her graduate capstone project.  The project team was comprised of Dr. Sharon Heilmann (LDR), Dr. Adrianne Johnson (HS) and Mrs. Ryan Taylor (Internship and Community Engagement Coordinator).  A CEHS $1000 mini-grant supported the project.  Results from the study have resulted in two conference paper acceptances at the Midwest Academy of Management (a paper solo-authored by Mrs. Clark has been nominated for a best paper award) as well as being accepted to the National Network on Education Renewal Conference in Chico California.

The WSU research was the first quantitative and qualitative study of the Freshmen Focus program, which demonstrated an increase  in students' emotional attachment to their school, as well as  increasing students' GPA's and graduation rates. 

 

2014-15

Grant Awarded

Dr. Roxanne DuVivier and Dr. Mindy McNutt received a Research Initiation Grant from the Office of Research and Sponsored Programs.  Along with graduate assistant Jason Farkas, this funding is assisting with their research on university student and military personnel personal values and perceptions of organizational culture. The ultimate outcome of this preliminary data gathering will be to apply for federal grants related to values and cultural factors that may give rise to sexual assault on university campuses and military bases.

2013-14

Faculty in the Leadership Studies Department were actively involved in research during the 2013-2014 academic year

At the end of February 2014, the Ohio Education Research Center (OERC) released a new report, “The Impact of the Relationship between OTES and OPES on Principal and Teacher Evaluations,” co-authored by Drs. Jill Lindsey, LDR Chair and Professor, and Suzanne Franco, LDR Professor, along with Dr. Ted Zigler at Ohio Dominican University.  The study examined both RttT and non-RttT schools from across the state to study the Ohio Teacher Evaluation System (OTES) and Ohio Principal Evaluation System (OPES) implementation impacts on student growth measures adopted by districts, how student growth measures were selected, how the measures impacted performance metrics, and the effects of these evaluation measures on educators.

In early April 2014, Dr. Franco and Dr. Lindsey presented their research on student growth measures use in educator evaluation in Ohio at the 2014 Annual Conference of the American Educational Research Association (AERA) in Philadelphia.  They were joined by fellow researchers Dr. Ani Rhul and Dr. Marsha Lewis from The Voinovich School of Leadership & Public Affairs at Ohio University.

Dr. Sheri Stover is researching in the area of Scholarship and Teaching in her own classes and with other faculty. Within her own classes she is studying Project-Based Learning and the use of rubrics for formative feedback. With other faculty (WSU and other universities) she is examining the Scholarship of Teaching with a variety of themes: the use of Poll Everywhere, the use of Clickers, Flipping Classrooms, and Online Teaching and Learning, to name a few.

Dr. Sharon Heilmann is working with West Milton High School administrators on Freshman Focus (mentorship program) to analyze program effectiveness outcomes. She is also working on a grant application for the U.S. Department of Veterans Affairs, Rural Veteran Coordination Pilot to service the veterans. Dr. Heilmann will collaborate with PAXIS Institute in designing evaluation tools and monitoring research efforts stipulated in the grant proposal which is awaiting award decision. 

Dr. Yoko Miura recently completed a research project about High School Credit Recovery with the Huber Heights school district. She is currently working on a Math Science Proposal to measure the impact of lesson designs on student achievement and was recently funded through the Ohio Education Research Center (OERC) to investigate 8th grade to 9th grade transition of Special Needs children. She also recently worked with the WSU College of Engineering to submit an NSF proposal for Research Experience for Undergraduates. 

Dr. Suzanne Franco and Dr. Jill Lindsey completed research regarding the relationship between the implementation of Ohio’s Teacher and Principal Evaluation Systems and Performance Funding.  They are continuing 2012-2013 work regarding Student Growth Measures in the Evaluation Systems, student engagement in STEM schools, ONET School Improvement Awards, Beginning Principal Mentoring, and the Third Grade Reading Guarantee. Drs. Franco and Lindsey also provide program evaluation services for multiple schools and organizations. 

Students

Recent Student Affairs in Higher Education M.A. graduate Olivia Matthews completed her thesis during Spring Semester 2015. It is titled The Transfer Student Experience: Challenges and Institutional Support Systems for Undergraduate Transfer Students at a Public Four-Year University.

Abstract:

The transfer student population is rising on college campuses in the United States. Institutions of higher education should better understand how to support this growing, diverse population. This qualitative study of transfer students investigates what transitional challenges these students face, how they utilize institutional support services to assist them with these challenges, and if they feel appreciated, welcomed, and supported in their new environment. Focus group sessions and a demographic questionnaire were used to obtain data in this study. Participants invited to participate were second term transfer students who began at their current institution during the fall of 2014. Transfer students could not have previously participated in the post-secondary education option (PSEO) or dual enrollment program in high school, and could not be international or permanent resident students. Four participants engaged in the focus groups and were between the ages of 20-32, with three of the participants identifying as female and one as male. All transfer student participants were currently enrolled in an undergraduate program full-time at a mid-size four-year, public university located in the Midwest. Themes that emerged from the sessions included academic advising issues, lack of institutional communication, awareness of support services, and campus culture. Limitations of the study, implications for higher education, suggestions for future research, and recommendations for professionals working in higher education are also addressed.

Keywords: Transfer students, academic advising, support services, campus culture


Teacher Education

2015-16

Dr. Michelle Fleming’s research continues to examine ways of making STEM accessible, engaging and relevant to diverse populations. She is currently studying the application of STEM practices and methods to collaboratively address local social, cultural, and ecological problems and innovative ethical and sustainable solutions. She is building a network of partnerships around garden and outdoor learning classrooms in order to connect communities, resources, and research. Additionally she is partnering with other universities to build a network around STEM literacy, connecting research, resources, and participating school communities. Most recently she is collaborating with Colleen Saxen (Stanford University) studying the impact of approximately 120 kindergarteners’ garden-based scientific models on their cultural, social and ecological views of how and why plants grow.

Dr. Nimisha Patel is currently engaged in research focused on civic-mindedness. In collaboration with faculty from social work, Dr. Patel is examining levels of pre-service and in-service teacher civic-mindedness. Additionally, she is examining civic-mindedness of Teacher Education faculty. Data from Hatcher’s Civic-Minded Professional scale will be collected from a regional and/or national sample in order to examine between-group differences in civic-mindedness.

Currently, 2015-2016 academic year, the Peter Effect Expanded: Writing Self-Perception of Undergraduate Students study is still underway. Dr. Hannah Chai and her collaborators are currently working on analyzing the data, as well as ensuring reliability and validity via member checking. The process being followed is as such: individual analysis of the data, working together in pairs to go over the initial analysis, which is then followed by a larger discussion of the analysis with all four researchers. The group has met several times via Skype to discuss initial findings, categories, and themes. The initial analysis results of this study will be shared at the national American Literacy Educators and Researchers conference in November 2015.

During the 2015-2016 academic year, Dr. Romena Holbert focused on assessing classroom and field based strategies and materials for their effectiveness at supporting the learning aims of beginning teacher candidates engaged in urban service learning. Partnering with faculty and administrators at the PDS setting she coordinates, Dr. Holbert engaged in analyses of the candidates learning outcomes and dispositions prior to and following engagement in the service-learning experience. This analysis resulted in the identification and implementation of supports including revised materials, interactional strategies, and reflection protocols to maximize candidate learning and contributions. Two published articles and revisions to two courses reflect this work.

Dr. Jeremy Mills, along with several colleagues, completed research on determining if response cards are a form of evidence-based practice that potentially increases student engagement and academic achievement. Because teachers are being asked to document and demonstrate the ability to use evidence-based practices on a daily bases, they examined if the intervention meets the established criteria in research to be considered an evidence-based practice. The results indicate that it meets the criteria and is considered an evidence-based practice.

Dr. Mills also completed a case-study research project to measure the impact of self-monitoring paired with positive reinforcement to increase the level of non-preferred task completion with a student at the secondary grade level diagnosed with high functioning autism. The level of completion of a non-preferred task increased when the behavior was reinforced with a preferred reinforces. The individual was trained on how to appropriately and successfully self-monitor his or her behavior of the task while presented with the preferred reinforcer to build a positive association of self-monitoring with a non-preferred task. The behavior maintained once the external reinforcement was extinguished. 

2014-15

Dr. Michelle Fleming’s research continues to examine ways of making STEM accessible, engaging, and relevant to diverse populations. Dr. Fleming teamed up with Lisa and Len Kenyon (COSM), and Bhaskar Upadhyay (University of Minnesota) to construct a framework for democratic science, by exploring how middle school students practice democratic science and how democratic science practices impact student and community engagement. Democratic science themes include: 1) co-constructing meaningful and engaging science through scientific modeling, 2) constructing science knowledge through peer dialogue and sharing, and 3) engaging the students and their community in scientific practices. Participation and engagement of students and their community illustrate the value of democratic science and the viability of including the community in science and providing transformative science experiences to students. This manuscript is published in the fall 2015 Education in a Democracy: A Journal of the National Network for Educational Renewal.

Dr. Fleming collaborated with two ECE program undergraduates, Samantha Baker and Kyle Phelps, to examine scientific identities and practices of inservice and preservice early childhood teachers’ science fair participation. Through informal interviews, surveys, and observations, this multi-level, critical instance case study examined six urban PK-2 inservice teachers’ experiences, dispositions, and practices while preparing and participating in a school science fair. Nested within this case were the lived experiences of two undergraduate early childhood preservice teachers. Findings show several cross comparative themes including hierarchical tensions, unaligned social and cultural conceptions of collaboration, and building capacity of scientific practices. 

Dr. Nimisha Patel continued her research on STEM Education and Student Engagement. More specifically Dr. Patel and her colleague Dr. Suzanne Franco examined student engagement, using the High School Survey of Student Engagement, across various STEM settings: STEM schools, STEM programs, and Traditional school programs. Analyses focused on both quantitative and qualitative data. Analyses of covariance along with post-hoc tests indicated that students’ emotional engagement significantly predicted high school students’ GPA and standardized test scores. Furthermore, for some students, cognitive engagement significantly predicted GPA and standardized test scores. Finally, students in the STEM schools and STEM programs typically outperformed students enrolled in the traditional schools. Qualitative analyses revealed more similarities across STEM settings, particularly with respect to the importance of student-teacher rapport as well as connections between content and real-world application.

Dr. Patel, along with external colleague Dr. Sharon Stevens continued their work on examining parent involvement among parents of middle-school students in urban settings. Using data from almost 200 parents, Dr. Patel and Dr. Stevens utilized a Structural Equation Modeling approach to model Erikson’s construct of generativity and the construct of social capital through parent involvement in middle school. Analyses suggested that a good-fit model for the data was a three-factor model in which social capital was delineated between individual-level social capital and community-level social capital; the third factor was generativity.

With IRB approval, the 2014-2015 academic year brought forth a continuation of the Peter Effect Expanded: Writing Self-Perception of Undergraduate Students. During this academic year, Dr. Hannah Chai led the charge to request, recruit, and collect data from three (two institutions and one branch campus) of the multi-research sites. Dr. Chai was involved in collecting, organizing, and transcribing the data that was collected.

During the 2014-1015 academic year, Dr. Romena Holbert also focused on the learning environments and supports she provides for practicing and pre-service teachers through her instructional roles as a teacher educator. One outcome of this line of research has been the recent publication of a qualitative exploratory study, which examined classroom community development across three graduate seminars for midcareer teachers. Increased classroom community was found to be connected to course structures and instructor actions, which supported teachers’ reflection upon practice and envisioning of possible selves. Personal/family selves, teaching selves and academic selves emerged. The model developed within the context of this study connects classroom community, motivators, and enacted classroom practices to each set of possible selves. Findings suggested increased attention to campus-based graduate seminars as avenues for the development of trust, open dialogue, reflection, strategy building, and improved classroom practice among midcareer teachers. During 2014-2015, Dr. Holbert also focused on the learning goals and associated supports required for the effective field-based teacher education of pre-service teachers. Several conference presentations reflected this focus.

Dr. Jeremy Mills presented at a national and an international conference on his research on the impact electronic classroom response systems have on student engagement and achievement in an inclusive secondary math class and resource secondary math class for students with high-incidence disabilities. A self-reporting survey was given to each teacher and student who participated in the study asking each individual their personal perception of using the clickers. Student’s overall engagement levels increased as well as their positive perception on the effectiveness of the response systems had on their achievement levels.

Dr. Mills was also awarded an internal professional development grant to examine the effectiveness of the iPad in classrooms and how educators are using the technology for students with high-incidence disabilities. Teachers were surveyed on their level of use of the iPad in the classroom, how they are use them with students and for instruction, and asked to provide suggested apps that they use on a regular basis. Several of the apps were then selected and implemented across 2 states to analyze the effectiveness of the iPad and the app in regards to students’ active engagement and level of learning. The results were then used to support professional development training for educators on how to effectively use the iPad to aid in instructional methods.

Dr. Mills conducted professional development to local educators on his research on the similarities and the differences between Dyslexia and Dysgraphia. The presentation examined how the two specific forms of a learning disability overlap each other in characteristics but can also appear very different. Specific signs of each were expressed along with specific interventions that help in the educational process of students diagnosed with Dyslexia and Dysgraphia 

Dr. Mills completed research on the use of Applied Behavior Analysis (ABA) in faith-based communities. The research examined how the use of ABA is appropriate for faith-based communities and is not exclusive for academia and the clinical-mental health field. The principles of the behavioral based theory parallel many of the principles in faith-based communities.

2013-14

Dr. Michelle Fleming, assistant professor of science and mathematics in Teacher Education, and undergraduate student Erica Riggs presented their collaborative study on elementary teachers’ perceptions of science, teaching science, the Next Generation Science Standards (NGSS), and alignment between NGSS and the Ohio Academic Content Standards in Science this spring at the annual international conference of The National Association for Research in Science Teaching (NARST).  With the recent release of the NGSS and the national movement to adopt these standards, Ms. Riggs and Dr. Fleming electronically surveyed local PK-5 inservice teachers' current methods and views of teaching science and how these methods and views correlated to scientific practices. The researchers uncovered the great need for professional development around these new ways of learning and doing science. Implications of this research include developing and implementing professional development opportunities around NGSS and addressing the needs of inservice teachers through CEHS.

Dr. Michelle Fleming’s research examines ways of making STEM accessible, engaging, and relevant to diverse populations. Through her explorations of indigenous contexts of science, the integration of art and STEM, and joyful learning in STEM, Dr. Fleming is committed to examining how and why students connect with STEM content. Dr. Fleming collaborated with Eric Brunsell (University of Wisconsin Oshkosh) to co-author the book, “Engaging Minds in Science and Math Classrooms: The Surprising Power of Joy,” (ASCD Press). The text presents relevant stories and practical applications for K-12 STEM teachers.

During the spring 2014, Dr. Fleming collaborated with Lisa and Len Kenyon (COSM; biology) to guide approximately 180 eighth graders in a Midwestern public middle school in designing and implementing a Family Science Explanation Night event.  To examine project outcomes, data from participating students and parents were collected through the use of pre and post surveys, interactive science notebooks, and project observations.

Dr. Fleming also continued to research and consult on the Collaborative Communities in STEM Education (C2STEM) project she initiated at the University of Wisconsin Oshkosh (UWO). Collaborating with Reynee Kachur (UWO; biology and microbiology) over two years, the researchers presented two years of benefits and tensions with sustaining an undergraduate STEM preservice teacher collaborative community in order to recruit and retain students of color. Their study investigated how community impacts students’ interests, attitudes, and access to the profession, as well as capacity to teach STEM. Findings from the mixed-methods case study include 1) increased interests towards teaching science, 2) sustained positive attitudes toward science, and 3) increased access to the teaching profession. 

In addition, Dr. Fleming and Megan Winston, principal of Horace Mann PK-8 School (Dayton Public Schools), recently presented together at the National Association for Professional Development Schools (NAPDS) 2014 National Conference in Las Vegas, Nevada. Their presentation titled “Cultivating a Collaborative STEM Education Community” described the development of their professional development school, which encourages educators to collaborate on issues of teaching and learning.

Dr. Nimisha Patel was on Professional Development leave for the 2013-2014 academic year. During this sabbatical she focused on data collection and analyses related to a $134,000 grant she received from the Ohio Educational Research Center. Dr. Patel’s research focused on examining student engagement in various STEM settings. During this year, Dr. Patel analyzed qualitative data deriving from 32 one-hour focus group sessions involving high school students. Additionally, her work focused on statistical analyses of almost 3,000 high school students’ self-reports and social, emotional, and cognitive engagement across various STEM settings and across various demographic factors. The purpose of these efforts was to share with policy-makers data on the engagement and academic outcomes related to various STEM settings with the goal of using evidence to inform policy changes.

Upon the dissertation defense of The Writing Self-Perception of Four Girl Writers in 2013, Dr. Hannah Chai has spent the academic year on writing two manuscripts based on the dissertation research. One publication, “Not all girls like to write: The writing self-perception of one girl writer” has appears in The Ohio Reading Teacher journal, and a second manuscript is currently under review by the Mid-Western Educational Research Journal.

Attending and presenting at the national Literacy Research Association conference in December 2013, Dr. Chai has embarked in a collaborative research project with Dr. Anthony Applegate, Dr. Donna Rafter, and Mrs. Lee Welz. The multi-site project is tentatively titled, the Peter Effect Expanded: Writing Self-Perception of Undergraduate Students. During the 2014 year, Dr. Chai spent time on working through the IRB process at three institutions including WSU, while Dr. Applegate worked on the IRB at two institutions in Pennsylvania. Meeting via Skype, the collaborating researchers designed, field tested, and revised the writing self-perception survey tool.

During the 2013-2014 academic year, Dr. Romena Holbert’s scholarly work focused on examination of qualities of effective learning environments for novice teacher educators. One outcome of this research focus was an article published in the peer-reviewed journal Education in a Democracy. In this co-authored exploratory qualitative research, Dr. Holbert examined hybrid educators’ and university teacher education colleagues’ experiences for alignment to simultaneous renewal aims advanced by the National Network for Educational Renewal (NNER). Sixteen semi-structured interviews revealed individual, course/program, and classroom/school-based examples of renewal as well as renewal that extended beyond partner settings. Examination of policies and practices, role conceptualizations, and renewal outcomes suggested that a greater focus on cross-institutional communities of practice may support heightened collaboration, hybrids’ preparation for teaching adult learners, and more effective utilization of hybrids’ expertise. Opportunities to maximize simultaneous renewal outcomes through cultivation of communities of practice were advanced. In addition to this work, Dr. Holbert also presented several conference presentations on teacher educator roles and how interpersonal and organizational actions may be leveraged to maximize the effectiveness of novice teacher educators.

Dr. Jeremy Mills completed research on the disposition of middle school teachers. Middle school students were interviewed on their personal view of the attributes of teachers they perceived as effective and as non-effective in the classroom. Likewise, administrators and teachers of middle school children were asked the same questions. A brief video documentary was produced highlighting the opinions of various students, teachers, and administrators that participated in the study.


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