ESU Commencement - Doctoral Ceremony Spring 2021 by East Stroudsburg University of Pennsylvania

COMMENCEMENT Doctoral Ceremony Friday, April 30, 2021 Abeloff Center for the Performing Arts A Member of Pennsylvania’s State System of Higher Education

Masks and social distancing are required.

East Stroudsburg University Commencement Welcome to East Stroudsburg University’s Commencement celebration for our 2020 and Spring 2021 doctoral candidates. Congratulations to these individuals who have completed their academic programs, and to their family and friends who have supported them on this journey. In recognition of the continuing impact of the COVID-19 pandemic, we offer this reminder that masks and social distancing are required at this commencement ceremony.

Academic Procession An usher will lead the faculty followed by the graduating students. Candidates are placed according to the degree to be conferred, and each group is preceded by a commencement marshal. Once all are seated the grand marshal leads the platform participants and the president.

Academic Attire The tradition of academic costume began in the medieval universities of Europe where gowns were everyday dress, providing for their wearers not only distinction but, quite possibly, warmth during long hours of study in poorly heated buildings. Today, academic attire is seen on American campuses only at formal affairs such as commencement, Founder’s Day, dedications and inaugural ceremonies. In 1895, an Academic Costume Code was established, and has since been adopted by most of our colleges and universities. When the code is followed, one can identify the degree which the wearer holds, the university that awarded it, and the course of study it represents. The distinguishing features are the cut of the gown, the length and colors of the hood, and the color of the tassel on the cap. The bachelor’s and master’s gowns are generally made of plain black cotton without trim, while the gown for the doctor’s degree is faced with black or colored velvet and has three bars of the same material across the sleeves. The bachelor’s gown has long open sleeves, the master’s gown has longer closed sleeves with arm slits at the elbow, and the doctor’s gown has bell-shaped sleeves extending to the wrist. The hoods can be distinguished by both the length and color. The bachelor’s hood measures three feet, the master’s, three and one-half, and the doctor’s, four. The color of the velvet edging, which is wider for degrees higher than the bachelor’s, indicates the subject area to which the degree pertains. In addition to the colored edging, the hood shows in its lining the official color or colors of the institution which awarded the degree. The hood is worn such that a large part of the lining is visible. The black mortarboard cap with tassel is worn with each type of gown. Those holding the doctorate wear gold tassels, while holders of the bachelor’s and master’s degrees generally wear a black tassel, although in recent years it has often been customary to wear the colored tassel symbolizing, like the hood, the subject area of the wearer’s degree. In nearly every academic procession, a few costumes may be seen which do not conform to the standard patterns described above. Gold braid is frequently added to the gowns of academic administrators, and most faculties include several members who hold degrees from foreign universities, some of which prescribe very colorful attire. The following colors are associated with the various faculties. It is mandatory that they be used on hoods and optional that they be on the tassels and the velvet used with the doctor’s gowns. Faculty............................................................... Color Agriculture............................................................. Maize Arts, Letters, Humanities....................................... White Commerce, Accountancy, Business....................... Drab Dentistry................................................................ Lilac Economics............................................................. Copper Education............................................................... Light Blue Engineering........................................................... Orange Fine Arts, including Architecture........................... Brown Forestry................................................................. Russet Journalism............................................................. Crimson Law........................................................................ Purple Library Science...................................................... Lemon Medicine................................................................ Green Music..................................................................... Pink Nursing.................................................................. Apricot

Faculty............................................................... Color Optometry............................................................. Sea Foam Green Oratory (Speech)................................................... Silver Gray Pharmacy............................................................... Olive Green Philosophy............................................................. Dark Blue Physical Education................................................. Sage Green Podiatry-Chiropody............................................... Nile Green Public Administration including Foreign Service................................... Peacock Blue Public Health......................................................... Salmon Pink Science.................................................................. Golden Yellow Social Science........................................................ Cream Social Work............................................................ Citron Theology................................................................ Scarlet Veterinary Service................................................. Gray

The Presidential Medallion The medallion, or pectoral, has long been a symbol of the rights, authority, and power of kings and queens. At the inception of the university around the year 1000 A.D., and to this day in many European institutions, the reigning monarch still functions as the chancellor of the institution, its chief executive holding appointment as vice chancellor. With the establishment of the academy independent of the crown, the royal medallion has been retained as a symbol of the responsibilities and authority vested in the office of the president of the university by the state. The East Stroudsburg University medallion was commissioned by the Student Activity Association in 1969, and first used by President Frank D. Sills at his inauguration. It was designed by Dr. Irene Mitchel, professor of art at East Stroudsburg University, and struck by Mr. Leslie Smith, an Allentown, Pa., craftsman. The chain of the pectoral was designed and crafted by Mr. Richard E. Phillips of East Stroudsburg, Pa. The medallion has, on its obverse, the seal of the university. The seal is surrounded by the torch and the mace representing the light of learning and the authority of the university. These two symbols are superimposed on an abstract rendition of the Delaware Water Gap, so much a part of the geography of the region. On either side of the seal are representations of the original Stroud Hall (1893) and the current Koehler Fieldhouse (1967). Below the seal are the extended rays representing the fourteen institutions of the Pennsylvania State System of Higher Education.

The University Mace The mace was originally a weapon of hand-to-hand combat in medieval times. With the advent of firearms, such a weapon became archaic and was adopted to symbolize the power and authority of kings and queens. Early in the history of the academy, the mace was borrowed from royalty and utilized to symbolize the authority of the institution given to it by the kings and queens and hence, the state, to grant baccalaureate and advanced degrees so specified. The mace is used at all official university functions of an academic nature. The original East Stroudsburg University mace was commissioned by the ESU Alumni Association for the inauguration of President Frank D. Sills in 1969. It was designed and created by Mr. Richard E. Phillips, a local Pocono artisan. The redesigned mace, incorporating many features of the original mace and symbolizing the achievement of university status by East Stroudsburg State College, was commissioned by the University Commencement Committee in 1987. Mr. Phillips was again requested to modify the mace to reflect the transition from college to university, and Cherry Valley artisan Abby Porter completed the silver work. The current mace is made of cherry and is approximately 38 inches long. The mace has overlays made of hemlock, dating from 1893 from the original Stroud Hall. The black and red coloring represents the school colors. The octagonal head of the mace represents the disciplines of the traditional academy, and four disciplines of contemporary higher education: science, arts, humanities, and philosophy. Surrounding the head are silver hands bearing the names and dates of the five precursor institutions. The handle is inset in silver with black onyx and red carnelian. The university seal crowns the mace.

Kenneth Long Interim President Kenneth Long, M.B.A., was appointed to serve as the interim president of East Stroudsburg University of Pennsylvania by the Board of Governors for Pennsylvania’s State System of Higher Education, effective July 31, 2020. Mr. Long continues to work with the senior leadership team at ESU while a search is underway for a new President. Long earned his bachelor’s degree in math and political science from Drew University in Madison, N.J. and an M.B.A. from Monmouth University in West Long Branch, N.J. He has experience teaching courses in business administration, financial accounting and managerial accounting and has made presentations at a number of regional and national meetings and conferences. Long is currently the co-chair of Pennsylvania’s State System of Higher Education’s Budget Team and an Executive Board Member and Treasurer of the Eastern Association of College and University Business Officers (EACUBO). Long brings more than 30 years of experience in higher education to this interim post. Among his many accomplishments at ESU, Long has been responsible for: stabilizing the University’s financial condition; increasing student healthcare access and lowering costs by partnering with a regional medical center to provide student healthcare services; initiating the first academic space utilization study; creating a top-tier community baseball/softball complex in partnership with the local municipality and Little League; and coordinating construction of new student suite-style housing and a new student counseling and testing center. Prior to his employment at ESU, Long held positions at Kutztown and Cheyney universities. He served five years as assistant vice president of administration and finance at Kutztown University and worked six months in 2012 as interim vice president for finance and administration at Cheyney University, in a loaned executive capacity. Prior to joining the State System, Long held positions at the University of Toledo, including associate vice president for budget and planning and chief financial officer for the University of Toledo Physician Practice Group, and DeVry University as dean of finance and administration. Long is married to Evelyn and has three daughters, Alysha, Peyton and Taylor.

Douglas Lare, Ed.D. Commencement Address Dr. Douglas Lare, retired distinguished professor of professional and secondary education, began his career as a social studies teacher in the late 1970s in Minnesota. Dr. Lare joined ESU’s professional and secondary education department in 1998. He has taught courses at all levels, from undergraduate teacher prep to doctoral leadership. Dr. Lare served as ESU’s doctoral coordinator in partnership with Indiana University of Pennsylvania from 1999-2016. He helped launch the first doctoral program at ESU in 2016 by obtaining approval from Pennsylvania’s State System of Higher Education, Middle States Commission on Higher Education, and the Pennsylvania Department of Education to offer a doctorate and a superintendent letter of eligibility. As coordinator, he helped develop the curriculum for 10 cohorts, with the 11th cohort scheduled to start in fall 2021. Dr. Lare developed a dissertation process for the program and organized 28 doctoral retreats focusing on leadership issues. Under his leadership, ESU’s doctoral graduation rate is over 82 percent, well above the national average. Along with Intermediate 20, Dr. Lare developed a National Board Teacher Certification program in Pennsylvania. National Board candidates throughout the state work with trained facilitators as they prepare their NBCT application. Dr. Lare and ESU have led the way to improve this process. He has also secured grants for field experiences including archeology digs in Pennsylvania and Ohio, work with historical societies to develop case studies, and programs with the United States State Department. Dr. Lare has served on various committees at ESU, is a member of Phi Delta Kappa, Association for Supervision and Curriculum Development, National Association of Secondary School Principals, National Council for the Social Studies, and American Education Research Association.

Program Processional.............................................................................................................................................. Pomp and Circumstance* Greetings...................................................................................................................................................................... Kenneth Long Interim President National Anthem.............................................................................................................................................. Emily McDermott ‘21 Introduction of Commencement Speaker.......................................................................................................... Diane Holben, Ed.D. Assistant Professor of Professional and Secondary Education Commencement Address.................................................................................................................................... Douglas Lare, Ed.D. Distinguished Professor of Professional and Secondary Education, Retired Presentation of Candidates and Conferring of Degrees....................................................................................Joanne Z. Bruno, J.D. Provost and Vice President for Academic Affairs Awarding of Diplomas................................................................................................................................... Interim President Long Singing of Alma Mater*.................................................................................................................................... Emily McDermott ‘21 * Please stand for Processional and Alma Mater. + Please remain seated for Recessional. Sign language interpreter is Sandy Shaika ‘20. Please turn off cell phones during the Commencement Ceremony. Thank you.

Thank you to all of the ESU staff and faculty who have contributed to this spring’s commencement ceremonies. And a special thank you to the students from ESU’s Warrior TV for livestreaming the commencement ceremonies. 5

Candidates for Doctoral Degrees DOCTOR OF EDUCATION Michael P. Alogna B.S., DeSales University, 2004 M.Ed., East Stroudsburg University of Pennsylvania, 2014 Dissertation: The Representation of Teachers in the News: A Content Analysis on the Categorical and Topical Reporting Trends on Teachers and Education in Conservative and Liberal News Media Outlets Chair: Dr. Douglas A. Lare Michael Alogna is an elementary principal with the Bethlehem Area School District. He lives in Bethlehem with his wife Elizabeth and four children: Wyatt, Reese, Quinn and Cora. He obtained his master’s degree in educational leadership, and principal certification, from East Stroudsburg University. Over the past 15 years, Michael has taught and held administrative positions in elementary schools. Michael’s passion for providing high quality educational opportunities to students was born from his own learning struggles. A principal once wrote on his eighth-grade report card, “You are on the path to no return.” He could not have made it to graduation without the loving support of his wife, parents, in-laws, teachers and cohort eight classmates. Dissertation Abstract: The Phi Delta Kappa poll on Education is given once a year. The poll measures Americans’ attitudes on schools and teachers. For the first time in the poll’s 50-year history, more than 50% of Americans would not want their children to become teachers, and 40% of respondents reported they do not have trust or confidence in teachers. When broken down by political identification, 54% of conservatives reported they did not have “trust or confidence” in teachers, while 75% of liberals did. Due to the large difference between conservatives and liberals “trust or confidence” in teachers, understanding how the news has influenced their beliefs of teachers is crucial to understanding voting patterns, policy creation, and industries’ influence on voters and policy creation. Using Neuendorf’s (2002) framework for quantitative content analysis, I conducted a search of news articles on teachers and Kindergarten-12th grade education produced in the year 2018. Fox News, MSNBC, Breitbart News, The Huffington Post, The New York Times and The Wall Street Journal were selected based on their conservative or liberal bias. Articles were read, analyzed and coded according to categories and topics using a predetermined codebook. This research resulted in the quantification of current reporting trends on K-12 education and teachers in 2018. Additionally, this research identified statistically significant differences in liberal and conservative news media organizations reporting categories and topics related to K-12 education and teachers. The codebook developed will allow researchers to more fully analyze news trends on K-12 education and teachers.

Candidates for Doctoral Degrees Harrison Bailey III B.A., Lafayette College, 1995 M.Ed., Lehigh University, 1999 Dissertation: How do Male Students of Color (MSOC) Describe the Experiences that Motivated Them to Achieve Academic Success? Chair: Dr. Beth Rajan Sockman Harrison Bailey III has served students and families as principal of Liberty High School in the Bethlehem Area School District for the past nine years, and has worked as an educator for 24 years. Over the past decade, he has served as a public speaker and co-creator of the Multicultural Student Leadership Conference. He is married to an incredible wife, Kimberly Bailey, and has three wonderful children. Dissertation Abstract: The purpose of this study was to examine how male students of color (MSOC) describe the experiences that motivated them to overcome challenges and achieve academic success. This qualitative investigation used a multiple case study approach to capture the perspectives of 10 participants who experienced academic challenges yet performed well academically. The researcher conducted the study from an observing researcher perspective. The theoretical framework of this research study was Snyder’s hope theory. This theory focuses on the individual’s ability to set goals, plan for goal accomplishment (pathways thinking), and remain motivated until the goal is reached (agency thinking). An in-depth analysis of individual participant perspectives was completed in an effort to understand their motivational experiences. With this in mind, the study examined the participant’s viewpoint regarding the role of hope and other positive influences on their academic success. Ten senior MSOC, from a large semi-urban high school, served as participants in the study. The data collection process was triangulated through the completion of the Children’s Hope Scale, academic transcript review, and individual interviews. The researcher was the principal of the school, who conducted the interviews and interacted with the participants to provide an in-depth analysis that would further inform the findings. This study aimed to provide educators with valuable data on the motivational experiences of MSOC to improve academic outcomes for this population.

Candidates for Doctoral Degrees Jessica Ann Bruch B.S., East Stroudsburg University of Pennsylvania, 2009 M.Ed., East Stroudsburg University of Pennsylvania, 2016 Dissertation: Unveiling the Truth: Doctoral Students’ Awareness of Their Online InformationSeeking Behaviors Chair: Dr. Douglas A. Lare Jessica Bruch has worked as an educator for the past 15 years. She worked in a daycare setting for five years and a public-school setting for 10 years. Jessica taught first and second grade, was an elementary reading specialist, and an English language arts department chair. Currently, she is a first-grade teacher at Pleasant Valley Elementary School. Originally from Ohio, Jessica attended Ohio University, majoring in early childhood and elementary education. Upon leaving Ohio, she moved to South Carolina and Alaska before establishing a permanent residence in Pennsylvania. Jessica received her bachelor’s degree in early childhood and elementary education and a master’s degree in reading from East Stroudsburg University. She currently resides in Kunkletown, Pennsylvania, with her husband, Ryan, and two daughters, Amelia and Evelyn. Jessica considers herself to be a lifelong learner. She enjoys gaining knowledge from meeting people and having new experiences. She loves to travel and spend time with her family. Dissertation Abstract: The purpose of this study was to determine if a doctoral students’ awareness of their online information-seeking behaviors had an impact on their online research strategies. Additionally, the study aimed to determine if peer discussions focused on these behaviors influenced their online research strategies. The Council for Graduate Schools identified research engagement, dissertation writing, and peer support to be influential in a student completing a doctoral program. Information-seeking behaviors are how a student seeks and finds information to gain knowledge around a particular topic. The American Library Association identified online research strategies to include a student’s ability to find information, access information, evaluate sources, and determine the extent of information needed. Nine doctoral students participated in the study. They used the ThinkingApp, a google extension that records informationseeking behaviors. The ThinkingApp recorded each participant’s search terms, websites visited, and the time spent on each website while they conducted online research for their dissertation topics. The feedback provided by the ThinkingApp led the students to be more engaged and reflective in their research strategies while discussing their information-seeking behaviors with their peers. Using interviews and group discussions, the results of this study found that the participant’s awareness of their information-seeking behaviors helped to refine search terms to find and access information. The study also found that the peer discussions around their research had a positive influence on their online research strategies. Having time to discuss their information-seeking behaviors enabled them to become more confident researchers.

Candidates for Doctoral Degrees Michelle Marie Cook B.S., East Stroudsburg University of Pennsylvania, 2002 M.A., College of Saint Elizabeth, 2012 Students Matter: A Research Study Exploring How Middle School Learners Interpret and Perceive Targeted Online Learner Analytics Chair: Dr. Douglas A. Lare Michelle Cook has spent 17 years in public education as a teacher, coach, and administrator. Currently, she is the English/language arts and social studies supervisor in the Flemington-Raritan School District in Flemington, New Jersey. Before joining the team at the Flemington-Raritan Schools, Michelle was the director for the extended school year program for the Mount Olive Township School District. Prior to becoming an administrator, she was a middle school English/language arts and success skills teacher. She earned her B.S. in secondary education English from East Stroudsburg University and M.A. in educational leadership from The College of Saint Elizabeth. Michelle resides in Pocono Pines with her husband, Michael, two children, Sofia and Nico, and four-legged fur baby, Charlie. Dissertation Abstract: Few studies have explored the impact of students using educational technologies for learning and still fewer studies about using Targeted Online Learner Analytics (TOLA) to provide value to learners. Little research has been done to examine students’ perceptions and interpretations of TOLA to determine if providing students with access to analytics through dashboard displays supports building students’ awareness, ability to self-reflect, and/or ability to regulate their own learning. Therefore, the goal of this study was to contribute to the research by examining how students interpret, perceive, and respond to TOLA feedback delivered through learning analytics dashboards and to examine if this awareness impacts students’ self-reflection or self-regulation skills. Using case study research design, the triangulated data from questionnaires, focus group interviews, and classroom observations showed that students saw value in the feedback offered through dashboard displays; they were highly interested in examining, analyzing, and understanding the TOLA feedback and had little difficulty interpreting or using the data to ask questions or make assumptions. The results showed a close association between students’ willingness and ability to self-reflect or self-regulate and the teachers’ instructional design and teaching techniques. Although having access to dashboard data brought awareness and caused students to reflect upon and question the data presented, the depth of reflection and the level of impact were dependent upon the levels of prompting and feedback provided by teachers or through the teacher-designed instructional tasks. In the end, this study showed that TOLA data mattered to students but teacher skills and knowledge mattered most to learning.

Candidates for Doctoral Degrees Benita Shauntel Draper B.A., State University of New York at Albany, 1991 M.S., Baruch College, The City University of New York, 1995 Dissertation: Crossing the Divine Line: Exploring Perceptions of Trans Membership and Retention of Membership within African-American Sororities Chair: Dr. Andrea M. McClanahan Benita S. Draper is a native of Queens, N.Y. where she and her brother Oscar Draper, Jr., were raised by their parents Mr. & Mrs. Oscar Draper, Sr. Ms. Draper has been in the field of education for 26 years, serving as a classroom teacher and assistant principal in the New York City and Nassau County Public School Systems, an elementary principal, and now the supervisor of early learning, grants and development in the Bethlehem Area School District. In addition to her work and studies, Ms. Draper has been a member of Delta Sigma Theta Sorority, Incorporated for 30 years, committing to uplifting and providing service to local communities. Obtaining a doctorate degree has always been a life-long goal. She attributes her success to her faith in God and the loving support of her family and friends. Dissertation Abstract: This qualitative multi-case study explored perceptions and feelings of Black sorority-affiliated women on the inclusion of trans individuals in African-American sororities. Black Greek-Letter Organizations and the vast member leaders they produce wield significant influence within local, national and regional sectors, including higher education. Understanding Black Greek-Letter Organization member perceptions of exclusive practices and the possibility of expanding membership to include trans individuals has the potential to influence the trajectory of trans inclusion within other Black Greek-Letter Organizations, African-American communities and across the higher education landscape. This study focused primarily on membership and interests in the four African-American sororities that comprise the Divine Nine, namely, Alpha Kappa Alpha (AKA), Delta Sigma Theta (ΔΣΘ), Zeta Phi Beta (ΖΦΒ) and Sigma Gamma Rho (ΣΓΡ). Women at the alumnae and collegiate levels, as well as individuals who sought membership in these organizations, were considered for participation in the study. Semi-structured interviews were used to examine participant perceptions towards BGLO membership and their perceptions of membership retention for individuals who identify as trans. Twelve Divine Nine Sorority members and four participants interested in joining a Divine Nine Sorority contributed to the findings of this study. This multi-case study, framed by critical theory and intersectionality, generated mixed views and reactions to trans membership in African-American sororities. Tradition, principle and religion were key factors for both including and excluding trans membership and the retention of membership in these organizations. Current events suggest the elements of time and change as overarching determinants to the future of trans membership within Black Greek-Letter Organizations.

Candidates for Doctoral Degrees James Paul Gonzalez B.S., East Stroudsburg University of Pennsylvania, 2001 M.Ed., East Stroudsburg University of Pennsylvania, 2005 Dissertation: The Impact of Instructional Conversations About Peer Observations on Middle School Teachers Chair: Dr. (Mary) Elizabeth Azukas James Gonzalez is the director of social studies, world languages, and career and technical education in the Phillipsburg School District. Before ascending to that position in 2011, he taught middle and high school Spanish in Phillipsburg for ten years. Mr. Gonzalez is also the head girls’ golf coach at Phillipsburg High School. His passion is to have a positive educational impact on the largest number of students. He resides in Bethlehem with his wife, Bethann, and their two boys, Lucas and Evan. He is thankful for the support of his entire family for their constant encouragement throughout this journey. He is extremely grateful for the support of his committee, research participants, and cohort eight. Dissertation Abstract: A teacher’s ability to observe another educator and have non-evaluative instructional conversations remains a powerful tool not often implemented in K-12 schools due to scheduling and budget constraints. Previous research suggested that instructional conversations about peer observations (ICAPO) may help combat teacher isolation and promote collaboration. This study took place in a western New Jersey middle school, where the results from a 2015 school survey indicated a perceived decrease in teacher collaboration time. After two rounds of peer observations, this study examined the impact of ICAPO on teachers’ perceptions toward collaboration and isolation. These reflective conversations enabled teachers to feel comfortable discussing their instructional practices and receiving constructive feedback from peer observers. Participatory action research (PAR), as used in this study, is a collaborative research design that assured participants had input into the study’s design. Qualitative data analysis followed patterns associated with collaboration and isolation, teachers’ perceptions toward other subjects, and teachers’ perceptions toward the principal’s involvement in class coverage. The results evidenced the ability of ICAPO to promote collaboration across grade levels and subject areas.

Candidates for Doctoral Degrees Lisa Grabowski B.A., Alvernia University, 1991 M.P.A, Kutztown University of Pennsylvania, 2007 Dissertation: Why Doctoral Student Success Matters Chair: Dr. Douglas A. Lare Lisa Grabowski has worked in leadership roles in higher education for 34 years. She currently serves as the coordinator of new student orientation for Kutztown University. She earned her Bachelor of Arts from Alvernia University and her Master of Public Administration from Kutztown University. In her present role, Lisa oversees all undergraduate orientation programming in addition to Welcome Week activities. Lisa resides in Blandon, Pa. along with her husband Joe to whom she gives much credit for his help, love and support in completing her degree. Lisa is also indebted to Dr. Douglas A. Lare for excellence in leadership and his unfailing support. Dissertation Abstract: This study examined the factors leading to the completion of the (Ed.D.) Doctoral Degree in Educational Leadership and Administration at East Stroudsburg University. This study synthesized findings from the literature in an effort to develop a comprehensive understanding of the problem of doctoral student persistence. A mixed-methods sequential explanatory design was used to sort and integrate the findings to develop a comprehensive understanding of the factors leading to doctoral student completion. By use of this method in examining the internal and external variables as predictors to student completion, the findings were designed to assist East Stroudsburg University in increasing student enrollment and retention in the Ed.D. program, guide further research in the area of doctoral student completion, assist universities in decision making and planning efforts, and help to create a foundation for a doctoral orientation program at East Stroudsburg University. The data for this study was collected from a population of doctoral students currently or previously enrolled in the Ed.D. program. Findings showed the following: 1) cohort group experience; 2) student/advisor relationship; 3) level of support felt by students from advisors throughout the dissertation process.

Candidates for Doctoral Degrees Kerri J. Green B.S., The Pennsylvania State University, 1996 M.S., East Stroudsburg University of Pennsylvania, 1997 M.Ed., DeSales University, 2010 Dissertation: The Impact of an Opioid Use Disorder Immersive Education Experience on Preprofessional Health Care Students’ Development of Hope and Hopeful Communication Chair: Dr. Andrea McClanahan Kerri J. Green has over 20 years of experience in the field of health education and earned her Bachelor of Science from Penn State University, her Master of Science from East Stroudsburg University and her Master of Education from DeSales University. She currently serves as the director of undergraduate medical education for Lehigh Valley Health Network (LVHN) and oversees the establishment of goals, objectives and priorities related to medical student programs. In her previous role at LVHN, she worked as an education consultant for youth programming where she ran the undergraduate research scholar program, developed a four-year health care career exploration curriculum, created an opioid use disorder simulation for preprofessional health care students and completed a fellowship in collective impact from The Rider-Pool Foundation. Kerri resides in Allentown with her husband Rob, daughter Emily, son Ryan and dog Hattie Mae. Dissertation Abstract: Currently, the prescription opioid and heroin overdose epidemic is the worst public health crisis in Pennsylvania and addiction problems within the Lehigh Valley far outpace the number of health professionals trained to provide care in the field of addiction medicine. Lehigh Valley Health Network has been an integral community-based partner in addressing the multi-faceted disease of opioid use disorder and as such, has developed a preprofessional health care student educational innovation, an “immersive education experience”, aimed at reducing stigma and cultivating hope in our future health care workforce. An “immersive education experience” is an integrated simulation within an existing educational curriculum which provides a comprehensive, authentic context for learning, coupled with guidance from expert modeling. The study was conducted in a mixed-methods research design to investigate the impact of an “immersive education experience” on participants’ hope levels and use of hopeful communication. Participants (N = 100) from two vocational-technical schools from the Lehigh Valley participated in the study. The quantitative and qualitative results indicated that participants, after an “immersive education experience”, reported positive hope levels congruent with their use of relationship and hope-based inspirational messaging and demonstrated an increased utilization of normalizing messages, a destigmatizing technique founded in counseling literature. A notable finding was the “education-only” component, when delivered in isolation of the “immersive education experience”, increased participants’ fear and perceived susceptibility and may have contributed to the stigmatizing language it was designed to prevent.

Candidates for Doctoral Degrees Amml Farouk Hussein B.A., Rutgers University, 2010 M.S.W., Rutgers University, 2011 Dissertation: An Investigation of Affective and Motivational Situation Judgments and Second Year Student Success Chair: Dr. Alison Rutter Amml Hussein is currently a part-time lecturer at Rutgers University, where she has taught several courses including Human Behavior in the Social Environment, Writing for Social Workers, and Research Methods. Amml holds a master’s degree (magna cum laude) in clinical social work from the Rutgers School of Social Work. She has 10 years of service experience working with patients with disabilities. She is a single mother and works tirelessly to support her family and education. One of Amml’s research passions is predictive modeling of student success using affective variables to supplement cognitive indicators. She hopes to transition her career into higher education with the goal of inspiring future leaders. She is a member of the Phi Alpha and Chi Alpha Epsilon National Honor Societies, and the Rutgers Alumni Association. Dissertation Abstract: This dissertation explored the relationship between social and emotional learning variables on student success and retention during the sophomore year of the undergraduate experience. Using a mixed methods sequential design, the study examined affective levels of second and third-year students as quantified by situational context judgments. A validated situational judgment instrument (SJT-AG; Westring et al., 2009) was administered to a diverse sample of second and third-year students. The researcher administered situational judgement tests assessing participants along two dimensions: behavioral responses and achievement goal orientation. The subsequent qualitative component uncovered challenges specific to the second-year experience and illuminated anecdotal evidence obtained through intensive semi-structured interviews with current second and third-year students who successfully navigated the sophomore year. Thematic analyses were used to analyze the interview narratives. Statistical regression analyses were conducted to determine the extent of the relationship between affective variables and student success outcomes. The following research questions were addressed: RQ1: What affective factors/psychosocial factors impact student outcomes of second-year undergraduate students? RQ2: How do higher scores on the SJT (affective variables) affect student outcomes in terms of course performance and retention? RQ3: What are the relationships between SJT scores, course grades, and retention? RQ4: In what ways do affective domains affect student perceptions about their sophomore year experience? RQ5: Which student experiences may enhance our understanding about the challenges students face during their sophomore year? The study concluded by offering implications for student support services and retention initiatives.

Candidates for Doctoral Degrees Ashley E. Kean B.S., East Stroudsburg University of Pennsylvania, 2008 M.Ed., East Stroudsburg University of Pennsylvania, 2012 Dissertation: The Impact of Post-Secondary Education Programs on the Attitudes and Beliefs of Physical Education Majors Chair: Dr. Gene White A strong proponent of public education, Ashley has worked as a special education teacher and coach for the past 12 years. She currently teaches middle school special education in the Delaware Valley School District. Previously, she taught special education at East Stroudsburg High School South. Ashley lives in Westtown, N.Y., with her spouse, Gillian, and her dog and cat, Belle and Boo. Dissertation Abstract: Postsecondary education programs exist throughout the country. This growth has led to substantial increases in students with developmental disabilities participating in college classes among typically developing peers. One subset of the college population that could benefit from these inclusive practices is physical education majors. Physical education majors often lack experience and contact with students with developmental disabilities during their teacher preparation, leading to negative attitudes and beliefs about working with these students during their careers. These poor attitudes are concerning because PE teachers are some of the most involved general education teachers in the lives of students with developmental disabilities because of their inclusion in PE classes. The purpose of this qualitatively driven study was to determine whether undergraduate PE majors at a northeastern Pennsylvania state college experienced a change in attitudes and beliefs about students with developmental disabilities participating in an inclusive college course, and whether this change in attitude toward peers with developmental disabilities is reflective of their opinions of students with developmental disabilities participating in the inclusive K-12 PE setting. Results of this study suggest the PE majors view post-secondary education programs as a generally positive experience for all students and see the major benefit as an opportunity for all participants to gain experience interacting with people different from themselves. Overall, participants identified the diversity of their state university and effective modeling of inclusive practices by their professors as having the most impact on their attitudes and beliefs about including peers and students with IDDs in PE classes.

Candidates for Doctoral Degrees Raffaele A. LaForgia B.S., East Stroudsburg University of Pennsylvania, 1998 M.S., Wilkes University, 2003 Dissertation: Impacting Principal Leadership Skills Through 360 Degree Feedback and Accountability Partners Chair: Dr. Diane M. Holben Raffaele A. LaForgia is the principal of the Phillipsburg Middle School in Phillipsburg, NJ. Over Mr. LaForgia’s 22-year career, he spent eight years as an elementary teacher and administrator in the Allentown School District. In 2006, he moved to the Phillipsburg School District, where he spent nine years as an elementary school principal, four years as a middle school principal, and two years as the district’s director of personnel. He currently resides in Northampton with his wife Jaime, and his three children, Giulia, Joseph, and Jaxon. He is extremely thankful for his wife and children’s support and values and appreciates the work ethic and commitment to education that his parents instilled in him at a young age. Mr. LaForgia would like to acknowledge and thank his committee, research participants, and the cohort eight family for helping him through this adventure. Dissertation Abstract: Building-level school leaders have the difficult job of ensuring that both teachers and students perform well. Principals often regularly support their teachers by offering a variety of professional development options throughout a school year. Yet, building principals very rarely have professional learning opportunities that help them grow and strengthen their ability to lead their staff and students. “Impacting Principal Leadership Skills through 360-Degree Feedback and Accountability Partners” is a continuation of a study done the previous school year that set out to prove that school principals can significantly improve their practice if, given the opportunity, to seek feedback from the teachers in their buildings. Furthermore, the study explored how feedback promotes deep reflection that resulted in actionable change, and when coupled with an accountability partner, strengthened the principals’, teachers’, and students’ performance.

Candidates for Doctoral Degrees Nicole Marie Langan B.A., Lycoming College, 2003 M.S., Kaplan University, 2010 Dissertation: On Being Seen and Heard: An Interview Study of LGBTQIA Students’ Experiences of Belonging and Becoming in College Chair: Dr. Stephanie McCall Nicole Langan is the associate vice president of student life at Keystone College. She completed her undergraduate degree at Lycoming College earning a B.A. in psychology and music. Nicole earned her M.S. in higher education with a concentration in student affairs from Kaplan University. With 12 years in higher education, she has served in various roles in student affairs at Keystone College including associate vice president of student life, dean of student life, assistant dean of students for residence life and student support, associate director of residence life and resident director. She resides in Factoryville with her husband, Matt. Dissertation Abstract: Recent research has found that college students’ sense of belonging is related to their motivation to persist. Unfortunately, much of this research has not explicitly considered the experiences of sexual minority college students. However, as institutions of higher education seek to create environments that are more inclusive for sexual minority students, many students have become more comfortable disclosing their sexual identity and share stories about their experiences, making it possible for researchers and practitioners to learn from sexual minority college students’ stories about how they experience higher education. Guided by social constructivism and phenomenology, this qualitative study used individual interviews to learn how interactions with the college environment relate to sexual minority college students’ sense of belonging. This research also sought to understand how sexual minority college students construct their identities through their interactions with the college environment. A postmodern approach to interviewing was used; providing a chance for new and unexpected ideas to emerge as sexual minority college students shared stories about their experiences. The findings reinforce the need for higher education professionals to actively seek to create safe and inclusive environments that support student diversity. Modest suggestions for faculty and student affairs personnel working at colleges include: provide safe space for LGBTQ students, not limited to a single facility, to participate in discussions about difference that navigate tensions and promote critical thinking, consistently re-educate members of the campus community about issues that are important to sexual minority students, ensure that sexual minority students are aware of policies available to support them, and seek to apply an intersectional framework on their campuses.

Candidates for Doctoral Degrees Glenn C. Lottmann B.A., Rowan University, 2001 M.A., Kean University, 2004 Dissertation: Teaching and Learning in The Digital Age: A Multiple Case Study Focusing on the Impact Targeted Online Learner Analytics Has on Instruction Chair: Dr. Douglas A. Lare Glenn Lottmann is the principal of Woodbridge High School in Woodbridge, New Jersey. During his tenure, Woodbridge has seen an increase in student Advanced Placement and SAT scores, an increase in students enrolling in Advanced Placement classes, and an increase in students on the Honor Roll. Glenn is a former high school mathematics teacher, soccer coach, district-wide mathematics supervisor, and middle school principal. He received his Bachelor of Arts degree from Rowan University in 2001 and his Master of Arts degree from Kean University in 2004. He resides in Port Reading, New Jersey with his wife Devon and their three children Dylan, Camryn, and Kayden. Dissertation Abstract: The amount of school districts implementing a 1:1 initiative is significantly increasing. The educational process is moving away from paper-based work and is being replaced with a fast-paced technology-enabled curriculum. The increase of technology in the hands of today’s students has opened an endless realm of possibilities. With these possibilities comes a strong concern. When students utilize technology as the base to conduct research, teachers can lose the ability to ensure their students are experiencing the desired outcome of the learning task since formal feedback is not as easily obtained. This multiple case study examined the impact targeted online learner analytics in the hands of teachers would have on instructional design. Six high school teachers (four English and two History) from a large high school in central New Jersey that initiated a 1:1 Chromebook initiative during the 2018-2019 school year participated in the study. Teachers in the study utilized the Chrome extension, the ThinkingApp, to collect their students’ online learner behaviors while completing a multi-day inclass research assignment. All six teachers were given access to study their students’ learner analytics after every instructional period the students worked on the assignment. Teachers reported the data obtained from the ThinkingApp provided the feedback they have been craving when their students complete assignments on their Chromebooks. All six teachers reported the feedback obtained from their students’ learner analytics gave them the information necessary to ensure the students experienced the desired outcome of their assigned learning task as well as how to improve upon the given assignment. The study found that targeted online learner analytics in the hands of teachers has a profound impact on instructional design.

Candidates for Doctoral Degrees Phillip Miller B.S., Edinboro University of Pennsylvania, 2010 M.S., Indiana University of Pennsylvania, 2012 M.A., Slippery Rock University of Pennsylvania, 2015 Dissertation: Winning the Race: A Multiple Case Study of Black Athletic Administrators’ Perspectives of Career Trajectory at NCAA Division I Institutions Chairs: Dr. Nancy Jo Greenawalt and Dr. Shawn N. Munford Phillip Miller has spent 10 years as an intercollegiate athletic administrator. Originally from Philadelphia, he obtained his Master’s of Science from Indiana University of Pennsylvania, a Master of Arts from Slippery Rock University and bachelor’s in health and physical education from Edinboro University. Phillip is currently the assistant athletic director at Longwood University and resides in Farmville, Va., having previously held positions on administrative teams at Bucknell University, East Stroudsburg University, and John Carroll University. The experience in the East Stroudsburg University doctoral program has been transformational for him as a leader and scholar, and without the love and support of his family, colleagues and coworkers, cohort eight and professors this accomplishment would not have been possible. Dissertation Abstract: The racial and ethnic diversity of student-athletes who participate in NCAA competition has steadily increased every year over the past decade. However, within athletic administration, racial demographics of leadership positions continue to be overrepresented by White athletic administrators. The purpose of this study was to investigate the career ascension to leadership positions in intercollegiate athletics, through the experiences of Black athletic administrators at NCAA Division I institutions. This research study had one central question: What are the perspectives of Black athletic administrators regarding their career trajectories at NCAA Division I institutions? This multiple case study involved collecting data using interviews via zoom, along with public data and documents to support themes discovered in the interviews to investigate the career experiences and ascension to leadership positions of several Black athletic administrators at NCAA Division I member institutions. Eleven senior-level NCAA Division I administrators participated in this study. Several major themes emerged throughout the study: the impact of search firms limiting the access to leadership positions for Black athletic administrators, experiences of bias aiding and hindering ascension, strategic advancement strategies, and the support for enhancing and expanding diversity and inclusion programs. Furthermore, each of the participants reported unexpected challenges during their career ascension, and through their career experiences identified key qualifications to becoming a NCAA Division I athletic director today. This study concluded by presenting implications for current and future Black athletic administrators on ascending to leadership positions in intercollegiate athletics.

Candidates for Doctoral Degrees Kathleen Lee Post B.A., Houghton College, 1996 M.Ed., East Stroudsburg University of Pennsylvania, 2009 Dissertation: Examining the Impact of Targeted Online Learner Analytics on Pre-Service Teacher Digital Pedagogy Chair: Dr. Douglas A. Lare Kathleen L. Post has worked at East Stroudsburg University for the past five years as the teacher education unit assessment and accreditation specialist and Tk20 Unit administrator. Ms. Post brings vast experience to her role in the College of Education, which includes 20+ years in education as a 7-12 grade math and computer teacher, a math tutor, and content developer designing math lessons for an online learning management system. Kathleen completed her B.S. in mathematics and secondary education at Houghton College and earned a master’s degree in instructional technology at East Stroudsburg University. She also holds current Pennsylvania teaching certifications in Mathematics 7-12 and Instructional Technology K-12. As a native of western New York, Kathy has made the Poconos her home for the past 24 years, where she has been active in her church and is a board member. She resides in Stroudsburg with her husband John. Dissertation Abstract: As today’s classrooms continue to be connected and technology-enhanced, there is a growing need to understand how teachers use technology to support teaching and learning and how students learn in these environments. Ubiquitous technologies offer new possibilities for student-directed learning, collaboration, and inquiry-based activities, which require teachers to employ new teaching strategies, a digital pedagogy (Croxall & Koh, 2013). Additionally, as devices are utilized in classrooms daily, data is generated by students, called learning analytics, which has the potential to illuminate a part of student work that has been hidden from the teachers’ view - student online behaviors and learning processes. The purpose of this qualitative study was to investigate the impact of activities that combined Internet research and analysis of targeted online learner analytics (TOLA) in a secondary education methods course, activities designed as a tool to support pre-service teacher candidate pedagogy for planning for meaningful experiences when integrating technology. This research is an extension of other ESU doctoral dissertations (Cottrell, 2017; Figueroa, 2019; Quartuch, 2018; Resende, 2018) which sought to better understand how knowledge about student online learning processes can be used to improve teaching and learning in technology-enabled classrooms.

Candidates for Doctoral Degrees Vivian Robledo B.A., East Stroudsburg University of Pennsylvania, 1990 M.A., New York University, 1997 Dissertation: Race Talk and Culturally Proficient School Leaders: A Convergent Parallel MixedMethod Research Design Chair: Dr. Diane M. Holben Vivian Robledo has been with the Bethlehem Area School District for 20 years and is currently the director of student services and minority affairs. She received her undergraduate degree from East Stroudsburg University, her master’s degree from New York University, and her principal certification from Indiana University of Pennsylvania. She was born and raised in Bethlehem, Pa., the first generation of her family to be born off the mainland of Puerto Rico. She has two sons, Fahvian and Quiran, who have been her inspiration and motivation. Her lived experiences, especially with issues of race and gender, have cultivated her passion for the pursuit of equitable and equal access to educational opportunities for students, especially those most marginalized. Dissertation Abstract: America is a very diverse country, with over 40 percent of the population identifying as people of color, and the proportion of public school students of color projected to rise to 55 percent by the year 2027. Although the face of students in schools has changed, the ethnic composition of the educators has not. These race/ethnicity differences between school staff and students of color, coupled with a lack of cross-cultural understanding, may cause misunderstandings or miscues during interpersonal interactions that impact all areas of schooling. To bridge this gap, culturally proficient leadership practices and race-related dialogue improve schooling for students of color by creating culturally aware and inclusive school communities that seek understanding across racial, ethnic and cultural lines. This convergent parallel mixed-method research study investigated the role of race talk to negotiate discourse in the culturally proficient leadership practices of principals. Thirty-one secondary public school principals from New Jersey and eastern Pennsylvania participated in a survey examining their culturally proficient leadership practices. The findings noted that principals in the study used race talk and culturally proficient leadership practices in various ways, identifying their challenges and opportunities in negotiating these practices. Principals are generally aware of the components of the practices and the discourse necessary to facilitate growth for all members of the school community. Some principals reported implementing the Inside-Out approach as well as recognizing their own and other stakeholders’ discomfort when engaging in racial discourse. Overall, the study supported the need for more focused effort in culturally proficient leadership practices and race talk.

Candidates for Doctoral Degrees Michelle Lynn Schoeneberger B.A., Bucknell University, 2007 M.S., The University of Scranton, 2011 Dissertation: Making the Invisible Visible: The Impact of Targeted Online Learner Analytics on Classroom Feedback and Teachers’ Reflection on Instructional Practice Chair: Dr. Douglas A. Lare Michelle Schoeneberger has spent 13 years in public education as a teacher, coach, and administrator. Currently, she is the K-12 math and science supervisor in the Northampton Area School District. Michelle also served as a secondary science teacher in the Phillipsburg School District and the Nazareth Area School District. Michelle earned her B.A. in biology from Bucknell University and M.S. in educational administration from the University of Scranton. Michelle resides in Nazareth with her husband, Lucas, and sons, Lucas and Bode. Dissertation Abstract: The access and use of technology in schools continue to grow. As a result, teachers are tasked with integrating technology in a meaningful way that enhances teaching and learning. The challenge with online assignments is that teachers are blind to students’ online learning processes, therefore, limiting the quality of feedback between teacher and student during the assignment. This qualitative insider action research study aimed to investigate how the awareness of student targeted online learner analytics (TOLA) can provide insight into how students engage with an online learning assignment. Specifically, this study sought to uncover the value teachers place on the awareness of student TOLA data, the impact TOLA data has on feedback interactions between teachers and students, and the influence of TOLA data on teachers’ reflection of instructional practice. During the study, middle school science teachers assigned a multi-day online research assignment during which students collected TOLA data using the Chrome extension, ThinkingApp. Teachers were then able to examine the student TOLA data through the ThinkingApp teacher dashboard. This study found that teachers do value TOLA data because it provides new information about students’ online learning behaviors. That information can then be used by teachers to inform current and future instruction. The most crucial finding of this study was how powerful the awareness of student TOLA data was in triggering teacher reflection on instructional practice when used as a part of a collaborative learning process.

Candidates for Doctoral Degrees Eric J. Smith B.S., The Pennsylvania State University, 1992 M.Ed., DeSales University, 1996 Dissertation: Impact of Student Feedback on Teacher Reflection and Perception of Student Opinion Chair: Dr. Douglas A. Lare Eric J. Smith is the principal at Spring Garden Elementary in Bethlehem. During his tenure, Spring Garden became the first Leader in Me Lighthouse School in Pennsylvania and a National Top Ten First in Math School. Eric is a former high school physics teacher and theatre director and also served as a district-wide science curriculum supervisor. In his spare time, he serves as an adjunct professor at Lehigh University. He resides in Bethlehem with his wife, Stephanie. Their son, Spencer, is a civil engineering major at York College, and their daughter, Hallie, will be a communications design major at Kutztown University in the fall. Dissertation Abstract: Despite the importance of teacher quality to student success and the importance of feedback for improvement, many teachers infrequently seek out any source of feedback other than their building administrator. While the university level often solicits student opinion on professor performance, students rarely provide feedback at the K-12 level. This multiple case study examined the impact of student feedback on teacher reflection. Six high school science teachers from a large high school in Pennsylvania participated in the study. The study also examined barriers to the implementation of a large-scale student feedback system. In the study, teachers found their students to be honest and insightful critics of their performance. Through rating scales and open-ended responses, students gave their teachers actionable opinions that teachers used to plan for improvement. Teachers’ opinions of student feedback improved during the study, and participants planned to use the surveys again in the future. The researcher also found that changes in student feedback scores seem positively correlated to their teacher’s plans for improvement. Teachers offered honest appraisals of the barriers to large-scale implementation. Teachers would require assurances that their students’ feedback would only be used for reflection rather than evaluation and are wary of the impact of different levels and schedules on student interpretations. Teachers worry that their colleagues might be resistant to change or be hesitant to reflect on their practices. The study found that students are a promising source of feedback for teachers to be used in conjunction with administrator and peer observations.

Candidates for Doctoral Degrees Karoline Ann Vavra B.S., East Stroudsburg University of Pennsylvania, 2015 M.S., East Stroudsburg University of Pennsylvania, 2016 Dissertation: The Uncommon Core: An Intrinsic Case Study of Physical Education Teachers’ Knowledge of Social and Emotional Learning and Their Perceptions on Its Infusion into the Physical Education Curriculum Chair: Dr. Gene D. White Karoline Vavra has worked in education for the past four and a half years. Karoline first taught health and physical education at the Youth Services Agency prior to accepting a full-time health and physical education teacher position at Carbon Career and Technical Institute where she taught for two years. Currently, Karoline is a health and physical education teacher and the head varsity swimming coach at Pocono Mountain West High School. She received her bachelor’s degree in health and physical education and her master’s degree in sport management from East Stroudsburg University. Karoline currently resides in East Stroudsburg with her cat, Rafiki. Dissertation Abstract: Presently, enthusiasm and support for social and emotional learning (SEL) in schools is growing across the nation (Hamilton, Doss, & Steiner, 2019). According to Jacobs and Wright (2014) and SHAPE America (2019), physical education (PE) has been identified as an opportune setting to implement and authentically teach SEL. As attested by Ee and Cheng (2013) and Schultz et. al. (2010), it is imperative that educators are knowledgeable about the SEL framework and for schools to understand teachers’ perceptions of SEL in order for SEL to be effectively infused into the classroom. Even though there are research studies that unveil regular education teachers’ perceptions of SEL and the infusion of SEL in regular education subject areas, before this study there was no existing research data that depicted PE teachers’ knowledge of SEL and their perceptions on the infusion and implementation of SEL competencies into PE curriculums and lessons. This qualitative intrinsic case study (Stake, 1995) investigated the following: PE teachers’ knowledge of SEL, PE teachers’ perceptions on the infusion of SEL competencies into the PE curriculum, and PE teachers’ perceptions on the positive and/or negative factors that may affect the implementation of SEL competencies in PE. Twelve PE teachers from one moderate-size rural school district in Pennsylvania participated in this study. The results of this study provide a rationale for the inclusion of SEL in PE which is a fertile and notable environment within the educational system for teaching SEL. Additionally, this study generated another resource for PE teachers and administrators that focuses on SEL in PE.

Candidates for Doctoral Degrees Sean Patrick Werner B.A., Kutztown University of Pennsylvania, 1998 M.Ed., Cabrini College, 2012 Dissertation: Millennials’ Motivations: They Support Union Causes…But Do They Want To Join? Chair: Dr. Douglas A. Lare Sean P. Werner received his Bachelor of Arts in English: Professional Writing from Kutztown University, his English/language arts secondary education certification from Muhlenberg College, and his Master of Education from Cabrini University. He has been married to his wife, Leanne Leavens, for 12 years. His daughter, Heidi Leigh, is six years old, and his son, Hunter Von, is three years old. Sean has been a building representative for his local PSEA union association for the past 15 years. As a public school teacher, Sean has taught high school English in the Lehigh Valley for the past 19 years. Dissertation Abstract: Since June 2018, public employees not belonging to a public union are no longer required to contribute their “fair share” of funding toward public union operations. The Supreme Court ruled against union agency fee requirements in its Janus v. American Federation of State, County, and Municipal Employees (AFSCME) decision. Now, public employees’ contributions to a public union is optional, and public unions are seeking ways to both maintain membership and attract new members. In 2016, the millennial generation has become the largest active working generation in the United States, but millennials are less likely to be unionized than previous generations, even though they express strong union sentiments. Attitudes of current millennial members of the Pennsylvania State Education Association (PSEA) public teacher union were measured in the mixedmethods design study to examine which aspects of unionization millennials do and do not find appealing, along with their perspectives for union improvement. Qualitative participants (N=9) from an eastern Pennsylvania vocational-technical high school and quantitative survey respondents (N=72) throughout Pennsylvania took part in the study. Both qualitative and quantitative results suggest millennial members value the PSEA providing work support in their school, along with the PSEA providing all members fair salaries and benefits. Qualitative participants attributed a well-functioning union to strong local union leadership. Further, the qualitative participants suggested face-to-face, member-to-member union communication as a method which may make public union membership more appealing to millennials.

Pennsylvania State System of Higher Education Daniel Greenstein, Chancellor

Board of Governors Cynthia D. Shapira, Chair David M. Maser, Vice Chair Samuel H. Smith, Vice Chair Rep. Tim Briggs Nicole Dunlop Alex Fefolt Tanya I. Garcia, Ph.D, Designee for Acting Secretary of Education Noe Ortega William “Bill” Gindlesperger Donald E. Houser Jr. Sen. Scott Martin Marian D. Moskowitz Thomas S. Muller Noe Ortega, Acting Secretary of Education Rep. Brad Roae Mr. B. Michael Schaul Sen. Judith L. Schwank Larry C. Skinner Meg Snead, Governor Wolf’s Designee Stephen L. Washington Jr. Neil R. Weaver Governor Tom Wolf Janet L. Yeomans

ESU Council of Trustees L. Patrick Ross ’67, Chair Marcus Lingenfelter ’95, Vice Chair Paul Shemansky ’96 M’01 M’04, Secretary Edward P. Abraham Frank A. Epifano Thomas J. Grayuski ‘84 Bruno S. Klaus Tina Nixon ’89 Tameko Patterson John Pekarovsky III ’07 Albert Rivera Crespo ’21 Daniel Greenstein, Ex-Officio

ESU President’s Council Kenneth Long, Interim President Joanne Z. Bruno, J.D., Provost and Vice President for Academic Affairs James P. Sheehan, Interim Vice President for Administration and Finance Santiago Solis, Ed.D., Vice President for Campus Life and Inclusive Excellence Mary Frances Postupack M’93, Vice President for Economic Development and Entrepreneurship Karen Lucas, Vice President for Enrollment Management Brenda E. Friday, Ph.D., Director, University Relations Miguel Barbosa, Chief of Staff and Government Relations

East Stroudsburg University Foundation Board Robert Willever ’75, Chair Chris Yeager ’74 M’81, Secretary Robert A. Shebelsky, Treasurer MaryEllen Dickey ’80, Vice Chair Glenn Clark ’74, Alumni Liaison Alfredo Garcia ’03 Raymond Hamlin ’86, Esq. Wendy Jankoski ’82 Douglas Leonzi ’94 Robert Moses Elizabeth Leigh Smith, Ph.D. Faculty Liaison Stephen Somers Adam S. Stauffer ’00 M’02 Leslie L. Wilson ’74 Eric Wyatt ’85 Rory Yanchek ’84 John J. Pekarovsky III ’07, ESU Council of Trustees Liaison Emily Jimenez, ESU Student Liaison

Foundation Board Emeriti William B. Cramer, Esq. Rosemary Driebe Olofsson

East Stroudsburg University Alumni Association Board David A. Super ’80, President Christine Rohr Thompson ’73, Vice President Caitlin Ord ’07 M’08, Secretary Danica Boyd ’97 Chasity Riddick ’04 M’07 Glenn Clark ’74 Joseph Delchop ’10 Keith Fisher ’91 Joseph B. Fite, III ’76 Glenn Gottshalk ’72 Ernest R. Gromlich ’60 Dawn Ketterman-Benner ’70 Frank E. Johnson ’74 Kathleen Murphy Kirkwood ’95 Deborah Kulick ’80 Elizabeth Luchansky O’Brien ’01 Johanna Mazlo ’91 Carol Miller ’81 Thomas Petro ’72 Ashley L. Puderbach Swartz ’09 M’10 Paul Scheuch ’71 M’77 Ronald D. Steckel ’71 Lori Miller Weinstein ’77 Corey Wimmer ’03

Alumni Board Emeriti Eugenia S. Eden ’72 M’76 Bryan L. Hill ’71 Phyllis M. Kirschner ’63 Sandra “Pinky” O’Neill-Seiler ’57 Frank Michael Pullo ’73 Virginia M. Sten ’71 Faye D. Soderberg ’58 John E. Woodling ’68 M ’76

The Alma Mater Alma Mater, thy halls so majestically stand In the midst of a landscape unique, Through the seasons we toil with our bodies and minds In pursuit of the wisdom we seek. A mystical charm binds thy children to thee, Each incoming class feels its spell; Those who leave thee regretful thy beauties recall, Which deep in their memories dwell. (Patrick Conny, 1912)

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East Stroudsburg University of Pennsylvania is committed to equal opportunity for its students, employees and applicants. The university is committed to providing equal educational and employment rights to all persons without regard to race, color, sex, religion, national origin, age, disability, sexual orientation, gender identity or veteran’s status. Each member of the university community has a right to study and work in an environment free from any form of racial, ethnic and sexual discrimination including sexual harassment, sexual violence and sexual assault. (Further information, including contact information, can be found on the university’s website at esu.edu/titleix.) In accordance with federal and state laws, the university will not tolerate discrimination. This policy is placed in this document in accordance with state and federal laws including Titles VI and VII of the Civil Rights Act of 1964, Title IX of the Educational Amendments of 1972, Sections 503 and 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990, and the Civil Rights Act of 1991 as well as all applicable federal and state executive orders.

COMMENCEMENT Doctoral Ceremony Friday, April 30, 2021 Abeloff Center for the Performing Arts A Member of Pennsylvania’s State System of Higher Education

Masks and social distancing are required.