Introduction The Ohio State University Student Leadership Research Collaborative
(OSU SLRC)
I have always believed student voice is imperative to both hope and real change. This belief drove my work as coach, principal, and superintendent in six Ohio school districts. Often, we discovered students wanted a platform to discuss change but didn't know how to go about making these changes into reality.
The current climate of social justice advocacy and energy has been evident in each school especially during the past few years that was eacerbated by the golobal pandemic. Students have wanted to talk about things and act and if not given some type of structure, they create their own potentially dividing communities and schools. We believe it is important to be proactive not reactive to this change The collaborative is an opportunity for school districts to bring students together in an interactive way to positively support these ideas.
The Ohio State University Student Research Leadership Collaborative has been designed to bring students together from multiple school districts, representing a diverse population of learners working together in a structured format to produce real change. Student teams of five each representing multiple Central Ohio & Southeast Ohio school districts, began their work together in October of 2023, to explore leadership qualities, quantitative/qualitative measurement, and advocacy strategies consistent with change. Through support from our collaborative partners, students will become voices of changes for their respective schools and communities.
What makes this project unique is the research component attached to advocacy. Student participants are not only supported in their individual school districts by a staff but also by graduate students from Cleveland State University, Department of Urban Education. Through their hypotheses students will learn leadership skills that are consistent with that of a truly educated young advocate. After collecting and interpreting data, students present their findings through both a poster and oral presentation to district administrators in May. In summary the anticipated outcomes for student participants: Leadership * Advocacy * Research
We are excited to bring this opportunity to the students of Central & Southeast Ohio made possible by the support of our collaborative partners. Additionally, we are excited about the work of our year II/III students as they teamed with students in Northeast Ohio to develop a statewide "The Perceptions of High School Students Regarding a Career in Education: Why or Why Not? survey that measured the factors related to the shortage of teacher candidates in Ohio demonstrating how real change begins by authentically educating and supporting young minds!
Dr. Keith M. Bell, Sr. College of Education and Human Ecology
You are cordially invited to attend:
sday, May 1 , 2025
Columbus State Community College, Workforce Development Center, 4th FL 315 Cleveland Avenue, Columbus, OH 3215
AGENDA:
:45 am – :30 am- rri a and rea ast
:30 am – e ome and pening ti ities
:00 am - Presentations egin ed tudent s
Group I - :05 am - 10:20 am
Po i rie a e a on ersation Group I - 10:30 - 10:50 am
Group II Presentations - 11 :00am-12:20pm
Po i rie a e a on ersation Group II - 12:20 – 12:40pm
12:40 pm un 1:10 pm osing ti ities
1:30 pm on ude
D Hilliard Bradley Hilliard Darby
Presentation Order
sday, May 1 , 202 Group
Columbus City District Team 1
City District Team 3 Eastern Local Reynoldsburg
Hamilton Township
Westerville North Huntington
Eastland Career Center
Groveport
Eastern Local
Buckeye Middle School
Canal Winchester Columbus City District Team 2
Beec hc rof t High Sc hool
STUDENT TEAM MEMBERS
Abelyn Nyepan
MR. GARRETT MERLE
Andrea Escobar de la Cruz
Elijah Woodruff
Erick Foster
Fuad Bangura
Jailan Gray
Kaden Thomas
Mary Jalloh
Natasha
Johnson-Taylor
Reuben Russell
Holmes
Robert Watkins
Research Question:
Backpack Policy
Beechcroft High School
How effective is the safety policy at protecting staff and students?
Scope of Work
We started off by brainstorming the different policies that our school has implemented. Through this process we determined the so called “Backpack Policy” was a policy affecting the most individuals in our school and was a policy the majority of students were unhappy to have implemented. Our goal was to gather data on the perception around the policy and suggest ways to mitigate the negative aspects of its implementation.
The “Backpack Policy” requires all student bags be searched in the morning as students enter the school. The policy also prohibits carrying non-clear backpacks during the school day.
Analysis & Results
Our team gave out a survey to both staff and students as well as conducted interviews with district Safety and Security and the school administration.
Our research found that a majority of staff and students believed the backpack searches to be effective. A majority of the students said backpacks were a way to express themselves compared to a majority of teachers who said backpacks were not a means of self expression. 80% of students said they would be more prepared for class if they were allowed to carry their backpacks during the day.
Our data shows that the policy is effective but limiting to student freedom of expression and readiness. We believe that the policy should remain in place but some changes be made to meet the needs of the entire school community.
Recommendations
• Allow students to keep their non-clear bags after being checked.
• Provide high quality clear bags for all students for equity
• Extend the time in between classes from 3 to 5 mins so students have time to go to lockers if they cannot carry their bags.
Team Members: Abelyn Nyepan, Andrea Escobar de la Cruz, Elijah Woodruff, Jailan Gray, Kaden Thomas, Mary Jalloh, Natasha Johnston-Taylor Advisor: Mr Garrett Merle
Centennial HS, CAHS, Linden McKinley High School
INSIDE THE FRESHMAN MIND
STUDENT TEAM MEMBERS
Auynsh Biswa
America Sanchez
Karla Velez
DR. AMBER HILL
Johndale Walker
Inside The Freshmen Mind
Research Question:
High School Redesign Plan: What changes can we make to ensure freshmen have a better, more supportive, and efficient learning environment?
Scope of Work
• We collected data from freshman students from our three respective high schools: Centennial, CAHS, and Linden-McKinley.
• Our survey consisted of 18 multiple choice, rating, and open-ended questions that asked students about various aspects of their freshman year experience.
Analysis & Results
Data #1: Lack of school funding for class activities and experiments that help students engage with the class materials. This makes classes not interesting.
Data #2: Students don’t feel safe all the time or sometimes. This raises questions on the efficiency and extent to which the metal detectors help.
Data #3: Majority did, but a lot of it came from connections from staff and others. Many of them felt nervous/scared prior attending.
Recommendations
• Build better sense of community, reliability, and trust among staff and students.
• Opportunities/programs for upperclassmen students to assist freshmen students.
• Freshmen orientation programs that provides guidance to students.
• Freshmen-Focused clubs and events that involves freshmen in the decision-making process.
Team 2: The
Mrs. Prewitt, Dr. Hill, Ms. Grace
Buckeye Valley High Sc hool
PROMOTING CONFIDENCE IN COLLEGE
STUDENT TEAM MEMBERS
Charlie Bugdanovitch
Ella Sheets
LAURA PAPPA
Promoting Confidence in College Readiness
Buckeye Valley High School
Data
Joshua Cox
Kanyon Williams
Kaylee Thiel
Research Question:
How can we better prepare students for post-high school academics?
Kayleigh Agin
Natalie Brockett
Paiton Allen
William Allen
Scope of Work Analysis & Results
We decided to research the question “Are the students at Buckeye Valley prepared for college/careers based off of the opportunities offered at our high school?”
We surveyed students and teachers and would like to learn about the programs in place that help students prepare for college/workforce. We want to help make students more aware of the help they can get when deciding what to do after high school, and possibly work together to set up opportunities where students can learn more.
Based on our data, we found that 53.3% of students at Buckeye Valley rated their confidence level as a 3 on a scale of 1 to 5. This suggests that over half of the student population feels moderately confident- not low, but not fully secure either. This middle-ground response indicates that while students may feel somewhat capable, there is room for growth in building stronger self-assurance and support systems to help the reach higher levels of confidence.
Recommendations
• College writing essay workshop for juniors and seniors towards the end of the first semester
• Sending emails once a quarter to juniors and seniors containing information on college scholarship opportunities
• Inviting local businesses and professionals to BVHS for a career fair
Natalie Brockett, Kayleigh Agin, Kaylee Thiel, Paiton Allen, Kanyon Williams Advisor: Laura Pappa
Whitehall Yearling High Sc hool
BUS BUDDIES
STUDENT TEAM MEMBERS
Bisrat Alebachew
Chelsea Monrohe Galdame
Daevon Brewer
JAMIE BELISLE
Jacob Landin Morales
Jayla Usher
Jomarley Enoobong
Josuee Landin Morales
Kamreen Giles
Lauren Blackburn
Natalie Melendez Rivera
Ryan Barwick
Saniya Desir
Zahra Alsuwaiket
Bus Buddies
Original Research Question:
How does lack of bussing at WYHS affect absenteeism?
Pivoted Research Question:
How can we improve bus driver retention?
Scope of Work
Data
Our Team used varying strategies to collect qualitative and quantitative data for this research via:
- Educator Interviews
- Google Form Surveys
- Comparing previous data
“We had to cancel the trip…”
65% of students report that access to bussing would be bene�icial to them
Analysis & Results
• 28.3% of students walk to school
• 59.8% of students transport by car
• Our initial hypothesis was wrong; we thought majority of students lacked transportation
• 72% of students feel safe getting to and from school
Recommendations
Action Step 1:
Present all of our research information to the Whitehall Board of Education.
Action Step 2:
Propose our solutions to the problems of the bussing transportation, such as the disrespect of the kids: BUS BUDDIES
Action Step 3:
Follow up with all shareholders to support accountability.
Whitehall Yearling High School
Lauren Blackburn, Jomarley Enoobong, Natalie Melendez Rivera, Jacob Landin Morales, and Ryan Barwick
Bexley Middle Sc hool
MIDDLE SCHOOL MOTIVATORS
STUDENT TEAM MEMBERS
LAURA MOORE
Julian
Bexley Middle School Middle School Motivators
Research Question:
What are the biggest motivators in BMS students?
Scope of Work Analysis & Results
We collected data by:
• Sending a Google Form
Data
1. Students care more about their grades than learning.
2. When students enjoy the subject, they are more motivated to to learn.
• Running focus groups with grades 5-8, Having individual conversations with peers.
• 359 students completed our survey
Recommendations
3. Most students DON'T measure their self worth through grades. 1. Rewards for no missing work
More flexibility 3. More promotion of personal interests 4. Allow more student feedback
Teays Valley High School
THE STRESS OF SCROLLING
STUDENT TEAM MEMBERS
Addison Keplar
Cohen Carpenter
JACOB DUTY
The Stress of Scrolling
Teays Valley High School
Team Members:
Cohen
Data
Jack Thompson
Noah Hilgenberg
Skylar Vandegrift
Research Question:
What impacts the stress levels of students at TVHS?
Scope of Work
• As we discussed the most prevalent issues in our school, we concluded that stress affects us as students the most.
• We conducted research to better understand what factors serve as sources of stress for our student body.
• We engaged in quantitative research by conducting a Google Forms survey sent out to all students.
• The survey was open from 1/23-2/17.
• The survey consisted of 11 questions designed to help us understand the sources of stress for students
• Overall, we received 195 responses.
Analysis & Results
78% of respondents experience a significant amount of stress, which we considered to be a 5/10 or higher.
75% of respondents with significant stress spend four or more hours of screen time a day. While there were other factors that pointed to stress, the positive correlation between stress levels and screen time was the most significant relationship in our findings.
Recommendations
• Monthly Digital Detox Days
• Days with limited digital use in the school.
• Digital Wellness Advisory Lessons
• Use school advisory periods to promote digital wellness.
• Advisory Physical Activity
• Use school advisory to engage in light, physical activities.
• Analog-Based Work
• Increase use of paper-based work over online work.
Carpenter, Noah Hilgenberg, Addie Keplar, Jack Thompson, Sky Vandegrift
Olentangy Schools
MANAGING ACADEMIC STRESS
STUDENT TEAM MEMBERS
Aditi Kampe
Keertana Jayakanthan
Michelle Otchere
NOAH VALENTINE
Raheed Zaman
Kamya Sharma
Nishok Sakthivel
Jasmine Ameh
Research Question:
Managing Academic Stress
Olentangy Schools
Team Members:
Aditi Kampe, Kamya Sharma, Nishok Sakthivel, Jasmine Ameh, Michelle Otchere
Data
What can schools do to help students better manage academic stress and improve school-life balance?
Scope of Work Analysis & Results
Surveyed 100+ students in grades 9–12 in Olentangy Local School District. Students shared their sources of stress, coping strategies, and recommendations. Responses included multiple-choice and open-ended answers, allowing for both quantitative and qualitative analysis. Focus: Understanding student experiences to recommend realistic, youth-informed changes.
The most commonly reported sources of stress were tests and grades (77.5%) and homework and assignments (76.8%). Family expectations were the third most cited source at 62.5%. In terms of coping mechanisms, a majority of students—57.1%—said they try to manage stress on their own, without reaching out for support. A number of students reported “crashing” or “giving up” when they felt overwhelmed. When asked what would help reduce their stress, 40.2% of students said they wanted more breaks built into the school day. Another 35.7% highlighted the value of flex or study hall periods as helpful spaces to catch up or decompress.
The data clearly supports the research question by showing that students face consistent stressors and have realistic ideas for change. Their responses highlight a gap between current support systems and what they actually need. The alignment between stress causes and student-suggested solutions confirms that schools can reduce academic stress through practical, student-informed changes.
Recommendations
Expand Flex and Study Hall Time
35.7% of students cited flex periods as one of the few effective stress-relief opportunities. Schools should increase availability and ensure all students have access.
Increase Access to Mental Health Support
34% of students reported positive experiences with school counselors or OSU professionals. Schools should hire more counselors or expand partnerships with mental health providers.
Teach Time Management and Offer Peer Support.
Students want help managing workloads. Schools should provide short workshops and peer-led study groups during advisory or flex time.
Advisor: Noah Valentine
Logan High School
SCHOOL SPIRIT PREVALENCE
LISA SNIDER
BRANDON PAYNE
GRETCHEN WEBER
STUDENT TEAM MEMBERS
Andrew Woltz
Avery Dicken
Carter Maccabee
Drew Perry
Frankie Carrell
Jackson Mohler
Javen Gill
Kalli Straus
Liam West
Maidie Dennis
Maisy Ward
Tifani Stevens
Briggs High School
THE POWER OF BEING PRESENT
STUDENT TEAM MEMBERS
Aaliyah Chan
Ashley Sanchez
DANICA HALL
ALUSAIN BANGURA
Romero
Isgow Abdikadir
Jade Peronne
Jhaela Powell-Smith
Kamanie Parker
Layla Bilal
Leonardo Martinez
Zackary George
The Power of Being Present
Briggs High School
Research Question:
What is Affecting Student Attendance at Briggs High?
Scope of Work
We noticed there are always an overwhelming amount of students in the hallways. We created a comprehensive survey that included Qualitative and Quantitative questions. Based on attendance. We asked the students in the hallways with no passeses as well as students in our lunch periods to take the survey.
Analysis & Results
Top Three responses consisted of:
•Students need a break
• Student need teachers to be more engaging
• Students have a problem or disagreement with another student in classes
Recommendations
•Teachers can provide built in brain breaks for students to allow for time away from instruction.
•Create a buddy system with other teachers for students to go to get their work done.
•Adjust the schedule to allow for study halls for students to use that time as needed.
Team Members:
Sophomore and Junior class students
Danica Hall Alusine Bangura
Fort Hayes Ar And Academics High School
FINDING FORT FAMILY
STUDENT TEAM MEMBERS
Ashlynn Guevara
Ayanna Green
Devin Cox
COURTNEYJOHNSON
LINDA KEY
Gina Cartwright
Izaiah Cooper-Neff
Jude McGonigle
Malik Kamara
Neo Gallegos-Samuels
Willa Adams
How Can We Build Community In An Arts Integrated Lottery High School Research Question:
Scope of Work
Our team started off discussing the biggest issues in our school and trying to figure out what we considered the biggest problem.
While our team was discussing we had two main issues and decided that our biggest problem was community and school spirit.
After our team decided our two biggest problems we started thinking of ways to collect data and decided on a survey
After collecting the data from our surveys our team discovered that key factors lead to different problems, community and school spirit are not the same thing, and we have to find a way solve each problem differently.
We found that the possible solutions to instill a sense of community and spirit within our school is to introduce a number of programs that will allow students to get involved.
Data
Analysis & Results
Extra-curriculars
Sports
Concerts/Plays
Clubs
Community School Spirit
Connectedness to school programs
Attendance to school events
Communication
Announcements
Advertisements
Flow of Information
Recommendations
Our recommendation is to create student led:
• Student Council
• Morning broadcast group
• Social media
• Spirit squad
Our hope is to build a stronger community across our campus.
Fair eld Career Center
THE EFFECTS OF THE 2024 ELECTION
STUDENT TEAM MEMBERS
Aissata Bah
Akosua Aboagye
ANGELA FUENTES
Ashlyn Adolph
Jhulee Deliotte
Leah Wood
Savannah Burton
Symone Robinson
Fairfield Career Center
The Effects of the 2024 Election Team Members:
Research Question:
How has the election affected the student body at FCC?
Scope of Work
We addressed our question by building a survey and had it sent to the student body. We had 5 main questions so we could focus on the biggest problems in our school. We also sent out an open-ended question to teachers to help us get an overview on how they saw the impact of the election and how hard the kids are on each other. We wanted to make sure everything was not public and confidential so no one have to lie in fear of getting in trouble.
Analysis & Results
Based on our research and data, people have noticed a increase of conflict and are feeling more uncomfortable at FCC after the 2024 election. The students at FCC that are negatively affected by the results feel less inclined to speak up versus the students that aren’t
Recommendations
• Inform students and staff on factual information revolving around the election and recent politcal events
• create a zero tolerance for discrimination and
• Have teachers inform students and staff about current events
Savannah, Jhulee, Leah, Symon’e Advisors: Angela Fuentes
New Albany High School
STUDENT ENGAGEMENT
STUDENT TEAM MEMBERS
Anna Ryzenman
Drew Wintersteller
Emma Wintersteller
GERON TATE
Janelle Yawson
Jayden Pennyman
Zarin
Research Question:
KIM GAREE
Northridge
ADVANCED COURSE WORK
STUDENT TEAM MEMBERS
Ava Kercher
Ben Aamodt
Brant Stockberger
Brooke Romano
Elena Evans
Data
Northridge Advanced Course work
Team Members:
Research Question:
How are limited advanced and diverse classes impacting students at NHS?
Scope of Work
• Our data collection methods were surveys and interviews.
• We sent out 5 surveys and conducted 9 interviews over a two week period.
• We interviewed select teachers and sent surveys to all teachers and students
We asked both students and teachers on their thoughts over our lack of advanced classes here at Northridge and how it affected our students.
Lyla Stockberger
Rhyana Eblin
Riley Wheeler
Taryn Eblin
Treven Angus
Analysis & Results
• Our results showed that almost all the students and staff that we interviewed and surveyed agreed our school’s lack of advanced classes was a problem.
• Teachers felt they have very little say in their class arrangements, and students felt that, without upper-level classes, it is hard to have courses to take at NHS for all four years.
Recommendations
• Northridge should add stipends (additional pay) for teachers teaching CCP and AP courses.
• Focus high school curriculum on high schoolers before allowing middle schoolers access.
Rhyana Eblin, Ava Kercher, Elena Evans, Brant Stockberger, and Riley Wheeler.
Advisor: Kim Garee
Columb City Schools
ENHANCING CAREER EXPLORATION
STUDENT TEAM MEMBERS
Enhancing Career Exploration
STUDENT AMBASSADORS CCS TEAM 6
Research Question:
How can schools enhance career exploration for students by providing guidance and resources that prepare them for life after high school?
Scope of Work Analysis & Results
• Our data collection methods were surveys and interviews.
• We sent out 5 surveys and conducted 9 interviews over a two week period.
• We interviewed select teachers and sent surveys to all teachers and students
Data
• 85.1% of students say adults in their school regularly encourage support and motivate them to succeed.
• 72.6% of students are receiving full resources and support to navigate their path after high school
• 63.8% students believe that their voices are not being heard and valued in your school?
• 78.8% students think they are prepared for academic preparation for college.
Recommendations
Based on our findings, we recommend that schools provide more guidance and resources to help students explore their interests and career options like career tour.
This could include expanding career counseling services, offering more hands-on learning experiences, and promoting the creation of clubs and extracurricular activities that align with students' passions.
Centerburg High School
MENTAL HEALTH AT CHS
STUDENT TEAM MEMBERS
Guennan Ellis
Hayden Love
BRENT GAREE
Molly Kain
Payton Tucker
Tanner Dickerson
Mental Health at CHS
Centerburg High School
Team Members:
Gwennan Ellis,
Tucker,
Research Question:
What can we do in our school that will lessen student mental health \problems by improving our mental health education and raising awareness?
Scope of Work Analysis & Results
We interviewed both teachers and students and sent out a school wide survey so that we would be able to gain accurate large scale information. Teachers:
we interviewed teachers and asked related questions. Most of which were about how adequate they though current solutions were and what they thought we should do .
We interviewed a variety of teachers and coaches and both the school counselor and the guidance counselor. Students:
We sent out a survey about mental health in students and received 233 responses. a few students were willing to be interviewed afterwards and were emailed a questionnaire.
Data
We found that the majority of our students mental health problems are caused by school related issues. our students do not think that our school provides adequate mental health resources
More than 12% of students ranked our schools mental health resources a 1 out of 10
76.8% of students ranked it under five. Furthermore we found that 85.5% of students think that mental health issues are a big deal in our school.
58% of students said that they do not know who the school councilor is and almost 50% of students do not know how to get in touch with the schools counselor.
• Using the data from the surveys we noticed that a large percentage of students didn’t know who the counselor was or how to get into contact with her.
• It was also found that even if people know that there are resources available that they will not use them because of a bad experience they personally had or were told about.
• We discovered a lack of communication regarding the resources that the school offers students. Our students felt like they aren’t being told what was available for them.
Recommendations
• we plan to create a committee of students at our school that will to try and help their fellow students learn about mental health
• we plan to create a way for students to be able to anonymously contact the guidance counselor
Payton
Hayden Love, Tanner Dickerson Advisor: Brent Garee
Beechcroft, Mil n, Lincoln, Northland
STUDENT TEAM MEMBERS
Apshana Biswa
Abigail Bempah
Kaleese Vickers Ghee
DR. AMBER HILL
AYANNA GRACE
MIA PREWITT
Beechcroft, Milfin, Lincoln, Northland
SLRC Research District Team 4
Data
Hosaena Araia
Karma Wangchuk
Keiadrianna Davie
Research Question:
Why are students disengaged in the classroom, and What Changes Could Fix This Issue?
Scope of Work
This policy brief is based on surveys conducted with 60 students and 15 adults high school students across 4 school locations.
This policy brief is based on surveys conducted with 60 students and 15 adults high school students across 4 school locations. What We Found
Analysis & Results
• Students within the school environment either connect with their peers, further themselves, and build relations with teachers, or, rather, the opposite, building feuds and issues with their work.
• It is a direct relationship with students being more connected with teachers, and the school community.
• Teachers have to compete against phones for student attention.
• The school structure is outdated and needs a change.
• In the google form we asked questions like why are you/your students disengage
•
•
Recommendations
• Recommendations?
• Phones should be put away
• Extra credit participation
• Unban chromebooks apps
• Group of student leaders
• Student lead learning
• Have fun/hands on class
E tern Local High School
STUDENT TEAM MEMBERS
Addison Well
Braelyn Simpson
KATIE WILLIAMS
Brayden Haught
Brooklyn Barkey
Clay Buckley
Colton Lloyd
Cooper Barnett
Danielle Epple
Ethan Edwards
Gunner Gaddis
Kayla Sellers
Kinslie Well
Sidney Dillon
Treyvon Bearhs
How Can Our School Implement Active Learning Within Our Classrooms?
What is Active Learning?: Active learning is a teaching approach that actively engages students in the learning process, rather than having
them passively receive information(like in traditional lectures).
Scope of Work
Even though learning from a text-book isn’t necessarily a bad thing, we found that it is a root to a lot of our problems at school. With other things competing for our attention in this day and age, the style of “sit and get” appeals to students much less in the modern world, so we hypothesized that making learning more engaging would solve that problem.
Analysis & Results
• We found that teachers being open to new teaching methods would benefit the students in various ways.
• Some teachers are uncomfortable to teach in the style of active learning because they weren’t taught that way.
• Students are willing to participate in projects and activities if they are offered.
• Students would enjoy school more if teachers implement active learning.
Recommendations
• Talk to school leadership to provide training opportunities for teachers
• Motivate staff to implement what they were trained.
• Ecourage students to participate in activities provided.
• Raise awareness of the issue to staff/faculty
Reynoldsburg High School
STUDENT TEAM MEMBERS
Research Question:
Hamilton Township High School
HAMILTON TOWNSHIP HIGH SCHOOL COMMUNICATION
STUDENT TEAM MEMBERS
Abdul-Jabar Ogunlana
Ally Bocchicchia
BYRON ALLGOOD
MEGHAN STEELE
Jeremiah Hicks
Kamryn Clark
Kyan Spencer
Robert Santmire
Research Question:
How do we clearly communicate what the school has to offer to the student body?
Scope of Work Analysis & Results
• Surveys were sent out to the students to collect quantitative data
• Students that met certain criteria were hand picked to answer interview questions to collect our qualitative data
• Communications is poor overall, with 57.8% of students saying its poor or needs improvement
• 30% of students receive information directly from the school meaning the current communication methods are ineffective
• A vast majority of students would participate more if they were communicated to
Data Recommendations
• Put an information board in the cafeteria
• Plan an informational fair for students
• Make the school newsletter more accessible to parents
• Make sure coaches give their players information in mandatory meetings
Hamilton Township HIgh School High School Communication Team Members: Penelope Taylor, Olivia Taylor, Alexandria Williams, Roberts Santmire, Jeremiah Hicks Advisors: Byron Allgood and Meghan Steele
We erville North High School
THE NORTH COMMUNITY
STUDENT TEAM MEMBERS
Aarzoo
MIRIAM ARAYA
Phillip Adu-Acheampcng
Zachary Kuhlman
Research Question:
Beechcroft, Mi lin, Linden McKinley, Northland
STUDENT DISENGAGEMENT
STUDENT TEAM MEMBERS
Sarah Roberts
Allison Deleon
MRS. MIA PREWITT
DR. AMBER HILL
MS. AYANNA GRACE
Olabanji Lameed
Fuad Bangura
Research Question:
Student Disengagement
Why Are Students Disengaged in the Classroom and What Changes Could Fix This Issue?
Scope of Work Analysis & Results
Data
This policy brief is based on surveys conducted with 60 students and 15 adults high school students across 4 school locations.
•Students within the school environment either connect with their peers, further themselves, and build relations with teachers, or, rather, the opposite, building feuds and issues with their work.
• It is a direct relationship with students being more connected with teachers, and the school community.
• Teachers have to compete against phones for student attention.
•The school structure is outdated and needs a change.
• In the google form we asked questions like why are you/your students disengage
Recommendations
Recommendations?
•Phones should be put away
•Extra credit participation
•Unban chromebooks apps
•Group of student leaders
• Student lead learning
•Have fun/hands on class
Beechcroft, Mifflin, Linden McKinley, Northland
Advisors:
Mrs. Mia Prewitt, Dr. Amber Hill, and Ms. Ayanna Grace
Hun ngton Local High School
BENEFITS OF WEIGHTED CLASSES
STUDENT TEAM MEMBERS
Alexis Wright
Carson McCloskey
MARYELLENCOX
Huntington Local High School Benefits of weighted classes
Data
Student Data
Dejah Thomas
Ella Patterson
Kaitlin Hedrick
Kayla Hedrick
Linnix Rinehart
Paige "PB" Bode
Sydney Richards
Waylon Croley
Why do we need weighted classes? Research Question:
Scope of Work
Kayla Hedrick, Sydney Richards, Linnix Rinehart and Waylon Croley all surveyed 130 students, and 21 teachers. 80% said yes for our advanced classes to be weighted, the other 20% said that they shouldn’t. We also had one on one interviews with the teachers, and they all said that it will encourage these students to partake in these harder classes, and these kids that are college-bound will have a more likable chance on getting scholarships.
Teacher Data
Analysis & Results
Our school’s two curriculums right now are weighted the exact same even though the advanced classes are harder, time-consuming and overall more stressful. We all surveyed 130 students, which 60.5 students were in advanced classes, and 41.5 are in the basic curriculum. 75.4 students said that these harder classes should be weighted, but 24.6 of the students said otherwise. We also surveyed 21 teachers, and they all said that classes should be weighted. These classes being weighted will help motivate and allow these less fortunate kids that are more advanced to get an easier scholarship.
Recommendations
•We recommend that the policy be put in place for advanced classes to be weighted.
•We recommend that the school board take into account the pressure that is put onto these students taking advanced classes just for them to be graded on a different scale as a less stressful class.
•We recommend that advanced classes become weighted because the students who are less fortunate and take advanced classes will have a harder time getting scholarships if someone who takes standard classes is ranked ahead of them because the advanced students classes aren’t weighted.
tland Career Center
DETERMINANTS OF MENTAL HEALTH DETERIORATION
STUDENT TEAM MEMBERS
Abriara Hotrum
Amari Harris
HOLLY GRIFFIN
Ayvonne Olds
Bidhya Rijal
Binisha Adhikari
Durati Liban
Hassan Amin
Jael Haynes-Lee
Kawsu Juwara
Kaylia Chung
Laurenda Deliotte
Melania Budzevska
Suman Adhikari
Determinants of Mental Health Deterioration
Eastland Career Center
Team Members:
Kawsu Juwara, Melania Budzevska, Kaylia Chung, Binisha Adhikari
Advisor: Holly Griffin
Data
•The majority of students shared that the biggest factors affecting their mental health were family-related problems (24%), followed by academic pressure (38%).
•71% of people that rated their mental health 1 and 2 (very low) tended to be people who weren't willing to seek out mental health.
• According to the data, students rated our school's outreach efforts to support students in improving their mental health an average of 2.69 out of 5.
Research Question:
What causes poor mental health and how can we improve it to help our fellow students?
Scope of Work Analysis & Results
We sent out surveys using a Google Form to get the necessary data, which provided us with both quantitative and qualitative information.
• The data gives us insight into current and developing issues such as family concerns and academic pressure, which are the main causes of students' declining mental health.
• The data shows that students who weren't willing to seek out mental health were likely to have poor mental health. This means that there are certain barriers stopping them from seeking out help to improve their mental health.
• Based on the ratings, it suggests that our school can do more to help our peers who are struggling with mental health issues.
Recommendations
•Students, peers, and administration should encourage other students to seek out mental health supports if needed and assure them that their privacy well be kept (building a support system among peers is also effective).
•Because one of the many problems is academic pressure, teachers putting more care into helping students pass their classes and decreasing their workload can reduce the pressure and thus reduce mental health concerns and issues.
•Administrators can advertise our school's mental health resources and create one if they don't have any by hosting events or publishing announcements once a month to demonstrate that our counselors are available to our students.
Groveport Madison High School
POINTS WITH A PURPOSE
STUDENT TEAM MEMBERS
MS. AIMEE O’BRIEN
Emma Rathburn, Najma Omar, Shiloh Myers, Grace Vepouyoum, Ahdama Barry, Anthony Newell
Points With A Purpose
Groveport Madison High School
Data
Research Question:
Is a positive reinforcement system an effective tool at Groveport Madison High School?
Scope of Work
We addressed our research question, whether PBIS is an effective way to increase student motivation and improve school culture at Groveport Madison High School, by using a mixed-methods approach. We collected quantitative data through surveys completed by roughly 120 students to understand their perceptions and participation in the PBIS system. In addition, we conducted qualitative interviews with two teachers to gather in-depth insights into how PBIS affects instructional time and classroom dynamics. This combination of student and teacher perspectives allowed us to identify patterns and to assess the effectiveness of PBIS.
The upperclassmen chart represents only 77 upperclassmen. The underclassmen chart represents only 37 underclassmen. With that being said, out of the few underclassmen that submitted results for the survey, compared to the upperclassmen results, there are more underclassmen that participate overall.
Analysis & Results
After looking at our data and survey results, three key things that we found were:
• PBIS has potential, but lack of awareness and inconsistency in implementation limits its impact.
• There is far less upperclassmen participation in PBIS; underclassmen are more likely to use their points.
• Teachers feel PBIS can take away from instructional time unless there’s a more efficient, uniform way to implement it.
Recommendations
• Have more student involvement in the PBIS process.
• Give student leadership opportunities within PBIS.
• Train teachers and allow flexible PBIS implementation within a consistent structure.
• Reach out to other schools who successfully implemented PBIS to gain further insight.
• Hold more school sanctioned events whilst giving more opportunities to earn points.
Team Members:
Emma Rathburn, Najma Omar, Shiloh Myers, Grace Vepouyoum, Ahdama Barry, Anthony Newell
Advisor: Ms. Aimee O’Brien Advisor: Kim Garee
Undercla
Buckeye Middle School Columb
ADVANCED COURSE WORK
STUDENT TEAM MEMBERS
Avi Acvedo-Ruiz
Kimora Vargas
Mackenzie Chisolm
LIANA SAGE
Sofia Tripp
Taleah Jones
Improving TeacherStudent Relationships
Research Question:
Liana Sage, Advisor R
Advanced Course work
Buckeye Middle School
Julissa Lopez
How are limited advanced and diverse classes impacting students at NHS?
What would help to improve student-teacher relationships?
School
Northridge
Ken adie Buggs
Scope of Work Analysis & Results
Team Members:
Avi Acevedo-Ruiz
Kimora Vargas
Data
• Our data collection methods were surveys and interviews.
• We sent out 5 surveys and conducted 9 interviews over a two week period.
• We interviewed select teachers and sent surveys to all teachers and students
We asked both students and teachers on their thoughts over our lack of advanced classes here at Northridge and how it affected our students.
Share your data here. Raw data, statistics… Include figures, graph, tables.
• Our results showed that almost all the students and staff that we interviewed and surveyed agreed our school’s lack of advanced classes was a problem.
• The survey results showed us that for most teachers and students building positive relationships was really important. They also shared the reason why they were difficult to build.
• Teachers felt they have very little say in their class arrangements, and students felt that, without upper-level classes, it is hard to have courses to take at NHS for all four years.
Both teachers and students said that there is no time to do it, teachers are too stressed out or unwilling to do it and students are also unwilling and uncooperative to build relationships with teachers. Both teachers and students also shared that they didn’t know how to do it.
• Teachers and students shared strategies for improvement. They said listening to each other, having empathy, meeting in circles or having time to discuss positive and negative thing, and respecting each other’s boundaries would be benefitial
Recommendations
• Northridge should add stipends (additional pay) for teachers teaching CCP and AP courses.
We analyzed the data from both teachers and students and came up with the following solutions:
• We will still have Town Hall twice a week (Mondays and Fridays) in the morning in the auditorium for 15 minutes. After the Town Hall, students will have a choice to go to another room or space where they will practice yoga, meditation or Community Circles
• Focus high school curriculum on high schoolers before allowing middle schoolers access.
• Both teachers on duty and trained students will lead the activities. The reason why we would like to have these morning activities is because most people don’t like to come to auditorium every day. According to both teachers and students, starting the day in auditorium in the morning every day is very stressful.
• We think that doing circles, yoga or meditation in the morning will give teachers and students an opportunity to build better relationships with each other.
• Teachers on duty will have a chance to lead these activities. We are also suggesting training students to lead these activities once they had enough practice in them.
Rhyana Eblin, Ava Kercher, Elena Evans, Brant Stockberger, and Riley Wheeler.
Advisor: Kim Garee
Canal Winche er High School
STUDENT TEAM MEMBERS
Alakee Badaru
Ava Riddle
LISA COLAHAN STEVEN CVETANOVICH
Cynthia Overstreet
Gabriella Sims
Ida Tewelde
Isabella Busey
Iyonna Smith
Josh Vandgriff
Kylen Martino
Makara Incorvaia
Mariama Sow
Zainab Waseem
Research Question:
Does the abundance of platforms of communication make you feel disconnected or confused about where needed information was posted and can be found in order to navigate your school life?
Scope of Work
1. Identified communication of information as a primary issue.
2. Created a survey to ensure it met our population’s needs
Data
Analysis & Results
• Which modes of communication do you use/like the most?
• Why do you use/like this platform the most?
• In what ways could communication be improved?
3. We took the data from the survey which had 600+ responses, to make our recommendations.
4. We then collaborated with our schools SSAC team, as they had similar recommendations. This led to a cohesive objective.
Recommendations
• Have all forms of communication found on a “student hub” and ensure staff and students begin to use “student hub” as common language.
• Add a CWHS student link (top of link bar) to the shortcut for quick easy access to the “student hub”
• Have morning announcements 3rd period to ensure all students get to hear them. Followed up with them being sent in an email as well.
• Have a student present in POG about the “Student Hub”
Lisa Colahan Steven Cvetanovich
Columb Online Academy,We High School, Columb Alterna ve High School
HIGH SCHOOL REDESIGN
STUDENT TEAM MEMBERS
Rebecca Idowu
Gia Chiem
MRS. MIA PREWITT, DR. AMBER HILL MS. AYANNA GRACE
Trinity Forbes
Gabriella Gresham
Genesis Morales
Daniel Parks
High School Redesign
Research Question:
What do we want high school to look like for students in the future?
Scope of Work
• We collected data from both a brick and mortar school and an online school. We got data from both sides. (teachers and students)
• Since we included an online school to our research we made separate surveys and polls for both the students and teachers.
• We included multiple choice and written response questions to make sure we had both qualitative and quantitative data.
Do you feel motivated in school (brick and mortar)
Do you feel motivated in school (online school)
The instructions that are given for the work that is assigned is not clear and I have a really hard time in reading and don’t feel like i’m getting the help I need.
Better security because too many people smoke, and better bathrooms and more art because walls look empty
Math is really hard even when the teacher explains it to me i still don't understand the work.
Analysis & Results
• Students most occurring problem when it comes to the environment in schools is safety,cleanliness, & buildings being run down.
• Students have a regular occurrence with lack of motivation. Students say increases of motivation for them would look like having friendly teachers,student community, engaging assignments, and less pressure to succeed.
• students also have a occurring problems with the work they are given not matching up to what they need to succeed in their classroom.
Recommendations
• Make accommodations with the curriculum in math and reading due to growth gaps after covid. (Phonemic awareness,& dreambox learning)
• Create a routine (students don’t feel like they have a routine in school causing lack of organization. In an unorganized space causes decrease in motivated)
• focus on both physical and social-emotional aspects. (energy conservation, waste reduction,green initiatives, building strong relationships, providing clear expectations,& offering opportunities for SEL activities)
Columbus Online Academy,West High School, Columbus Alternative High School
Advisors: Mrs. Mia Prewitt, Dr. Amber Hill, and Ms. Ayanna Grace
Beechcroft, Mil n, Lincoln, Northland
SLRC RESEARCH
STUDENT TEAM MEMBERS
Rhyana Eblin, Ava Kercher, Elena Evans, Brant Stockberger, and Riley Wheeler.
KIM GAREE
SLRC Research
Beechcroft, Miflin, Lincoln, Northland
District Team 4
Data
Research Question:
Why are students disengaged in the classroom, and What Changes Could Fix This Issue?
Scope of Work
This policy brief is based on surveys conducted with 60 students and 15 adults high school students across 4 school locations.
This policy brief is based on surveys conducted with 60 students and 15 adults high school students across 4 school locations. What We Found
Analysis & Results
•Students within the school environment either connect with their peers, further themselves, and build relations with teachers, or, rather, the opposite, building feuds and issues with their work.
• It is a direct relationship with students being more connected with teachers, and the school community.
• Teachers have to compete against phones for student attention.
•The school structure is outdated and needs a change.
• In the google form we asked questions like why are you/your students disengage
•
• •Recommendations?
Recommendations
•Phones should be put away
•Extra credit participation
•Unban chromebooks apps
•Group of student leaders
• Student lead learning
•Have fun/hands on class
OSU SLRC Year II Research Team
Bexley High School- Gabbie Theile, Sophia Nascimeuto
Buckeye Valley High School- William Allen, Charlie Bugdanovitch, Joshua Cox, Ella Sheets
Canal Winchester High School- Zainab Waseem, Alakee Badaru, Gabriella Sims, Kylen Martino, Ava Riddle
Columbus City Schools- Kaleese Vickers Ghee, Abigail Bempah, Apshana Biswa, Hosaena Araia, Karma Wangchuk, Keiadrianna Davie Dublin Jerome High School- Jhumi Ghosh, David Lee, Sophia Kim, Madelynn Cole, Angel Ezirim
Eastern High School- Colton Lloyd, Brayden Haught, Ethan Edwards
Eastland Career Center- Laurenda Deliotte, Durati Liban, Hassan Amin, Suman Adhikari, Bidhya Rijal, Jael Haynes-Lee, Ayvonne Olds Fairfield Career Center- Aissata Bah, Thilel Ba, Akosua Aboagye
Huntington Local High School- Kaitlin Hedrick, Alexis Wright , Paige “PB” Bode, Dejah Thomas, Carson McCloskey, Ella Patterson
Logan High School- Carter Maccabee, Jackson Mohler, Drew Perry, Kalli Straus
Northridge High School- Treven Angus, Brooke Romano, Lyla Stockberger, Taryn Eblin, Ben Aamodt
Olentangy Berlin High School- Raheed Zaman, Keertana Jayakanthan
Olentangy High School- Vahin Kakarla, Deepthisri Paruchuri
Olentangy Liberty High School- Michelle Huang, William Wang, Samadhi Liyanapathirana, Luke McFarlane, Minjoon Kim, Jerachand Senthiikumar
Olentangy Orange High School- Nikhil Bhimireddy
Reynoldsburg High School-Livingston Branch- Jasmine Floyd, Morgan Clements, Beverly Williams
Reynoldsburg High School-Summit Branch- Riley Albright, Kelon Broadus, Katherine Luginbuhl, Lord Ryan Juris Ramos, Dionne Scott, Yuna Som
St Charles Prepatory High School- Suprith Sudharshan, Konrad Gozon, Ashton Huffman, Calder DeDinor Whitehall-Yearling High School- Jayla Usher, Chelsea Monrohe Galdame, Daevon Brewer, Bisrat Alebachew
OSU SLRC Year III Research Team
Eastern High School- Cooper Barnett, Sidney Dillon, Danielle Epple, Gunner Gaddis, Kayla Sellers, Addison Well, Amari Harris Groveport Madison High School- Xzavier Carter, Olivia Gibbs, Ellie Riley, My’ana Yancey
Hamilton Township High School- Jeremiah Hicks, Robert Santmire
Logan High School- Frankie Carrell, Avery Dicken, Javen Gill
New Albany High School- Maya Chand, Jayden Pennyman, Emma Wintersteller, Anna Ryzenman
Reynoldsburg High School-Livingston Branch- Kennedie Oglesby Reynoldsburg High School-Summit Branch- Deepak Kharel, Rukeen Nepal, Braylon Jones, Alaina Towns, Senai Alem, Parker Bennett Whitehall-Yearling High School- Kamreen Giles, Saniya Desir, Zahra Alsuwaiket, Josuee Landin Morales
OSU SLRC Collaborative Leadership Speakers
Ms. Jordan Davis, CEO Smart Columbus
Mr. Butch Reynolds, Olympic Gold Medalist, Former World Record Holder
Mr. Clark Kellogg, CBS Sports, Former NBA, and OSU Basketball
Mr. Jim Cleamons, OSU, Los Angeles Lakers, Chicago Bulls, NBA Champion
Mr. Warren Moon, NFL/CFL Hall of Fame Quarterback/Founder Crescent Moon Foundation
Ms. Erin Gruwell, Movie & Top Ten Best Selling Book “The Freedom Writers”
Mr. Harvey Alston, National Student Leadership Speaker and Author of “Be The Best”
Ms. Glennon Sweeny, OSU Kirwan Institute for The Study of Race &Ethnicity
Mr. Kyle Strickland, OSU Kirwan Institute for The Study of Race & Ethnicity
Mr. Curt Moody, CEO Moody/Nolan Architecture
Ms. Karianne Strout, Senior General Manager, Lifetime Fitness
Mr. Perry Jefferies, President of Diamond Equity Advisors LLC
Ms. Kelly Snyder, Leadership Mentor
Ms. Ashley Paul, Content Contributor/Feminist Book Club
Mr. Gene Smith, Former Athletic Director The Ohio State University
Major General John C. Harris, The Ohio National Guard
OSU SLRC Collaborative Partners
Ohio State University – College of Education and Human Ecology
Cleveland State University Department of Urban Education
Coalition of Rural and Appalachian Schools (CORAS)
Educational Service Centers of Central, Southeast & Northeast Ohio
The Ohio State University College of Arts & Sciences
The Ohio National Guard
The Martha Holden Jennings Foundation
Columbus State Community College
Ohio High School Athletic Association
Phil Mallott Family Foundation
Moody Nolan Architecture
Jostens
U.S. Department of Education
McGraw Hill
Veregy Energy Services
P2i foundation and NYNE Global
State Farm Insurance
P. Randolph Financial Group
NYNE Global
Reese Realty Group
Veregy Energy LLC
KMB Academic Alliance LLC
Vision Realty
T-Mobile Education
Universal Studios Florida
OSU SLRC Student Leadership Research Collaborative Presentations
The Ohio State University Quantitative Methodologies Conference
State of Ohio ACT Conference
Coalition of Appalachian Schools Conference
META Solutions Conference
The Ohio State University, National Conference on Race, Diversity and Learning
Ohio School Boards Association (OSBA)
Educational Service Center of Southeast Ohio
Jostens Renaissance National Conference
Ohio High School Athletic Association (OHSAA)
Partnership for Leadership Conference
American Education Research Association (AERA) Global Conference
Advancing and Improving Principal Leadership (AIPL) State Conference
Ohio Workforce and Education State Committee
Student Leadership Research Collaborative Instructional Support Team
Dr. Keith M. Bell, the originator, director and facilitator of THE Ohio State Student Leadership Research Collaborative (OSU SLRC) and Director of Leadership Services for the Educational Service Center (ESC) of Northeast Ohio. Prior to joining the ESC, Dr. Bell served as Superintendent of the Euclid City School District. Currently, he works with Cleveland State University as an Instructional design leader for SchYPAR (School Based YPAR) and the University of Cincinnati as an Advancing Inclusive Principal Leadership Coach (AIPL Ohio).
Prior to that time, Dr. Bell was the Deputy Superintendent/Chief Academic Officer for Columbus City Schools. He also served as the Secondary Director/Academic Affairs and Principal at Westerville City Schools for Westerville City Schools. From 2000-2004, Dr. Bell was Principal of Groveport Madison Local Schools and from 1993-2000, he was Assistant Principal at Gahanna Jefferson Public School. He began his career in education as a marketing education high school teacher and basketball coach at South-Western City Schools.
Dr. Bell has been a presenter at national conferences including: the Council of Great City Schools, American Education Research Association Higher Education, AASA Superintendent’s Association, National Jostens Renaissance, and Ohio State University, Graduate School and College of Education and Human Ecology. Dr. Bell is a member of the American Education Research Association, (AASA) Superintendents Association. He has been inducted into four Halls of Fame–Woodward High School, Defiance College, Jump 25 Basketball and Jostens Renaissance.
Dr. Adam Voight is Director of the Center for Urban Education at Cleveland State University where he partners with urban schools, communities, and youth to create environments conducive to the learning and well-being of young people, particularly those affected by poverty and racism. Adam’s community-engaged research and action has been supported by organizations such as the U.S. Department of Education and Centers for Disease Control and Prevention. Adam has a Ph.D. in Community Psychology from Peabody College of Education and Human Development at Vanderbilt University.
Elizabeth Benninger is a postdoctoral research fellow for the Cleveland Alliance for Education Research (CAER) through the Center for Urban Education and a Psychology Instructor at Cleveland State University. Her research interests include the study of children’s well-being, health disparities, participatory research approaches, and community health promotion. Elizabeth additionally focuses on national and international collaborations with educational and governmental institutions and non-profit and nongovernmental organizations, which specifically focus on improving the well-being of children and families within communities experiencing high levels of poverty and violence. She obtained her doctoral degree in psychology from the University of the Western Cape in Cape Town, South Africa.
Harvey Alston has based his philosophy on being the Best and his book titled "Be the Best." He is the Coordinator for the Ohio High School Athletic Association-Student Leadership Conference (the Largest in the Country), serves on the advisory board to the National Federation of High Schools- NSLS, the Upper Valley Joint Vocational School. He is a contributing writer and photographer for the N2 Publishing Monthly Magazines, member of the National Speakers Association, and many civic boards, panels, and commissions.
Jon Saxton started his career as a teacher and coach in the Logan Elm Local School District in 1989. He taught social studies and coached basketball, golf, volleyball, and softball over the course of his 9-year teaching career. He earned his Masters Degree from Ohio University in 1996 and returned to OU in 1997 to pursue a second Masters in Educational Administration. In 1998 he answered a call to leadership and became assistant principal and transportation coordinator at Amanda-Clearcreek Local Schools. Saxton was promoted to High School Principal and during his tenure the Aces won back-to-back state championships in football,
Mr Saxton chairs the administrative board at his church and is the President of the Pickaway County Educational Service Center. Since retiring as a school superintendent Saxton has been employed as a Senior Sales Executive at Veregy since September 2018, has earned President’s Club status and has been a regional sales leader selling more than $50 million in energy savings projects to Ohio school districts
Xiaona Jin is a research assistant at the Center for Urban Education. She earned her Master of Arts in Linguistics and Applied Linguistics at Yangzhou University in China and is a fourth-year student the Urban Education doctoral program at Cleveland State University. Ms. Jin's research interests include school climate, Chinese language teaching and learning, online teaching and learning. She has worked in the education field in both China and the U.S. as a college Chinese instructor, international culture exchange program manager, and pre-K Chinese teacher Wendy Jovan manages the operations of the First Ring Student Leadership Institute. Her previous work in education was as the Project Manager for a virtual intervention program, and as a Special Education Supervisor and School Psychologist. Prior to that she worked in the business community as a Research Analyst. Wendy completed her Psy.S.in School Psychology at Cleveland State University.
Dr. Bill Wagner holds a Doctoral degree in Educational Leadership from Ashland University, a Master’s degree in Educational Administration from Ashland University and a Bachelor’s degree in Education from Ohio University. He was selected as the 2012 NAASP/ MetLife Ohio High School Principal of the Year, the 2015 Ohio Music Education Association Administrator of the Year, and is an adjunct professor for Baldwin Wallace University and Cleveland State University
Wendy Jovan manages the operations of the First Ring Student Leadership Institute. Her previous work in education was as the Project Manager for a virtual intervention program, and as a Special Education Supervisor and School Psychologist. Prior to that she worked in the business community as a Research Analyst. Wendy completed her Psy.S.in School Psychology at Cleveland State University.
Dr. Rosalinda Godinez is a postdoctoral research fellow at the Center for Urban Education at Cleveland State University. Her work centers on immigration, action research, and Chicana feminism, with a focus on how communities generate knowledge and advocate for change. She applies participatory and feminist methodologies to support Youth Participatory Action Research (YPAR) as a tool for educational and social transformation. Dr. Godinez earned her Ph.D. in social and cultural studies from the University of California, Berkeley.
Bexley (Bexley City)
Bexley Middle School
Buckeye Valley (Buckeye Valley)
Centerburg (Centerburg Schools)
Canal Winchester (Canal Winchester Local)
Hilliard City Schools
Buckeye Middle School
Independence (Columbus City)
Northland (Columbus City)
Beechcroft (Columbus City)
Eastmoor Academy (Columbus City)
West HS (Columbus City)
East HS (Columbus City)
Centennial (Columbus City)
Columbus Online Academy (Columbus City)
Downtown HS (Columbus City)
South (Columbus City)
Whetstone (Columbus City)
Africentric Early College (Columbus City)
Fort Hayes (Columbus City)
Briggs (Columbus City)
Columbus Alternative (CAHS - Columbus City)
Walnut Ridge (Columbus City)
Mifflin (Columbus City)
Dublin Jerome (Dublin City)
Eastern Local (Eastern Local Schools)
Eastland Career Center (Eastland-Fairfield)
Fairfield Career Center (Eastland -Fairfield)
Groveport Madison (Groveport Madison Local)
Hamilton Township (Hamilton Local)
Huntington Local (Huntington Local)
Logan (Logan Hocking Local)
Marietta (Marietta City)
Marion Franklin (Columbus City)
New Albany (New Albany Plain Local)
Northridge (Northridge Schools)
Olentangy (Olentangy Local)
Reynoldsburg (Reynoldsburg City)
St. Charles (Diocese of Columbus)
Trimble (Trimble Local)
Westerville North (Westerville City)
Whitehall (Whitehall City)
43 High Schools
23 School Districts
36 Teacher/Student Advisors
255 Student Participants (yr1 & 2 & 3)
281 Total Participants
Special Thanks
Dr. Tom Goodney, Superintendent, Educational Service Center of Central Ohio
Dr. David Harrison, Columbus State Community College
David Varda, Treasurer, Educational Service Center of Central Ohio
Matt Goodwin, Video, Media and Marketing, Educational Service Center of Central Ohio
Mohamed Elsayed - Educational Technology, Educational Service Center of Central Ohio
Stephanie Warner - Curriculum & Instruction, Educational Service Center of Central Ohio
Joe Weitz, Ellie Asher-Jones, Brenna Schoen, Communications Support, Educational Service Center of Central Ohio
Samantha Finkle, Educational Service Center of Central Ohio
Susan Cronin, Educational Service Center of Central Ohio
Dr. Dustin Miller, The Ohio State University, College of Education and Human Ecology
Dr. Donald Pope-Davis, The Ohio State University, Dean of the College of Education and Human Ecology
Glennon Sweeney, Kirwan Instititue for the Study of Race & Ethnicity
Dr. Nicole Luthy, The Ohio State University, Chief of Staff and Strategic Operations
Dr. Noel Arnold, The Ohio State University, Senior Associate Dean
Dr. Maurice Stevens, Associate Dean The Ohio State University, Department of Engagement & Outreach
Proposed OSU SLRC Session Dates 2024-25 2025
Session I- Wednesday, October 22nd
Session II- Tuesday, November 18th- Columbus Convention Center - Partnership with The Ohio School Boards Association (OSBA)
Session III- Thursday, December 18th
2026
Session IV- Thursday, January 26th
Session V- Thursday, February 19th
Session VI- March, TBA @ Cleveland State University
Session VII- Thursday, April 16th (Virtual Session)
Session VIII- Friday, May 15th Final Session/Capstone & Oral Presentations
“A Celebration of Learning”
The Ohio State Student Leadership Research
Collaborative May 13th, 2025
