Dissertation Defense Announcements

Candidate Name: Rita Winborne
Title: BLOCKCHAIN AND THE TRANSFORMATION OF INEQUITABLE MARKETS
 April 03, 2023  10:00 AM
Location: Zoom Link
Abstract:

This research presents an initial theoretical framework for how underprivileged consumers – who make up most of the marketplace globally – may benefit from blockchain: a seminal paradigm shift that portends to radically transform marketing. Underprivileged consumers are disadvantaged relative to the overall marketplace and consequently, these consumers hold less favorable attitudes and trust perceptions in traditional financial institutions. The core value propositions of blockchain (trust, security, privacy, and disintermediation) may provide the best opportunities to date for the prosperity of underprivileged consumers. Given the lack of extant scholarship on the topic, the current work utilizes the indigenous theory development inductive realist methodology (Hunt 2020) to develop an initial theoretical framework and foundational premises regarding blockchain and underprivileged consumers. An empirical study will be conducted by administering open-ended survey questionnaires to immigrants from El Salvador residing in the United States. A textual analytics methodology will be used to analyze their responses from this disadvantaged population and identify themes from participant responses to support the foundational premises. The current work provides one of the earliest frameworks for administering blockchain as a foundation of prosperity for underprivileged consumers. The work answers a call to action for better marketing for a better world (Moorman 2021) and is a formative step toward solutions for underprivileged consumers.



Candidate Name: Susan Gann-Carroll
Title: Building a Computing Identity: The Role of Middle School Computer Science Courses in Igniting Student Interest to Consider a Career in Software Development
 March 14, 2023  10:30 AM
Location: Zoom
Abstract:

The purpose of this study was to understand whether students who took computer science courses in a prescribed sequence during middle school developed a strong enough computing identity to show an interest in continuing to take computing courses in high school and possibly pursue a career in software development. This study was quantitative and non-experimental. The participants consisted of 184 sixth through eighth grade students, across 15 middle schools enrolled in one of five computer science courses in a large urban district in the southeast region of the United States. The instrument used to analyze a student’s overall computing identity was a survey form that consisted of 11 statements, of which nine were slightly modified from the model research by Mahadeo et al. (2020). Two questions were added to investigate a student’s aspirations to take more software development in high school and their intention of pursuing a career in software development. All questions were answered on a five-point Likert-type scale. Six research questions were constructed for this study to compare computing identity development regarding courses, pathways, race, Title I status, and interest in coding beyond middle school. This study used descriptive statistics, F-test, and ANOVA to capture a broad understanding of the development of computing identity in middle school students who were taking computer science courses in a sequenced pathway. There were three findings: modification of the statements did not impact the overall structure of the tool, computer science pathways were not implemented with fidelity, and there was a strong likelihood students with a high computing identity would also have a high interest in taking more courses in high school and pursuing a career in software development.



Candidate Name: Ricky D. Dunlap
Title: AN ANALYSIS OF THE IMPACT OF THE INNER EXPLORER MINDFULNESS PROGRAM ON THE ACADEMIC GROWTH OF ELEMENTARY STUDENTS
 March 06, 2023  1:00 PM
Location: Zoom
Abstract:

Students experience many stressors that impact their academic achievement and overall well-being. Therefore, schools must explore methods to help students address stressors and to focus on academic learning. In the age of school accountability for academic growth and stagnant or shrinking budgets, schools must explore options that are fiscally possible and have a limited impact on school schedule. Mindfulness is a practice that claims to help students focus in on the learning environment at school in cost-effective and manageable ways.
The purpose of this quantitative study was to analyze the impact of participation in Inner Explorer, an audio-guided, online, mindfulness-based intervention on the academic growth of students. Specifically, the researcher aimed to examine the impact of Inner Explorer on elementary school students in traditional classrooms and to also analyze the impact on students with disabilities. The study consisted of 378 students in second through fifth grades across two schools. A split-plot analysis of variance was used to gauge the impact of Inner Explorer on academic growth for all students and to focus on students with disabilities. Findings suggest that student participation in the Inner Explorer program did not have a significant impact on academic growth. In addition, students with disabilities did not gain academically because of participation in the Inner Explorer program. While previous research suggested a positive relationship between mindfulness and students’ well-being, results of this study did not demonstrate a large-scale impact on academic growth. However, there were aspects within the data that can be attributed to participation in the Inner Explorer program. Further analysis of the impact of mindfulness on academic performance would require a more in-depth research approach spanning a longer timespan than that used in this study. In addition, the concept would best be researched using a larger sample to explore the impact on sub-groups of student populations.



Candidate Name: Tong Wu
Title: Exploration of Comparability Issues in Educational Research: Scale Linking, Equating, and Propensity Score Weighting
 March 14, 2023  2:00 PM
Location: Zoom
Abstract:

This three-article dissertation aims to address three methodological challenges to ensure comparability in educational research, including scale linking, test equating, and propensity score (PS) weighting. Under the item response theory (IRT), the first study aims to improve test scale comparability by evaluating the effect of six missing data handling approaches on scale linking accuracy when missing responses occur within common items. The second study aims to provide a new equating method to account for rater errors in rater-mediated assessments. Specifically, the performance of using an IRT observed-score equating method with a hierarchical rater model is investigated under various conditions as compared to a traditional IRT observed-score equating method. The third study examines the performance of six covariate balance diagnostics when using PS weighting method with multilevel data. Specifically, a set of simulated conditions is used to examine the ability of within-cluster and pooled absolute standardized bias, variance ratio, and percent bias reduction methods in identifying a correct PS model. In addition, the association between the balance statistics and the bias in treatment effect is explored. By advancing the methodology for addressing comparability issues, the dissertation intends to enhance the validity and improve the quality of educational research.



Candidate Name: Titus Lamont Hopper
Title: Motivational Factors Affecting Black Male Principals in Rural North Carolina
 March 08, 2023  12:00 PM
Location: Via Zoom
Abstract:

ABSTRACT
TITUS L. HOPPER. Motivational Factors Affecting Black Male Principals in Rural North Carolina. (Under the direction of DR. REBECCA SHORE)

Many Black educators and principals led the nation’s schools in the early-to-mid-1900’s, when American public education was racially segregated. Black male principals leading predominantly Black schools was commonplace before the United States Supreme Court’s decision in Brown v. Board of Education that ruled that the practice of separate was no longer equal. The number of Black male principals serving in North Carolina schools today is disproportionately low. Research on rural schools is scant and there is even less research about Black male principals leading these schools. This study focused on the motivational factors affecting Black male principals working in rural North Carolina school districts. The purpose of this basic, interpretive qualitative case-study was to explore the lived experiences of these principals. As part of this exploration, the researcher examined factors that motivated Black male principals to work in rural North Carolina counties. All five participants in the study expressed that they embraced their profession and work as a major component of their identity; four were native to their rural communities. They believed they had a moral obligation to serve as a mirror, a window, and an advocate for rural North Carolina students and prove that Black male principals were educational leaders and more than disciplinarians. Job dissatisfaction factors included the low expectations and deficit perceptions of schools and students from rural counties in North Carolina, as well as the inequitable distribution and access to human capital and resources. The researcher’s hope is that insight gained from this investigation would positively impact recruiting, mentoring, coaching of Black male principals, and aid in their retention not only in rural districts, but potentially all districts.



Candidate Name: Yolanda L. Blakeney
Title: Black Male Teachers' Perspectives and Experiences in North Carolina Secondary Public Schools
 March 08, 2023  10:00 AM
Location: Zoom
Abstract:

The purpose of this qualitative study was to examine the perceptions surrounding equity and access for seven Black male teachers in a North Carolina secondary public school district. The research focused on two components of the secondary public school setting experienced by the seven participants: social context and instructional leadership. For purposes of this study, the researcher defined social context as workplace interactions between participants and their administrators and teacher colleagues. Instructional leadership roles were defined and excluded athletic director, coach, dean of students and administrator in this study. Seven of the seven participants possessed overall feelings of acceptance by administrators and colleagues. However, six of the seven participants believed that administrators expected them to manage primarily Black male student behaviors. Also, three of the seven participants neither felt heard nor felt that their cultural identity was valued in the workplace. Organizational barriers challenged Black male teachers’ preparedness for instructional leadership, and some experienced obstacles accessing instructional leadership opportunities and as instructional leaders. This study concluded with recommendations for future research as well as potential ways to address equity and access issues presented. One recommendation included restructuring of the assignment of Black male teachers as mentors to Black male students to include a criteria-based selection process from a more racially diverse teacher pool. Whereas six of the seven participants became teachers through the alternative licensure pathway, a recommendation was also presented to address the inconsistent beginning teacher support for teachers entering the profession through the alternative licensure pathway.



Candidate Name: Cassie Bryson-Evans
Title: LEARNING FROM TESTIMONIOS ABOUT EQUITY IN EDUCATIONAL LEADERSHIP: EXPERIENCES OF LATINX PUBLIC SCHOOL ADMINISTRATORS IN NORTH CAROLINA
 March 14, 2023  1:00 PM
Location: Dr. Hart's Zoom link
Abstract:

The significance of this study was its ability to further inform district and state levels on the supports of the advancement and service of North Carolina’s Latinx educators in school leadership roles. More specifically, this study shed light on the barriers and supports faced by Latinx public school administrators in North Carolina during their professional advancement into school leadership and within their current leadership roles. The purpose of this qualitative study was to use an equity lens to explore the experiences/testimonios of Latinx administrators: their perceptions and experiences as public-school administrators in North Carolina. This study sought to explore the lived experiences of Latinx school administrators in North Carolina in order to foster understanding about the importance of racial and ethnic representation among teachers and school administrators for all students. A basic interpretative qualitative study, the researcher’s data sources for this study involved semi-structure, open-ended, one-on-one interviews with six Latinx North Carolina PK-12 public school administrators. Results of the study indicate that participants were supported by colleagues, partnership programs, mentoring, and networking as aspiring and practicing administrators. Results also indicated that participants faced a variety of biases, systemic racism, and lack of mentoring and networking opportunities both as aspiring and practicing administrators. Implications included the need for additional administrative supports, changes within hiring practices and school/district cultures, an increase in Latinx recruitment programs, and increased partnerships with higher education programs for Latinx educators.



Candidate Name: Steven Coty Smith
Title: ASPIRATIONS OF COMMUNITY COLLEGE ASSOCIATE OF APPLIED SCIENCE STUDENTS: A QUALITATIVE ANALYSIS WITH IMPLICATIONS FOR MEASURING OUTCOMES
 March 08, 2023  1:00 PM
Location: Zoom
Abstract:

This study used an in-depth qualitative multi-interview approach to explore the lived experience of associate in applied science (AAS) students at a community college in North Carolina. The purpose of this study was to explore the aspirations of community college students enrolled in career-focused AAS programs to understand their stated goals, the social forces that influence them, and how that data might serve as implications for measuring institutional outcomes using an approach informed by Seidman (2019). After completing a series of interviews with each participant, all data were transcribed and synthesized using a six-phase thematic analysis approach (Braun & Clarke, 2006, 2012). This research features four themes that emerged across their responses. The generated themes highlighted how social interactions, socioeconomic conditions, and labor market requirements affected students' aspirations. The findings provide insight into where students stated goals may or may not involve earning a credential and instances when their goals align or not with existing performance funding outcome metrics. Labor market requirements played a substantial role in whether students desired to earn a credential. Participants were highly motivated to use community college education to explore possible careers and establish social networks. Three conclusions were reached: (1) labor market demands highly influence AAS student aspirations; (2) aspirations fluctuated based on whether students saw AAS training as an apex or stepping-stone; (3) students possessed personalized layered goals that partially aligned with performance funding and outcome metrics.



Candidate Name: Alex Suptela
Title: Role of the DNA sensors cGAS and ZBP1 in DNA damage and viral infections in glia
 February 24, 2023  10:00 AM
Location: CHHS 159
Abstract:

Resident CNS cells, such as astrocytes and microglia, are known to produce critical immune mediators following CNS infection due to the recognition of pathogen and damage-associated molecular patterns by specialized pattern recognition receptors (PRRs). Recently, multiple intracellular PRRs, including cyclic GMP-AMP synthase (cGAS), interferon gamma-inducible 16 (IFI16), absent in melanoma 2 (AIM2), and Z-DNA binding protein 1 (ZBP1), have been identified as cytosolic DNA sensors and play critical roles in glial immune responses to infectious agents. Intriguingly, some nucleic acid sensors have recently been shown to recognize endogenous DNA resulting from DNA damage and subsequently trigger immune responses in peripheral cell types, however, in the CNS, our understanding of these responses are limited. In this dissertation, we describe the functionality of the DNA sensors ZBP1, with regards to herpes simplex virus type-1 (HSV-1) infection in murine astrocytes and microglia, and cGAS with regards to DNA damage in human microglia.



Candidate Name: Tumininu Mbanisi
Title: Proactive Topology Optimization and Service Restoration for Improved Distribution System Outage Management
 February 08, 2023  8:30 AM
Location: Virtual: https://charlotte-edu.zoom.us/j/91916323359
Abstract:

It is estimated that close to 90% of outages in the electric power grid originate in the distribution system. Although the use of advanced metering infrastructure has increased situational awareness in the distribution system, current approaches to outage management are often reactive and do not fully leverage insights from outage prediction models for the service restoration process. Hence, this work aims to provide a holistic strategy for combining outage prediction and service restoration in the outage management process. First, a detailed analysis of an outage dataset is conducted in order to gain insights into the frequency and duration of outages in a distribution system. Two machine learning techniques, random forest and gradient boosting, are used to rank outage features, including outage causes, climate descriptions, and failed equipment, to determine which outage features have the greatest impact on average outage duration in a distribution system. Following that, this dissertation proposes a proactive topology optimization and service restoration framework that leverages forecasts from outage prediction models to mitigate the impacts of predicted outages in the distribution system. The proposed framework is formulated as a mixed integer linear programming (MILP) problem with the objectives of minimizing the load lost prior to the outage and maximizing the restorable load when the outage occurs at the predicted locations. The MILP model was simulated using the Python Optimization Modeling Objects (Pyomo) package, an open-source tool, and solved using the CPLEX solver. Using modified versions of the IEEE 13-node and 123-node test feeders, the framework considers three optimization cases: single outage, multiple outage, and weighted multiple outage. In addition, a sensitivity analysis based on the weighted multiple outage case is presented in order to determine the optimal topology to operate in given a range of probabilities for the possible outage locations in the distribution system. Furthermore, the MILP model used in this work is validated by comparing its power flow results with those obtained from OpenDSS, an open-source simulation tool for electric power distribution systems. The results show that the MILP model provides a reasonable approximation of the nonlinear power flow model. Overall, this dissertation provides a method for improving situational awareness within the distribution system. Using the proposed approach, distribution system operators can determine what topology to operate in ahead of predicted outages, thereby reducing the loads left out of service.




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