GSLC Dissertations : New and Featured

Lesa Clark, Ph.D.  [C 21]  2025

Black Birth Work as Radical Praxis: A Hermeneutic Phenomenological Inquiry of Leadership Among Black Birth Workers

https://aura.antioch.edu/etds/1155/

 

 

 

From the abstract: 

“This hermeneutic phenomenological study explores the leadership experiences of Black birth workers (BBWs), revealing critical insights into leadership dynamics within maternal healthcare. Through a theoretical framework integrating African feminism, Black feminism, and anti-racist feminism, the research examines how BBWs conceptualize and enact leadership through embodied, relational, and liberatory approaches. This study addresses a significant gap in leadership literature, particularly regarding generational knowledge and practices of BBWs, which remain understudied despite their vital role in Black maternal healthcare. This study reveals distinct leadership perspectives and methodologies through in-depth interviews with eight BBWs and a detailed interpretive analysis. The findings contribute to a more nuanced understanding of leadership in complex maternal healthcare settings and broaden conventional leadership models by centering the voices and practices of historically marginalized Black birth worker leaders (BBWLs)."

From the AURA: Antioch University Repository and Archive Page

Dr. Lesa C. Clark is a scholar-practitioner skilled in organizational leadership. She focuses on integrating human-centered leadership and followership, interpersonal efficacy, and constructive systemic realignment. Through three decades of academic leadership, advocacy, research, and consulting, she has established methodological frameworks that advance organizational and community development. As the former Executive Director of the Office of Intercultural Relations at a public institution, Dr. Clark forged collaborative partnerships and spearheaded initiatives that fostered inclusive institutional excellence and social intelligence. Her leadership resulted in the development of innovative assessment frameworks to evaluate institutional effectiveness and sustainability.

Her scholarly research, anchored by a Ph.D. in Organizational Leadership and Change from Antioch University, explores the complex relationship between intersectional leadership theory, cultural humility frameworks, and systemic transformation. Through empirical research and theoretical analysis, her work advances understanding of how embodied, relational, and liberatory leadership practices influence organizational systems and human potential, effectively bridging theoretical constructs with practical applications.

Dr. Clark's current research pioneers leadership studies by centering previously overlooked leadership paradigms within Black birth work practices. This scholarship addresses a critical gap in literature by documenting strategic approaches that have mainly remained unexamined in conventional academic discourse, despite their substantial impact on Black maternal health outcomes. Her research demonstrates how these practitioners employ culturally congruent leadership practices, including embodied wisdom, relational practices, and liberatory action, which integrate generational knowledge, community empowerment, and systemic transformation.

Dr. Clark's consulting practice applies theoretical and practical frameworks for organizational development across multiple sectors. Her methodology integrates scholarly research with evidence-based strategies to enhance institutional effectiveness and leadership capacity. This synthesis of academic rigor and practical application has positioned her as a trusted consultant in organizational transformation, particularly cultivating effective, inclusive leadership practices that address contemporary organizational challenges, empower communities, and promote human agency.

Extensive professional certifications complement her academic credentials. Dr. Clark holds certification as a Cultural Intelligence (CQ®) Facilitator from the Cultural Intelligence Center and as a Qualified Intercultural Development Inventory (IDI, LLC) Administrator. She has obtained an Executive Certification in Diversity Coaching from the CoachDiversity Institute and a Diversity Management Certificate from the University of Houston. She is pursuing certification as a PQ Coach through the Positive Intelligence® program, focusing on organizational performance enhancement, engagement, well-being, and cultural resilience.

Dr. Clark's scholarship is enriched by global academic collaborations and personal affiliations throughout Europe, Northern Africa, and Turkey. This global perspective informs her research on the relationship between interpersonal effectiveness and organizational development, contributing to contemporary academic discourse on leadership theory and practice. Her work integrates universal leadership principles with regional knowledge systems, advancing theoretical understanding and practical applications in organizational leadership.

Read more about Dr. Lesa Clark and download this dissertation at https://aura.antioch.edu/etds/1155/

Alan Doty, Ph.D.  [Union Cohort]  2025

Unveiling the Layers: Exploring the Nuances of Student Organization Experiences for Enhanced Student Leadership Development

https://aura.antioch.edu/etds/1141/

 

 

 

From the abstract: 

“Previous studies on the topic of student organizations and clubs often focused on the broad involvement of students, overlooking the complex facets of their experiences within these clubs and organizations. This dissertation investigates the development of leadership capacity in community college students through their engagement in student clubs and organizations. Utilizing the Ready-Willing-Able (RWA) Keating, Rosch and Burgoon (2014) model as a guiding framework, this study explores the ways in which student leadership skills are shaped by various factors, including the size and diversity of the organization and individual behaviors. The research aims to fill a gap in existing literature, which predominantly focuses on four-year institutions. The study employs a mixed-method approach, integrating quantitative survey with a qualitative interview among students who attend a two-year community college. The research highlights the significant role of co-curricular activities in fostering leadership qualities that extend beyond the traditional academic coursework. The dissertation underscores the importance of longitudinal studies, deeper exploration of task behaviors, and consideration of different factors in enhancing understanding of leadership development within student organizations."

From the AURA: Antioch University Repository and Archive Page

Richard “Alan” Doty Jr. has over two decades of experience in higher education, Alan has dedicated his career to advancing student development through leadership education, community engagement, and meaningful co-curricular experiences. His work has centered on empowering students to find their voice, build confidence, and take on leadership roles that create lasting impact on their campuses and beyond.

Alan’s passion for leadership was sparked early in life through Scouting, where he developed a deep sense of service and responsibility that ultimately led him to earn the rank of Eagle Scout. This foundation of servant leadership has remained central to his personal and professional philosophy, guiding his efforts to inspire students to become changemakers within their communities.

Alan holds a B.A. in Political Science from Johnson State College, a Master of Education in Curriculum and Instruction from Northern Vermont University, and an Educational Specialist (Ed.S.) degree in Educational Counseling from the University of Nebraska. These academic experiences have equipped him with a broad understanding of student development, educational systems, and leadership theory, tools he uses daily to mentor and empower student leaders. Recently, Alan earned a Doctor of Philosophy in Leadership and Change from Antioch University.  

Throughout his collegiate experience, Alan was deeply involved in student clubs and organizations. That involvement was not just extracurricular; it was transformational. From student government to service initiatives, these experiences ignited his enduring commitment to student leadership and ultimately inspired the focus of his doctoral dissertation. His research explores how involvement in student organizations shapes students' leadership identity, motivation, and capacity.

Today, Alan continues to champion student voice and engagement as a vital part of the college experience. He believes leadership is not defined by position, but by action, growth, and impact. He remains passionate about helping students realize their full potential both inside and outside the classroom.

Read more about Dr. Alan Doty and download this dissertation at https://aura.antioch.edu/etds/1141/

Dee Nicholas, Ph.D.  [C 17]  2025

Design Thinking for Health Environments: Case Study Research on Innovation, Design Leadership, and Healthcare Complexity

https://aura.antioch.edu/etds/1124/

 

 

 

From the abstract: 

“As healthcare costs are skyrocketing, of the 6,093 hospitals in America, 53% will lose money in the current year (Coleman-Lochner, 2022). Design health innovation centers (DHICs) are formed in Europe and the United States to create efficiencies in healthcare related to budget challenges. DHICs exist in unique contexts both in America and Europe that are not yet well understood. These efforts are difficult to lead due to the lack of understanding of their worth and how their process is valuable to healthcare settings (Bhattacharyya et al., 2022). The specific problem examined here is that little is known about how DHIC leaders and teams create and sustain these centers, including how design and health team leaders work together and what resources encourage the success of DHICs (Romm & Vink, 2019). The purpose of this qualitative case study is to examine how ambidextrous leadership and growth play out in team and leader behaviors and experiences at one DHIC in Europe. The goal of this work is to contribute to an improved understanding for DHIC creation in the United States health system. Of particular interest to this study are leader behaviors that seem to directly link to areas in DHICs of innovation. These behaviors may be the key to understanding how leaders are innovating and staying successful across multiple silos and communities. While traditional metrics of success often focus on implementation, research into DHICs should examine the interrelationship between the creative and the practical, including how leaders create the right environments for teams to form and operate toward successful metrics and social impact (Dyrda, 2018; Hostetter et al., 2015)."

From the AURA: Antioch University Repository and Archive Page

D.S. Nicholas (Dee) established the Drexel Design Research for  Health (DRDR4Health) lab, an Umbrella Lab that houses interdisciplinary research and scholarship, in 2013. She is a tenured Associate Professor and the Founding Director of the MS Design Program and longtime coordinator of the Sustainability in the Built Environment Minor at Drexel University in Philadelphia. Dee holds a BARCH from Carnegie Mellon, an MFA from The University of the Arts, and a Social Science Ph.D. from Antioch University. Her work as a researcher, teacher, and colleague is primarily concerned with health-supportive and climate preparedness possibilities within our environments through evidence-based design, creative co-design, and community engaged practice. For 15+ years, she has deeply collaborated across health, science, technology, engineering, and math disciplinary bounds, and often is the design and community voice on these interdisciplinary teams.

Her current work focuses on aging in place including an evidence based measure co-created with community, The Mantua Creative Standard for Aging in Place (MCSAP). A tool used to retrofit spaces to support aging-in-place. She believes that connecting people to care, mitigating climate impacts and long term use of existing buildings are intrinsically linked. Her work springs from her formative experiences as a first gen. third culture kid and MENA woman. She has developed a process entitled “Insightful Design Thinking” (Nicholas, 2023) built through 20+ years of evidence based community social impact work. Her lab takes a culture of care-centered socially responsive approach to the research they undertake, and recently she exhibited and presented research works in Switzerland, Australia, Europe, the Midwest, and the East Coast.

Dee’s work has been both federally and foundation funded and is presented in National, and International, Journals including The Design Journal, Enquiry: The ARCC Journal for Architectural Research, IJDL, The Plan Journal, and ii Journal: international journal of interior architecture + spatial design. With 26 years of practice and Higher Ed. experience, including as a small business owner, Dee also co-holds two patents on a circular design product, and collaborates with researchers from Biology, Public Health, Epidemiology, Education, Chemistry, Computing, and Psychology on her work which also draws students from across the university and at all levels. Dee has collaborated with Second Story Collective, Penn Medicine, The Autism Institute, The Writers Room, Domestic Violence Centers of Chester County, The Alliance of Non-Profit Care Providers, Fabric Health, IMPACT Services, FAIMER, Penn Medicine, St Christophers, Second Story Collective, RHD, Agewell Collaboratory, and People’s Emergency Center.

Lab video about current work:

https://video214.com/play/H0XRg32lpZ7GhkMFTI1LYA/s/dark

 Website:

Drexel Design Research for Health Lab: https://designcare4health.com/

Drexel Lab Page: https://research.westphal.drexel.edu/ddr4health/

Social:

INSTA: @dsre_drexel  

LINKED IN:

https://www.linkedin.com/company/dlcs4health

https://www.linkedin.com/in/d-s-diana-nicholas-ncidq-aia-leed-ga-550a783/

Read more about Dr. Dee Nicholas and download this dissertation at https://aura.antioch.edu/etds/1124/

Dianne Dragon, Ph.D.  [Union Cohort]  2025

Innovating Chaplaincy Education: Integrating Nonreligious Spiritual Care Interventions to Serve a Diverse Patient Population

https://aura.antioch.edu/etds/1122/

 

 

 

From the abstract: 

“The transformation to the curriculum taught in chaplain training in Clinical Pastoral Education (CPE) will now address the spiritual needs of a more diverse, nonreligious, and interfaith population in the United States. Historically rooted in religious frameworks, CPE curricula are evolving to incorporate non-religious spiritual care interventions and promote research literacy among chaplains. This dissertation study uses descriptive analysis to present a study surveying CPE educators across over 300 U.S. based CPE centers to explore teaching practices and adaptation strategies. Findings reveal that integrating evidence-based methods and interdisciplinary collaboration is key to addressing inclusivity and professional competency in chaplaincy. By examining quantitative and qualitative data, this research emphasizes the need for adaptive and inclusive approaches to meet modern spiritual care demands."

From the AURA: Antioch University Repository and Archive Page

Dianne Dragon is the Staff Chaplain at the Veterans Home in Holyoke, Massachusetts.  Dianne’s research focuses on how chaplains are trained in CPE and the role of Professional Healthcare Chaplain on the IDT. Dianne was board certified as a Professional Healthcare Chaplain in 2021 by the Spiritual Care Association. A former AmeriCorps volunteer and CPE Resident, Dianne brings the dimension of spirituality to the interdisciplinary team.

Dianne earned her Ph.D. in Leadership and Change from Antioch University, and her M.A. in Health & Wellness and B.A. in Liberal Arts from Union Institute and University.

Dianne would like to formally acknowledge the dedicated staff members of Union Institute and University and Antioch University for their support throughout this “teach-out” program.

Read more about Dr. Dianne Dragon and download this dissertation at https://aura.antioch.edu/etds/1122/

Latrica Rich, Ph.D.  [Union Cohort]  2025

The Influence of a Northwestern School District's Equity and Inclusion Initiative on Classroom Teachers' Perceptions Using Culturally Responsive Practices: A Pilot Study of Selected Principles

https://aura.antioch.edu/etds/1121/

 

 

 

From the abstract: 

“Racial tensions are high in the United States of America in the 21st century, and hate crimes are on the rise due to political rhetoric and more frequent litigation. This situation challenges current approaches to diversity, equity, and inclusion, commonly known as (DEI). Although these tensions affect many societal areas, the public education system has seen particularly dramatic changes as the nation's diversity grows. This shift has invoked the first moves to adapt culturally relevant practices to promote inclusion and belonging in response to evolving classroom dynamics. This study examined some of the significant issues surrounding the implementation of cultural diversity programs in educational institutions and gave voice to classroom teachers through their perceptions of culturally responsive practices (CRP) in a Northwestern School District (NSD). As a pilot study, this research investigated teachers' attitudes and perceptions of two principles in Dr. Howard's framework, which is applied in NSD as a part of a district-wide equity initiative. The study surveyed 92 teachers and interviewed five teachers who completed district equity training. The findings demonstrated a positive shift in mental models and moderate use of the two CRPs selected for this study. The results supported perceptions of positive relationships, student engagement, and inclusion of all learners while using CRPs. Ultimately, the challenges with the variation in the depth of knowledge of the principles, limited time, a lack of effective strategies, and a reluctance to talk about issues concerning race impeded the success of the equity initiative. These findings underscore the critical need for ongoing, applied-focused training in teacher education to promote inclusive and effective teaching for all learners, advocating for a shift in policy and practice."

From the AURA: Antioch University Repository and Archive Page

Dr. Latrica Rich is a dedicated professional with a strong academic foundation in psychology and specialized training in Industrial/Organizational Psychology from Walden University. She holds foundational degrees from the State University of New York at Oswego and Niagara University, building a robust expertise in school psychology. Additionally, she has advanced certifications in NLP coaching, True Colors facilitation, and professional grant writing.

Continuing her educational journey, Dr. Rich earned her Ph.D. from Antioch University's Graduate School of Leadership and Change, with a focus on education. Her dissertation, "The Influence of a Northwestern School District’s Equity and Inclusion Initiative on Classroom Teachers’ Perceptions Using Culturally Responsive Practices: A Pilot Study of Selected Principles," employs a mixed-method design that underscores the importance of culturally responsive teaching informed by critical race theory and deficit thinking theory.

With over two decades of experience in educational psychology, Dr. Rich has held various roles in her profession and community. As a former school psychologist, she emphasized strength-based learning and positive mental health for students and staff across all grade levels. She is known for her leadership in professional development and social-emotional learning (SEL) reform. She organized multicultural events and co-advised the Black Student Union. In organizational development, Dr. Rich served as Chief Operating Officer at EITA Inc., focusing on program evaluation, organizational improvement, and grant writing for youth leadership programs. She also collaborated with the local Marshal’s office, utilizing True Colors seminars to enhance the workplace climate and promote acceptance of diversity.

Dr. Rich has applied her coaching expertise at a women’s shelter and worked with the sheriff’s office to improve lethality assessments for domestic disputes. As the education chair and youth advisor for her local NAACP, she helped abolish corporal punishment in the local schools and organized rallies against police violence. Her voice was respected throughout the community as an advocate for social justice as a co-host on the radio podcast “Out of Order.”

Dedicated to enhancing educational outcomes and promoting social justice through strategic psychological practices and innovative solutions, Dr. Rich is committed to lifelong learning and development.

Read more about Dr. Latrica Rich and download this dissertation at https://aura.antioch.edu/etds/1121/

Camille Rénée Pauline Tyson Jacobs, Ph.D.  [Union Cohort]  2025

Restorative Leadership: A Generative Exploration With Women School Leaders

https://aura.antioch.edu/etds/1120/

 

 

 

From the abstract: 

“As schools increasingly adopt restorative practices, a parallel shift in leadership is occurring, challenging traditional leadership models like servant and transformational leadership. While research has largely focused on student outcomes, there is a critical gap in understanding how restorative practices influence school principals’ leadership. Given their central role in sustaining and expanding restorative initiatives, this study aimed to address that gap by developing a definitional framework for restorative leadership, grounded in the experiences of women school leaders in grades 5 to 12. Using sensemaking theory, the research examined how leaders conceptualize and apply restorative values in practice. Key questions included how restorative leadership is understood, how it shapes leadership identity, and how it is enacted in practice. A mixed-methods design was employed, integrating survey data (N = 52) and semi-structured interviews (N = 12). Findings revealed that while 51.92% of participants recognized the term “restorative leadership,” many were already practicing it without labeling it as such. Restorative leadership emerged as a dynamic process of knowing, being, and doing, rooted in self-awareness, relational repair, participatory decision-making, and collective well-being. It challenges hierarchical paradigms and fosters inclusive school cultures, with the potential to disrupt inequitable systems, improve school climates, and promote leader well-being. Based on these findings, several key recommendations for action are proposed: establishing Restorative Leadership Intensives (RLIs) to deepen principals’ engagement with restorative practices, integrating restorative leadership into leadership development programs and professional certifications, advocating for gender-equitable leadership models that emphasize relational strengths, and embedding restorative practices into school policies to create inclusive cultures. These actions aim to advance restorative leadership and align it with the evolving needs of educational leaders and school communities, ultimately positioning restorative leadership as a powerful catalyst for social change. By challenging hierarchical models, restorative leadership calls on school leaders to embrace restorative values, reimagine leadership practices focused on collective well-being, and drive systemic transformation. Restorative leaderships’ transformative potential extends beyond schools, empowering leaders in all sectors to champion movements for equity, reform, and societal change."

From the AURA: Antioch University Repository and Archive Page

Rooted in a commitment to transforming educational leadership, Dr. Tyson Jacobs explores the intersection of restorative approaches and school leadership. Her research amplifies the voices of women school leaders, examining how they navigate the complexities of fostering accountability, care, and human connection in their schools. Through a generative exploration of restorative leadership, her work challenges hierarchical models, reimagining leadership as a relational and justice-centered practice.

With nearly two decades in education leadership, Dr. Tyson Jacobs has guided school leaders, district teams, and superintendents in integrating restorative approaches in urban school districts. A former school administrator, she understands firsthand the tensions and possibilities of leading restoratively within systems designed for compliance. As a 9/11 survivor, Dr. Tyson Jacobs views resilience not just as a leadership competency but as a way of life. Her work is dedicated to shifting mindsets, embedding restorative principles into leadership development, and cultivating communities that prioritize learning, healing, and collective responsibility.

Dr. Tyson Jacobs earned a PhD in Ethical and Creative Leadership from Antioch University’s Graduate School of Leadership and Change, further solidifying her commitment to fostering impactful change in individuals and organizations. She holds a Master’s in Education and School Administration from Cambridge College, a Master of Arts in Media Studies from Queens College, and a Bachelor of Arts in Radio and Television Production from SUNY New Paltz. Additionally, she has completed advanced studies in coaching, executive leadership, and restorative practices. Her lived experiences inform her belief that sustainable change begins with relationships and the courage to lead restoratively. As a “merchant of hope,” Dr. Tyson Jacobs remains dedicated to changing the world, one leader at a time.

Read more about Dr. Camille Tyson Jacobs and download this dissertation at https://aura.antioch.edu/etds/1120/

Alicia Wargo, Ph.D.  [C 20]  2025

Embracing The Both/And: Learning from the Lived Experiences of White Facilitators of Racial Equity Workshops

https://aura.antioch.edu/etds/1107/

 

 

 

From the abstract: 

“This study focuses on the lived experiences of seasoned White facilitators of racial equity workshops to understand how they navigate the complexity of occupying a White racial identity while working to challenge the belief systems of white supremacy ingrained in themselves and others. Through applying Critical Race Theory as a framework to grounded theory methodology, this study examined whiteness as a sensitizing concept in micro, meso, and macro levels of analysis, situating this dissertation in the theoretical exploration of the multifaceted and pervasive nature of whiteness. Much of the research on racial equity work examines White participants in nascent stages of engagement, concentrating on the external behavior and impact of White race talk during conversations about race and racism. Applying dimensional analysis to 18 in-depth interviews of White facilitators, whose experience in racial equity work ranged from 7 to over 30 years, this study identified two co-core, interrelated dimensions of engaging on a learning journey to embrace the both/and. In addition to these co-core dimensions, four primary dimensions depicting the phenomenon of whiteness emerged from the findings: colluding with whiteness, stirring whiteness, unraveling whiteness, and interrupting whiteness. Through analysis of these findings, this study presents four theoretical propositions and a theoretical model representing variations of the social processes White facilitators move through to interrupt whiteness in themselves and others. The methodological exploration used in this study provides an opportunity to explore the fullness of what it means to be White and engage in racial equity efforts, potentially contributing to the literature on utilizing grounded theory as a process to explore social justice efforts."

From the AURA: Antioch University Repository and Archive Page

Alicia Wargo began her racial equity journey seventeen years ago when she attended her first Undoing Racism Training facilitated by The People’s Institute for Survival and Beyond. The experience of this 5-day workshop created the space for Alicia to think deeply about the ways she, as a White woman, was complicit in upholding racist structures that perpetuated societal inequities for the students at the Bronx high school where she worked.

Since attending that pivotal workshop, Alicia has received training from the Center for Justice in Education, Morningside Center for Social Responsibility, and Pacific Educational Group to continue to understand her White racial identity and become a stronger advocate for social change. Alicia served as the Principal of DreamYard Preparatory High School for eleven years. During her tenure, DreamYard Prep was designated by the NYC Department of Education as a Respect for All School, serving as a model in New York City for the implementation of restorative practices and racial equity work.

As a former member of the Bronx District Equity Team, Alicia supported the design of professional development grounded in racial equity for school leaders in her district, serving as a facilitator of an affinity group for White school leaders in the Bronx. Alicia currently works as an educational consultant, school leadership coach, and racial equity facilitator in organizational contexts.

Alicia received her Ph.D. in Leadership and Change from Antioch University, an M. Ed from Bank Street College of Education, and an M.F.A from Rutgers University. She lives in Brooklyn, NY.

Alicia is passionate about supporting other White people on their respective journeys to unpack and understand their whiteness to embody the humility necessary to interrupt whiteness in themselves and others. She co-leads this work with an open heart, creating space for authentic connection, reflection, and opportunities to learn together.

Read more about Dr. Alicia Wargo and download this dissertation at https://aura.antioch.edu/etds/1107/

Kay Oliver, Ph.D.  [C 21]  2025

The Survival of an American Theater: An Intrinsic and Historical Case Study of the Success of Arena Stage

https://aura.antioch.edu/etds/1105/

 

 

 

From the abstract: 

“Arena Stage was founded in 1950 in Washington, DC, by Zelda Fichandler, Tom Fichandler, and Edward Mangum. Today, Arena Stage serves a diverse annual audience of more than 300,000 people. It is the largest theater company dedicated to American plays and playwrights in the country. This study presents a single intrinsic historical case study of Arena Stage to examine the internal organizational structure and leadership dynamics that guided the theater through seven decades of turbulent American history. Arena Stage has provided world-class programming while the nation was grappling with the Vietnam War (1950–1975), Brown v. Board of Education (1954), political assassinations (e.g., John F. Kennedy, Martin Luther King, and Robert Kennedy, 1963–1968), the World Trade Center terrorist attack (2001), the election of the first Black president (2008), subsequent elections bombarded with election deniers and acts of insurrection (2021), the impeachment trials of sitting presidents Bill Clinton (1998) and Donald Trump (2019 and 2021), and the global COVID-19 pandemic that closed all theaters from 2020 to 2023. That Arena Stage survived is not in question; this dissertation aims to determine how it survived while many theaters were forced to close. Assumptions about Arena Stage’s success include strong leadership, artistic vision, community involvement, physical expansion, and awards received. Perhaps a combination of these factors creates success. This study sought evidence of success factors, termed as touchpoints. Are some factors necessary, while others are not? The results can provide an argument for what works, depending on similar demographics. This is important when understanding theaters’ impact on social, political, cultural, and economic concerns. When nonprofit arts and culture organizations generate $151 billion annually in economic activity, it is worth noting how this happens."

From the AURA: Antioch University Repository and Archive Page

Kay Taylor Oliver is an educator and writer. Her experiences range from being a classroom teacher in Detroit Public Schools to serving as an associate superintendent of schools in Philadelphia and an associate professor of Educational Leadership and Policy Studies at Temple University. Kay has held the position of president of the Board of Directors for the George Washington Carver Museum in Phoenix, Arizona, and has been part of the National Advisory Boards for Michigan State University’s College of Education and “The Learning Classroom,” presented by Mort Crim Communications and Stanford University. She has also served as president of The Phoenix Chapter of the Links, Incorporated; is a Golden Life member of Delta Sigma Theta Sorority, Incorporated; a lifetime member of the NAACP; and is part of the African American Women’s Giving Circle, a philanthropic organization dedicated to providing grants to minority startup businesses. Kay is a Board Member of the Be Kind People Project, which aims to offer students comprehensive programming with a positive approach to social, emotional, and academic learning, and she is the Secretary of the Board of Trustees of The Arizona Theatre Company. Additionally, she is a founding member of the National Staff Development Council’s Coaching for Results. Kay is the author of Teacher Behavior in the Context of a Continuum of Teacher Improvement; Through Their Eyes: A Strategic Response to the National Achievement Gap; Princess Aisha and the Cave of Judgment; Princess Aisha and the Arrow of Truth; and Winter’s Love.

Read more about Dr. Kay Oliver and download this dissertation at https://aura.antioch.edu/etds/1105/

Emily Aiken, Ph.D.  [C 21]  2025

Experiences of Exemplary Supervisors Promoting Workplace Dignity Across Social Identity Differences

https://aura.antioch.edu/etds/1104/

 

 

 

From the abstract: 

“Imagine a workplace where supervisors centered the dignity of each unique individual and sought to honor each person in their wholeness. This type of work environment moves beyond a toxic culture to a space that fosters flourishing, growth, and inclusion. Given that supervisors play an integral role in the experiences of staff members, this study explored the experiences of supervisors in promoting workplace dignity across cultural differences within higher education. With a focus on relational practices and a positive framing, this research sought to develop a nuanced understanding of dignified leadership across social identity differences. Leveraging a constructivist grounded theory methodology, it explored how supervisors identified as exemplars by their direct reports fostered dignity in the workplace. Insights from this study contributed to a theory of workplace dignity that provided practical and ethical guidance for supervisors, highlighting the integral role of leadership in cultivating a positive organizational culture and sustaining flourishing employee relationships across social identity differences."

From the AURA: Antioch University Repository and Archive Page

Emily Aiken, PhD is a scholar-practitioner who finds hope in a future where dignity is honored at work. By exploring the relational dynamics of leadership, Emily’s research focuses on the role of supervisors in fostering dignity across social identity differences.

Emily’s academic and professional journey reflects her passion for bridging cultural divides and fostering meaningful connections to work towards building a bigger “we”. She has served in roles ranging from intercultural development and student support to team coaching, emphasizing the relational practices that promote dignity and belonging. Emily’s work has been shared through presentations and initiatives that highlight the transformative potential of dignified leadership in building stronger, more connected communities.

A former student-athlete and Peace Corps volunteer, Emily brings a global perspective to her work, informed by lived experiences in team dynamics, community engagement, and cross-cultural understanding. Her approach is rooted in the belief that leaders must move beyond intention to embody practices that honor the wholeness of their team members.

Emily earned her Ph.D. in Leadership and Change from Antioch University, an M.A. in College Student Development from Appalachian State University, and a B.A. in Economics from Kalamazoo College.

Read more about Dr. Emily Aiken and download this dissertation at https://aura.antioch.edu/etds/1104/

Buz Ecker, Ph.D.  [Union Cohort]  2025

A Mandate for Healing: A World War II Vet Meets a Vietnam Vet in the Screenplay, Chinook with an Essay on War Screenplay Research

https://aura.antioch.edu/etds/1103/

 

 

 

From the abstract: 

“Chinook is an original screenplay about a Vietnam vet with PTSD who meets a World War II vet in a VA Home, and the screenplay takes one afternoon to unfold. This dissertation explains how Chinook came to be, with all of the processes undertaken. It begins with an introduction about the characters in the screenplay and who these characters are based on. There are several books, movies, and articles contained in this section to make the characters, events, and flashbacks of what actually happened in World War II and Vietnam. The best resources were conversations with actual veterans from either war. While these veterans may not be quoted directly, and their specific wartime experience in combat is not used, a pattern of raw courage, being in horrific battles, killing the enemy, and reluctance to relive it all emerges. Lastly is a section on Screenplay Writing which contains information on the correct format a screenplay needs to be in for a director to consider it. The Methods of Working Creatively explains the roles of many people in the field of acting and how certain people were directly responsible in the process of writing and completing Chinook. It explores the success of networking as the only method which worked to get the screenplay in perfect format, theme, and focus. There are two sections on how Chinook is unique, and then what the plan is for the future of the screenplay. The next five sections come directly from the “Beat Sheet,” the term and definition arising from networking and finding the perfect person to assist with the writing and formatting of the play so that a director will consider it. The final section of the essay contains a comparison of Chinook with ten other war movies, with how Chinook uses some of the same techniques, and identifies other procedures which would help greatly if used in the filming of the screenplay. This section uses Cinéma Vérité as the basis for the comparisons of each war movie to Chinook and explores how a few of the movies do not use Cinéma Vérité. The final section of the dissertation is the original screenplay, Chinook."

From the AURA: Antioch University Repository and Archive Page

I am Buz Ecker from Cincinnati and a recent graduate from Antioch University with a Ph.D. I have taught at various Universities in Cincinnati, including the University of Cincinnati, and Xavier University. I teach Composition, Intermediate Composition, and Creative Writing. Several of my students have published creative works from my classes in literary magazines. I received my Bachelor’s Degree from Denison University and my Master’s Degree from Xavier University. I have been on thirty-three wilderness canoe trips in Ontario, Manitoba, and Saskatchewan. I have also umpired 40 baseball and softball games each spring for the last twenty-six years. I have been married to Kits for forty years, and we have three children and five grandchildren.

Read more about Dr. Buz Ecker and download this dissertation at https://aura.antioch.edu/etds/1103/

Kader Gumus, Ph.D.  [C 17]  2025

Journey to Well-Being: An Exploration of Thrivership Post-Domestic Violence

https://aura.antioch.edu/etds/1101/

 

 

 

From the abstract: 

“Domestic violence profoundly affects multiple facets of a survivor’s life. While most existing literature on survivorship addresses the immediate aftermath of domestic violence, this study delves into the extended process following the trauma of abuse to attain “thrivership,” a new concept in the scholarly and practice literature that emphasizes enduring well-being and flourishing. This dissertation examines the journeys from surviving to thriving for 13 women who transformed themselves and their lives to achieve well-being after traumatic domestic violence. Bronfenbrenner’s ecological systems theory was applied to examine the multiple layers of environmental influences on an individual’s development, including the micro, meso, and macro systems. This framework provides a tool for a comprehensive understanding of how factors interact within and between different levels of a survivor’s environment that can impact their journey towards thrivership. Employing a qualitative phenomenological approach with a novel analysis technique called exploratory situational thematic analysis, this study explored the essential, interconnected elements at the micro, meso, and macro levels that facilitated thriving for survivors of domestic violence. Incorporating Tedeschi’s concept of post-traumatic growth, the study emphasized the positive psychological changes that can occur as a result of struggling with and overcoming highly challenging life circumstances. This perspective on post-traumatic growth highlights the potential for survivors to develop new understandings of themselves, others, and the world around them, leading to a more prosperous and meaningful life. By investigating the process of becoming a thriver after experiencing domestic violence, this research underscores the pivotal role of post-traumatic growth and the long-term nature of the process in survivorship. The findings point to the need for comprehensive, trauma-informed, survivor-centered support systems that promote sustained well-being and empowerment. They also highlight the need for shifts in perspective by advocates, mental health practitioners, family and friends, and policymakers, as well as the public in general, on how surviving after domestic violence is seen and experienced to one that recognizes the potential for profound personal growth and transformation beyond mere survival. "

From the AURA: Antioch University Repository and Archive Page

Dr. Kader Gumus is an independent consultant with over a decade of experience providing IT consulting and leadership services in federal government contracting. Her expertise spans strategic planning, project/program management, knowledge management, and organizational change management. She has worked extensively with the Department of Homeland Security/Transportation Security Administration and the U.S. House of Representatives, supporting over 35 Members of Congress and their legislative staff during special elections and the transition of retiring Members. By integrating knowledge and change management practices, Dr. Gumus has delivered sustainable solutions that modernized operations and improved efficiency.

Dr. Gumus holds a Ph.D. in Leadership and Change from Antioch University, a Master of Science in Organization Development and Knowledge Management (ODKM) from George Mason University, and a Master of Arts in Leadership and Change from Antioch University. She also pursued advanced studies in European Policy at Oxford University in the United Kingdom.

A passionate public advocate for domestic violence survivors, Dr. Gumus has made significant contributions to community well-being and survivor-centered services in the Washington, D.C., metropolitan area. Since 2019, she has served as an appointed member of the Fairfax County Council to End Domestic Violence (CEDV) in Virginia and as an honorary council member with The Women’s Center, a nonprofit organization providing mental health support services in Virginia. As a frequent public speaker, she addresses critical topics such as domestic violence, trauma and recovery, post-traumatic growth, and women’s leadership, inspiring diverse audiences through her expertise and personal experiences.

Born and raised in Köln, Germany, Dr. Gumus is a proud first-generation American and is fluent in German, Turkish, French, Spanish, and English. She embraces her identity as a multicultural scholar-practitioner dedicated to fostering cross-cultural understanding and trauma-informed practices. She is also the proud mother of two children.

Read more about Dr. Kader Gumus and download this dissertation at https://aura.antioch.edu/etds/1101/

Byron R. Titus, Ph.D.  [Union Cohort]  2025

Adults Drug Court Model's Review: A Case Study

https://aura.antioch.edu/etds/1100/

 

 

 

From the abstract: 

“In 1989 Dade County, Florida, the so-called “War on Drugs” was in full swing. As a result, drug courts were created, acting as a diversion program for the many people subsequently caught up in this “war.” Since then, such “specialty courts” have proliferated across the planet. In some cases, local versions have been adopted to adjust to their unique population, culture, risk, and needs. This dissertation is a case study that reviews three Intensive Probation Supervision Programs (IPSP). These IPSPs identify a drug court in their state or country before it becomes a “certified drug court” (now more often referred to as a “recovery court”). In addition, the case study’s findings answer the question: How adequate is the drug court model to efficiently meet the current community’s needs, risks and challenges? During the past 34 years, drug courts have been challenged not only by demographic and socio-economical changes, but also by epidemics such as Human Immunodeficiency Virus (HIV) / acquired immunodeficiency syndrome (AIDS), crack, opioids and pandemics such as Corona virus (COVID-19), its multiple variants, and M-Pox (Monkeypox) to name a few."

From the AURA: Antioch University Repository and Archive Page

Byron R. Titus, born in Guatemala Central America is a social researcher from Massachusetts USA. Holds a Master of Management degree and a Professional Certifications on Organizational Development from Cambridge College, Cambridge MA. And a Professional Certification on Microelectronics and Semiconductor Science, from Northeastern University, Boston MA. Is Board Certified Human Service Practitioner by the Center for Credentialing and Education, Greensboro North Carolina. USA. Has received professional training from Harvard Medical School, Brown University, Northeastern University, Worcester Polytechnic Institute and other academic institutions. Byron R. Titus as has cofounded and led diversion programs such as The Webster Regional Resource (with Worcester County Sheriff’s Lewis Evangelidis), a Multidisciplinary evidence-based model, developed to assist individuals’ rehabilitation and community reintegration. Designed around the whole community’s participation and support, it Incorporates clinical and academic collaboration with local, State, and or Federal agencies.  Byron R. Titus has demonstrable international experience working with the adult incarcerated and transitional population. He lectures locally and internationally about Rehabilitation and Community reintegration methodology and its programs. Has received numerous distinctions: “Distinguished Bostonian” from the City of Boston, (Boston, MA. 2011), Premio Internacional “Eslabón de la Cadena de la Paz” (Talavera de la Reina, Castilla La Mancha, España 2021), “Croix de Honneur” -Silver, European Police (EUROPOL, Bruselas Bélgica, 2022), and other. Publishes regularly in gAZeta (an electronic Guatemalan magazine) and has published in ReVista Harvard Review of Latin America, Harvard University. 

Read more about Dr. Byron R. Titus and download this dissertation at https://aura.antioch.edu/etds/1100/