ASU Electronic Theses and Dissertations
This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.
In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.
Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.
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- All Subjects: pedagogy
- Creators: Balling Jr, Robert C
- Creators: Brown, Andrea
Description
The impact of peer-leadership programs on undergraduate students has been studied since the inception of higher education. Programs such as peer-mentoring, peer-counseling, and peer-advising are regularly used within the college environment as there are proven benefits to both student leaders and mentees. However, there is limited content on students who plan to pursue higher education careers and experiential programs that prepare them for the field. Thus, this action research study is designed to examine the influence of a peer-advising program on participants who have identified their interest in various careers in the college setting. Employing a mixed-method approach to inquiry, the study connects Kolb’s (2005) Experiential Learning theory, and Chickering’s (1964) Vectors of Student Development to a hands-on learning experience designed to improve participants’ competency and clarity in their potential career choice. This study was conducted with the purpose of illustrating the role of experiential learning opportunities in higher education, particularly with a unique focus on undergraduate students desiring careers in the higher education field.
Four senior students were positioned as peer-advisors assisting fellow students with academic related matters over one semester as a means of gaining competency and clarity in their pathway toward working in higher education. The results of the study indicate that peer-advising participants attributed program participation to increased career competency and clarity. There were also 64 student-advisee participants who found the program to be beneficial to their overall advising needs, as well as one professional advisor who found the program to be effective in decreasing her advising load during the study. The results of this study align with outcomes of pinnacle research and scholarship on experiential learning, and support the growing acknowledgment of the importance of applied learning experiences in higher education.
Four senior students were positioned as peer-advisors assisting fellow students with academic related matters over one semester as a means of gaining competency and clarity in their pathway toward working in higher education. The results of the study indicate that peer-advising participants attributed program participation to increased career competency and clarity. There were also 64 student-advisee participants who found the program to be beneficial to their overall advising needs, as well as one professional advisor who found the program to be effective in decreasing her advising load during the study. The results of this study align with outcomes of pinnacle research and scholarship on experiential learning, and support the growing acknowledgment of the importance of applied learning experiences in higher education.
ContributorsHutchinson, Anika L (Author) / Caterino, Linda C (Thesis advisor) / Brown, Andrea (Committee member) / Sullivan, Linda (Committee member) / Arizona State University (Publisher)
Created2017
Description
The southwestern United States is an ecologically, climatologically, and topographically diverse geographical region. As a result, it has been difficult to develop accurate assessments and instructional pedagogy for defining and demonstrating climate sensitivity and change at a more local level. To address this problem, this dissertation is divided into two distinct sections involving climate data collection/analysis and geography education using interactive geovisualization video games (iGEOs). The first two papers analyze new climate observations in Joshua Tree National Park. The first paper examines the variability in accuracy of climate reanalysis and interpolation methods compared to field observations in Joshua Tree National Park and the Tucson Metropolitan Area. This study found that other than PRISM interpolation data, reanalysis techniques performed better in a region with a more extensive climate network. The second paper developed a climate regionalization zone separating the Mojave and Sonoran Deserts within Joshua Tree National Park using principal component analysis. This study used monthly temperature and precipitation observations, as well as seasonal climate trends. The final two papers describe and analyze the implementation of virtual interactive geovisualization video games (iGEOs) used to instruct geographical concepts in an introductory physical geography course at Arizona State University. The first paper examines the preliminary implementation of an iGEO in the San Francisco Peaks of northern Arizona, identifying student support for the games, but with caveats related to the technical shortcomings of the game design, and noticeable differences based on academic major. The second paper examines the changing experiences and challenges encountered by both students and instructors in an iGEO centered introductory geography course during the COVID-19 pandemic. This study found that, while students were impacted by the pandemic, all student groups had sufficient extensive and intensive learning materials to ensure a positive and successful lab experience. Overall, the significance of these four papers demonstrates that new applications of climate observations and geography pedagogy can effectively describe local climate sensitivity and instruct geographic concepts in the mountainous Southwest.
ContributorsHeintzman, Ryan Joseph (Author) / Cerveny, Randall S (Thesis advisor) / Dorn, Ronald I (Thesis advisor) / Balling Jr, Robert C (Committee member) / Selover, Nancy (Committee member) / Arizona State University (Publisher)
Created2021