Theses and dissertations

This collection includes both ASU Theses and Dissertations, submitted by graduate students, and the Barrett, Honors College theses submitted by undergraduate students. 

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Digital Content Strategy: Improving the Online Audience for a Disney College Club

Description
This project examines and builds a digital strategy for a college student-run organization, The Mouseketeers @ ASU, at Arizona State University. The strategy aimed to improve the club’s audience and engagement online and ultimately in person. The Mouseketeers @ ASU assists students with finding careers and connections within the Walt…

This project examines and builds a digital strategy for a college student-run organization, The Mouseketeers @ ASU, at Arizona State University. The strategy aimed to improve the club’s audience and engagement online and ultimately in person. The Mouseketeers @ ASU assists students with finding careers and connections within the Walt Disney Company while also bringing together students with similar interests. By identifying key interests of the target audience and combining this with numerous preferred social media techniques, the club will gain sources and participation through a new audience. Key components of this thesis are the creation of a new website and the use of three social media platforms. Because the internet is always changing, the analytics are taken from each of these platforms to always improve the overall strategy in order to reach the goal.
ContributorsMcdaniel, Caitlynn Belle (Co-author) / McDaniel, Caitlynn (Co-author) / Bonilla, Luis (Thesis director) / Turner, Brian (Committee member) / Walter Cronkite School of Journalism & Mass Comm (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
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The Effects of Goal Setting on Persistence, Resilience, Engagement, and Self-efficacy of Students Taking a Required Concert Band Class

Description
Concert band classes have been part of the schooling landscape in Canada and the United States since the early 1900’s. Nevertheless, the context in which concert band classes have been offered recently has undergone a dramatic change. Typically, concert band classes have been offered as an elective course in schools,…

Concert band classes have been part of the schooling landscape in Canada and the United States since the early 1900’s. Nevertheless, the context in which concert band classes have been offered recently has undergone a dramatic change. Typically, concert band classes have been offered as an elective course in schools, but more recently, concert band classes in some school settings have been required, especially at the beginning level. Because of the required band class context, it can no longer be assumed students in such band classes have the same music making goals exhibited by earlier generations of students. Persistence, resilience, engagement and musical self-efficacy have been affected when choice was no longer afforded. This study was conducted to examine how goal setting strategies influenced student persistence, resilience, engagement, and musical self-efficacy within a required beginning concert band class. Framed by Bandura’s Self-Efficacy Theory, Bronfenbrenner’s Ecological Systems Theory, and Tinto’s research on persistence, a goal setting intervention was devised and offered to students taking a required grade 6 beginning band classes at an independent school in Ontario. Using a concurrent mixed method framework, quantitative and qualitative data were collected. Results from the quantitative data indicated no changes in the outcome measures. By comparison, qualitative data indicated persistence, resilience, engagement, and musical self-efficacy were influenced when using the goal setting tools. From students’ perspectives, musical self-efficacy and personal self-efficacy were realized through grade attainment, music notation fluency, rhythmic accuracy goals established on students’ weekly goal charts, and goal setting mind maps. Persistence and resilience were influenced as students overcame physical challenges through scaffolding their practice efforts by creating individualized practice regimens. Engagement was influenced through the goal setting intervention as students set goals such as performing for others—be it peers, family, or their teachers. In terms of future research and practice, cycles of action research would include expanding the goal setting intervention to include creating differentiated music making experiences alongside the traditional concert band genre, based upon principles drawn from a community music making contexts—specifically those involving collaborative music making like those experienced in Samba band ensembles. Recommendations for such experiences were shared.
ContributorsMantie, Angela (Author) / Buss, Ray (Thesis advisor) / Schmidt, Margaret (Committee member) / Brewer, Wesley (Committee member) / Arizona State University (Publisher)
Created2019