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The mental health of ASU students has been negatively affected by the pandemic. Our research looks to prove that COVID-19 has caused an increase in stress levels while uncovering other relationships to stress. We obtained our data by conducting a survey through Google Forms that was exclusively accessible to ASU

The mental health of ASU students has been negatively affected by the pandemic. Our research looks to prove that COVID-19 has caused an increase in stress levels while uncovering other relationships to stress. We obtained our data by conducting a survey through Google Forms that was exclusively accessible to ASU students. Stress levels were measured with the use of the Perceived Stress Scale (PSS). We find that the stress of ASU students from before the pandemic to during rises from 15 to 22 points, a 50% increase (n = 228). We discovered that women are more stressed than men before and during the pandemic. We also discovered that there is no difference between stresses among different races. We notice that there is a parabolic relationship between enrollment time and stress levels with the peak occurring during semesters 2-6. We also conclude that students who attended more than 5 events during the pandemic had lower stress scores, and those who had their videos on for at least 3 events had lower stress scores. Furthermore, students who utilized campus resources to manage their stress had higher stress levels than those who did not.

ContributorsRana, Mannat (Co-author) / Levine, Benjamin (Co-author) / Martin, Thomas (Thesis director) / Rendell, Dawn (Committee member) / College of Integrative Sciences and Arts (Contributor) / Engineering Programs (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
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Description

The mental health of ASU students has been negatively affected by the pandemic. Our research looks to prove that COVID-19 has caused an increase in stress levels while uncovering other relationships to stress. We obtained our data by conducting a survey through Google Forms that was exclusively accessible to ASU

The mental health of ASU students has been negatively affected by the pandemic. Our research looks to prove that COVID-19 has caused an increase in stress levels while uncovering other relationships to stress. We obtained our data by conducting a survey through Google Forms that was exclusively accessible to ASU students. Stress levels were measured with the use of the Perceived Stress Scale (PSS). We find that the stress of ASU students from before the pandemic to during rises from 15 to 22 points, a 50% increase (n = 228). We discovered that women are more stressed than men before and during the pandemic. We also discovered that there is no difference between stresses among different races. We notice that there is a parabolic relationship between enrollment time and stress levels with the peak occurring during semesters 2-6. We also conclude that students who attended more than 5 events during the pandemic had lower stress scores, and those who had their videos on for at least 3 events had lower stress scores. Furthermore, students who utilized campus resources to manage their stress had higher stress levels than those who did not.

ContributorsRana, Mannat (Co-author) / Levine, Benjamin (Co-author) / Martin, Thomas (Thesis director) / Rendell, Dawn (Committee member) / College of Integrative Sciences and Arts (Contributor) / Engineering Programs (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
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Description

The mental health of ASU students has been negatively affected by the pandemic. Our research looks to prove that COVID-19 has caused an increase in stress levels while uncovering other relationships to stress. We obtained our data by conducting a survey through Google Forms that was exclusively accessible to ASU

The mental health of ASU students has been negatively affected by the pandemic. Our research looks to prove that COVID-19 has caused an increase in stress levels while uncovering other relationships to stress. We obtained our data by conducting a survey through Google Forms that was exclusively accessible to ASU students. Stress levels were measured with the use of the Perceived Stress Scale (PSS). We find that the stress of ASU students from before the pandemic to during rises from 15 to 22 points, a 50% increase (n = 228). We discovered that women are more stressed than men before and during the pandemic. We also discovered that there is no difference between stresses among different races. We notice that there is a parabolic relationship between enrollment time and stress levels with the peak occurring during semesters 2-6. We also conclude that students who attended more than 5 events during the pandemic had lower stress scores, and those who had their videos on for at least 3 events had lower stress scores. Furthermore, students who utilized campus resources to manage their stress had higher stress levels than those who did not.

ContributorsLevine, Benjamin (Co-author) / Rana, Mannat (Co-author) / Martin, Thomas (Thesis director) / Rendell, Dawn (Committee member) / College of Integrative Sciences and Arts (Contributor) / Engineering Programs (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
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Description
Parents in STEM careers are more apt to guide their kids towards STEM careers (Sherburne-Michigan, 2017). There are STEM programs and classes for students who are interested in related fields, but the conundrum is that students need to be interested in order to choose to participate. The goal of this

Parents in STEM careers are more apt to guide their kids towards STEM careers (Sherburne-Michigan, 2017). There are STEM programs and classes for students who are interested in related fields, but the conundrum is that students need to be interested in order to choose to participate. The goal of this creative project was to introduce engineering concepts in a high school class to reveal and investigate the ways in which engineering concepts can be successfully introduced to a larger student populace to increase interest in engineering programs, courses, and degrees. A lesson plan and corresponding materials - including circuit kits and a simulated ball launching station with graphical display - were made to accomplish this goal. Throughout the lesson students were asked to (1) use given materials to accomplish a goal, (2) predict outcomes based on conceptual understanding and mathematical calculations, (3) test predictions, (4) record data, and (5) analyze data to generate results. The students first created a simple circuit to understand the circuit components and learn general electrical engineering concepts. A simple light dimmer circuit let students demonstrate understanding of electrical concepts (e.g., voltage, current resistance) before using the circuit to a simulated motor in order to launch a ball. The students were then asked to predict the time and height of a ball launched with various settings of their control circuit. The students were able to test their theories with the simulated launcher test set up shown in Figure 25 and collect data to create a parabolic height versus time graph. Based on the measured graph, the students were able to record their results and compare calculated values to real-world measured values. The results of the study suggest ways to introduce students to engineering while developing hands-on concept modeling of projectile motion and circuit design in math classrooms. Additionally, this lesson identifies a rich topic for teachers and STEM education researchers to explore lesson plans with interdisciplinary connections to engineering. This report will include the inspiration for the product, related work, iterative design process, and the final design. This information will be followed by user feedback, a project reflection, and lessons learned. The report will conclude with a summary and a discussion of future work.
ContributorsBurgess, Kylee Rae (Author) / Jordan, Shawn (Thesis director) / Sohoni, Sohum (Committee member) / Kinach, Barbara (Committee member) / Engineering Programs (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Engineering, and more specifically, electrical engineering can be a difficult topic to explain through spoken communication. Along with taking years of education to learn and understand necessary topics, the field is riddled with jargon and items that may take lectures to explain. However, this type of education may not be

Engineering, and more specifically, electrical engineering can be a difficult topic to explain through spoken communication. Along with taking years of education to learn and understand necessary topics, the field is riddled with jargon and items that may take lectures to explain. However, this type of education may not be feasible for a younger or inexperienced audience. Therefore, engineers must find new ways to explain such difficult topics, especially in an attempt to garner interest in children, for example, through art.
ContributorsHedges, Madison (Author) / Aukes, Daniel (Thesis director) / Weeks, Eric (Committee member) / Barrett, The Honors College (Contributor) / Engineering Programs (Contributor) / School of Earth and Space Exploration (Contributor)
Created2023-12