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Description
The nonprofit sector has experienced exponential growth in recent decades, thus creating a separate industry for nonprofits—an industry that requires education and training to run efficiently and successfully. As a result, Nonprofit Management Education (NME) at both graduate and undergraduate levels has steadily increased in number and demand. Recent changes in the political climate and changes in the government funding present new challenges to nonprofit professionals, thus enhancing the value of specific NME to prepare professionals for these challenges. To leverage NME and ensure that students are adequately prepared for these challenges, it is important to design curriculum that addresses the needs of the growing nonprofit industry. The Nonprofit Academic Center of Councils is the creator of the NACC Curricular Guidelines, which are currently used as a model all NME curricula should emulate. This study utilizes Arizona State University (ASU) to compare its current curriculum model to the NACC Curricular Guidelines, as well as the current challenges facing the nonprofit sector. In so doing, this study will provide an in-depth overview of NME at ASU through 1) focus groups of nonprofit leaders; 2) survey data from former students; and 3) curriculum mapping.
The comprehensive results indicated areas of opportunity for both ASU and the NACC Curricular Guidelines. According to the feedback of students, nonprofit professionals, and the current state of the ASU curriculum, ASU may wish to increase emphasis on Financial Management, Managing Staff and Volunteers, Assessment, Evaluation, and Decision Making, and Leading and Managing Nonprofit Organizations. After considering feedback from nonprofit professionals, NACC may consider amending some new competencies that reflect an emphasis on collective impact, cross sector leadership, or relationship building and the use of technology for nonprofit impact. The research team recommends accomplishing these changes through enhancing pedagogy by including case studies and an integrated curriculum into the ASU NME program. by applying the suggested changes to both the ASU curriculum and the NACC guidelines, this research prepares both ASU and NACC towards the process of accreditation and formalizing the NLM degree on a national level.
The comprehensive results indicated areas of opportunity for both ASU and the NACC Curricular Guidelines. According to the feedback of students, nonprofit professionals, and the current state of the ASU curriculum, ASU may wish to increase emphasis on Financial Management, Managing Staff and Volunteers, Assessment, Evaluation, and Decision Making, and Leading and Managing Nonprofit Organizations. After considering feedback from nonprofit professionals, NACC may consider amending some new competencies that reflect an emphasis on collective impact, cross sector leadership, or relationship building and the use of technology for nonprofit impact. The research team recommends accomplishing these changes through enhancing pedagogy by including case studies and an integrated curriculum into the ASU NME program. by applying the suggested changes to both the ASU curriculum and the NACC guidelines, this research prepares both ASU and NACC towards the process of accreditation and formalizing the NLM degree on a national level.
ContributorsFindlay, Molly Rebecca (Author) / Legg, Eric (Thesis director) / Ashcraft, Robert (Committee member) / Department of Information Systems (Contributor) / School of Community Resources and Development (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
Description
This thesis, entitled "A Community Perspective on Alcohol Education," was conducted over a ten month period during the Spring 2014 and Fall 2014 semesters, composed by Christopher Stuller and Nicholas Schmitzer. The research involved interviewing twelve professionals from Arizona State University and the City of Tempe to gather a holistic view on alcohol education and alcohol safety as it involves the students at ASU. Upon completion of the interviews, recommendations were made regarding areas of improvement for alcohol education and alcohol safety at Arizona State University. These recommendations range from creating a mandatory alcohol education class to passing a Guardian Angel Law to creating a national network of alcohol education best practices. Through this thesis, the authors hope to prevent future alcohol related injuries, deaths, and tragedies. For the final display of this thesis a website was created. For the ease of reading, all information has been presented in text format.
ContributorsSchmitzer, Nicholas (Co-author) / Stuller, Christopher (Co-author) / Koretz, Lora (Thesis director) / Scott Lynch, Jacquelyn (Committee member) / Barrett, The Honors College (Contributor) / Department of Information Systems (Contributor) / School of Accountancy (Contributor) / Department of Supply Chain Management (Contributor)
Created2014-12
Description
This research looks at a group of students from Tumaini Children's Home in Nyeri, Kenya. The purpose of this paper is to explore why this particular group of students is so academically successful. Quantitative research was taken from the average 2013 test scores of Tumaini students who took the Kenyan Certificate of Primary Education (KCPE) exam in comparison to the scores of students who are not residing in the orphanage. Qualitative research involves interviews from those students who live in Tumaini and interviews from adults who are closely connected to the orphanage. The purpose is to understand why the students are performing so well academically and what support they have created for themselves that allows them to do so.
ContributorsTooker, Amy Elizabeth (Author) / Puckett, Kathleen (Thesis director) / Cocchiarella, Martha (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor)
Created2014-12
Description
There is still a major underrepresentation of females in STEM fields, with many girls beginning to lose interest as early as middle school. This is due to a variety of factors including lack of role models, stereotypes, ineffective teaching methods, and peer influence. A popular way to increase female interest is through day camps and other programs where girls complete a variety of activities related to science and engineering. These activities are usually designed around problem-based learning, a student-lead approach to teaching that requires students to work collaboratively and use background knowledge to solve some sort of given problem. In this project, a day camp for middle school girls was created and implemented to increase student interest in STEM through three problem-based learning activities. By analyzing survey data, it was concluded that the camp was successful in increasing interest and changing participants' attitudes towards science. This approach to learning could be applied to other subject areas, including mathematics, to increase the interest of both male and female students at the secondary level.
ContributorsVitale, Nathalie Maria (Author) / Walters, Molina (Thesis director) / Oliver, Jill (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
This piece aims to discuss the roles of emerging geographies within the context of global supply chains, approaching the conversation with a "systems" view, emphasizing three key facets essential to a holistic and interdisciplinary environmental analysis: -The Implications of Governmental & Economic Activities -Supply Chain Enablement Activities, Risk Mitigation in Emerging Nations -Implications Regarding Sustainability, Corporate Social Responsibility In the appreciation of the interdisciplinary implications that stem from participation in global supply networks, supply chain professionals can position their firms for continued success in the proactive construction of robust and resilient supply chains. Across industries, how will supply networks in emerging geographies continue to evolve? Appreciating the inherent nuances related to the political and economic climate of a region, the extent to which enablement activities must occur, and sustainability/CSR tie-ins will be key to acquire this understanding. This deliverable aims to leverage the work of philosophers, researchers and business personnel as these questions are explored. The author will also introduce a novel method of teaching (IMRS) in the undergraduate business classroom that challenges the students to integrate their prior experiences both in the classroom and in the business world as they learn to craft locally relevant solutions to solve complex global problems.
ContributorsVaney, Rachel Lee (Author) / Maltz, Arnold (Thesis director) / Kellso, James (Committee member) / Barrett, The Honors College (Contributor) / Department of Supply Chain Management (Contributor) / Department of Information Systems (Contributor)
Created2015-05
Description
The specific focus of the curriculum guide is to encourage inquiry and exploration of sustainability with middle school students. Children need to be explicitly taught how to analyze findings, how to work together, and teachers need to begin to lay the foundation of finding ideal solutions that best serve all people. The sooner that we introduce our students to these concepts in conjunction with science concepts the better prepared they will be to face the upcoming challenges and the better developed their scientific literacy.
ContributorsSibley, Amanda Marie (Author) / Walters, Molina (Thesis director) / Oliver, Jill (Committee member) / Kurz, Terri (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor)
Created2014-05
Description
Experiential learning is the process of gaining new information by participating in some sort of experience. One way this can occur inside the classroom, as in the inquiry model or problem-based learning. It can also occur outside of the classroom, as in outdoor education or field trips. Recently, virtual experiential learning opportunities have surfaced, including virtual field trips, experiments, and manipulatives. This project aims to define experiential learning, including examples in every context. Then, it describes current elementary school teachers' perceptions of experiential learning via survey results. The final product also includes an Appendix which is made up of experiential learning lesson plans for each context.
ContributorsMccoy, Maddilyn (Author) / Walters, Molina (Thesis director) / Oliver, Jill (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor)
Created2013-12
DescriptionThis project largely focuses on the Latino population and how Hispanic parents should become more involved with their student's education in order to have them prosper in today's society.
ContributorsSanchez Ruiz, Dorian Nazaret (Author) / Walters, Molina (Thesis director) / Oliver, Jill (Committee member) / Barrett, The Honors College (Contributor) / School of Politics and Global Studies (Contributor) / School of International Letters and Cultures (Contributor)
Created2014-05
Description
This paper explores factors to study why the number of students in STEM are not as high as they could be. Based on both Veda and Soumya's personal experiences, factors were chosen to understand their impact on whether a high school student would choose a STEM major in their college of choice, which could lead them to having a career in STEM. The factors explored will be location, grade level, school, parent/guardian involvement, teacher involvement, media influences, and personal interest. Data was collected through surveys sent to both high school and college students. The high school data came solely from schools in the Phoenix area, whereas college students' data came from across the world. These surveys contained questions regarding all of the above factors and were crafted so that we could gain further insight into each factor without producing bias. Each factor had at least one personal experience by either Veda or Soumya. Many of the survey responses gave insight to how and why a student would decide to pursue STEM or why they did pursue STEM. The main implications derived from the study are the following: the importance of a good support network, active parent/guardian and teacher involvement, and specifically active science teacher involvement. Data from both college and high school students showed that students highly valued a science teacher. One recommendation from this thesis is to provide a training for teachers to learn about how to connect concepts they teach to real-world applications. This can be administered through the district so that they may bring in anyone they feel is qualified to teach such topics such as industry professionals or teachers who specialize in teaching STEM. The last recommendation is for parents to participate in a workshop that will inform them of how to be more involved/engaged with their student.
ContributorsPushpraj, Soumya (Co-author) / Inamdar, Veda (Co-author) / Scott, Kimberly (Thesis director) / EscontrÃÂas, Gabriel (Committee member) / Department of Information Systems (Contributor) / Harrington Bioengineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
This thesis is explaining the background, methods, discussions, and future work of developing a low-budget, variable-length, Arduino-based robotics unit for a 5th-7th grade classroom. The main motivation for the Thesis came from self-motivation and a lack of K-12th grade teachers’ teaching robotics. The end goal of the Thesis would be to teach primary school teachers how to teach robotics in the hopes that it would be taught in their classrooms. There have been many similar robotics or Arduino-based curricula that do not fit the preferred requirement for this thesis but do provide some level of guidance for future development. The method of the Thesis came in four main phases: 1) setup, 2) pre-unit phase, 3) unit phase, and 4) post unit phase. The setup focused primarily on making a timeline and researching what had already been done. The pre-unit phase focused primarily on the development of a new lesson plan along with a new robot design. The unit phase was primarily focused around how the teacher was assisted from a distance. Lastly, the post unit phase was when feedback was received from the teacher and the robots were inventoried to determine if, and what, damage occurred. There are many ways in which the lesson plan and robot design can be improved. Those improvements are the basis for a potential follow-up master’s thesis following the provided timeline.
ContributorsLerner, Jonah Benjamin (Author) / Carberry, Adam (Thesis director) / Walters, Molina (Committee member) / Engineering Programs (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2019-05