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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
DescriptionI made a full business plan and pitch to investors for a company I plan on starting next semester.
ContributorsOramas, Michael (Author) / Trujillo, Rhett (Thesis director) / Naumann, Gary (Committee member) / Department of Finance (Contributor) / Department of Management and Entrepreneurship (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
Description
The SolarSPELL is an offline, ruggedized, digital library, created by Dr. Laura Hosman for the U.S. Peace Corps. It has thousands of pieces of educational content that can be accessed through a self-contained Wi-Fi hotspot on the device itself. Currently, there are more than 200 deployed in several Pacific Island nations. After visiting one of these nations, Tonga, in December of 2016, I learned that almost all of the Peace Corps volunteers stationed around the Pacific Islands suffered from a lack of resources due to a variety of reasons. While the SolarSPELL helps to remedy that, the device is lacking classroom activities and resources for creative work and educational drama. Furthermore, for many students in these environments, schools are for learning information and producing high scores on exams, not for learning about creative strengths and identity. After researching curriculum development and the use of drama in an educational setting, I compiled over 50 pieces of content to include on the SolarSPELL involving art, drama, music, movement, and most importantly, imagination. These resources will allow Peace Corps volunteers to explore additional ways to teach English in their schools, while also creating a classroom environment that allows for creative expression. All the content is compiled into one folder as "Teaching Resources", and is then broken down into seven sub- categories. In the first sub-category, Art Projects, there is a collection of several hands-on projects, many of which involve recyclable or readily available materials. These projects will allow for a greater understanding of conservation and "green" living, concepts that are crucial to the stability of these island nations. The next 5 categories are Drama Readings, Music, Movement, and Video, Group Exercises, Creative Writing, and Worksheets. The second sub- category is a collection of beginner-level "Reader's Theater" scripts. The third sub-category involves music and video to engage students in movement activities. The fourth sub-category is a compilation of group games and activities to help students express themselves and learn social skills. The fifth sub-category includes a collection of activities such as fill-in-the-blank story worksheets and journal prompts which will aid in creative thinking and the practice of the English language. The sixth sub-category involves a collection of worksheets that mainly focus on self-reflection and identity. The seventh and final sub-category, Content Guide and Information, works to explain the benefits of using of drama and creative play in the classroom, as well as strategies teachers can implement in order to further engage their students in dramatic learning and play. Overall, these pieces of content are meant to be used as resources for the Peace Corps volunteers in order to provide alternative ways to practice reading, writing, and speaking the English language, a critical part of education in the Pacific Islands.
ContributorsTaylor, Amanda Nicole (Author) / Hosman, Laura (Thesis director) / McAvoy, Mary (Committee member) / School of Film, Dance and Theatre (Contributor) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor) / School for the Future of Innovation in Society (Contributor)
Created2017-12
Description
The purpose of this study was to examine whether positive affirmations can lower depressive symptoms amongst male and female Arizona State University (ASU) honors students. Male and female ASU honors students (20-22 years of age; N=40) were recruited from Barrett, the Honors College, through email and online newsletters. Students who had been previously or were at the time diagnosed with clinical depression were not permitted to participate in the study. Only 9 female and 14 males completed the entire study. Participants completed a pre- and post- test that each consisting of reading aloud questions and their answers from the Beck's Depression Inventory (BDI) while being video and audio recorded. Participants were given a list of 20 affirmations after the pre-test and were instructed to choose and read to themselves a new affirmation three times a day, 3 times a week for a total of 6 weeks. There was an average increase among all participants' BDI scores, but no significance was found in the improvement. Emotional responses were captured using the facial recognition software, Noldus FaceReader, and was used to observe whether there was emotional dissonance in the BDI answers. The correlation between the emotion "sad" and the answer chosen was found by using Pearson's r for each participants. There were only 2 total interviews that indicated a strong positive correlation and 1 interview that indicated strong negative correlation. All others were either moderate or minimal correlation, showing that the majority of participants' emotions may have not affected their answer choices. Results indicated there is no significant improvement when using affirmations to improve depressive symptoms and mood.
ContributorsChan, Angie (Co-author) / Duran, Jose (Co-author) / Chisum, Jack (Thesis director) / Hrncir, Micki (Committee member) / Barrett, The Honors College (Contributor)
Created2017-05
Description
In an effort to combat the lack of diversity in Children's Literature, this project displays a piece of literature titled Stories & Stages: A Tale of Two Sisters, in the form of a children's chapter book for a middle grade audience. Focusing on characters of a Hispanic background without relying on stereotypes or false characterizations, the novel works to inspire young minds and reflect a true representation of the world children are living in. This is done using research on different aspects of Children's Literature, including: the definition of children's literature, diversity, girlhood, and sibling relationships. This research provides the basis for the project, as does personal experience and background. Following the novel is a recording of the background research involved and a documentations of the creative process. Keywords: Children's Literature, Diversity
ContributorsFlores, Abriana Lorraine (Author) / Elliott, Lisa (Thesis director) / Haddy, Lana (Committee member) / Division of Teacher Preparation (Contributor) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
Description
This creative project created and implemented a seven-day STEM curriculum that ultimately encouraged engagement in STEM subjects in students ages 5 through 11. The activities were incorporated into Arizona State University's Kids' Camp over the summer of 2017, every Tuesday afternoon from 4 to 6 p.m. with each activity running for roughly 40 minutes. The lesson plans were created to cover a myriad of scientific topics to account for varied student interest. The topics covered were plant biology, aerodynamics, zoology, geology, chemistry, physics, and astronomy. Each lesson was scaffolded to match the learning needs of the three age groups (5-6 year olds, 7-8 year olds, 9-11 year olds) and to encourage engagement. "Engagement" was measured by pre- and post-activity surveys approved by IRB. The surveys were in the form of statements where the children would totally agree, agree, be undecided, disagree, or totally disagree with it. To more accurately test engagement, the smiley face Likert scale was incorporated with the answer choices. After implementation of the intervention, two-tailed paired t-tests showed that student engagement significantly increased for the two lesson plans of Aerodynamics and Chemistry.
ContributorsHunt, Allison Rene (Co-author) / Belko, Sara (Co-author) / Merritt, Eileen (Thesis director) / Ankeny, Casey (Committee member) / Division of Teacher Preparation (Contributor) / Harrington Bioengineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
Description
The Way Home is a full-length young adult novel. The story is split between the perspectives of Theo and Ella, best friends from high school who are starting their freshman year in college. Neither is extremely excited about the start of the new phase of their lives; Theo struggles with severe anxiety and is just hoping to survive the four years; and dark memories in Ella's past don't seem to want to let her start over. A series of murders happening in town don't help their nerves at all, making it hard to focus on the "college experience." They were supposed to be there for each other... But then Ella goes missing, and Theo is left without a clue of where she went. While he searches for her desperately, she wakes up miles away from home, surrounded by strangers. In their efforts to find one another again, they instead find themselves presented with opportunities to study the impossible: magic. Things become stranger and stranger as murders, magic, police investigations, and ever-looming final exams begin to challenge Theo and Ella in ways they never expected. In writing this novel, I hoped to depict the transition from high school to college and the worries and wonders that come with it. The story is almost split directly in half, beginning with normal school life and shifting into the world of magic. The conflicts presented to the characters during the first half, such as grades, majors, and socializing, persist throughout the second half, but are also metaphorized once the characters begin studying magic. I chose to include a protagonist with an anxiety disorder because I believe mental disabilities are not represented enough in YA literature, though it is something that many high school and college students deal with. I wanted to create a character that could inform others and that students with similar mental disorders could relate to. Additional themes I deal with include newfound independence, individuality, growth, and friendship.
ContributorsWoner, Catherine Flynn (Author) / Blasingame, James (Thesis director) / Irish, Jennifer (Committee member) / Department of English (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
Description
"French Vanilla" is a collection of written narratives drawn from lived experiences which serve as the vehicle storytelling that I use to examine larger themes related to the intersections of race and gender. Themes include: binaries, legitimacy, intersectionality, biracial identity development (border identity construction), whiteness, shame, and crisis. While the narratives are situated within theoretical discourse, the narratives present a representation of the lived experience. These pieces engage members of my family as well as a number of figures, including Rachel Dolezal, President Barack Obama, Alicia Keys, and a stranger on a tram in an airport. My relationship with these people present the grounds for an interrogation of identity. This project asks the question: How does one negotiate biracial identity with herself and others through narrative performance? It engages theories, such as critical race theory, black feminist theory, and standpoint theory, which informed my understanding of the discourse of race and contextualized my commentary on race. These theories present a framework within which to situate my understanding and analysis of race through lived experience. Narrative performance, the formal methodology for this work, provides a structure for the performance itself: the ultimate end product. Note: This work of creative scholarship is rooted in collaboration between three female artist-scholars: Carly Bates, Raji Ganesan, and Allyson Yoder. Working from a common intersectional, feminist framework, we served as artistic co-directors of each other's solo pieces and co-producers of Negotiations, in which we share these pieces in relationship to each other. Thus, Negotiations is not a showcase of three individual works, but rather a conversation among three voices. As collaborators, we have been uncompromising in the pursuit of our own unique inquiries and voices, and each of our works of creative scholarship stand alone. However, we believe that all of the parts are best understood in relationship to each other and to the whole. For this reason, we have chosen to cross-reference our thesis documents: French Vanilla: An Exploration of Biracial Identity Through Narrative Performance by Carly Bates; Deep roots, shared fruits: Emergent creative process and the ecology of solo performance through "Dress in Something Plain and Dark" by Allyson Yoder; and Bhairavi: A Performance-Investigation of Belonging and Dis-Belonging in Diaspora Communities by Raji Ganesan.
ContributorsBates, Carly Christopher (Author) / Davis, Olga Idriss (Thesis director) / de la Garza, Sarah Amira (Committee member) / Dove-Viebahn, Aviva (Committee member) / School of Music (Contributor) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
There is a disconnect between the way people are taught to find success and happiness, and the results observed. Society teaches us that success will lead to happiness. Instead, it is argued that success is engrained in happiness. Case studies of four, established, successful people: Jack Ma, Elon Musk, Ricardo Semler, and William Gore, have been conducted in order to observe an apparent pattern. This data, coupled with the data from Michael Boehringer's story, is used to formulate a solution to the proposed problem. Each case study is designed to observe characteristics of the individuals that allow them to be successful and exhibit traits of happiness. Happiness will be analyzed in terms of passion and desire to perform consistently. Someone who does what they love, paired with the ability to perform on a regular basis, is considered to be a happy person. The data indicates that there is an observable pattern within the results. From this pattern, certain traits have been highlighted and used to formulate guidelines that will aid someone falling short of success and happiness in their lives. The results indicate that there are simple questions that can guide people to a happier life. Three basic questions are defined: is it something you love, can you see yourself doing this every day and does it add value? If someone can answer yes to all three requirements, the person will be able to find happiness, with success following. These guidelines can be taken and applied to those struggling with unhappiness and failure. By creating such a formula, the youth can be taught a new way of thinking that will help to eliminate these issues, that many people are facing.
ContributorsBoehringer, Michael Alexander (Author) / Kashiwagi, Dean (Thesis director) / Kashiwagi, Jacob (Committee member) / Department of Management (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / Department of Finance (Contributor) / Sandra Day O'Connor College of Law (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Bhairavi is a solo performance that investigates belonging and dis-belonging in diaspora communities, especially as it relates to the female body. Specifically, through my experience as a second-generation Indian-American woman - I expose and challenge the notion of ‘tradition,’ as it is forced into women’s bodies, and displaces them in their own homes. Bhairavi is a story told through movement and theatrical narrative composition with research and material collected through structured and unstructured observation of my family, cultural community, and myself.
Note: This work of creative scholarship is rooted in collaboration between three female artist-scholars: Carly Bates, Raji Ganesan, and Allyson Yoder. Working from a common intersectional, feminist framework, we served as artistic co-directors of each other’s solo pieces and co-producers of Negotiations, in which we share these pieces in relationship to each other. Thus, Negotiations is not a showcase of three individual works, but rather a conversation among three voices. As collaborators, we have been uncompromising in the pursuit of our own unique inquiries and voices, and each of our works of creative scholarship stand alone. However, we believe that all of the parts are best understood in relationship to each other, and to the whole. For this reason, we have chosen to cross-reference our thesis documents.
French Vanilla: An Exploration of Biracial Identity Through Narrative Performance by Carly Bates
Deep roots, shared fruits: Emergent creative process and the ecology of solo performance through “Dress in Something Plain and Dark” by Allyson Yoder
Bhairavi: A Performance-Investigation of Belonging and Dis-Belonging in Diaspora
Communities by Raji Ganesan
Note: This work of creative scholarship is rooted in collaboration between three female artist-scholars: Carly Bates, Raji Ganesan, and Allyson Yoder. Working from a common intersectional, feminist framework, we served as artistic co-directors of each other’s solo pieces and co-producers of Negotiations, in which we share these pieces in relationship to each other. Thus, Negotiations is not a showcase of three individual works, but rather a conversation among three voices. As collaborators, we have been uncompromising in the pursuit of our own unique inquiries and voices, and each of our works of creative scholarship stand alone. However, we believe that all of the parts are best understood in relationship to each other, and to the whole. For this reason, we have chosen to cross-reference our thesis documents.
French Vanilla: An Exploration of Biracial Identity Through Narrative Performance by Carly Bates
Deep roots, shared fruits: Emergent creative process and the ecology of solo performance through “Dress in Something Plain and Dark” by Allyson Yoder
Bhairavi: A Performance-Investigation of Belonging and Dis-Belonging in Diaspora
Communities by Raji Ganesan
ContributorsGanesan, Raji J (Author) / Underiner, Tamara (Thesis director) / Stephens, Mary (Committee member) / Computer Science and Engineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05