Matching Items (4)
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- All Subjects: New American University
- All Subjects: Online Education
- Creators: Brooks, Dan
- Creators: Anthony, Elizabeth
Description
Customized online education is a means of educating a large amount of users in a way that will change their behavior at a low incremental cost to the one providing the information. This thesis will examine several aspects of online education, but primarily focus on the presentation of the materials. It will examine how this is done through a consulting project I worked on in conjunction with the New Venture Group for Parenting Arizona. Parenting Arizona is a non-profit organization based in Arizona that offers classes for parents who are seeking better ways to manage their family responsibilities. The purpose of the consulting project was to take the instructional materials used in in-person group classes and modify it to be effectively used for instruction in an online environment. Parenting Arizona foresaw a number of benefits from this modification and migration of instructional materials for the web; first among these was the ability of people in remote areas or in situations that did not allow them to attend an on-ground class to gain access to instructional material. In addition, the broader availability of the material that would come from its presence on the web would expand the influence of good parenting instructions to a greater audience both inside and outside the State of Arizona, aiding even more families.
ContributorsAnderson, Kyle (Author) / Brooks, Dan (Thesis director) / Forss, Brennan (Committee member) / Rosen, Julie (Committee member) / Barrett, The Honors College (Contributor)
Created2012-05
Description
This report details a prioritization value model that was created for the use of Arizona State University and ASU LightWorks in determining and implementing appropriate sustainability projects for removing greenhouse gas emissions. A thorough review regarding the current project selection process, and an extensive analysis into the desired state of the process was conducted for this paper. The newly developed prioritization model includes multiple attributes that rank and prioritize projects based upon the highest value as determined by criteria set forth by the university. Encompassed within this report are the steps in creating the decision model, as well as the benefits and additional uses of the model for the end user. From the analysis and model created, the end user has the ability to choose carbon neutral projects that better align with the vision of the New American University.
ContributorsAmoroso, Nicholas (Co-author) / Lee, Betty (Co-author) / Brooks, Dan (Thesis director) / Johnson, Travis (Committee member) / Barrett, The Honors College (Contributor) / Department of Finance (Contributor) / Department of Information Systems (Contributor)
Created2015-05
Description
Charlie Arntzen joined ASU in August 2000 as the Florence Ely Nelson Presidential Endowed Chair and retired in 2016 from the School of Life Sciences and Biodesign Institute. Charlie was the founding Director of the Biodesign Institute.
Important ASU stories include:
1) the creation of the Biodesign Institute,
2) the design and operation of the Biodesign labs,
3) the development of ZMapp to fight Ebola,
4) The New American University - a discussion of the importance of collaboration, and
5) several comments about Presidents Coor and Crow and Provost Glick
ContributorsChurch, Kathy (Interviewer) / Arizona State University Retirees Association (Producer)
Created2019-05-08
Description
The development of online program options in higher education has prompted the discussion of how well the modality fits the nature of social work education and the Council on Social Work Accreditation (CSWE) educational standards. To examine the relationship between online education and social work education, this research study focused on empathy. Conceptualized as the ability to share and understand the feelings of others, empathy is at the core of social work education and practice. The primary purpose of this research study was to examine whether the cultivation of interpersonal empathy and social empathy changes by in-person and online education. An ongoing debate centers on the effectiveness of online instructional delivery in the virtual environment, as compared to in-person instruction in a physical classroom. Therefore, it is valuable to examine if the level of empathy scores for students changes from the beginning to the end of a Master of Social Work (MSW) degree program at Arizona State University, according to the mode of instruction, online versus in-person. Among the sample of 185 participants in the pre-test survey and 86 participants in the post-test survey, empathy levels were examined by time (pre-test to post-test) and by mode of instructional delivery (online versus in-person). To better understand the constructs and the relationship among the variables, critical theory was applied. In addition, the pedagogical theories of andragogy, transformative learning, and the Community of Inquiry model were informative. Findings revealed that the empathy survey instrument had high reliability, the levels of empathy increased for MSW students over time, and students’ empathy levels did not differ by in-person versus online modes of instruction, with the exception of the social empathy component of contextual understanding. The study findings have implications for social work education and future research. These implications highlight the need to explore how to best cultivate empathy in social work education, while continuing to examine the association of the mode of delivery with educational outcomes important to the profession of social work.
ContributorsReyes, Melanie S (Author) / Segal, Elizabeth A. (Thesis advisor) / Anthony, Elizabeth (Committee member) / Adelman, Madelaine (Committee member) / Arizona State University (Publisher)
Created2021