College is the first time many students will experience living away from home and with learning how to manage college course loads, students also need to figure out how to feed themselves for the next four years. The focus of this thesis will be to assess the current food environment available at Arizona State University. The Perceived Food Environment (PFE) Model was used to evaluate the accessibility, affordability, acceptability, and adequacy of the residential dining halls, restaurants, and marketplaces.<br/><br/>The Tempe and Downtown Phoenix campuses’ food environments were used in this paper to determine what they offer and how healthy the food options are for students. Both campuses combined offer 32 possible choices for students to dine. The Tempe campus has 4 dining halls, 15 fast-casual restaurants, and 5 Provisions on Demand (P.O.D) Markets. The Downton campus has 1 dining hall, 6 fast-casual restaurants, 1 P.O.D Market, and 1 marketplace. <br/><br/>Both campuses have good accessibility to all their dining options, even though Downtown lacks many options compared to Tempe. Dining halls also have good accessibility for students who have meal plans. Affordability did vary among locations, it seemed as though many of the healthier restaurants were either too expensive or, in the case of Engrained on the Tempe campus, open for a short amount of time. The fast-casual restaurants seemed to be more affordable and appear in larger amounts than the healthier options. Marketplaces on campus lack fresh food to choose from, so they also promote the habit of poor eating choices. For acceptability, all dining options are popular on campus and accept payments in cash, card, or Maroon & Gold Dollars (M&G). <br/><br/>Overall, the food environment at ASU seems to favor more unhealthy food options. Students do not have much of a choice when needing to find food on campus because there is a lack of fresh ingredients or a kitchen to use. There are also barriers that risk promoting poor food choice that needs to be addressed to solve this problem.

Yoga has become one of the most popular contemporary health approaches practiced by young adults in the United States. It is an ancient mind and body practice with origins in Indian philosophy dating to over 5,000 years ago. Yoga combines physical postures, rhythmic breathing, and meditative exercises to offer the participants a unique, holistic mind-body experience. In this report, the Sutras first introduced by Patanjali, an ancient Indian sage, are broken down into modern definitions. Each sutra has its own unique mental and physical benefits that can be attained by college students. Yama encourages maintaining a personal moral code. Niyama allows for personal connection and self-awareness. Asana refers to the poses that are still commonly practiced today. Pranayama helps to practice deep breathing. Pratyahara offers a disconnect from the world around us. Dharana allows us to focus and hone in on one thought. Dyana promotes a continuous flow of focus in meditation. Samadhi is reaching a state of pure relaxation. All of these take time and practice, but when implemented in different aspects of daily life, college students can reduce their overall stress and anxiety to improve focus and success.

Using a dataset of ASU students from the 2016-2017 cohort, we interact gender and parent education level to observe gaps in academic achievement. We see a statistically insignificant achievement gap for males across parent education level, but a statistically significant achievement gap for females across parent education level. We also observe dropout gaps among these interaction groups. We see the widest dropout gap being between males across parent education level, with the smallest dropout gap being between females across parent education level. So with males we see an insignificant achievement gap but the widest dropout gap across parent education level, and with females we see a significant achievement gap but the smallest dropout gap across parent education level. What is driving these gaps and causing more similarly performing students to drop out at wider rates? At the aggregate level, we see larger gaps in grade- associated dropout probability across parent education level for males which may be able to explain the larger difference in overall proportions of dropouts between males. However, when predicting dropout probability of the semester with the most first generation and non-first generation dropouts, we see that females have the largest differences across parent education level in grade-associated dropout probability. This suggests that our model may be best suited in using college achievement data to predict overall dropout probabilities, not next-semester dropout probabilities using current semester data. Our findings also suggest that first generation students’ dropout probability is more sensitive to the grades they receive than non-first generation students.