Matching Items (3)
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- All Subjects: Higher Education
- Creators: Nelson, Brian
- Member of: ASU Electronic Theses and Dissertations
- Status: Published
Web-Based Programming Grading Assistant: An Investigation of the Role of Students Reviewing Behavior
Description
Paper assessment remains to be an essential formal assessment method in today's classes. However, it is difficult to track student learning behavior on physical papers. This thesis presents a new educational technology—Web Programming Grading Assistant (WPGA). WPGA not only serves as a grading system but also a feedback delivery tool that connects paper-based assessments to digital space. I designed a classroom study and collected data from ASU computer science classes. I tracked and modeled students' reviewing and reflecting behaviors based on the use of WPGA. I analyzed students' reviewing efforts, in terms of frequency, timing, and the associations with their academic performances. Results showed that students put extra emphasis in reviewing prior to the exams and the efforts demonstrated the desire to review formal assessments regardless of if they were graded for academic performance or for attendance. In addition, all students paid more attention on reviewing quizzes and exams toward the end of semester.
ContributorsHuang, Po-Kai (Author) / Hsiao, I-Han (Thesis advisor) / Nelson, Brian (Committee member) / VanLehn, Kurt (Committee member) / Arizona State University (Publisher)
Created2017
Description
College athletes experience college in a way that is different than their non-athlete peers. Practices, travel time, study hall, and other athletic obligations place strenuous demands on the lives and time of college athletes. As a result, college athletes have less flexible time and are often unable to engage in educationally purposeful activities including high impact practices, that promote their personal growth and development. Using Astin’s Student Involvement Theory and Rendon’s Validation Theory as frameworks, this mixed methods study examined the impact that participating in a high-impact practice activity had on the personal growth and development of college athletes. To examine how personal growth and development was impacted by participation in a high impact practice activity, National Collegiate Athletic Association (NCAA) Division I college athletes at the University of California, Riverside (UC Riverside) participated in the Leadership for Social Change seminar. To measure personal growth and development, the participants completed the Personal Growth Initiative Scale - II (PGIS-II) as a pre- and post-seminar survey. A sample of participants was also interviewed after completing the seminar to further explain the survey results. The results of the study suggest that seminar participation led to personal growth and development for college athletes. Institutions and athletic departments should promote college athletes’ personal growth and development by incorporating high impact practices into the college athlete experience.
ContributorsRoberts, Rena M. (Author) / Nelson, Brian (Thesis advisor) / Comeaux, Eddie (Committee member) / Smith, Stephanie (Committee member) / Arizona State University (Publisher)
Created2023
Description
As colleges and universities across the United States continue to grapple with enrollment challenges, many are embracing the concept of customer service as way to improve the student experience and positively impact retention. However, as many institutions of higher education begin to evaluate their own organizational structure, the notion of combining cross-functional departments is one strategy that more intuitions are exploring in an effort to improve communication, collaboration, and efficiencies. This qualitative dissertation study sought to understand the ways in which communication challenges for disconnected, yet cross-functional, departments can impact the ability of individual employees to properly execute the core functions of their individual positions. Utilizing semi-structured interviews, I explored how two previously disconnected departments interacted with each other on a daily basis, including the understanding of communication distribution. Employees were then physically relocated into one physical unified student services department, called Student Financial Services, and provided a structured schedule of professional development and cross-training activities. Participants were then interviewed about their experiences after the transition was completed. The four major themes that emerged through the data analysis were: improved communications equal improved customer service, enhanced professional development identifies and minimizes gaps, cross training leads to innovation, and policies and procedures are best developed by those within the organization.
ContributorsDiBartolomeo, Michael Robert (Author) / Nelson, Brian (Thesis advisor) / Smith, Stephanie (Committee member) / Romano, Christopher (Committee member) / Arizona State University (Publisher)
Created2023