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- Creators: Ingram-Waters, Mary
Description
Engineering education has long sought to incorporate greater diversity into engineering programs to prepare the profession to meet the engineering challenges of society. Increasing or retaining the conative diversity of engineering programs may help extend other kinds of diversity in the profession as well (Marburger, 2004). One measure of conation is the Kolbe ATM index.
Kolbe ATM is an index developed by Kathy Kolbe to measure the conative traits on an individual. The index assigns each individual a value in four categories, or Action Modes, that indicates their level of insistence on a scale of 1 to 10 in that Action Mode (Kolbe, 2004). The four Action Modes are:
• Fact Finder – handling of information or facts
• Follow Thru – need to pattern or organize
• Quick Start – management of risk or uncertainty
• Implementor – interaction with space or tangibles
The Kolbe A (TM) index assigns each individual a value that indicates their level of insistence with 1-3 representing resistant, preventing problems in a particular Action Mode; 4-6 indicating accommodation, flexibility in a particular Action Mode; and 7-10 indicating insistence in an Action Mode, initiating solutions in that Action Mode (Kolbe, 2004).
To promote retention of conative diversity, this study examines conative diversity in two engineering student populations, a predominately freshmen population at Chandler Gilbert Community College and a predominately junior population at Arizona State University. Students in both population took a survey that asked them to self-report their GPA, satisfaction with required courses in their major, Kolbe ATM conative index, and how much their conative traits help them in each of the classes on the survey. The classes in the survey included two junior level classes at ASU, Engineering Business Practices and Structural Analysis; as well as four freshmen engineering classes, Physics Lecture, Physics Lab, English Composition, and Calculus I.
This study finds that student satisfaction has no meaningful correlation with student GPA.
The study also finds that engineering programs have a dearth of resistant Fact Finders from the freshmen level on and losses resistant Follow Thrus and insistent Quick Starts as time progresses. Students whose conative indices align well with the structure of the engineering program tend to consider their conative traits helpful to them in their engineering studies. Students whose conative indices misalign with the structure of the program report that they consider their strengths less helpful to them in their engineering studies.
This study recommends further research into the relationship between satisfaction with major and conation and into perceived helpfulness of conative traits by students. Educators should continue to use Kolbe A (TM) in the classroom and perform further research on the impacts of conation on diversity in engineering programs.
Kolbe ATM is an index developed by Kathy Kolbe to measure the conative traits on an individual. The index assigns each individual a value in four categories, or Action Modes, that indicates their level of insistence on a scale of 1 to 10 in that Action Mode (Kolbe, 2004). The four Action Modes are:
• Fact Finder – handling of information or facts
• Follow Thru – need to pattern or organize
• Quick Start – management of risk or uncertainty
• Implementor – interaction with space or tangibles
The Kolbe A (TM) index assigns each individual a value that indicates their level of insistence with 1-3 representing resistant, preventing problems in a particular Action Mode; 4-6 indicating accommodation, flexibility in a particular Action Mode; and 7-10 indicating insistence in an Action Mode, initiating solutions in that Action Mode (Kolbe, 2004).
To promote retention of conative diversity, this study examines conative diversity in two engineering student populations, a predominately freshmen population at Chandler Gilbert Community College and a predominately junior population at Arizona State University. Students in both population took a survey that asked them to self-report their GPA, satisfaction with required courses in their major, Kolbe ATM conative index, and how much their conative traits help them in each of the classes on the survey. The classes in the survey included two junior level classes at ASU, Engineering Business Practices and Structural Analysis; as well as four freshmen engineering classes, Physics Lecture, Physics Lab, English Composition, and Calculus I.
This study finds that student satisfaction has no meaningful correlation with student GPA.
The study also finds that engineering programs have a dearth of resistant Fact Finders from the freshmen level on and losses resistant Follow Thrus and insistent Quick Starts as time progresses. Students whose conative indices align well with the structure of the engineering program tend to consider their conative traits helpful to them in their engineering studies. Students whose conative indices misalign with the structure of the program report that they consider their strengths less helpful to them in their engineering studies.
This study recommends further research into the relationship between satisfaction with major and conation and into perceived helpfulness of conative traits by students. Educators should continue to use Kolbe A (TM) in the classroom and perform further research on the impacts of conation on diversity in engineering programs.
ContributorsSmith, Logan Farren (Author) / Seager, Thomas P. (Thesis director) / Adams, Elizabeth A. (Committee member) / Civil, Environmental and Sustainable Engineering Programs (Contributor) / Barrett, The Honors College (Contributor)
Created2015-05
Description
I am a former Arizona State football player and I wanted to do my own research on how the ASU football program affects the student body. I believe that college football is one of the great experiences for any student. This is why I wanted to see what the students think about the football program at ASU and if I could find ways to make their experience better. I looked into past studies to find that there are many positive correlations between successful college football programs and student life. Studies indicated that it is beneficial for universities to invest in their football programs. To study this at ASU I created a survey that asked ASU students a few questions about themselves and how they felt ASU football affected their day-to-day lives through a Strongly Disagree, Disagree, Neutral, Agree, Strongly Agree format. I then put in a response portion at the end if they wanted to suggest anything that could be done better for the ASU football program when it came to their students. The results that I received from the survey showed that the students cared about football and that they thought football was an overall positive experience for them. The alarming point that the survey brought up was that not many students were attending the home games during the season. In fact, 25% of the student respondents did not go to a single home game in 2016. This was troubling to me and I looked in the worded responses to get answers as to why this was happening. Fortunately, the student respondents were very descriptive in what they believed the football program could be doing better. The responses discussed how a lack of tradition, lack of community outreach, lack of incentives/emphasis on fan experience and more were the reasons as to why students did not feel like going to the home games. I concluded that in order for ASU to attract more students to the home games that they need to have more student events around game week, reach out to the students more through their players, and built a connect between the football team and the ASU student body.
ContributorsRogers, Owen (Author) / Ingram-Waters, Mary (Thesis director) / Lynch, John (Committee member) / W.P. Carey School of Business (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
Description
With this research and creative project, I aim to accomplish the following: first, I narrate my own experience as a victim of cyberbullying and the jumbled, inadequate response from my university; second, I assemble a literature review of best practices for university responses to student reports of cyberbullying and cyber assault; third, I offer a call to action for universities to adopt the best practices to deter cyber assaults and learn how to listen and respond to victims
ContributorsPandarinath, Amiti Shiv (Author) / Ingram-Waters, Mary (Thesis director) / Treickel, Emilee (Committee member) / Department of Supply Chain Management (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05