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Description
Abstract:
As Barrett Polytechnic moves into the final stages of planning for the new residential hall, currently under construction on the Polytechnic campus, it is important that they have the student voice in mind when making final decisions. Past research has shown that students who live on campus have a higher

Abstract:
As Barrett Polytechnic moves into the final stages of planning for the new residential hall, currently under construction on the Polytechnic campus, it is important that they have the student voice in mind when making final decisions. Past research has shown that students who live on campus have a higher retention rate not only through their first year, but onto graduation. Research has also found that students who live on campus become more involved in the community and use more of the university’s resources. Seeing that Barrett prides itself on being a community of scholars, proper use of student feedback should be used to prepare the new building for its students. Data was collected via a survey and focus group, focused primarily on what the students would like to see in their new space. Once collected and analyzed it was apparent that students were really concerned with a few aspects of the new residential building and lounge space.
Using the analyzed data, the following recommendations were made:
1. Reevaluation of the student residential experience after the move to the new residential building.
2. Revaluation of accessibility to the mentorship opportunities after the move to the residential building, as well as an increased movement by Barrett to foster these relationships
3. Addition of quantity of computers as well as newer technology, addition of whiteboards and charging stations, and ensuring there is proper group and individual workstations.
4. Consideration of what students use the lounge for and how to best set up the space for those uses.
5. More advertisement of the Barrett Polytechnic library as well as an more research to determine whether or not improving the library would encourage more use.
6. Make steps to keep the lounge open later in the evenings as well as ensuring students, both on and off campus, have access to the lounge amenities when they need them most.
ContributorsHorn, Kyle Edward (Co-author, Co-author) / Martin, Thomas (Thesis director) / Brady, Jennifer (Committee member) / Sever, Amy (Committee member) / Aviation Programs (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
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Description
The National Center for Educational Statistics (2018) reported that only 59% of first time college students will retain from their first to second year. The institutional effects of retention are wide ranging and nationwide colleges and universities are seeking effective methods of improving the retention of first year students. Isaak,

The National Center for Educational Statistics (2018) reported that only 59% of first time college students will retain from their first to second year. The institutional effects of retention are wide ranging and nationwide colleges and universities are seeking effective methods of improving the retention of first year students. Isaak, Graves, & Mayers (2007) identified both emotional intelligence and resilience as important factors contributing to student retention. According to Daniel Goleman (1995), emotional intelligence is integral to success in life, and a significant relationship has been found with grades and successful acclimation to the college environment (Ciarrochi, Deane, & Anderson, 2002; Liff, 2003; and Pekrun, 2006). This study explored the impact of an emotional intelligence (EI) intervention within a First Year Experience course on students’ emotional intelligence, resilience, and academic success. Forty four students at a small, private, liberal arts institution in the southeastern United States participated in the EI intervention and were measured for EI and resilience utilizing the EQ-i 2.0 and the 5x5RS measures as pre and posttests. Based on the results of this study, the EI intervention may have positive implications on EI, resilience and academic success. Institutions and researchers should continue to explore EI as a mechanism to improve resilience and academic success among first year students.
ContributorsDavis, Alexander M (Author) / Wylie, Ruth (Thesis advisor) / Correa, Kevin (Committee member) / Duncan, Tisha (Committee member) / Arizona State University (Publisher)
Created2020
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Description
ABSTRACT

Faculty and staff can create barriers by not understanding their role in student success. This study began with an artifact analysis of 20 documents to better understand how faculty and staff at Concordia University Texas were operationalizing student success. The results of the artifact analysis showed a lack

ABSTRACT

Faculty and staff can create barriers by not understanding their role in student success. This study began with an artifact analysis of 20 documents to better understand how faculty and staff at Concordia University Texas were operationalizing student success. The results of the artifact analysis showed a lack of recorded dialogue around student success at regular business meetings, as well as pattern of deficit language approach to policy and procedure in the student handbooks Next, this study evaluated the impacts of using a Community of Practice as a change agent to help faculty and staff better understand their roles in student success and specifically to establish a definition of student success. Using a mixed method, action research approach, results showed that the Community of Practice was successful in terms of transfer or knowledge and creating a sense of purpose for participants regarding their role in student success. Results showed that participating in a Community of Practice was successful in helping faculty and staff not only understand their own role in student success, but understand their place among others in the unified goal to help students succeed. The Community of Practice participants completed the research with a better understanding of how and why collaborating with different departments enables faculty and staff to better help students. Additionally, the participants concluded that a visual reminder of student success (figurines, students stories, student pictures) ensured that student success was the first thing they thought about when completing their daily work.
ContributorsPospisil, KC (Author) / Wylie, Ruth (Thesis advisor) / Ott, Mollie (Committee member) / Burgess, Prairie (Committee member) / Arizona State University (Publisher)
Created2020