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This project seeks to investigate the ways in which the W.P. Carey School of Business, at Arizona State University, can improve student retention and engagement efforts. The analysis is being completed through an audit of the business school's current efforts towards student engagement, an examination of the internal and external

This project seeks to investigate the ways in which the W.P. Carey School of Business, at Arizona State University, can improve student retention and engagement efforts. The analysis is being completed through an audit of the business school's current efforts towards student engagement, an examination of the internal and external environments of business schools across the nation, and a review of scholarly data/research on student retention risk factors and methods for improving engagement. The study highlights what exactly contributes to the success of the W.P. Carey School of Business, concluding with recommendations for how its engagement and retention efforts can be further improved to continue to serve students at a nationally ranked level.
ContributorsStinger, Rio W. (Author) / Hillman, Amy (Thesis director) / Mader, Michael (Committee member) / Division of Teacher Preparation (Contributor) / Department of Management (Contributor) / W. P. Carey School of Business (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
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During the global COVID-19 pandemic in 2020, many universities shifted their focus to hosting classes and events online for their student population in order to keep them engaged. The present study investigated whether an association exists between student engagement (an individual’s engagement with class and campus) and resilience. A single-shot

During the global COVID-19 pandemic in 2020, many universities shifted their focus to hosting classes and events online for their student population in order to keep them engaged. The present study investigated whether an association exists between student engagement (an individual’s engagement with class and campus) and resilience. A single-shot survey was administered to 200 participants currently enrolled as undergraduate students at Arizona State University. A multiple regression analysis and Pearson correlations were calculated. A moderate, significant correlation was found between student engagement (total score) and resilience. A significant correlation was found between cognitive engagement (student’s approach and understanding of his learning) and resilience and between valuing and resilience. Contrary to expectations, participation was not associated with resilience. Potential explanations for these results were explored and practical applications for the university were discussed.

ContributorsEmmanuelli, Michelle (Author) / Jimenez Arista, Laura (Thesis director) / Sever, Amy (Committee member) / College of Integrative Sciences and Arts (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
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Description

We attempted to apply a novel approach to stock market predictions. The Logistic Regression machine learning algorithm (Joseph Berkson) was applied to analyze news article headlines as represented by a bag-of-words (tri-gram and single-gram) representation in an attempt to predict the trends of stock prices based on the Dow Jones

We attempted to apply a novel approach to stock market predictions. The Logistic Regression machine learning algorithm (Joseph Berkson) was applied to analyze news article headlines as represented by a bag-of-words (tri-gram and single-gram) representation in an attempt to predict the trends of stock prices based on the Dow Jones Industrial Average. The results showed that a tri-gram bag led to a 49% trend accuracy, a 1% increase when compared to the single-gram representation’s accuracy of 48%.

ContributorsBarolli, Adeiron (Author) / Jimenez Arista, Laura (Thesis director) / Wilson, Jeffrey (Committee member) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
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Description

As the COVID-19 pandemic globally altered the way education was accessed by students and facilitated by teachers. Educators understand the importance of students engaging in the learning experiences to promote achievement. In this paper, we address the following objectives: (1) provide a conceptualization of student engagement from the perspective of

As the COVID-19 pandemic globally altered the way education was accessed by students and facilitated by teachers. Educators understand the importance of students engaging in the learning experiences to promote achievement. In this paper, we address the following objectives: (1) provide a conceptualization of student engagement from the perspective of teachers, students, and families, (2) identify the factors that influence student engagement, (3) identify the distinctions and similarities between in-person and virtual learning, and (4) recommend practices to increase student engagement during virtual learning. Research plans were to collect data in Oujda, Morocco and Arizona, USA to examine educational experiences in two different contexts. In this paper, we present data from the Oujda participants. Results indicated various levels of students’ emotional, behavioral, and cognitive engagement due to factors involving technology, supervision, motivation, and teacher pedagogy. Results reflected various perspectives of teachers, students, and parents regarding student engagement, yet all the perspectives indicated that engagement and preference is higher for in-person learning than virtual learning.

ContributorsGarlock, Olivia (Author) / Oakes, Wendy (Thesis director) / Pinkerton, Tanya (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor)
Created2021-12
Description

This paper encompasses a reflection of my experience engaging Algebra 1 students in a math classroom. 5 main strategies were focused on: incorporating games in the classroom, asking students to create (projects, word problems, etc), using technology in the classroom, fostering student collaboration, and allowing student choice. Each strategy was

This paper encompasses a reflection of my experience engaging Algebra 1 students in a math classroom. 5 main strategies were focused on: incorporating games in the classroom, asking students to create (projects, word problems, etc), using technology in the classroom, fostering student collaboration, and allowing student choice. Each strategy was implemented three times in the classroom, student feedback collected, and the level of student engagement was assessed.

ContributorsGeorge, Ejlal (Author) / Trombley, Nicole (Thesis director) / Miiller, Samantha (Committee member) / Barrett, The Honors College (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / Division of Teacher Preparation (Contributor)
Created2023-05