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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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Description
This study analyzes the connection between participation in Camp Carey and success at ASU by collecting data from students on their participation and their subsequent performance relative to their peers at individual grade-levels. The main question asked is, "Is Camp Carey beneficial towards contributing to the overall social aptitude, academic

This study analyzes the connection between participation in Camp Carey and success at ASU by collecting data from students on their participation and their subsequent performance relative to their peers at individual grade-levels. The main question asked is, "Is Camp Carey beneficial towards contributing to the overall social aptitude, academic success, campus involvement, leadership, or work experience of students?" By separating the different engagement categories by grade-level, the study will be able to explore these and other possible solutions on how to better improve the process for furthering student engagement for future students. The results of this research will give the W.P. Carey School of Business at Arizona State University an opportunity to make changes and improve student commitment to benefit the students, staff, and anyone directly associated with the Camp Carey program.
ContributorsMedbury, Chelsea Rae (Author) / Dawson, Gregory (Thesis director) / Hornyak, Rob (Committee member) / Barrett, The Honors College (Contributor) / W. P. Carey School of Business (Contributor) / Department of Supply Chain Management (Contributor)
Created2014-05
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Description
In this study, the current literature regarding student engagement and student voice were reviewed to explore the connection between these two classroom elements. Currently, frequently incorporating student voice in order to increase student engagement most commonly takes place at the high school and university levels. Thus, utilizing Finn’s

In this study, the current literature regarding student engagement and student voice were reviewed to explore the connection between these two classroom elements. Currently, frequently incorporating student voice in order to increase student engagement most commonly takes place at the high school and university levels. Thus, utilizing Finn’s (1989) participation-identification theory, this study set out to implement a practical design intervention in an elementary classroom to increase student engagement through the incorporation of student voice. Using Design-Based Research, I implemented a collaborative reflection process which allowed students, teacher/researcher, and co-educators to provide feedback on classroom task and participant structures. The feedback was then considered for further iterations of the task and participant structures. This was a pilot study of the collaborative reflection process and was implemented in a fourth-grade math classroom with 26 participants. Along with participating in the collaborative reflection process, the student participants also took a 26 question Learner Empowerment Measure to survey their feelings of identity with the classroom before and after the design intervention. After analyzing audio data gathered during the classroom tasks, as well as student feedback, it was found that student participation did increase due to the design intervention. However, there was no measurable difference in students’ feelings of identity with the classroom due to the collaborative reflection process. Future studies should consider implementing the collaborative reflection process in multiple classrooms across diverse activities during the school year.
ContributorsSanders, Elizabeth (Author) / Zuiker, Steven (Thesis advisor) / Jordan, Michelle (Committee member) / Henderson, J. Bryan (Committee member) / Arizona State University (Publisher)
Created2019