Matching Items (12)
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- All Subjects: Educational leadership
- All Subjects: New American University
- Creators: Smith, Stephanie
Description
To sustain world preeminence, 21st century university and college leaders in the United States are redesigning their institutions organizationally and culturally to align with the direction of local and global societies and markets. The New American University enterprise model at Arizona State University has become one of the leading organization and cultural redesigns in United States higher education since its inception in 2002. Yet, sustaining a 21st century model such as this one means every individual in the college or university must understand his or her specific role to further progress the new model forward. Therefore, to advance and sustain a 21st century higher education redesign model at a U.S. college or university, it becomes imperative that every master-level professional who works in the academic/student services field at the institution understand his or her specific role in helping to further progress the new model forward. To this end, there is a need to change the way graduate students in higher education/student affairs masters programs are educated to work in the 21st century institution. This change can prepare new professionals to understand these enterprise models and how to integrate them into their practice in order to meet the needs of the institution, local and global societies and markets. The purpose of this action research study is to highlight one program, the ASU M.Ed. Higher and Postsecondary program, and show how graduates from 2007 - 2011 understand New American University concepts and integrate them into professional practice within higher education. Through use of a quantitative approach, this action research study described how the ASU M.Ed. in Higher and Postsecondary program graduate students' understanding of New American University concepts informs their thinking and practice to lead and respond to changes and challenges facing today's 21st century higher education field.
ContributorsAntonucci, Mark J (Author) / Ewing, Kris M (Thesis advisor) / Denke, Mark (Committee member) / Rund, James (Committee member) / Arizona State University (Publisher)
Created2011
Description
The purpose for this doctoral action research study was to discover if and how an updated training and development curriculum benefited residential student organization advisers at Arizona State University (ASU). Eleven advisers of residential student organizations completed a pilot training and development program and agreed to participate in a focus group. This program consisted of nine 60-minute workshops as well as a journaling experience. Data was collected through a focus group at the completion of the nine workshops to document the practical value of the training and development program and to determine how prepared advisers were for their professional roles. Study participants named six important themes in understanding the most effective methods for training and developing advisers: interaction among advisers, the experiences of seasoned advisers, the dialogues and other learning techniques, the structure and timing of the training workshops, the training curriculum itself, and the general understanding of how to support students best. Participants also reported practical value in the effectiveness of the program, positive reactions to the overall training curriculum, and mixed perspectives on the value of journaling as a part of the development experience.
ContributorsShapiro, Cory Adam (Author) / Clark, Christopher M. (Thesis advisor) / Wilkinson, Christine Kajikawa (Committee member) / Denke, Mark (Committee member) / Arizona State University (Publisher)
Created2012
Description
This report details a prioritization value model that was created for the use of Arizona State University and ASU LightWorks in determining and implementing appropriate sustainability projects for removing greenhouse gas emissions. A thorough review regarding the current project selection process, and an extensive analysis into the desired state of the process was conducted for this paper. The newly developed prioritization model includes multiple attributes that rank and prioritize projects based upon the highest value as determined by criteria set forth by the university. Encompassed within this report are the steps in creating the decision model, as well as the benefits and additional uses of the model for the end user. From the analysis and model created, the end user has the ability to choose carbon neutral projects that better align with the vision of the New American University.
ContributorsAmoroso, Nicholas (Co-author) / Lee, Betty (Co-author) / Brooks, Dan (Thesis director) / Johnson, Travis (Committee member) / Barrett, The Honors College (Contributor) / Department of Finance (Contributor) / Department of Information Systems (Contributor)
Created2015-05
Description
Many medical students are reluctant to seek help during the course of their four years of medical school. When they do finally ask for help, some are already burned out or in a crisis. One of the main reasons students are apprehensive about seeking help is stigma. This mixed methods action research study was conducted to explore whether a help-seeking, anti-stigma campaign improved help-seeking behaviors. The innovation was an anti-stigma campaign consisting of three components: (a) video vignettes of upper class students normalizing help-seeking, (b) a Friends and Family of Medical Students session to educate those closest to the student about medical school, and (c) an anonymous, online mental health screening tool. Data from the General Help-Seeking Questionnaire, individual interviews, and institutional data from the medical school provided information about the effects of the campaign and determined factors influencing help-seeking. Using these strategies, I hoped to normalize help-seeking and break down the barriers of stigma. Major findings included: Students were more likely to seek help from personal resources (close family and friends); Students may be more proactive with personal resources, but need prompting for college or formal resources; Students’ beliefs and attitudes were influenced by those closest to them and; First year students were more likely to seek help than their second year classmates. In addition, data inspired future research ideas and programming regarding the topic of help-seeking in medical school.
ContributorsSmith, Stephanie (Author) / Marley, Scott C. (Thesis advisor) / Buss, Ray R. (Committee member) / McEchron, Matthew D. (Committee member) / Arizona State University (Publisher)
Created2016
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
This qualitative dissertation explores the use of an original table-top role-playing game as a framework for community-building among independent community educators who lack a central geographic nexus. The study utilized an action research approach, involving the creation and development of the game in collaboration with participants for a period of many months, using an iterative, emergent design process that emphasized collaboration and feedback. The research sought to answer the following questions: 1) How can a table-top role-playing game establish and build community among independent community educators? 2) By engaging in an emergent design-informed table-top role-playing game, what kinds of community-building frameworks can be produced by independent community educators playing the game? The game, called "New School," was designed to facilitate communication and connection among educators working in a variety of communities, contexts, and geographic locations. Through a series of playtesting sessions and a reflective feedback loop, the researcher and participants identified key features of the game that supported community-building, including opportunities for storytelling, shared problem-solving, and connection with personal and professional experiences. The findings suggest that the game has potential to serve as a framework for community-building, promoting emergent collaboration and knowledge-sharing among participants. Implications for future research and practice in this area are discussed.
ContributorsBennett, Zoe Laurel (Author) / Wolf, Leigh G (Thesis advisor) / Boltz, Liz (Committee member) / Smith, Stephanie (Committee member) / Arizona State University (Publisher)
Created2023
Description
It is well documented in literature that student teachers must become self-regulated learners to be effective teachers. As self-regulated learners, teachers can pass these vital skills to their students. The aim of this study is to determine if my self-regulated learning awareness and development (SRLAD) intervention which focuses on teaching student teachers SRL strategies, could impact their academic performance. The literature reviewed shows that SRL strategies can be successfully taught to adult learners through interventions. This practical action research study utilizes a concurrent mixed-method research design. Quantitative data from a pretest/posttest and pre/post MSLQ and qualitative data from student reflective journals were collected simultaneously. The findings were then triangulated to answer the three research questions. Participants were 33 undergraduate teachers reading for their degree in early childhood and primary education at the University of Guyana, Berbice campus (UGBC). Data collected were analyzed using descriptive statistics such as mean and standard deviation and inferential statistics such as the repeated measures t-test and ANOVA. Major findings showed that student teachers were self-motivated and were able to select, assess, evaluate, and use appropriate SRL strategies to suit their learning needs and context. The SRLAD intervention had a meaningful impact on the academic performance of student teachers since they recognized the numerous benefits of incorporating SRL strategies to aid their learning and academic performance. They also realized that by consistently incorporating SRL strategies into their learning, they could become self-regulated learners and, more importantly, teach these skills to their students. As such, the SRLAD intervention should be a mandatory study skill course for all first-year student teachers at the University of Guyana.
ContributorsGarraway, Yassanne Marcia (Author) / Smith, Stephanie (Thesis advisor) / Thompson, Nicole (Committee member) / Wolf, Leigh (Committee member) / Arizona State University (Publisher)
Created2023
Description
It is common for graduate programs to be plagued by delays in on-time student completion or to experience student attrition. Students have experienced such delays in a local program at the University where I am employed as a lecturer. Therefore, this dissertation was undertaken with the aim of supporting university students at the graduate level toward successful on-time completion of their programs. This action research study was multi-phased in its approach; with data collection, and reflection driving the process for intervention delivery and subsequent evaluation. A dynamic approach which included some components of greater structure than was previously seen in the program, was designed for implementation. It was envisaged that this approach would serve as a model of support for students. The following chapters written in article format details the cycles of action research undertaken as part of this dissertation. The first article tells a story written for a wider audience. While the second article presents a more direct look at the implementation of the dynamic structured approach, and lessons learned through the experiential stories of the students. The dynamic structured approach is a framework which was created from a synergetic review of studies on the issues of attrition and delayed completion in graduate programs. The approach was therefore discussed in hopes that it can be used as a model in other graduate programs to ensure that students are supported in a holistic manner. Further, recommendations were made to bolster the approach based on the lessons learned from its initial implementation as well as through the reflections of the researcher-practitioner. The approach has built-in flexibility and is open to refinement and modification to suit the needs of varying institutions for future use.
ContributorsLord, Kara Tamara (Author) / Basile, Carole (Thesis advisor) / Buss, Ray (Committee member) / Smith, Stephanie (Committee member) / Bissessar, Charmaine (Committee member) / Arizona State University (Publisher)
Created2022
Description
Students in higher education require the skills and knowledge to creatively solve some of the pressing social, economic, and environmental issues confronting humanity. In 2015, the United Nations and its member states developed the Sustainable Development Goals (SDGs) to address complex global issues and systemic barriers to achieving sustainable development across the world. The SDGs help guide the Principles for Responsible Management Education (PRME), an initiative of the UN Global Compact that aligns signatory business schools with a set of values consistent with responsible management principles. This action research study examined bridging the knowledge gap of faculty transitioning from teaching traditional business curriculum to PRME and the SDG implementation in the curriculum in a polytechnic setting. Rogers’ Diffusion of Innovation (DOI) theory was used as the guiding theoretical framework. An intervention in the form of a faculty development micro-credential was created and implemented for study participants. Using a quantitative research design with pre-intervention and post-intervention surveys, participants reported a statistically significant increase in knowledge after the PRME micro-credential.
ContributorsGleiser, Amy (Author) / Ross, Lydia (Thesis advisor) / Smith, Stephanie (Committee member) / Chretien, Michelle (Committee member) / Arizona State University (Publisher)
Created2024
Description
The School of Entrepreneurship and Business Innovation (SEBI) student’sengagement with SEBI support services has been a matter of concern since the
establishment of the School in 2017. Of the fifteen hundred (1500) students registered at
the School, approximately 40% of them use the student support services offered to
increase retention, enhance performance, reduce uncertainties, and guide students to
success. The literature showed that student engagement is important for the greater
achievement of student outcomes, maintaining retention, as well as to offset any
ambiguity and challenges within the learning environments. The practitioner used Astin’s
Theory of Student Involvement and Tinto’s Student Integration Theory to discuss the
phenomenon of infrequent engagements of students with student support services SEBI.
The research used a mixed-method approach to investigate the current framework of
student support services at SEBI and student's engagement with these services. The
findings suggest that the students' perception of the support services offered by SEBI is
that the services are inadequate, and that their success is as a result of peer support and
their individual persistence. The practitioner proposes a student support strategy
prototype that will involve a collaboration between students and faculty members for a
more effective and efficient student support service.
ContributorsAlves, Tracy (Author) / Fischman, Gustavo (Thesis advisor) / Smith, Stephanie (Committee member) / Eardley, Trisha (Committee member) / Arizona State University (Publisher)
Created2023