Matching Items (7)
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- All Subjects: Education (Higher)
- Creators: Hesse, Marian
- Resource Type: Text
- Status: Published
Description
Barrett, The Honors College at Arizona State University (ASU) serves as a universal role model for organizing the resources of an institution to support highly motivated and prepared students. In 2009, Barrett, The Honors College (Barrett) opened the nation's first purposefully designed undergraduate honors residential college campus. Given the current demand by other American higher education institutions who wish to better understand how Barrett emerged as a distinct and singular model for an honors residential college experience, this action research study explores the effectiveness of the decisions, execution and outcomes central to Barrett's development. Five senior administrators of college units or universities were interviewed and provided insight for constructing a design for how other honors programs and colleges can learn from the challenges and accomplishments presented in developing an honors college for the 21st century while replicating Barrett's success. The study is framed in the overall context of how Barrett actualizes the New American University at ASU in meeting the demand for producing students that can compete in a global marketplace.
ContributorsHermann, Kristen (Author) / Ewing, Kris M (Thesis advisor) / Rund, James (Committee member) / Hesse, Marian (Committee member) / Arizona State University (Publisher)
Created2011
Description
Females and underrepresented ethnic minorities earn a small percentage of engineering and computer science bachelor's degrees awarded in the United States, earn an even smaller proportion of master's and doctoral degrees, and are underrepresented in the engineering workforce (Engineering Workforce Commission, [2006], as cited in National Science Foundation, 2012; United States Department of Education, [2006], as cited in National Science Foundation, 2009a; United States Department of Education, [2006], as cited in National Science Foundation, 2009b). Considerable research has examined the perceptions, culture, curriculum, and pedagogy in engineering that inhibits the achievement of women and underrepresented ethnic minorities. This action research study used a qualitative approach to examine the characteristics and experiences of Latina students who pursued a bachelor's degree in the Ira A. Fulton Schools of Engineering at Arizona State University (ASU) as part of the 2008 first-time full-time freshman cohort. The researcher conducted two semi-structured individual interviews with seven undergraduate Latina students who successfully persisted to their fourth (senior) year in engineering. The researcher aimed to understand what characteristics made these students successful and how their experiences affected their persistence in an engineering major. The data collected showed that the Latina participants were motivated to persist in their engineering degree program due to their parents' expectations for success and high academic achievement; their desire to overcome the discrimination, stereotyping, and naysayers that they encountered; and their aspiration to become a role model for their family and other students interested in pursuing engineering. From the data collected, the researcher provided suggestions to implement and adapt educational activities and support systems within the Ira A. Fulton Schools of Engineering to improve the retention and graduation rates of Latinas in engineering at ASU.
ContributorsRobinson, Carrie (Author) / Mcintyre, Lisa (Thesis advisor) / Hesse, Marian (Committee member) / Ganesh, Tirupalavanam G. (Committee member) / Arizona State University (Publisher)
Created2012
Description
This study provides an understanding of how administrative leaders make decisions regarding enrollment management within academic units at a major research university in the southwestern United States. Key enrollment management functions of recruiting, admissions, marketing, orientation, financial aid/scholarships, academic advising, student engagement, retention and career services were identified from the literature. Typically applied at the institutional level, this study provides an understanding of how leaders in academic units decide to implement enrollment management. A case study was conducted using qualitative data collection methods which emphasized interviews. Senior administrators, such as associate deans within academic units who have responsibility for enrollment management, served as the sample. Three main theoretical constructs were derived after analysis of the data: Theoretical Construct 1: To meet enrollment and retention goals, leaders strategically plan structures and manage resources for enrollment management functions in their academic units. Theoretical Construct 2: To increase retention, leaders intentionally strive to develop a sense of community through customized programs and services for students in their academic units. Theoretical Construct 3: To achieve enrollment objectives within a school-centric model, leaders build relationships with centralized enrollment management functions and other academic units. The discussion and analysis of the study suggests that academic units follow a similar evolutionary model to institutions as they develop enrollment management functions. Five recommendations on how leaders in academic units can more strategically utilize enrollment management principles in decision making are offered.
ContributorsDeBiaso, Nick (Author) / Mcintyre, Lisa (Thesis advisor) / Hesse, Marian (Committee member) / Faris, Kay (Committee member) / Arizona State University (Publisher)
Created2012
Description
With budgets on the decline, university officials are seeking alternative methods to maintain and increase the type of services provided to students. By incorporating social entrepreneurial competencies in the daily actions of university staff members, staff members will be able to perform their work more effectively and help students acquire skills such as innovative thinking, which is needed in today's society. Social entrepreneurs are defined as change agents for society; these individuals seize opportunities missed by others, improve systems, create solutions, innovate and adapt, leverage resources they do not control, and advocate for what they and others need to be successful (Ashoka, 2010a; Bornstein & Davis, 2010; Dees, 1998). Universities will be more successful in respect to helping students with a workforce of social entrepreneurs capable of leveraging resources. Through action research, this study utilized a phenomenological perspective with both qualitative and quantitative methods of data collection and analysis to introduce social entrepreneurial competencies to the live-in housing professionals (pro-staff) at Arizona State University (ASU) and then examined the incorporation of the competencies into the pro-staff's daily work. Ten current pro-staff participated in two phases of the study, each of which consisted of surveys and workshops. Participants' responses indicated that there are five competencies and three strengths related to social entrepreneurship that are significant to the pro-staff position and their daily work at ASU.
ContributorsVela, Alicia L (Author) / Mcintyre, Lisa (Thesis advisor) / Cook, Kevin (Committee member) / Hesse, Marian (Committee member) / Arizona State University (Publisher)
Created2012
Description
President Obama's (italic)Completion Agenda (/italic) is a plan that emphasizes improved student retention and persistence. The agenda also emphasizes the important role community colleges play in moving the nation toward economic prosperity. Current statistics indicate that nearly 48% of first-time college students are lost to attrition before the end of a student's first year of college. Student success is largely determined by student experiences during the first year; in order to address the (italic) Completion Agenda (/italic), colleges will need to support initiatives designed to help first-year students succeed. This study investigated the effectiveness of peer mentoring and college success courses on developing the self-efficacy of first-year community college students by evaluating the effectiveness of two course formats of a college success course; one format uses support of a peer mentor(s) and the other format does not use support of a peer mentor(s). The self-report College Student Self-Efficacy Inventory (CSEI) served as a data source instrument designed to measure the college experience in general and, in particular, the degree of confidence students have in their abilities to successfully perform a variety of college-related tasks. The CSEI consisted or 20 questions designed to measure three principle factors: academic self-efficacy, social self-efficacy, and social integration self-efficacy. Student demographic factors, including gender, age range, ethnicity, educational background, and data pertaining to the participants' educational goals and enrollment history, were also examined. Analysis methods included descriptive statistics, a t-test, and a one-way analysis of variance (ANOVA) measuring differences for each factor based on whether the student was supported by a peer mentor or not. Data analysis revealed no immediate measurable differences between the two formats; however, findings could suggest that the seeds of college success were nurtured and the experience of being enrolled in either course format of a student success course has yet to be realized. It was assumed that understanding the relationship between the two course formats and development of students' self-efficacy would provide useful insight into the effectiveness, merit, or value of peer mentoring and college success courses.
ContributorsMiranda, Vivian (Author) / Mcintrye, Lisa (Thesis advisor) / Hesse, Marian (Committee member) / Solley, Anna (Committee member) / Arizona State University (Publisher)
Created2011
Description
Civic engagement is often defined as political activism; to be a part of governmental decision making, the practices thereof, and various efforts of participation in voting. However, civic engagement is also known for its role within non-political work, such as community building and development. Because of the former definition many members of our society have a tendency to not embrace the full potential of their community roles. It is always about who is a Republican, who is a Democrat, who looks better, or who has a better name. Now it must be noted that this is not in absolute, not all members of our society work in this thought process, but many still do. If that doesn't come as a surprise to you, then the simplicity of how you can be an engaged member will. As a student attending Arizona State University at the West campus in Phoenix, Arizona, I have chosen to challenge the traditional view of civic engagement and prepare this development plan for the campus community. Having done so, I not only discovered the paths that one can take to be engaged in such matters, but also continued my role as a civil servant.
ContributorsWaldie, Howard William (Author) / Ackroyd, William (Thesis director) / Smith, Sharon (Committee member) / Alvarez Manninen, Bertha (Committee member) / Barrett, The Honors College (Contributor) / School of Social and Behavioral Sciences (Contributor) / School of Humanities, Arts, and Cultural Studies (Contributor)
Created2015-05
Description
First-generation college students are an underrepresented group in terms of study
abroad participation nationally and at Arizona State University (ASU). The ASU and
International Studies Abroad (ISA) Planning Scholars Scholarship Program was
developed to support first-generation college students in their pursuit of study abroad.
This mixed-methods study examined what the specific needs of first-generation college
students are as they pursue study abroad experiences and what effect the ASU and ISA
Planning Scholars Program had on them. A combination of surveys, semi-structured
interviews, and a photovoice project provided data for the study. Key findings included
that first-generation college students had concerns about finances, finding a study abroad
program that would keep them on track for graduation, making friends while they study
abroad, and traveling abroad alone. The study indicated that the Planning Scholars
program did increase students’ confidence in pursuing study abroad. Additionally, the
theory of First-Generation Strength was developed which suggests that first-generation
college students possess certain strengths and capital that help them overcome a variety
of new obstacles and make them an ideal candidate for study abroad due to their
experiences with having to navigate new contexts, such as going to college,
independently.
abroad participation nationally and at Arizona State University (ASU). The ASU and
International Studies Abroad (ISA) Planning Scholars Scholarship Program was
developed to support first-generation college students in their pursuit of study abroad.
This mixed-methods study examined what the specific needs of first-generation college
students are as they pursue study abroad experiences and what effect the ASU and ISA
Planning Scholars Program had on them. A combination of surveys, semi-structured
interviews, and a photovoice project provided data for the study. Key findings included
that first-generation college students had concerns about finances, finding a study abroad
program that would keep them on track for graduation, making friends while they study
abroad, and traveling abroad alone. The study indicated that the Planning Scholars
program did increase students’ confidence in pursuing study abroad. Additionally, the
theory of First-Generation Strength was developed which suggests that first-generation
college students possess certain strengths and capital that help them overcome a variety
of new obstacles and make them an ideal candidate for study abroad due to their
experiences with having to navigate new contexts, such as going to college,
independently.
ContributorsRausch, Kyle (Author) / Puckett, Kathleen (Thesis advisor) / Lynch, Jacquelyn S (Committee member) / Smith, Sharon (Committee member) / Arizona State University (Publisher)
Created2017