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Colleges and universities have goals and strategies in place to fill their on-campus housing facilities with students. At Arizona State University (ASU), the goal is to fill every bedspace on campus. All first-year students are expected to live on campus their first year at ASU. In Barrett, the Honors College

Colleges and universities have goals and strategies in place to fill their on-campus housing facilities with students. At Arizona State University (ASU), the goal is to fill every bedspace on campus. All first-year students are expected to live on campus their first year at ASU. In Barrett, the Honors College (BHC), students are expected to live on-campus their first and second year at ASU. This study explores the BHC upperdivision communities to better understand why students are not returning to live on campus beyond the two-year live-on expectation. In this study, the researcher created a website to better inform students of the renewal process and the benefits of living on-campus. More than 200 BHC upperdivision students participated in this study through interviews and surveys. Quantitative results of the study indicated a positive and significant correlation between students who believe it costs less to live on campus, enjoy living on campus, interact with faculty and staff outside of the classroom with intent to live on campus the next academic year. Students who felt their currently living situation had a positive impact on their overall emotional/mental wellbeing, feel a sense of community or connection to others, and feel more connected because they live on campus are more likely to intend to live on campus. Students who were surveyed after the implementation of the renewal website believed it cost less to live on campus than off campus, felt that it was easier to navigate the application, and felt that they had a better understanding of the renewal process. Qualitative results of the study indicated students were deciding to live off campus due to the limited room options and the cost of on-campus housing. Students did not feel that there was a sense of community in BHC upperdivision housing, but they did feel like living on-campus was convenient and opened opportunities to get involved. The renewal website did not have an effect on students’ behavior, knowledge and intent to renew housing, and the renewal process was easy to navigate for some of the participants and difficult to navigate for the other participants.
ContributorsLaRoche, Catherine-Ann Hiileilani (Author) / Chen, Ying-Chih (Thesis advisor) / Hermann, Kristen J (Committee member) / Staton, Shannon (Committee member) / Arizona State University (Publisher)
Created2020
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Description
For more than 30 years, social science researchers have studied how students in online learning environments interact with each other. This has led to the development of a construct called social presence. Studies have shown that high social presence can lead to improved student retention, engagement, and satisfaction. The literature

For more than 30 years, social science researchers have studied how students in online learning environments interact with each other. This has led to the development of a construct called social presence. Studies have shown that high social presence can lead to improved student retention, engagement, and satisfaction. The literature explores how social presence has been measured by faculty or researchers, but lacks insight on how other university staff can affect social presence in online graduate students. This is an action research mixed-methods study conducted by an academic advisor and attempts to measure social presence through a webpage intervention for an online graduate business program. A pre-and-posttest were conducted in a five month span, as well as semi-structured interviews with students of the program. Results suggest that overall, the intervention did not increase social presence in the program. It also suggests that social presence is developed between students in a variety of ways, and can even be developed between their academic advisor and themselves. Overall, this study acknowledges how academic advisors can explore social presence to improve academic advising techniques and interventions for their programs, while also adding to the literature a different perspective through the eyes of a university staff member.
ContributorsDelgado, Gina Michelle (Author) / Chen, Ying-Chih (Thesis advisor) / Beardsley, Audrey (Committee member) / Tu, Chih-Hsiung (Committee member) / Arizona State University (Publisher)
Created2020
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Description
The purpose of this action research study was to help medical students normalize feelings of shame related to academics and to respond to these feelings in more adaptive ways. Several cycles of research informed this study, which investigated the influence of an educational innovation. The innovation focused on helping medical

The purpose of this action research study was to help medical students normalize feelings of shame related to academics and to respond to these feelings in more adaptive ways. Several cycles of research informed this study, which investigated the influence of an educational innovation. The innovation focused on helping medical students understand feelings of shame, foster self-efficacy in shame resiliency practices, and encourage help-seeking behaviors. In short, the study sought to understand how these medical students responded to feelings of shame related to academic performance before and after participation in the educational innovation. A total of 14 second-year medical students participated in this concurrent mixed-method study. The educational innovation was designed by this action researcher and informed by Brené Brown’s shame resilience theory. Three sources of data were used to answer the research questions, including a pre- and post-innovation survey, interviews, and student journals. Major findings suggested that the educational innovation was effective in enhancing the study participants’ knowledge of shame, increasing perceptions of self-efficacy in the practices related to resiliency to feeling of academic shame, as well as, promoting help-seeking behaviors. The data also revealed a range of academic shame triggers identified by these medical students. This action research study validated the need to normalize feelings of shame and support medical students developing practices for resiliency to this powerful feeling.
ContributorsCoudret, Dude Joseph (Author) / Chen, Ying-Chih (Thesis advisor) / Buss, Ray R (Committee member) / Hartmark-Hill, Jennifer (Committee member) / Arizona State University (Publisher)
Created2020
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Description
This mixed methods action research study closely examines what Club Advisors need in order to be successful in their role, develops an intervention that supports Club Advisors in skill-building along with Club Advisor’s self-motivation and the development of self-efficacy in their role. The purpose of this study was

This mixed methods action research study closely examines what Club Advisors need in order to be successful in their role, develops an intervention that supports Club Advisors in skill-building along with Club Advisor’s self-motivation and the development of self-efficacy in their role. The purpose of this study was to understand what skills and motivations Club Advisors had and after an intervention occurred, observing whether their self-efficacy around club advising increased. While there has been growth in the area of student affairs and focus on student involvement outside of the classroom, there is currently limited research in the field of university Club Advising as the resources exist informally. The formal literature which does exist does not agree on what skills are needed to be a Club Advisor and does not bridge the gap between theory and practice. The lack of formal research on Club Advising impacts the student experience through Club Advisors not receiving the resources they need. Ensuring the Club Advisors who do volunteer their time are set-up to develop their students successfully requires additional research. This research study used surveys, interviews, memos, and workshop interventions to understand where Club Advisors were developmentally and how to develop them further. Club Advisors in the study wanted to use the resources and connect with others, but before this study did not know how or where to connect. Future cycles of research beyond this study would expand upon the findings and create a foundation for Club Advisor development.
ContributorsO'Brien, Jennifer (Author) / Chen, Ying-Chih (Thesis advisor) / Davis, Ben (Committee member) / Vela, Alicia (Committee member) / Arizona State University (Publisher)
Created2020