Matching Items (11)
Filtering by
- Resource Type: Text
Description
Historically, institutions of higher education focused their efforts on programs and services to support traditional students' integration (i.e., the eighteen year old who enrolls in college immediately after graduating from high school) into the college environment. Integration into the university environment contributes to student retention. Underrepresented students, specifically community college transfer students, are left out of the retention planning process. With the increase of transfer students transitioning to four-year universities, this study explored transfer students' integration experience within their initial six weeks of attendance at a receiving institution. This action research study implemented an E-Mentoring Program utilizing the social media platform, Facebook. Results from the mixed-methods study provided evidence that classroom connection interwoven with social rapport with peers, cognizance of new environment, and institutional and peer resources matter for integration within the first six weeks at HUC (a pseudonym). The information gained will be used to inform higher education administrators, student affairs practitioners, faculty, and staff as they develop relevant services, programs, and practices that intentionally support transfer students' integration.
ContributorsAska, Cassandra (Author) / Puckett, Kathleen (Thesis advisor) / Kleinsasser, Robert (Committee member) / Cook, Kevin (Committee member) / Arizona State University (Publisher)
Created2015
Description
This quasi-experimental, concurrent, mixed method, action research study sought to evaluate how an elective 1-credit course informed by mindfulness and culturally sustaining pedagogy influenced honors students’ academic self-efficacy, self-compassion, and their meaning-making about what it means to be an honors student. Theoretical perspectives and research guiding the study included: academic self-efficacy, culturally sustaining pedagogy, mindfulness, and third space. Drawing from these perspectives, the 9-week Creative Compassion course utilized poetry and rap as a way to enact culturally sustaining pedagogy and also as a vehicle for students to practice mindfulness. Findings from quantitative data from pre- and post- surveys of a treatment and control population, as well as qualitative data (open-ended survey questions, focus groups, and student artifacts) from the treatment population are presented here. This study revealed the following: practices informed by culturally sustaining pedagogy positively impacted students’ mindfulness, these same practices allowed for the creation of a third space within the classroom, and improving student self-compassion should be an increased priority. Additional implications for research and practice are also presented.
ContributorsBillbe, Sasha (Author) / McArthur Harris, Lauren (Thesis advisor) / Golden, Amy (Committee member) / Watrous, Lisa (Committee member) / Arizona State University (Publisher)
Created2019
Description
This action research study took a mixed methods approach to examine junior and senior student engagement at the honors college in the downtown campus of Arizona State University. The purpose of the study was to better understand the lack of engagement with junior and senior students within the college. The study sought to examine the usage of year specific programs and the possibility of influence on the target populations’ engagement. In addition, the study focused on understanding the usage of such programs and its ability to influence student perception of coping with transitions. The growth of honors education and the value of student engagement lead the study. Life Hacks is a series of programs designed to engage the target population by addressing an anticipated transition. This study focused on exploring junior and senior honors student engagement and the utilization of programs to address the student’s ability to cope with transitions. The program was divided into six workshops that spanned the semester and were taught by college partners who were deemed a resource on the subject matter. Two surveys were deployed: one at the beginning of the semester and the other at the end of the semester. Participants were selected based on their academic status as a junior or senior within the honors college on campus and their age rage. All participants traditionally matriculated from high school and were between the ages of 18-25. Two focus groups, with a total of eight participants (4 juniors and 4 seniors), were conducted at the end of the semester to gather qualitative data. Findings indicated that participants allowed their emotions to influence their ability to cope with transitions. Relationships with peers and staff were important to decision making processes and network building for junior and senior participants. Students within the study set expectations for the college and themselves that influence how they relate to college and their relation to adulthood. The implications of practice that resulted from the study involved improving student access to information and assisting students with understanding the need for the resource and how to apply it to their current and future challenges.
ContributorsGatewood, Kira Kevanah (Author) / Harris, Lauren (Thesis advisor) / Aska, Cassandra (Committee member) / Weatherly, Kimberly (Committee member) / Arizona State University (Publisher)
Created2019
Description
The purpose of this research is to explore Latina/o students' involvement at Arizona State University West and how it affects their sense of belonging, and thereby, their retention. I operationalize a "sense of belonging" as being able to express and feel comfortable with one's ethnic identity in the context of a higher education institution (Hurtado, 1997). I operationalize student involvement by the extent to which an individual student is devoted to their academic experience, invests time studying on campus, participates in student organizations, and interacts with faculty and their peers (Astin, 1984). I draw from Astin's theory of student involvement and Hurtado's sense of belonging as a base for this inquiry because they are critical components to understanding retention among the Latino/a community at Arizona State University West.
ContributorsGuerra, Luis D. (Author) / Cuadraz, Gloria (Thesis director) / Aska, Cassandra (Committee member) / School of Social and Behavioral Sciences (Contributor) / School of Humanities, Arts, and Cultural Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
This thesis is a two-part theatre and literature project on The Importance of Being Earnest by Oscar Wilde. The research component will consist of gathering information from the origins of this play in writing and in production to further understand my knowledge of the time it was written in and how it has been interpreted over the years. The theatrical elements will come as I direct and produce my own production of the play, and compare my research of Wilde's play and past productions to my own directorial decisions in attempt to make a successful student performed play.
ContributorsMarnick, Courtney Melissa (Author) / Miller, April (Thesis director) / Brown, Dori (Committee member) / Department of Marketing (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
ABSTRACT
Historically, first-generation college students (FGCS), students whose parents have not attended college nor earned a degree, are more likely to have lower college retention rates and are less likely to complete their academic programs in a timely manner. Despite this, there are many FGCS who do succeed and it is imperative to learn what fuels their success. The theoretical perspectives that framed this study included: hidden curricula, resiliency theory and community cultural wealth. Drawing from these perspectives, this qualitative research study consisted of a 10-week photo-elicitation facilitation and reflection group in which participants identified aspects of the hidden curricula encountered in the university that were challenging in their educational journeys and guided them in identifying the sources of strength (i.e. protective factors) that they channeled to overcome those challenges. The participants for this study were selected using a stratified purposeful sampling approach. The participants identified as Latina, low-income FGCS who were on good academic standing and majored in two of the largest academic units at Arizona State University's Tempe campus- the College of Liberal Arts and Sciences and the Fulton College of Engineering. This study used participants’ testimonios (critical, reflexive narratives), photo-elicitation images, student journal responses, focus group dialogue and Facebook group posts to better understand the resiliency of Latina, low-income FGCS at ASU. Using grounded theory analysis, this study revealed the following,
Latina, low-income FGCS:
- Primarily define and develop their academic resiliency outside of the classroom and use social capital connections with peers and aspirational capital connections to their future to be successful inside the classroom.
- Are heavily driven to succeed in the university setting because of their family's support and because they view their presence in college as a unique opportunity that they are grateful for.
- Operationalize their academic resiliency through a combination of hard work and sacrifice, as well as an active implementation of resilience tactics.
- Are motivated to pass on their resiliency capital to other students like them and perceive their pursuit of a college education as a transformative action for themselves, their families and their communities.
Historically, first-generation college students (FGCS), students whose parents have not attended college nor earned a degree, are more likely to have lower college retention rates and are less likely to complete their academic programs in a timely manner. Despite this, there are many FGCS who do succeed and it is imperative to learn what fuels their success. The theoretical perspectives that framed this study included: hidden curricula, resiliency theory and community cultural wealth. Drawing from these perspectives, this qualitative research study consisted of a 10-week photo-elicitation facilitation and reflection group in which participants identified aspects of the hidden curricula encountered in the university that were challenging in their educational journeys and guided them in identifying the sources of strength (i.e. protective factors) that they channeled to overcome those challenges. The participants for this study were selected using a stratified purposeful sampling approach. The participants identified as Latina, low-income FGCS who were on good academic standing and majored in two of the largest academic units at Arizona State University's Tempe campus- the College of Liberal Arts and Sciences and the Fulton College of Engineering. This study used participants’ testimonios (critical, reflexive narratives), photo-elicitation images, student journal responses, focus group dialogue and Facebook group posts to better understand the resiliency of Latina, low-income FGCS at ASU. Using grounded theory analysis, this study revealed the following,
Latina, low-income FGCS:
- Primarily define and develop their academic resiliency outside of the classroom and use social capital connections with peers and aspirational capital connections to their future to be successful inside the classroom.
- Are heavily driven to succeed in the university setting because of their family's support and because they view their presence in college as a unique opportunity that they are grateful for.
- Operationalize their academic resiliency through a combination of hard work and sacrifice, as well as an active implementation of resilience tactics.
- Are motivated to pass on their resiliency capital to other students like them and perceive their pursuit of a college education as a transformative action for themselves, their families and their communities.
ContributorsRomasanta, Lindsay Rae (Author) / Liou, Daniel D. (Thesis advisor) / Margolis, Eric (Committee member) / Golden, Amy (Committee member) / Arizona State University (Publisher)
Created2016
Description
College and university students are heavily influenced by their exposure to opportunities, individuals, and belief-systems during their time in school. More specifically, countless students are impacted by campus Christian ministries. There are 67 registered religious clubs and organizations across Arizona State University's four campuses, and 46 of them identify as Christian. Similar to most faith-based organizations, Christian campus ministries seek to impact the lives of students. This study will take a look at the influence of these ministries at ASU by researching their intersection with another key component of university life: wellness.
The primary research question is, “How does involvement in Christian ministries at ASU relate to the wellness of students?” The study will examine multiple dimensions of wellness: occupational, physical, social, intellectual, spiritual, and emotional. Each component is essential to understanding the health and well-being of an individual, which is why this study will measure wellness levels in each dimension among samples of students at ASU.
The methodology chosen was a short, anonymous survey that 148 ASU students participated in—73 involved in Christian ministries at ASU and 75 not involved. The quantitative component included a wellness assessment using questions from The National Wellness Institute. These wellness scale questions were broken up into 5 randomized sections, each with one question per dimension, for 30 questions total. Each question response was assigned a rating on a 1 to 5 scale, 1 associated with low wellness and 5 high wellness. The qualitative component, comprised of short answer questions, only applied to students who were involved in a Christian ministry. This portion allowed respondents to explain if and how the ministry impacts each dimension of wellness uniquely.
The quantitative results showed some evident differences between students involved in Christian ministries and students not involved. The social and spiritual dimensions concluded much higher levels of wellness for involved students, both statistically significant with p-values of 0.028 and 0.004. Although some of the wellness differences between involved and not involved participants were not statistically significant, there is also notable variation among questions within each dimension. For the qualitative data, most students in Christian ministries said they believe their involvement increases their wellness in all six dimensions. For each dimension, over 75% of participants said that the ministry impacted their well-being. For the social, spiritual, and emotional dimensions, at least 97% of respondents said their ministry involvement impacted their wellness.
In examining the conclusions of the study, one recommendations is to strengthen the partnership between the greater ASU community and Christian ministries by collaborating and combining resources for programming that relates to their common goals and shared values. Additionally, other faith-based organizations at ASU may benefit from replicating this study to observe their unique wellness impact.
The primary research question is, “How does involvement in Christian ministries at ASU relate to the wellness of students?” The study will examine multiple dimensions of wellness: occupational, physical, social, intellectual, spiritual, and emotional. Each component is essential to understanding the health and well-being of an individual, which is why this study will measure wellness levels in each dimension among samples of students at ASU.
The methodology chosen was a short, anonymous survey that 148 ASU students participated in—73 involved in Christian ministries at ASU and 75 not involved. The quantitative component included a wellness assessment using questions from The National Wellness Institute. These wellness scale questions were broken up into 5 randomized sections, each with one question per dimension, for 30 questions total. Each question response was assigned a rating on a 1 to 5 scale, 1 associated with low wellness and 5 high wellness. The qualitative component, comprised of short answer questions, only applied to students who were involved in a Christian ministry. This portion allowed respondents to explain if and how the ministry impacts each dimension of wellness uniquely.
The quantitative results showed some evident differences between students involved in Christian ministries and students not involved. The social and spiritual dimensions concluded much higher levels of wellness for involved students, both statistically significant with p-values of 0.028 and 0.004. Although some of the wellness differences between involved and not involved participants were not statistically significant, there is also notable variation among questions within each dimension. For the qualitative data, most students in Christian ministries said they believe their involvement increases their wellness in all six dimensions. For each dimension, over 75% of participants said that the ministry impacted their well-being. For the social, spiritual, and emotional dimensions, at least 97% of respondents said their ministry involvement impacted their wellness.
In examining the conclusions of the study, one recommendations is to strengthen the partnership between the greater ASU community and Christian ministries by collaborating and combining resources for programming that relates to their common goals and shared values. Additionally, other faith-based organizations at ASU may benefit from replicating this study to observe their unique wellness impact.
ContributorsSouza, Ann Christina (Author) / Golden, Amy (Thesis director) / Valiente, Carlos (Committee member) / Department of English (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / School of Politics and Global Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
As an administrator, it is essential to understand the varying theoretical perspectives and frameworks surrounding leadership and organizational development that support employee and student success. After conducting the first two cycles of action research, it was confirmed that there was a need for an intentional focus on the employees’ experience and their professional development. This focus led to administering a distance mentoring program for higher education administrators. The distance mentoring program was a mixed-methods action research project that ran a total of eight weeks with an orientation, mentoring sessions and individual activities during the first five weeks, and individual interviews three weeks following the intervention. There were eight participants in the study who were paired into four groups of two in order to foster a mentoring relationship using the “other” mentoring model. The purpose of the study was to determine the effectiveness of the distance mentoring program with respect to increasing educational outcomes, innovation, job satisfaction, productivity, and strategic action planning for higher education professionals. The distance mentoring program was successful in generating innovative thoughts relevant to the participant’s workplace challenge, increasing job satisfaction, stimulating better solutions for strategic action planning, and creating in a positive impact on the mentoring relationship. Results surrounding productivity were mixed and inconclusive. The implementation of the distance mentoring program was designed to initiate dialogue, brainstorming, planning, and supportive measures by each participant and delivered the social and strategic elements necessary to achieve a more positive, productive, and successful work environment.
ContributorsScott, Kristina (Author) / Ott, Molly (Thesis advisor) / Aska, Cassandra (Committee member) / Maxwell, Tanisha (Committee member) / Arizona State University (Publisher)
Created2023
Description
Many college campuses institute residency requirements intended to provide intentional support, engagement, and assistance in the transition into life as a first-year college student. However, first-year students opting to continue living at home with family and commuting to campus each day has become a growing trend. This group of students can often be more sizable than some may assume and their developmental needs can be consistent with those of their on-campus peers. The objective of this mixed-methods action research study was to better understand how peer-to-peer experiences and opportunities are perceived and to describe and explore the concept of social capital and sense of belonging within the first-year commuter student population. This feeling of isolation can often expand to a lack of campus involvement and engagement in social opportunities. As a result of the perceived needs of this growing first-year commuter student population, a peer mentoring program was launched as a pilot to localize, personalize, and support students by providing a peer student leader in the form of a commuter peer mentor (CPM). Results from the qualitative and quantitative data collected as a part of this study demonstrated that first-year students value specific and easily-identified resources made available to their unique need cases and while many first-year commuter students may feel well supported and connected academically, they articulated challenges with social connections within the university setting. The understandings gained from this action research can inform higher education and student affairs practitioners as they seek to establish or improve programs, resources, and practices that intentionally and thoughtfully support first-year commuter students.
ContributorsMoore, Jeremy (Author) / Wylie, Ruth (Thesis advisor) / Aska, Cassandra (Committee member) / Kim, Samuel (Committee member) / Arizona State University (Publisher)
Created2020
Description
Despite the increase in enrollment of first-generation college students at four-year institutions, this student population was more than twice as likely to drop out before their sophomore year compared to their non-first-generation peers. Specifically, a subgroup of first-generation college students that has been identified as greatly disadvantaged yet received little attention in the literature are those from migrant and seasonal farm worker (MSFW) backgrounds. The unique educational needs and risk factors of these students demand that postsecondary institutions develop resources and support services in an effort to better serve them. While the literature identified co-curricular involvement as a factor contributing to the sense of belonging and retention of college students, it failed to acknowledge the unique experiences of minoritized and/or marginalized student populations. This study introduced and supported the argument that merely offering involvement opportunities did not work for this student population, and suggested that institutional agents who interacted or worked closely with them had to facilitate validating conversations and build close relationships early on to encourage co-curricular involvement. The innovation supported first-generation MSFW students’ participation and engagement in conversations and activities in an effort to help enrich their experiences, and enhance their overall sense of belonging and college retention. The innovation demonstrated the many benefits stemming from first-generation MSFW students’ participation in a peer mentor program, and allowed for collection of feedback in an effort to better serve this student population. Further, based on the results of this study, the innovation may have positive impacts on the sense of belonging and college retention of first-generation MSFW students.
ContributorsOrnelas, Zujaila Mizar (Author) / Basile, Carole (Thesis advisor) / Aska, Cassandra (Committee member) / O'Connor, Brendan (Committee member) / Arizona State University (Publisher)
Created2021