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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

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
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Description

River rafting trips and hikers use sandbars along the Colorado River in Marble and Grand Canyons as campsites. The U.S. Geological Survey evaluated the effects of Glen Canyon Dam operations on campsite areas on sandbars along the Colorado River in Grand Canyon National Park. Campsite area was measured annually from

River rafting trips and hikers use sandbars along the Colorado River in Marble and Grand Canyons as campsites. The U.S. Geological Survey evaluated the effects of Glen Canyon Dam operations on campsite areas on sandbars along the Colorado River in Grand Canyon National Park. Campsite area was measured annually from 1998 to 2012 at 37 study sites between Lees Ferry and Diamond Creek, Arizona. The primary purpose of this report is to present the methods and results of the project.

Campsite area surveys were conducted using total station survey methods to outline the perimeter of camping area at each study site. Campsite area is defined as any region of smooth substrate (most commonly sand) with no more than an 8 degree slope and little or no vegetation. We used this definition, but relaxed the slope criteria to include steeper areas near boat mooring locations where campers typically establish their kitchens.

The results show that campsite area decreased over the course of the study period, but at a rate that varied by elevation zone and by survey period. Time-series plots show that from 1998 to 2012, high stage-elevation (greater than the 25,000 ft3/s stage-elevation) campsite area decreased significantly, although there was no significant trend in low stage-elevation (15,000–20,000 ft3/s) campsite area. High stage-elevation campsite area increased after the 2004 and 2008 high flows, but decreased in the intervals between high flows. Although no overall trend was detected for low stage-elevation campsite areas, they did increase after high-volume dam releases equal to or greater than about 20,000 ft3/s. We conclude that dam operations have not met the management objectives of the Glen Canyon Adaptive Management program to increase the size of camping beaches in critical and non-critical reaches of the Colorado River between Glen Canyon Dam and Lake Mead.

ContributorsKaplinski, Matt (Author) / Hazel, Joe (Author) / Parnell, Rod (Author) / Hadley, Daniel R. (Author) / Grams, Paul (Author)
Created2014-07
Description

Summary: 

Interview conducted by: Dr. Paul Hirt, Arizona southwestern U.S. state. State University and Jennifer Sweeney, Four East Historical Research, LLC. Glen Canyon Dam Adaptive Management Program Administrative History Project. Administered by Arizona southwestern U.S. state. State University Supported by a grant from the US Bureau of Reclamation.

Biography: 

Paul Grams has worked

Summary: 

Interview conducted by: Dr. Paul Hirt, Arizona southwestern U.S. state. State University and Jennifer Sweeney, Four East Historical Research, LLC. Glen Canyon Dam Adaptive Management Program Administrative History Project. Administered by Arizona southwestern U.S. state. State University Supported by a grant from the US Bureau of Reclamation.

Biography: 

Paul Grams has worked directly with the Glen Canyon Dam Adaptive Management Program (GCDAMP) since 2008, as a program manager and research hydrologist at the Grand Canyon Monitoring and Research Center (GCMRC). His involvement in Grand Canyon studies goes back to 1991, when he took a Colorado River research trip as part of an undergraduate science course. Grams is an expert on the effects of dams on river geomorphology and sediment transport. He holds a BA in Geology from Middlebury College, an MS in Geology from Utah State University, and a PhD in Geography and Environmental Engineering from Johns Hopkins University.

ContributorsHirt, Paul (Interviewer) / Sweeney, Jennifer (Interviewer) / Grams, Paul (Interviewee)
Created2020-01-24
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Description
Institutions of higher learning have long been recognized as essential sources of knowledge for individuals seeking to solve real-life problems and improve their value in the workforce. However, despite their best efforts, many graduates lack the necessary hard and soft skills to excel in their chosen careers. As an accountant-turned-lecturer,

Institutions of higher learning have long been recognized as essential sources of knowledge for individuals seeking to solve real-life problems and improve their value in the workforce. However, despite their best efforts, many graduates lack the necessary hard and soft skills to excel in their chosen careers. As an accountant-turned-lecturer, I have observed this phenomenon firsthand and felt compelled to take action. To address this issue, I undertook a project aimed at preparing graduates from the Accountancy Program at the University of Guyana's School of Entrepreneurship and Business Innovation (SEBI) for success in their careers. In conducting this project, I conducted an action-based research study consisting of three cycles. In the first two cycles, I delved into the perceptions of learners and lecturers regarding the need for instructional development in the degree program. Both groups agreed that it was necessary to implement appropriate innovations to improve the teaching of the program. In the third cycle, I interviewed employers to get their perspective on implementing an instructional innovation. The results of these interviews were striking, as they led to the development of an internship program that would allow students to practice their knowledge and learn soft and hard skills while being attached to institutions. To determine the impact of such programs, I studied other degree programs that currently have internship and attachment programs. From my investigation, I learned that learners have a positive attitude towards internships, and that they can help learners gain more skills than they get in class when implemented well. Given the success of similar programs in other degree programs, I propose the implementation of an internship program in the Accountancy Program in SEBI. The program's goal is to improve the knowledge, skills, and experience of its graduates and help them succeed in their chosen careers. With the introduction of such a program, students will have the opportunity to learn through hands-on experience, allowing them to develop the skills and knowledge needed to excel in the workforce. Overall, this program's success will contribute to enhancing the reputation of the institution, attracting more potential students, and increasing its graduates' employability.
ContributorsAaron, Alfred Vini (Author) / Smith, Stephanie (Thesis advisor) / Fischman, Gustavo (Committee member) / Henry, Paulette (Committee member) / Arizona State University (Publisher)
Created2023
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With increasing costs of higher education, community college pathways to baccalaureate transfer degrees are attractive student alternatives to starting at a traditional four-year institution. However, disparate student outcomes, particularly for underserved student populations, continue to be a concern when considering equitable four-year degree completion rates. Previous literature demonstrates that student

With increasing costs of higher education, community college pathways to baccalaureate transfer degrees are attractive student alternatives to starting at a traditional four-year institution. However, disparate student outcomes, particularly for underserved student populations, continue to be a concern when considering equitable four-year degree completion rates. Previous literature demonstrates that student satisfaction and student informational capital play key roles in the success of community college transfer students to persist to four-year institutions and attain their educational and career goals. The role of academic advising in the transfer context provides a uniquely collaborative opportunity to address factors of success and student outcomes. Via this mixed methods action research study, I utilized archival student enrollment data, a student survey, and student and advisor interviews to examine an academic advising model that I created in partnership between Cochise Community College and the University of Arizona (i.e., the Colaborativo Advising for Transfer Success Model, or CATS Advising Model), whereby I assigned a singular academic advisor (i.e., a CATS advisor) a student caseload across the two institutions in a deliberate effort to facilitate successful transfer. I used a combined framework of the Model of Student Departure, Transfer Student Capital, and Appreciative Inquiry to inform the advising intervention. I found that students who received the advising intervention were significantly more likely to a) be satisfied with their transfer advising experience, b) perceive increased transfer knowledge (capital), and c) retain through transfer and university enrollment, in comparison to their peers who received advising via a more traditional transfer advising model. Importantly, the students experiencing the advising intervention were also able to articulate their appreciation and recognition of the impact of their relationship with the CATS advisors on their transfer success.
ContributorsWieland, Sarah (Author) / Beardsley, Audrey (Thesis advisor) / Smith, Stephanie (Committee member) / Urquídez, Kasandra (Committee member) / Arizona State University (Publisher)
Created2022
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DescriptionOfficial program of the Mapping Grand Canyon Conference. Document was designed and optimized for digital dissemination and mobile device (smartphone, tablet) viewing and interactive browsing. Document was deliberately not printed in paper format with the intent of minimizing the event's ecological footprint through a reduction of paper and ink waste.
ContributorsWatson, Amy Carolyn (Compiler, Designer) / Toro, Matthew (Compiler, Cartographer) / Avila, Theresa (Contributor) / Field, Kenneth (Contributor) / Fry, Michael (Contributor) / Griffin, Dori (Contributor) / Kaplinski, Matt (Contributor) / Karlstrom, Karl (Contributor) / Manone, Mark (Contributor) / Oetting, Ed (Contributor) / Patterson, Tom (Contributor) / Quartaroli, Richard David (Contributor) / Runge, Peter (Contributor) / Semken, Steve (Contributor) / Smilovsky, Nikolas (Contributor) / Smith, Stephanie (Contributor) / Spindler, Rob (Contributor) / Trapido-Lurie, Barbara (Contributor) / Upchurch, Jonathan (Contributor) / Deitrick, Stephanie (Contributor) / Lemar, Shea (Contributor) / Messinger, Ellen Murray (Contributor) / Sherwood, Jill (Contributor) / Wilhelm, Karina (Contributor)
Created2019-02
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In 1985, Arizona Governor Bruce Babbitt and several others officially registered the Grand Canyon Trust as a non-profit organization dedicated to defending the natural integrity of the Grand Canyon. But the Trust realized early on that issues don’t stop at the boundaries of Grand Canyon National Park. So in 1987,

In 1985, Arizona Governor Bruce Babbitt and several others officially registered the Grand Canyon Trust as a non-profit organization dedicated to defending the natural integrity of the Grand Canyon. But the Trust realized early on that issues don’t stop at the boundaries of Grand Canyon National Park. So in 1987, we expanded the scope of our work to encompass the entire Colorado Plateau, of which the Grand Canyon stands as the centerpiece. GIS at the Trust helps tell the historic and current conservation story through advanced cartography, interactive web mapping, and spatial analysis. Using art and science, we design maps that illustrate physical characteristics, cultural values, proposals and conservation actions, and vulnerabilities across the Colorado Plateau. Our work reaches a broad audience including policy-makers, constituencies, government agencies, and our supporters. This presentation will highlight some of our most recent work in and around Grand Canyon, challenges we face as geographers, and how our maps have been used to further protect the Grand Canyon.
ContributorsSmith, Stephanie (Author, Speaker) / ASU Marketing Hub (Videographer)
Created2019-03-01
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The passage of the Grand Canyon Protection Act (1992) and the completion of the Glen Canyon Dam Environmental Impact Statement (1996) ushered in a new era of environmental monitoring and research of the Colorado River corridor in Grand Canyon. Technological advancements in surveying and mapping systems over this period have

The passage of the Grand Canyon Protection Act (1992) and the completion of the Glen Canyon Dam Environmental Impact Statement (1996) ushered in a new era of environmental monitoring and research of the Colorado River corridor in Grand Canyon. Technological advancements in surveying and mapping systems over this period have made it possible to map larger areas with an increasing level of precision and accuracy. All of these mapping efforts rely on an accurate geodetic control network along the rim and inner canyon corridor. Examples of mapping efforts include aerial photographic, topographic, and bathymetric missions. Aerial overflights of the entire canyon corridor have been conducted in 2002, 2009, and 2013 and the high-resolution orthophographs and photogrammetrically-derived topography form the base data set for a number of investigations. From 2009 to 2017, over 160 miles of channel have been mapped using multibeam bathymetry. The bathymetric maps reveal the form of the Channel bed and allow researchers to asses flow operations from Glen Canyon dam on the sediment resources within the Colorado River ecosystem.
ContributorsKaplinski, Matt (Author, Speaker) / ASU Marketing Hub (Videographer)
Created2019-03-01
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The trend of increasing mental health issues for undergraduate students is a worrisome and important topic for research in higher education. College students become the backbone of society as they graduate, start families, and enter the workforce. To increase the mental health of students on campus, many institutions have implemented

The trend of increasing mental health issues for undergraduate students is a worrisome and important topic for research in higher education. College students become the backbone of society as they graduate, start families, and enter the workforce. To increase the mental health of students on campus, many institutions have implemented university-wide interventions that ask students to engage with written or visual models. I propose that this large-scale intervention that uses a one-size-fits all narrative is leaving behind important students on campus who do not relate to the written or video narratives that are often used in these settings. My current research employed a classroom-based intervention in which students were asked to discover intergenerational narratives themselves. This mixed methods design used pre-intervention and post-intervention surveys to investigate changes in levels of resilience, belonging, and mattering among a group of college students at a university in the southwest United States. My sample was predominantly young (m = 19.4, SD = 1.2) female students (85.7%) who identified as white (54%) and in their freshman year of college (48.6%). Additional qualitative thematic analyses were performed to investigate the adherence of student narratives to restorative elements and representative quotes were pulled to elaborate on the convergence and divergence of data. Although no statistically significant differences were found, individual students reported positive change and future research is warranted.
ContributorsWhetten, Jason LaMont (Author) / Weinberg, Andrea (Thesis advisor) / Smith, Stephanie (Committee member) / Dunbar, Nora (Committee member) / Arizona State University (Publisher)
Created2022
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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

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