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- Creators: Barrett, The Honors College
Description
Currently, Arizona State University's West Campus offers students a Bachelor's of Science degree in Forensics. This degree program has been at ASU's West campus for over three years now and is at its capacity of 300 students due to limitations on lab space. In order to support the growth and provide students with a valuable experience, the Math and Natural Sciences department seeks to create a "fee-for-service" enterprise within the Forensics division. This new lab called the Arizona State University Forensic Science Center (ASU-FSC) would serve city, county, state, and federal government agencies. The mission of the ASU-FSC is to provide robust, accurate and efficient forensic services while leading innovation in research and education in forensics for Arizona, the Southwest and the country. The School of Natural Science and Mathematics has sought help from W. P. Carey School of Business students to analyze the possibility of adding a Forensics fee-for-service lab to ASU West campus. The deliverables from this report will provide a comprehensive marketing, supply chain and financial review of all aspects of the business, and will aid in the decision making process for the creation of the Arizona State University Forensic Science Center.
ContributorsBlackburn, Amy (Co-author) / Snyder, Emily (Co-author) / Dong, Tim (Co-author) / Trujillo, Rhett (Thesis director) / Ferry, Lara (Committee member) / W. P. Carey School of Business (Contributor) / Department of Supply Chain Management (Contributor) / Department of Marketing (Contributor) / Department of Management and Entrepreneurship (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
The Downtown ASU campus Bio 201 and 202 anatomy labs are planning on revising the method in which students are presented and evaluated on lab material for the Fall 2016 semester. The goal of this thesis project was to analyze the methods used in previous semesters in order to determine which method, if any, proved to be the most effective means of evaluation for the students. The general setup of the anatomy labs is that the students come to lab, receive that week's instruction, and then are quizzed on that week's material at the beginning of their next lab. Then roughly every five new segments there is a practical covering the cumulative information from the last five segments. Therefore it is imperative to analyze the current and previous methods of evaluation in order to find which one has the strongest correlation with an individual's quiz performance and their practical grade. Since the Fall 2014 semester three different quiz types have been used in lab while the practical has remained the same. The three different types of quizzes are written, turning point, and no quiz; in order to determine which method was most effective overall practical averages for each student was compared to their corresponding quiz average. This data was put into Excel and used to generate a graph in order to determine the r-squared values to determine which had the strongest correlation. The results showed that no matter what quiz type was used there was no statistically significant correlation between quiz performance and practical performance; in fact practical averages were nearly identical between semesters for Bio 201 and 202. However, visual analysis of the graph demonstrated that certain quiz methods did seem to be more effective than others. For Bio 201 it seemed that written quizzes were the most effective means of evaluation, while in Bio 202 the turning point quizzes were best.
ContributorsOlson, Zachary G (Author) / Kingsbury, Jeffrey (Thesis director) / Legere, Jenny (Committee member) / School of Molecular Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05