Skip to main content

ASU Electronic Theses and Dissertations


This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.

In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.

Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.


To foster both external and internal accountability, universities seek more effective models for student learning outcomes assessment (SLOA). Meaningful and authentic measurement of program-level student learning outcomes requires engagement with an institution’s faculty members, especially to gather student performance assessment data using common scoring instruments, or rubrics, across a university’s many colleges and programs. Too often, however, institutions rely on faculty engagement for SLOA initiatives like this without providing necessary support, communication, and training. The resulting data may lack sufficient reliability and reflect deficiencies in an institution’s culture of assessment. This mixed methods action research study gauged how well one …

Contributors
Williams, Nick, Liou, Daniel D, Rotheram-Fuller, Erin, et al.
Created Date
2018

Transfer students have emerged as a growing student population in higher education. There is a need for higher education professionals to understand the needs of transfer students. In this study, the implemented intervention consisted of restructuring retention programming for first-semester transfer students. This qualitative action research study explored how first-semester transfer students understand and experience academic and social engagement across the semester they participate in retention programming. Students identified perceived barriers and facilitators to engagement. The researcher also examined transfer students’ experiences of the intervention. The findings indicate that students’ understanding of engagement align with their expectations of their first …

Contributors
Kulhanek, Kristy Lynn, Bernstein, Katie, Wilcox, Jeanne, et al.
Created Date
2019