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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.


The Mathematical and Theoretical Biology Institute (MTBI) is a summer research program for undergraduate students, largely from underrepresented minority groups. Founded in 1996, it serves as a 'life-long' mentorship program, providing continuous support for its students and alumni. This study investigates how MTBI supports student development in applied mathematical research. This includes identifying of motivational factors to pursue and develop capacity to complete higher education. The theoretical lens of developmental psychologists Lev Vygotsky (1978, 1987) and Lois Holzman (2010) that sees learning and development as a social process is used. From this view student development in MTBI is attributed to …

Contributors
Evangelista, Arlene Morales, Castillo-Chavez, Carlos, Holmes, Raquell M, et al.
Created Date
2015

More Math Minutes is an action research study, set in a high school in the southwestern United States, designed to examine the effects of collaborative peer-group learning for low-performing Algebra I and low-performing Algebra II students. This study is grounded in Social Cognitive Theory and Constructivist Theory including Bandura’s self-efficacy theory and Vygotsky’s theory of proximal development. Participants are comprised of 20 low-performing Algebra I students as the peer-learners and 20 low-performing Algebra II students as the peer-teachers participating in a peer tutoring intervention. Quantitative and qualitative data was collected through pre- and post-self-efficacy questionnaires, pre- and post-mathematics knowledge assessments, …

Contributors
Herriman, Patricia Valles, Kulinna, Pamela, Marsh, Josephine, et al.
Created Date
2018