ASU Electronic Theses and Dissertations

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2004 2017

This study reviews the effectiveness of a faculty development program to prepare faculty members in the health related fields to design and develop flipped and blended learning courses. The FAB Tech workshop focuses on flipped and blended learning technologies as a method to increase the use of active learning in the classroom. A pre/posttest was administered to the participants on their use of technology and their course delivery strategies. In addition, interviews were conducted with a purposeful sample of the participants based on level of engagement in the workshop and their change in the pre/posttest. The program was effective in ...

Contributors
Crawford, Steven Raymond, Puckett, Kathleen, Mathur, Sarup, et al.
Created Date
2015

In a conscious effort to combat the low enrollment of women in construction management, a program was created to retain women through a mentorship program - Advancing Women in Construction. A qualitative analysis, facilitated through a grounded theory approach, sought to understand if the program was indeed successful, and what value did the students derive from the programs and participating in the mentoring process. Dissertation/Thesis

Contributors
Eicher, Matthew Paul, Wilkinson, Christine, Calleroz-White, Mistalene, et al.
Created Date
2013

ABSTRACT Results from previous studies indicated nursing students needed to further develop critical thinking (CT) especially with respect to employing it in their clinical reasoning. Thus, the study was conducted to support development of students’ CT in the areas of inference subskills that could be applied as they engaged in clinical reasoning during course simulations. Relevant studies from areas such as CT, clinical reasoning, nursing process, and inference subskills informed the study. Additionally, the power of simulation as an instructional technique along with reflection on those simulations contributed to the formulation of the study. Participants included junior nursing students in ...

Contributors
LuPone, Kathleen A., Buss, Ray R, Mertler, Craig A, et al.
Created Date
2017

Community colleges, like all higher education institutions in the United States, have not been immune to the increased national focus on educational accountability and institutional effectiveness over the past three decades. Federal and non-governmental initiatives aimed at tracking and reporting on institutional outcomes have focused on utilitarian academic and economic measures of student success that homogenize the goals, aspirations, and challenges of the individuals who attend these unique open-access institutions. This dissertation, which is comprised of three submission-ready scholarly peer-reviewed articles, examined community college students’ conceptualizations and valuations of “student success.” The research project was designed as a multiple methods ...

Contributors
Topper, Amelia Marcetti, Powers, Jeanne M., de los Santos, Jr., Alfredo G., et al.
Created Date
2015

Sustainability is a relatively new topic that has transcended traditional disciplinary boundaries. Since faculty members have been trained in traditional disciplines, developing curriculum for and teaching sustainability presents both a great opportunity and a challenge. In order to embrace sustainability education and develop and implement new curriculum, faculty members have to expend a large amount of effort and time. Moreover, faculty members require support and help of professional development programs. All these issues and problems demonstrate a need for this research study. The purpose of this study was to analyze the processes and procedures used by a small sample of ...

Contributors
Ramakrishna, Pushpa, De Los Santos Jr, Alfredo G, Ewing, Kris M, et al.
Created Date
2012

The goal of higher education institutions is to provide access to quality education along with adequate support so students can achieve personal and academic success. At the same time, institutions are increasingly responsible for ensuring a safe and inclusive learning environment. To support this, universities respond to allegations of violations of the student code of conduct through a variety of conduct models. The use of restorative practices, an approach of responding to criminal or judicial violations with an emphasis on repairing relationships and reintegration into the community, has been implemented into existing university student conduct models across the nation with ...

Contributors
Mahnke, Carla Marie, Bertrand, Melanie, Mathur, Sarup, et al.
Created Date
2016

ABSTRACT This dissertation addresses the question of how participation in an arts-based sojourn influences university instructors’ perspectives and understanding as related to working with international female Muslim students (FMS). It also addresses what participation in a social justice oriented arts-based inquiry reveals about transformation of perspectives and practices of FMS in instructors’ long-term trajectories. Social justice oriented arts-based inquiry is a powerful tool to unearth issues and challenges associated with creating and sustaining equitable practices in the classroom. This type of inquiry provided instructor-participants with a platform that facilitated their use of “equity lenses” to examine and reflect on external ...

Contributors
Hahne, Connie, Jordan, Michelle, Carlson, David Lee, et al.
Created Date
2017

This research investigates the experiences of Chinese heritage language learners (CHLLs) in a federally funded program of Teaching Chinese as a Foreign Language in the United States. Most pertinent studies on Chinese heritage language education focus on stakeholders such as teachers and parents. Instead, this study explores the agency of heritage language learners in their efforts toward heritage language maintenance. Adopting a three-pronged conceptual framework of language planning and policy as a sociocultural process, language ideology, and language identity, this study applies an ethnographically-informed qualitative approach to understanding how CHLLs develop and exercise implicit language policies—taken-for-granted norms about language that ...

Contributors
Chen, Ran, McCarty, Teresa L, Wiley, Terrence, et al.
Created Date
2016

This action research study is the culmination of several action cycles investigating cognitive information processing and learning strategies based on students approach to learning theory and assessing students' meta-cognitive learning, motivation, and reflective development suggestive of deep learning. The study introduces a reading assignment as an integrative teaching method with the purpose of challenging students' assumptions and requiring them to think from multiple perspectives thus influencing deep learning. The hypothesis is that students who are required to critically reflect on their own perceptions will develop the deep learning skills needed in the 21st century. Pre and post surveys were used ...

Contributors
Bradshaw, Vicki, Carlson, David L, Jordan, Michelle, et al.
Created Date
2012

This study investigates the success of a method used to encourage active engagement strategies among community and research faculty in a College of Medicine, and examines the effects of these strategies on medical student engagement and exam scores. Ten faculty used suggestions from the Active Engagement Strategies Website (AESW), which explained four strategies that could easily be incorporated into medical education lectures; pause procedure, audience response system, think-pair-share, and muddiest point. Findings from observations conducted during sessions where an active engagement strategy was implemented and when strategies were not implemented, faculty and student surveys, and exam question analysis indicate faculty ...

Contributors
Yanez, Lisa Carol, Puckett, Kathleen, Crawford, Steven R, et al.
Created Date
2017

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.