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 email@example.com.
- 4 English
- 4 Public
- Higher education
- 2 Professional Development
- 1 Academic Advising
- 1 Action Research
- 1 Curriculum development
- 1 Education
- 1 Educational leadership
- 1 English as a second language
- 1 Experiential Learning
- 1 First-generation
- 1 Higher Education
- 1 Higher Education Administrators
- 1 Higher education administration
- 1 Latina
- 1 Multilingual Writers
- 1 Peer Observation
- 1 Persistence
- 1 Pre-service Teacher
- 1 Restorative Justice
- 1 STEM
- 1 Second Language Writing
- 1 Staff Development
- 1 Student Conduct
- 1 Student Conduct Administrators
- 1 Teacher Training
- 1 Teacher education
- 1 Tutor Education
- 1 Writing Center
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 …
- Mahnke, Carla Marie, Bertrand, Melanie, Mathur, Sarup, et al.
- Created Date
The United States is facing an unprecedented teacher shortage. With many studies estimating that 17-33% of teachers leave the profession within their first five years of starting a career, something needs to change to keep new teachers in the classroom. This study evaluates the effectiveness of peer observation as a learning tool to supplement the training of preservice teachers on an elementary campus. Observational learning theory and adult learning theory created the lens through which peer observations were implemented and evaluated in this study. Specifically, this study aimed to answer the following research questions: (a) How do conversations about teaching …
- Schenk, Matthew David, Bertrand, Melanie, Buss, Ray R, et al.
- Created Date
To meet the increasing demands for more STEM graduates, United States (U.S.) higher education institutions need to support the retention of minoritized populations, such as first-generation Latinas studying engineering. The theories influencing this study included critical race theory, the theory of validation, and community cultural wealth. Current advising practices, when viewed through a critical race theory lens, reinforce deficit viewpoints about students and reinforce color-blind ideologies. As such, current practices will fail to support first-generation Latina student persistence in engineering. A 10-week long study was conducted on validating advising practices. The advisors for the study were purposefully selected while the …
- Coronella, Tamara, Liou, Daniel D, Bertrand, Melanie, et al.
- Created Date
Writing centers are learning settings and communities at the intersection of multiple disciplines and boundaries, which afford opportunities for rich learning experiences. However, navigating and negotiating boundaries as part of the learning is not easy or neutral work. Helping tutors shift from fixing to facilitating language and scaffolding literacy learning requires training. This is particularly true as tutors work with second or subsequent language (L2) writers, a well-documented area of tension. This mixed methods action research study, conducted at a large university in the United States (US), centered on a tutor training intervention designed to improve writing tutors’ scaffolding with …
- Bell, Lisa Eastmond, Bertrand, Melanie, Moses, Lindsey, et al.
- Created Date