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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.


Subject
Date Range
2004 2019


In the First Innovations Initiative at Arizona State University students are exposed to the culture of innovation and the entrepreneurial process through two courses situated intentionally within an American Indian sustainability context. In this action research dissertation, a summer field practicum was designed and implemented to complement the two in-classroom course offerings. The first implementation of the new summer field practicum was documented for the two participating students. A survey and focus group were conducted to evaluate the spring 2011 classroom course and, separately, to evaluate the summer field practicum. Students in the spring 2011 course and summer field practicum …

Contributors
Walters, Fonda, Clark, Christopher M, Jarratt-Snider, Karen, et al.
Created Date
2012

This dissertation is an action research study that had as its primary goal to increase retention of honors college students at Arizona State University by implementing an additional advising session during the fifth semester of their academic career. Introducing additional, strategically-timed support for the honors thesis and demystifying the thesis project was intended to help honors college students make more successful transitions to the final stage of their undergraduate honors careers. This advising session is not only used to demystify the thesis/creative project, but to introduce the student to the logistical elements of the thesis process. Most importantly, this session …

Contributors
Patino, Cynthia, Clark, Christopher, Wilkinson, Christine, et al.
Created Date
2012

This study explores experiences of women as they pursue post-secondary computing education in various contexts. Using in-depth interviews, the current study employs qualitative methods and draws from an intersectional approach to focus on how the various barriers emerge for women in different types of computing cultures. In-depth interviews with ten participants were conducted over the course of eight months. Analytical frameworks drawn from the digital divide and explorations of the role of hidden curricula in higher education contexts were used to analyze computing experiences in earlier k-12, informal, workplace, and post-secondary educational contexts to understand how barriers to computing emerge …

Contributors
Ratnabalasuriar, Sheruni D., Romero, Mary, Margolis, Eric, et al.
Created Date
2012

This dissertation is guided by the following questions: How do People of Color define and experience White people as "authentic" allies? What does a White ally look like to People of Color? How do White allies view themselves as "authentic" White allies? What experiences lead White people to anti-racism and anti-racist praxis? How do White people translate what they know about racism into an active and courageous anti-racist praxis in their own lives? What kinds of educational experiences in the social work classroom might foster or hinder students from learning how to translate anti-racist knowledge into anti-racist praxis? Using narrative …

Contributors
Hornung, Rebecca, Sandlin, Jennifer, Lietz, Cynthia, et al.
Created Date
2012

In the next decade, community college English departments will expand their developmental course offerings. The students who take these developmental courses generally have higher incidence of diagnosed learnin g disabilities, bleak economic circumstances that require them to work full time, greater dependence on public transporation, and some level of frustration and confusion about being placed in a non-credit course despite graduating from high school. Using a qualitative approach, this action research study articulates the faculty behaviors, classroom environments, and faculty-student interactions that help developmental writing students succeed. The researcher interviewed successful students about what the faculty members did that helped …

Contributors
Bixler, Laura Ann, Clark, Christopher M, Rund, James, et al.
Created Date
2012

The landscape of higher education is constantly evolving. Similar to a wave that washes ashore and transforms the shoreline, the same is occurring with higher education and its "shoreline". With the influx of technology and social media on college and university campuses, higher education institutions have had to grapple with whether or not to implement the technology (e.g. mobile devices) and the social mediums (e.g. Facebook, Twitter, YouTube) that accompany these technologies into the academic and social college experiences of the tech-savvy students enrolling in higher education institutions. Higher education's new shoreline is largely being produced by the new paradigms …

Contributors
Sesterhenn, Shannon, Ewing, Kris M., Rodrigue Mcintyre, Lisa, et al.
Created Date
2012

Universities have been increasingly engaged in international collaborations with peer institutions overseas. In recent years, Confucius Institutes have emerged as a new model of collaboration between American universities and Chinese universities. In an attempt to identify factors contributing to successful international university collaborations, this study used the case study method and focused on one Confucius Institute between MMU, an American University, and ZZU, a Chinese university, and intended to identify factors leading to the success of the MMU-ZZU Confucius Institute collaboration. The study investigated the MMU-ZZU Confucius Institute collaboration within the framework of the MMU-ZZU institutional partnership. Based on data …

Contributors
Li, Mengying, De Los Santos Jr., Alfredo G, Wiley, Terrence, et al.
Created Date
2012

The purpose of this mixed-methods study was to understand the key constructs and processes underlying the mentoring relationships between doctoral students and their mentors. First, exploratory and confirmatory factor analyses were used to evaluate the measurement structure underlying the 34-item Ideal Mentor Scale (IMS; Rose, 2003), followed by an examination of factorial invariance and differences in latent means between graduate students differing by gender, age, and Master's vs. Doctoral status. The IMS was administered to 1,187 graduate students from various departments across the university at Arizona State University (ASU); this sample was split into two independent samples. Exploratory factory analysis …

Contributors
Garrett, Pamela Schultz, Smith, Mary Lee, Potts, Shelly A., et al.
Created Date
2012

Females and underrepresented ethnic minorities earn a small percentage of engineering and computer science bachelor's degrees awarded in the United States, earn an even smaller proportion of master's and doctoral degrees, and are underrepresented in the engineering workforce (Engineering Workforce Commission, [2006], as cited in National Science Foundation, 2012; United States Department of Education, [2006], as cited in National Science Foundation, 2009a; United States Department of Education, [2006], as cited in National Science Foundation, 2009b). Considerable research has examined the perceptions, culture, curriculum, and pedagogy in engineering that inhibits the achievement of women and underrepresented ethnic minorities. This action research …

Contributors
Robinson, Carrie, Mcintyre, Lisa, Hesse, Maria, et al.
Created Date
2012

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