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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 transition experience for students who are transferring from community college to university can be an overwhelming experience for any typical student, but can be even greater for students with vulnerable backgrounds. This phenomenological action research study followed the five-month community college to the university transition experience of five students in a scholarship program. The students participated in a three-part intervention in support of their transition experience. Three theoretical perspectives framed the study: community cultural wealth, transition theory, and transfer student capital. This framework enabled me to first identify the strengths the students possessed, despite their vulnerable backgrounds, through participation …

Contributors
Martinez, Jo Ann Lopez, Harris, Lauren M, McIntyre, Lisa, et al.
Created Date
2019

ABSTRACT Counselors at a public community college who teach a first-year college success course to developmental education students do not have effective opportunities or a systematic method to develop their teaching practice. Moreover, like a majority of community college and university instructors, many counselors do not have formal training in instruction. Since the retention and persistence rates of developmental education students are low when compared to non-developmental education students, and the purpose of the college success course is to increase developmental education student success, it is imperative that instructors of the college success course are well-trained to provide high quality …

Contributors
Lucas, Miguel, Carlson, David L, Barnard, Wendy, et al.
Created Date
2014

The role of an art educator is characteristically dualistic and paradoxical. Not only are most art educators trained as artists, but they also receive instruction on theories and practices used in art education. The purpose of the study was to examine how community college ceramic instructors identify themselves within their dual roles as teacher-artists. I studied if and how the teacher-artist places emphasis on one position over the other, or how they successfully synthesized these positions. I also investigated the phenomenon by considering the why, how and which role they accentuated, as well as it affects and influences on their …

Contributors
Keele, Teresa, Young, Bernard, Stokrocki, Mary, et al.
Created Date
2018