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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.


Although U.S. rates of college enrollment among 18-24 year olds have reached historic highs, rates of degree completion have not kept pace. This is especially evident at community colleges, where a disproportionate number of students from groups who, historically, have had low college-completion rates enroll. One way community colleges are attempting to address low completion rates is by implementing institutional interventions intended to increase opportunities for student engagement at their colleges. Utilizing logistic and linear regression analyses, this study focused on community college students, examining the association between participation in institutional support activities and student outcomes, while controlling for specific …

Contributors
Beckert, Kimberly Marrone, De Los Santos Jr., Alfredo G, Thompson, Marilyn S, et al.
Created Date
2011

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

This paper addresses a local problem of practice at Arizona State University regarding the support for potentially underprepared students. The overarching goal of this study was to better understand the role rapport plays in student achievement. This study examines how the LEAD Project (Learn, Explore, Advance, Design), in particular student relationships with instructors and their peers, may or may not influence student achievement. LEAD students complete three courses as a group – Introduction to Human Communication (COM 100), Critical Reading and Thinking (UNI 110), and The LEAD Project (ASU 150). The innovation was designed to give students the opportunity to …

Contributors
Vawter, Katherine, Kulinna, Pamela, Buss, Ray, et al.
Created Date
2018

Transfer students have emerged as a growing student population in higher education. There is a need for higher education professionals to understand the needs of transfer students. In this study, the implemented intervention consisted of restructuring retention programming for first-semester transfer students. This qualitative action research study explored how first-semester transfer students understand and experience academic and social engagement across the semester they participate in retention programming. Students identified perceived barriers and facilitators to engagement. The researcher also examined transfer students’ experiences of the intervention. The findings indicate that students’ understanding of engagement align with their expectations of their first …

Contributors
Kulhanek, Kristy Lynn, Bernstein, Katie, Wilcox, Jeanne, et al.
Created Date
2019