The purpose of this mixed methods action research study was to implement digital outreach strategies, which would enhance students’ motivation to complete financial aid requirements and scale the departments’ more time-consuming counseling efforts. Using self-determination theory as the primary framework, I implemented the use of a series of emails and text messages sent by students’ admissions recruiters to a group of first-year students admitted to a large, public Land Grant Institution. The messages were framed to enhance students’ autonomy, competence, and relatedness the summer before they enrolled. The digital campaign was also supported by supplemental opportunities, including virtual appointments, a targeted webpage, and virtual workshops. Following the intervention, I compared the enrollment and financial outcomes of participants and a comparison group. Intervention and comparison groups were also surveyed about their perceived levels of self-determination and satisfaction prior to high school graduation and the summer before enrolling at the university. Additionally, selected students from both groups were interviewed during their first semester at the university. There were no statistically significant differences in students’ perceived self-determination, satisfaction, enrollment, and financial aid outcomes following the intervention. Relatedness increased significantly across the two times of assessment indicating all students developed stronger relationships with those from the university’s financial aid and admissions offices, which boded well for students just entering the university. In logistic regression analyses, Pell Grant eligibility was a significant factor associated with negative financial aid outcomes of owing a student account balance of $500 or greater and not completing financial aid requirements on time. Taken together with qualitative interviews, these findings suggest a need for additional one-on-one or other high-touch support methods, to support admitted students in the financial aid process.

This dissertation explores the development and implementation of a contextually relevant leadership development program aimed at fostering the growth of academic advisors at Arizona State University's Mary Lou Fulton Teachers College (MLFTC), particularly those with aspirations for leadership roles within the advising domain. Recognizing the important role of academic advising in student success and the often-overlooked need for professional development among advisors, this study introduces an innovative approach to cultivating leader identities and enhancing the leadership skills of academic advisors with an authentic leadership lens.Utilizing an action research case study methodology, this dissertation details the creation, execution, and evaluation of a two-phase innovation. The first phase involves the collaborative development of a mentoring workbook by senior advisors (SAs), designed to guide less experienced academic advisors in a structured mentoring relationship focused on the core values of the office. The second phase operationalizes this workbook in mentoring relationships, offering SAs the opportunity to practice and refine their leadership skills. Theoretical underpinnings from authentic leadership and leader identity theories serve as the foundation for the innovation, emphasizing the significance of authentic leadership behaviors and the process of leader identity development within the specific organizational context of MLFTC. This study contributes to the understanding of how deliberate, contextually informed interventions can support the professional growth of academic advisors and the cultivation of leader identities and highlights the potential for such innovations to enhance not only individual careers but also the broader academic advising profession. Through qualitative and quantitative data analysis, findings demonstrate that the innovation positively influenced the SAs' development of leader identity and authentic leadership traits. This research underscores the importance of providing academic advisors with opportunities for leadership development, advocating for a more holistic approach to supporting the professional growth of student service professionals. Future implications for the field of academic advising, leadership development, and higher education administration are discussed, offering insights into the application of such innovations in similar contexts.

Arizona State University's Sun Devil Fitness and Wellness department plays a vital role in enhancing the physical health and well-being of its student population. However, the demanding responsibilities placed on campus recreation professionals, combined with the high expectations for student engagement, have led to a concerning rise in employee turnover. To address this issue, a comprehensive series of professional development workshops was designed, aiming to empower campus recreation professionals in navigating their roles effectively and improving their overall experience. This mixed-methods action research study was conducted to address the challenge of employee retention among entry-level campus recreation professionals at Arizona State University. The research encompassed both quantitative and qualitative assessments, focusing on critical factors such as self-efficacy, career success, job satisfaction, sense of belonging, and motivation. The study aimed to determine whether significant differences existed in these variables before and after the intervention. Data collection involved surveys, open-ended questions, and interviews, offering a comprehensive understanding of the impact of the professional development workshops. The results of this study indicate that the professional development workshops served as an effective intervention on various constructs. Quantitative data showed a positive change in career success, motivation, and job satisfaction among staff members, while qualitative data shed light on key factors influencing employee retention. These factors included the lack of professional development opportunities, unclear career advancement pathways, a strong desire for more substantial recognition, and the paramount importance of supportive leadership and a positive work environment.

As schools continue to focus on outcome-based instructional practices, less emphasis is placed on the creativity and reasoning necessary for students to become effective critical thinkers. As a result, students struggle to demonstrate creative problem-solving skills in the classroom. This study examines how the facilitation of an instructional problem-solving intervention, Creative Cognitive Process Instruction (CCPI), can foster creativity, improve student metacognitive regulation, and support students in developing problem solving strategies. Participants included (n = 33) 7th grade science students in a California public middle school. Mixed methods were used to assess how and to what extent CCPI changed students' metacognitive regulation and attitudes and approaches to creative problem solving. Outcomes from this study indicate that a structured approach to problem solving along with creative and metacognitive instruction and a scaffolded support system had a positive impact on students' creative problem-solving perceptions and abilities. Notably, students demonstrated an attitudinal shift from “getting the work done” to “getting the work done well”, corresponding with a focus on understanding the problem followed by an improvement in solution synthesis. Students also demonstrated improvement in comprehension and metacognitive planning abilities, divergent thinking, their perception of science, and their self-perceived competency in science. This research may suggest how to enhance classroom practices to facilitate a more creative and engaged problem-solving mindset, foster the implementation of creative problem-solving strategies in the classroom, and support existing theories of the intersectionality of metacognition and creative problem solving.