MSUS Final Project Report

SUN DEVILS TOGETHER
Breaking Stigmas on Student Homelessness

April 24, 2020
Skyliana Dosier, Maryam Abdul Rashid & Omar Sanchez
Sun Devils Together
Dean of Student Office, Arizona State University

Abstract
In universities, such as Arizona State, students are becoming homeless at an alarming rate.
Typically, students arrive at university campuses with most of the resources required for them to
pursue a degree. However, several economic factors such as unemployment or financial instability
can impact these resources which influence student’s ability to stay enrolled in classes. This feature
is reflected in the well understood concept of the “starving student”. Despite this paradigm, the
fact remains that students under this stress are attending classes and are under financial stress to
do so while being unable to meet their basic needs. These intertwined elements result in ASU
students becoming exposed to cyclical needs-insecurities including homelessness.
Therefore, the team decided to develop a project called Sun Devils Together which addresses the
needs of ASU’s students facing homelessness and overall aims to help increase the accessibility
of available resources through reducing the silo effect that occurs due to lack of communication
between different departments and increases faculty, staff, and student awareness of and ability to
act on the issue. In order to achieve this, the team has consulted with the Dean of Students Office
to produce a training module for ASU faculty, professional staff, and students. The team is
contributing information to the creation of a new website that will have all the resources available
to students in one place. In addition, the team will create a resource pamphlet with a map of
resources that will be given out to different departments around campus that students may
potentially reach out to for help while informing those departments regarding the existence of other
departments that work towards the same cause.

Table of Contents
Section I: Introduction and Background .................................................................................... 1
Section II: Literature Review ...................................................................................................... 3
Definition of Student Homelessness ........................................................................................... 3
Project Approach ......................................................................................................................... 4
Frameworks ................................................................................................................................. 5
Case Studies of Support Services Provided by Universities for Homeless Students .................. 6
Creating Awareness & Educating Campus ................................................................................. 6
Health Services ............................................................................................................................ 7
Food Services .............................................................................................................................. 8
Section III: Project Approach and Intervention Methods ...................................................... 10
Project Approach ....................................................................................................................... 10
Intervention Methods ................................................................................................................ 11
Section IV: Outcomes & Findings ............................................................................................. 13
Section V: Recommendations .................................................................................................... 16
Section VI: Conclusion ............................................................................................................... 18
Section VII: Acknowledgements................................................................................................ 19
Section VIII: Appendices ........................................................................................................... 20
Problem Systems Map............................................................................................................... 21
Sustainable Development Impact Assessment Tool ................................................................. 22
Max Neef’s Matrix of Needs and Satisfiers .............................................................................. 23
Table of Synthesized Case Studies & Research ........................................................................ 24
List of Stakeholders................................................................................................................... 25
Resource Map............................................................................................................................ 27
Communication Gap Matrix...................................................................................................... 28
Training Materials ..................................................................................................................... 29
Section IX: References ................................................................................................................ 30

Sun Devils Together

Section I: Introduction and Background
University students are becoming homeless at an alarming rate (United States Interagency Council
of Homelessness, 2018; Sulkowski & Michael, 2014; Paden, 2012). According to the Wisconsin
HOPE Lab, 52% of students attending 4-year universities experience a basic needs insecurity like
access to food, housing, and healthcare (Goldrick-Rab, Richardson, Schneider, Hernandez, &
Cady, 2018). Even though this statistic portrays a huge number, not all the needed insecurities are
met through our project as it was beyond our project scope. Homeless ASU students are often
invisible, as seen through the lack of information on who these individuals are and what resources
the university has developed to help them. Student homelessness is defined as students who “lack
a fixed regular and adequate nighttime residence. These students are sleeping in cars, university
libraries or other buildings with public access, camping in nearby wooded areas, and ‘couch
surfing’ with friends and fellow students” (Paden, 2012). Student homelessness at ASU is not well
publicized and there is inadequate data on the problem. In an interview with the State Press, Ira
Sanchez, an ASU student, recalled how he did not know how to get help when he lost the ability
to meet his needs and how the resources available for his situation were difficult to access (Baietto,
2017). There are numerous students like Sanchez who arrive at ASU but can no longer meet their
needs. Typically, students arrive at the university campuses with all the resources required for
them to pursue a degree. However, a number of economic factors such as unemployment or
financial instability can impact these resources, influencing student’s ability to stay enrolled in
classes (Paden, 2012). These students are attending classes, are under financial stress to do so, and
cannot meet their basic needs. These intertwined elements result in ASU students becoming
trapped in the cycle of homelessness (Sulkowski & Michael, 2014; United States Interagency
Council of Homelessness, 2018).
General homelessness also has significant impacts on Tempe’s economy. In 2008, the annual cost
of emergency shelter for chronically homeless individuals reached roughly more than $40,000 per
person (Estes, 2017). The emergent effect of student homelessness puts significant strain on
Tempe’s finances and public services. Homeless students increase the financial strain through
becoming a part of Tempe’s homeless population. Furthermore, once students become homeless,
they face additional challenges that come from living in unstable and unprotected circumstances.
Students facing homelessness struggle with mental health problems, physical disabilities,
dysfunctional and severe family conflict at home, societal pressures, and stress (United States
Interagency Council of Homelessness, 2018; Sulkowski & Michael, 2014; Paden, 2012). In
addition to their personal battles, students are forced into homelessness by poverty, limited work
opportunities, decline in public assistance, increases in tuition costs, and low availability for
adequate, affordable housing (United States Interagency Council of Homelessness, 2018;
Sulkowski & Michael, 2014; Paden, 2012).
Homelessness increases university students’ vulnerability to trauma that will linger and have
lasting consequences throughout their lives (United States Interagency Council of Homelessness,
2018). Students who do not have safe and stable housing are at an increased risk to experience
rape, assault, violence, and substance abuse. Students are also more at risk to human trafficking
and engaging in sex work in exchange for shelter and food (United States Interagency Council of
Homelessness, 2018). These adverse impacts do not only affect these students’ lives, but the lives

Page | 1

of the next generation as these experiences often lead to intergenerational cycles of trauma (Adaile
et al, n.d.).
Homelessness is not only harmful to those experiencing it, but it is also harmful to the broader
community surrounding ASU. The phenomenon encourages segregation created by the public
based on their preconceived notions of homelessness. Thus, reinforcing stigmas and poor social
conditions on homeless people, further leading to poor community development. This emergent
feature of homelessness is reflected in policy decisions that are harmful to citizens. Policies made
in Tempe which negatively impact shelters (Amster, 2008) and decrease rail line extensions to
surrounding cities due to homeless individuals (Dukket, 2015; Estes, 2017) reflect the influence
homelessness has on segregating and hurting community development. Due to these stigmas,
homeless students are often reluctant to seek help with ASU, community members, and faculty
(Gustafson, 2019).
Students facing homelessness are in poor and unstable living environments that are not conducive
to their mental and physical health (Paden, 2012). When students experience insecurity within
their living environments, they are faced with sleeping in open, public spaces. In Tempe, homeless
individuals are exposed to increasing extreme heat and average temperatures. This can have fatal
effects on these vulnerable citizens. In 2017, roughly 26 % of heat-related deaths occurred among
homeless individuals (Brinegar, 2017). Being exposed to the urban environment also has
significant implications for people who do not have stable shelter. Not only do extreme
temperatures impact the mortality of homeless people, but urban air and noise pollution can
degrade the mental and physical health of these citizens (Chen et al., 2018). An additional aspect
of homeless people’s relationship to their environment is visible in the features of their
encampments. For example, in the Rio Salado Watershed, homeless people create tent camps in
the floodplain, putting themselves at risk from flash floods. Furthermore, the homeless are more
vulnerable to community spread pandemics such as COVID-19 (Center for Disease Control and
Prevention, 2020).
The team reached out to the Dean of Students Office to identify and address gaps within managing
and delivering on and off campus resources to students experiencing home, food, and health
insecurities. In addition, the team has proposed for ASU to create a project, called Sun Devils
Together, which addresses the needs of ASU’s students facing homelessness, increases the
accessibility of available resources, reduces the silo effect that occurs due to lack of
communication between different departments, and increases faculty and staff awareness
regarding the issue.
As ASU students, the team has a personal connection to the student community. Therefore, the
team believes that every student deserves a chance to graduate and realize their livelihoods without
the threat of battling homelessness. The team’s multiple perspectives and professional
sustainability training have provided a unique lens to this problem and its solution space. Through
research and analysis as sustainability undergraduates, the team has become experts in the issues
that ASU’s homeless students face and has become acquainted with developing solutions based
upon multiple up and downstream intervention points within these wicked systems. This project
not only has provided the team with further experience with this process but has allowed us to
address the needs of fellow students and human beings in a unique and transformational way.
Page | 2

The team together with our project client, the Dean of Students Office has worked to develop and
implement recommendations within our project, Sun Devils Together. The team worked with the
School of Sustainability and University Academic Success Programs to create a pilot training
program. While the team collected research and shared information with various on campus and
off campus resources, the focused stakeholders within the scope of work are the Dean of Students
Office and needs insecure students. A list of the various stakeholders who the team contacted can
be found in appendix Diagram 5.

Section II: Literature Review
Definition of Student Homelessness
Student homelessness is a complex issue with emergent and urgent effects (United States
Interagency Council of Homelessness, 2018; Paden, 2012, Sulkowski & Michael, 2014).
According to the United States Interagency Council of Homelessness (2018), there are roughly
41,000 unaccompanied homeless youth without stable shelter on any given night. Youths between
the ages of 18 to 25 are 88% of the individuals who are homeless, which are the ages of the majority
of students attending universities like ASU. Seventy-two percent of these students couch surf,
sleep in emergency shelters, or stay with friends. To put this into perspective, one in ten young
adults between 18 to 25 experience some form of literal homelessness over a year (United States
Interagency Council of Homelessness, 2018). According to these numbers, student homelessness
is a prevalent and urgent issue across the country. Studies further indicate that homelessness has
irreversible and intra/intergenerational effects and individuals experiencing homelessness are
significantly affected by the environment (Sulkowski & Michael, 2014; United States Interagency
of Homelessness, 2018). In a ten-city study of 600 homeless students, 19% of youths were victims
of human trafficking, 8% of forced labor, and 3% of both. More than 58% of these adolescents
were forced into sex-traffic, and 42% were involved in survival sex to pay for housing and
resources (United States Interagency of Homelessness, 2018). These experiences are more than
harmful to these individuals and have long term, intergenerational effects as they result in a cycle
of trauma that is difficult to break (Adaile et al., n.d.). In addition to the abuse students face while
homeless, studies have also shown that homelessness exposes individuals to environmental
features that have harmful, physical, and mental impacts on people without shelter. Roughly 26%
of heat-related deaths occurred only among homeless individuals in Tempe, Arizona, in the year
2017 (Brinegar, 2017). Furthermore, extended environmental exposure to urban pollutants can
degrade the mental and physical health of people without relief from this exposure (Chen et al.,
2018).
Student homelessness’s complexity results in difficulty defining the problem and its boundaries.
Paden (2012) argues that current definitions of homelessness, which are often used to target and
deliver aid to homeless students, do not specifically apply to university student homelessness.
Paden (2012) has informed the project on how to define student homelessness so that the
recommendations proposed have meaningful and transformational features for specific
intervention points. As explained above, homeless students are often stereotyped as living on the
street when in reality, are couch surfing, sleeping in cars, or staying with friends (Paden, 2012).
Paden’s definition of student homelessness has helped the team understand the difficulty of
identifying homeless ASU students and tailoring solution and engagement strategies to meet their
Page | 3

needs. The most significant reason universities and partner programs struggle in aiding homeless
students is due to the difficulty of identifying who they are. One of the reasons for this is because
of the stigma that comes with being labelled as a homeless individual; therefore, making students
feel uncomfortable in asking for help in person. To account for this while being respectful to the
student’s privacy, the team compiled narratives of other homeless students around the United
States and worked closely with the Student Advocacy Department to identify their specific needs
in order to make the proposal as accurate and helpful as possible.
Despite the difficulty of identifying who and how many of these students are in universities like
ASU, city organizations emphasize that there is a population of homeless university students living
without shelter. According to communication with the Homeless Outreach Prevention Effort
(HOPE) team, which provides resources to homeless students in Tempe, some homeless students
that they aid were once university students (HOPE, 2019). In an interview with Ira Sanchez, a
once-homeless student at ASU, discloses how difficult it was to find financial support and
resources to stay enrolled while also being housed in stable and safe housing (Baietto, 2017).
Sanchez, while he found it frustrating asking for help, finally received aid through ASU’s Student
Advocacy and Assistance department. They helped prepare him for an interview with ASU
Housing where he was offered a community assistant position at Vista del Sol which provided him
with the benefits of free room and board. Even though Ira was lucky enough to be offered a
position, not all homeless students may end up getting the job as it is one of the most competitive
on campus jobs that ASU offers. Therefore, alternative solutions were needed in order to help other
housing insecure students as each case is different and requires their own personalized solution.
Although there are barriers in data collection and identification of student homelessness (Ascher,
Jarvis, & Mokhtar, 2007), there is a significant interest in providing services and resources to
homeless students across the country. This is seen through the city, university, and overall
community-backed programs which deliver housing, health, and food aid to homeless college
students. University interest in preventing student homelessness and increasing overall student
resilience is proliferating across the country. For example, at the University of Massachusetts,
researchers are conducting studies that aim to understand students’ experiences of homelessness
and to explore how colleges might support their educational resilience (Brooks, 2019). Due to the
lack of information found on homeless college students, this study played an important role in
helping the team fill information gaps and approach the barriers of poor identification systems
throughout the process of the project’s implementation.
Project Approach
Identifying student homelessness as a sustainability problem has been defined through the
Transformational Sustainability Problem Solving Framework (Wiek, 2015). A Sustainability
Problem Identification map designed through Wiek’s (2015) frameworks can be observed in the
appendix under diagram 1. Wiek’s (2015) framework has been used in the application of the team’s
work to identify the problem of student homelessness and highlight intervention points such as
creating student visibility and awareness among faculty and staff, nurturing service delivery
capacity, and designing the infrastructure for collective social responsible resource aid.
The proposal of Sun Devils Together utilized multiple frameworks for its creation and
implementation. The Collective Impact Framework acts as the project’s theory of change as it has
Page | 4

multiple points of intervention and has been proven viable for wide-systemic change. Large scale
change requires collaboration among multiple organizations and institutions (Kania & Kramer,
2011). This level of change has successfully been accomplished by utilizing the Collective Impact
Framework, which aids communities in forming solutions towards systems-level change
(Christens & Inzeo, 2015). Collective Impact is a mission structured process that effectively
facilitates collaboration among organizations by asking them to commit to:
1.
2.
3.
4.
5.

A common agenda
Shared measurement
Mutually reinforcing activities
Continuous communication
Backbone support (e.g, a joint center…) (Kania & Kramer, 2011).

The Collective Impact Framework has been proven successful in accomplishing wide-scale social
change through initiatives like Strive in Cincinnati and Shape Up Somerville (Christens & Inzeo,
2015). Both initiatives relied on the collaboration of local organizations and institutions to lead
their communities in changing educational environments through system-level
interventions (Christens & Inzeo, 2015). Sun Devils Together is designed similarly through
organizing its recommendations in the three phases of the collective impact, 1) initiation of action,
2) organizing for impact and 3) sustaining action and impact (Christens & Inzeo, 2015), as
reflected in its intent to create awareness and outreach, engaging the various ASU resource
departments and local Tempe community organizations, and by continuing engagement and
advocacy through acting as one organization. Through this framework, Sun Devils Together will
initiate change toward how ASU and Tempe's community can prevent and respond to student
homelessness.
Frameworks
An example of a framework that helped the team structure and analyze the project is the Strengths,
Weaknesses, Opportunities, and Threats (SWOT) framework. This framework was used at the
initial phase of the project and emphasized strengths and areas of opportunity in the solution space.
This framework also highlighted the potential threats and weakness in the project so that the team
can produce an adaptive management strategy, as part of phase 2 and 3 of the collective action
framework, for the project's future implementation. The project’s progression and success rely
heavily on the collaboration of the team’s ideas and finds for each of the member's sections, with
the ultimate goal of finding a sustainable solution to this problem. To ensure this all goes as well
as it possibly can, the Collective Impact Framework was used, ensuring commitment to the
sections’ leads to helping solve the overall dilemma of student homelessness. Other frameworks
that were used to help structure and analyze the project are the Transformational Sustainability
Problem Solving Framework and Manfred Max-Neef’s Framework for Development and Human
Needs, as explained in the literature review. At the end of the project, Max-Neef’s framework was
used to assess how Sun Devils Together met the needs of the homeless students it served, and the
stakeholders involved. To evaluate the sustainability impact of Sun Devils Together, the team used
the United Nations Sustainable Development Goals and the principles outlined in Manfred MaxNeef’s Framework for Development and Human Needs.

Page | 5

To assess and evaluate the effectiveness of Sun Devils Together, after the training pilot including
the corresponding resource pamphlet and platform, the team utilized four United Nations (2019)
sustainable development goals and Max-Neef's (1992) Matrix of Needs and Satisfiers. The United
Nations (2019) sustainable development goals helped provide a blueprint so that the team could
achieve a better and more sustainable future for all. In order to further measure our project’s
success, the team used the Sustainable Development Impact Assessment Tool as seen in Diagram
2 of the appendix. Within this tool, our project results were measured against each sustainable
development goal to determine what type of impact it had on those respective goals. In addition to
the UN sustainable development goals, the team cross evaluated the success of Sun Devils
Together through how well it met and satisfied the needs of students through Max-Neef's (1992)
Matrix of Needs and Satisfiers. Max-Neef’s framework measures human needs according to what
an individual need to survive based on a code of ethics. The Max-Neef’s framework consists of
nine needs based on an individual’s physical and mental wellbeing that are matched with satisfiers
which fall under categories such as being, having, doing, and interacting. The specific needs are
described in appendix, Diagram 3. The team created a matrix based on the nine needs and rated
our project progress on a scale from 1 to 4. The grades were measured based on how many of the
four criteria (being, having, doing, and interacting) were met. If our project had met all criteria, it
was graded a 4, if it only had met three then it was graded a 3 and so on. Refer to Max Neef’s
diagram on page 14 for more information regarding Max Neef’s Needs and Satisfiers Matrix that
the team created. Through this matrix, the team measured the project's effectiveness as a
sustainability solution.
Case Studies of Support Services Provided by Universities for Homeless Students
A more synthesized version of the case studies regarding the administrative departments, health
services, housing services and food services can be found in a table form under appendix
Attachment 4.
Creating Awareness & Educating Campus
Coordination between service departments is an essential element in Sun Devils Together.
According to the Collective Impact Framework, community organization is the greatest way to
insight transformational change (Christens & Inzeo, 2015). An extensive review of case studies on
university programs created for aiding and preventing student homelessness display the success
and viability of creating strong coordination between departments for this goal. For example, the
University of Georgia (2019) established a department that provides direct support to students who
have experienced homelessness and foster care called Embark@UGA. Once these students have
been connected to the department, these students receive individualized support from members of
the Student Care and Outreach team. They are provided with resources for financial assistance,
food insecurity, housing and transportation, academic assistance, and health services. Another
example of viability is Kennesaw State University's program. Kennesaw State (2019) offers a wide
range of services and resources for students facing and or experiencing homelessness, similar to
the University of Georgia. One distinct quality of Kennesaw State's program is its awareness
initiatives, which the proposal will use as templates to help create awareness for faculty and staff.
Lastly, Portland State University (2019) has also established a department to handle issues
regarding student homelessness and economic crisis. This department has been created under the
Page | 6

CARE Team. Their website provides various information on different services that range from
money, housing, food, health care, academic resources, personal needs, mailbox, and messaging
services as well as a legal assistance team. Interviewing staff members of these universities’
programs provided the project a better insight as to how to inform ASU staff, faculty, and students
on serving needs insecure students. Their feedback was incorporated into training and survey
programs for ASU campus.
Health Services
Sun Devils Together has compiled and coordinated health, housing, and food services that are
readily available for homeless students at ASU via multiple platforms. A case study review of
health programs specific to homeless students provides proof of viability, plausibility, and design
templates for the implementation of Sun Devils Together at ASU. In her master’s project for the
Kalmanovitz School of Education, Scheanelle J. Green (2017) discusses establishing a center to
provide supportive services for homeless students while they complete their academic goals. The
services include providing meals, clean clothing, mental health counseling, mentoring, primary
healthcare treatment, and access to shower facilities and hygiene products. The services are offered
to the students free of charge to help them lessen their burdens associated with being homeless
(Green, 2017). Community-supported free health services will allow students to access help
independent from whether they can afford it or not. However, with Sun Devils Together, the team
recommends these services be offered to all students as it will help sustain and prevent
homelessness. Based on the findings from Nabors, Weist, Shugarman, et al. (2004) 's research,
homeless children are at higher risk of suffering from a variety of health and mental health
problems, however, are also often less likely to receive the appropriate services for their problems.
The authors further provide case studies on prevention programs and information on needs
assessments for those who are experiencing homelessness, are at risk of being homeless, or have
a low-income family background. In a pilot study, the authors found that children who live in
homeless shelters reported that they had less access to medical and dental care compared to those
who lived with their families.
Bethel College Nursing Department is a university program that provides health care services for
the homeless through partnering with outside health organizations. As a result, the students
working in the program were able to identify the healthcare perceptions, needs, and the type of
healthcare delivery service of 101 residents in four homeless shelters. This helped the healthcare
service identify possible room for improvement (Schaffer, Mather, & Gustafson, 2000). The
evaluation strategies within Bethel's program have been used to evaluate the health service
programs that are already in place at ASU to help homeless students. In addition to Bethel colleges
initiatives, Jacobs School of Medicine and Biomedical Sciences also has established a health
delivery service initiative that aims to aid and prevent student homelessness in New York. UB
Heals is a Jacobs School of Medicine and Biomedical Sciences (JSMBS) Street Medicine outreach
initiative with the mission to increase access to health care among the homeless population of
Buffalo, NY, by improving their overall health and influencing medical education. This program
bridges the gaps between the homeless and the medical community. Thus, breaking down the
stigma and the fear that is associated when interacting with the homeless community.

Page | 7

Tempe and ASU both have health service resources for prevention and aid for students facing and
or experiencing homelessness. For example, Circle the City (2019) offers a recuperative medical
respite model where individuals experiencing homelessness can recuperate and receive daily
medical care and round the clock (24/7) nursing support. They also provide integrative services to
end their homelessness and connect them to support services in the community. Through their
service, Circle the City has helped discharged approximately 70% of individuals to living
situations other than the streets or emergency shelter systems. This organization provides the group
more information on the different health services available within the Phoenix/Tempe metropolitan
area, which are accessible to the homeless college students and can act as a resource for them in
the future (Circle the City, 2019). In addition, their services are also available Monday and Friday
in the mornings at UMOM New Day Center. ASU also provides free health and wellness services
for its student body. Student Health Outreach Clinic for Wellness (2018) is an interdisciplinary
clinic run by students from Arizona State University, University of Arizona, and Northern Arizona
University that was established in 2013. The clinic aims to provide free integrated clinical health
services, health literacy programs, and health promotion activities for homeless persons, lowincome communities, and those recovering from substance use disorders. These ASU and Tempe
resources provided Sun Devils Together with preexisting health delivery service infrastructure
necessary to aid and prevent homelessness amongst students.
Food Services
Food insecurity is a significant problem that students facing homelessness experience. Case studies
on food insecurity display that it has significant impacts on a student’s well-being and may lead to
home insecurity. Food insecurity increases the risk of poor mental health, which will reduce the
likelihood of academic success (Shore, 2018, El Zein et al, 2018). A lack of research data and
literature on the issue exists, which has significant implications for solution design (Silva et al.,
2017). Nearly a quarter of university students are food insecure, which is a barrier for higher
academic achievement (Silva et al., 2017). When food insecure students have suboptimal health;
their ability to learn and excel in their education could be compromised (Farahbakhsh et al., 2017).
Further research and efforts are vital in understanding more about this dilemma and can lead to
solutions. Research found that poverty decreases a student’s food accessibility (Broton &
Goldrick-Rab, 2016). Campus food stamps and vouchers increase financially stressed students’
food security (Broton & Goldrick-Rab, 2016).
Sun Devils Together proposes improving food security to students; however, it does not look to
rely solely on food banks. Relying on access to food banks is an ineffective way to combat food
insecurity in student populations (Farahbakhsh et al., 2017). According to the aforementioned
study, more should be provided to homeless students than simply food banks to combat food
insecurity. Food banks and emergency pantries are not sustainable and holistic approaches to
aiding homeless students who are food insecure (Farahbakhsh et al., 2017; Seher, Buchbinder, &
Taylor, 2018; Shore, 2018).
Furthermore, nutritional education must be used in tandem with providing food security to students
to support their future health (Seher, Buchbinder, & Taylor, 2018). Observations display that food
security for homeless students can decrease dropout rates and mental health problems while
supporting overall academic performance (Shore, 2018). Studies support the claim that food
Page | 8

security for students can prevent academic failure, mental harm, and homelessness (El Zein et al.,
2018). Strategies implemented within Sun Devils Together focus on providing food security to
students to prevent and aid those experiencing homelessness. Overall, increased well-being of
students would not only help academically but would ensure a safer and healthier environment for
students.
ASU currently provides vouchers and food stamps to students in need, yet there is a gap within
this system when it comes to student awareness. The promotion of these resources can be available
in the form of literature for students or prominently displayed on an official school website.
Elizabeth Bottino (2018) looked into the struggles and issues of food insecure college students, as
well as the educational consequences they may face. Bottino’s thesis explores existing
organizations attempting to address student food insecurity both on a campus and nationwide level,
while analyzing their limitations and benefits. A recently proposed program, titled ASU Eats,
would allow students with excess meal plan funds to donate them to their food insecure peers
through a central fund bank (Bottino et al., 2018). The ASU Eats program stresses the importance
of long-term food security for all students in the program. Sun Devils Together recommend a
similar program to prevent long term food insecurity for students facing or experiencing
homelessness or financial stress. ASU Eats creates a system and culture where students can support
fellow students. Raising student awareness is a key focus for a program like ASU Eats.

Page | 9

Section III: Project Approach and Intervention Methods
Project Approach
From an extensive literature review, as explained above, the team identified multiple intervention
points such as stigmas and stereotypes towards homelessness, poor resource accessibility, silo
effects between campus departments, and a gap in education and awareness amongst ASU faculty,
professional staff, and students as presented in Diagram 1 of the appendix. Based on the Collective
Impact Framework, the conceptual model of change the team identified for the project in the
literature review, the team addressed these intervention points through translating the framework
into steps for addressing the intervention points such as conducting and collecting case studies on
research and availability of campus resources. Drawing on this data, the team proposed and
accomplished strategies to help address student homelessness and aid students in getting needed
support. The deliverables the team created were shown through the meetings conducted to increase
communication pathways between departments and off campus organizations, encouraged the
Dean of Students Office to develop an online platform to enhance resource accessibility for
students, and developed a training program for professional staff and faculty. Currently the Dean
of Students Office is implementing this platform based on recommendations derived from our
research and case study analysis. Overall, Sun Devils Together, which entails recommendations
for the Dean of Students Office’s future online platform, resource pamphlets, and training,
symbolizes a holistic solution which satisfies the three pillars of sustainability by addressing the
root drivers of student homelessness as explained in the literature review.
The Collective Impact Framework was used as the theory of change for Sun Devils Together and
was organized into three phases: 1) initiation of action, 2) organizing for impact and 3) sustaining
action and impact (Christens & Inzeo, 2015; Kania & Kramer, 2014). In the initiation of action
phase, the team, with our project client, the Dean of Students Office, set and agreed to a common
agenda for establishing a university sanctioned program to address the issue of student basic needs
at ASU. From there, the team organized an action plan to address the wide scale campus impact
of the program. To create mutually reinforcing actions, the team addressed the existing
communication gaps between the Dean of Students Office and the various on and off campus
resources such as housing, food, and healthcare. The team created Diagrams 6 and 7 to help
visualize the existing relationships, resources, and gaps. To ensure continuous communication for
at risk students, which is a vital principle of the Collective Impact Framework, the team developed
and piloted training programs for faculty, professional staff, and students. In addition, the team
created resource maps and contact excel sheets to aid the departments in resolving further
communication gaps. To sustain the project's longevity and ensure its success, the team developed
shared assessment standards with the Dean of Students Office. These are, as explained below,
informed by the United Nations Sustainable Development Goals and the principles outlined in
Manfred Max-Neef’s Framework for Development and Human Needs. Further success analysis
will be delivered in the feedback from the training pilots and surveys.

Page | 10

Intervention Methods
The team initially completed an identification and analysis of the issue of homeless students from
a sustainability lens using Wiek’s (2015) Transformational Sustainability Problem Solving
Framework (as shown in Diagram 1). The team compiled and surveyed multiple homeless student
service programs by several universities across the United States to improve the viability and
applicability of Sun Devils Together as discussed in the literature review. After conducting the
literature review, the team designed multiple strategies and recommendations which were included
in Sun Devils Together.
Following the Collective Impact Framework, the team undertook actions to build such a
collaborative. It first met with a number of departments and individuals who are key stakeholders
in providing aid to students. This phase supported “initiation of action” which created awareness
amongst faculty and staff. The team then assessed ASU’s service's efficacy and identified the gaps
and disconnects between them which supported the “organizing for impact” phase. To accomplish
this, the team shadowed a student in need’s path to access resources on campus and communicated
with various department representatives as shown in Diagrams 6 and 7. Following this step, the
team looked at the improvements which could be made to these existing services such as proposing
to start a system across the different resources that would collect data on students requesting to use
the offered services to combat homelessness issues. This new data collection system would help
ASU see that there is a demand for this service and hopefully take action towards mitigating the
problem. The team designed a training program that will educate the faculty, professional staff,
and students on how to address students in need, direct them to individuals within resource
departments, and act as an organized entity within this issue. These multiple methods will support
sustained impact towards providing aid to students which supports the phase of “sustaining action
and impact”.
The team divided the project into three focus areas based on a student’s needs: healthcare, housing,
and food security. Each team member had the same work packages, however they looked
specifically into their respective sections on the project, which required them to conduct research
and analysis on what they could find for that area of the problem. Looking into what is currently
being done, what has been completed, and what has yet to be accomplished within the problem
area was a facet of importance. Along with this, each team member spoke to subject matter experts,
stakeholders, and faculty members to gain greater insight of the stated analysis and assessment of
the problem.
Health: Homeless ASU students do not have the opportunity to utilize health care services
available on campus because they are often unable to afford it. Therefore, with the project, the
method that the team used was personal contact to connect the different free health resources that
provide physical and mental health care services for homeless students on ASU campuses and
around the borders of ASU campus. Organizations that the project connected to provide health
services are Street Medicine Phoenix, ASU Student Health and Outreach for Wellness (SHOW)
Clinic, ASU Counseling Services, UMOM, and Circle the City. Through these collaborations, the
project has made available the information regarding the types of health services offered by Sun
Devil Together which will give homeless students direct access to free health services.

Page | 11

Housing: Providing safe, stable, and affordable housing is an essential feature in reducing
homelessness for ASU students. ASU currently offers various housing options and resources for
on and off campus living for its students. However, there is a significant housing shortage due to
an increased enrollment rate thus creating a conflict between homeless students and students who
were promised housing upon attendance. The Dean of Students Office works with university and
community partners to explore all available resources and options for our students in need.
However, there are several off-campus shelter options, such as UMOM, which houses at risk or
home insecure students. The intervention method for housing aided our team by connecting the
Dean of Students Office to off campus shelter options such as UMOM and the center for Tempe,
HOPE team. For example, UMOM would direct students to the Dean of Students Office to
refinance long term options. Shelters like UMOM are critical in providing emergency shelter for
students experiencing home insecurity. Further research was done on university programs who
offer shelter options for students through the university, such as UCLA’s Bruin Shelter and
Kennesaw State’s CARE Services program. These universities were interviewed and
recommendations were given to the Dean of Students Office for further implementation.
Food: Food is a daily need and establishing accessible food services for homeless students was a
vital element in Sun Devils Together’s mission. Currently, there is not a food service that is directly
beneficial for homeless students at ASU. There is a student run food pantry service titled Pitchfork
Pantry that provides access to a limited amount of foods to ASU students, however, is not available
daily and has a lack of promotion. This lack of promotion is most apparent with individuals who
are not on campus often. Universities throughout the country have increased campus wide efforts
to help students experiencing food insecurity regardless of on campus status. Universities like
Kennesaw State provide food for any student experiencing food insecurity with the assistance of
their CARE service program. Food is an integral part for each individual, but life becomes
increasingly challenging when one does not know where their next meal may come from. This can
be more detrimental for a student who is food insecure, and furthermore will increase the negative
impacts on their wellbeing.
During the project, the team contacted and spoke with personnel of campus-based organizations
which included Pitchfork Pantry, ASU Borderlands Produce, Valley of the Sun United Way, and
Changemaker Central. Subject matter experts associated with these organizations, were an integral
part in the progression, connections, and insight gained for the project. Increased awareness of
food aid for students on campus from the contacted organizations was essential in the intervention
method used by the team. Connecting organizations like Pitchfork Pantry and Borderlands with
the project's vision and goal of increased access and knowledge for homeless students was a key
focus. This included how they collected information centered on homeless students. Analyzing
just how much a role food insecurity negatively affects the lives of homeless students was another
significant consideration.

Page | 12

Section IV: Outcomes & Findings
Sun Devils Together has provided a space for discussion about homeless and at-risk students at
ASU. The process of implementing the project highlighted significant gaps in communication and
resources between departments and their processes to aid students in need, as described in Diagram
6 and 7. The project revealed that there is missing information for students, faculty, and
professional staff to direct and acquire the help they need in the form of housing, healthcare, and
food. Details of these findings are highlighted throughout the content above.
During meetings and interactions with students, staff, faculty, and department representatives, it
became apparent that people were becoming more aware of the issue of student homelessness and
needs insecurity at ASU and the communication gaps that exist between departments. After
meetings, department representatives, faculty, and staff asked for additional training, information
about correct procedures and resources, and contact information to other department
representatives to which they could direct students. For example, the University Academic Success
Program, once aware of the team’s project, asked for a presentation and training to be given to
their professional staff. This feedback displayed that the ASU community is currently uninformed
of the issue but desires to be better informed on how they can aid at risk students and the greater
ASU community. A pilot of the training that the team developed will be implemented with the
Academic Success Center at a later date this year due the COVID-19 pandemic. Meanwhile, the
contents of the training, and a recorded demo, in addition to corresponding resource pamphlets,
will be forwarded to the Student Advocacy and Assistance Department to supplement the training
that they currently have, as seen in Attachment 8. After receiving the team executive summary of
research, case studies, best practices, and recommended strategies, the Dean of Students Office
expressed a desire to better connect, inform, and direct students to resources through online
platform developments.
The created discussion and increased awareness in the ASU community throughout our project
overall supported wide scale change referenced in the project’s theory of change, the Collective
Impact Framework. In accordance with the objectives referenced in the Collective Action
Framework on page 7, the project helped facilitate a common agenda between departments as
demonstrated by increased communication, mutually reinforcing activities as seen in shared
procedure trainings and increased information, support for our project and activities to educate
ASU’s community, and in the future, hopefully aid departments to continuously communicate the
availability of resources to students.
Furthermore, the team has learned how to effectively communicate to clients, stakeholders, and
other team members. The project required that the team investigate systems which aid students in
resource accessibility and consult with departments to assess what they need to improve these
systems and procedures. From this, the team has learned how to develop sustainable solutions and
strategies to better people’s wellbeing in large communities such as ASU. As project managers,
the team displayed impeccable management by communicating to stakeholders and balancing
deadlines. Lastly, they have also shown that they are adaptable in the face of change such as the
COVID-19 pandemic and pivot the project to be more effectively implemented in a virtual setting
as described in the pilot training deliverable.

Page | 13

To measure and evaluate the success of our project, the team used Max Neef’s Needs and Satisfiers
Framework and the UN Sustainable Development Goals. For Max Neef’s framework as discussed
on page 6 of the literature review, the team has taken the nine needs that were identified by Max
Neef as seen in Diagram 3. The group then rated each need from a scale of 1 to 4, which describes
the needs that are least and most met, as seen in the table below. A rating of 4 was given if the
team met all 4 criteria which consist of being, hearing, doing, and interacting based on the
examples given. Overall, the project scored a total of 29 out of 36. The team also recognized that
there is a weakness in this type of measurement as it was personally analyzed by the team. If the
team had more time, an outside partner or stakeholder would have been asked to analyze the team’s
performance as well.
Max Neef’s Needs & Satisfiers Matrix
Needs

Being

Hearing

Doing

Interacting

Total
Score

Subsistence

physical health,
mental health

food, shelter, work

feed, rest

living environment,
social setting

4

Protection

Care

health systems, rights,

take care of,
help

living space

4

Affection

respect,
tolerance

partnerships

appreciation,
take care of

space of
togetherness

4

Understanding

N/A

educational policies,
communication
policies

education,
analyze

interaction,
universities and
academics

3

Participation

respect, passion

rights, responsibilities

becoming
affiliated

communities

4

Leisure

N/A

peace of mind

N/A

N/A

1

Creation

N/A

work

work, design

productive &
feedback settings

3

Identity

sense of
belonging, selfesteem

symbols, customs,
values, norms

N/A

settings which one
belongs to

3

Freedom

self-esteem,
open mindness

equal rights

developed
awareness

N/A

3

Page | 14

SDG Assessment Tool

In addition, the team also utilized the United Nations Sustainable Development Goals to assess the
success of our project through the SDG Impact Assessment Tool as seen in diagram above. The
team was required to analyze all the sustainable development goals that were impacted by our
project. The assessment also required the team to fill out reasons on how our project impacts the
respective SDG goal. In the table below, you will find the SDGs goals and their respective
justifications within the project’s scope.
Impact
Overall, the team identified that the project directly positively influenced 13 out of the 17 SDGs
as seen in the table below. The remaining goals were beyond the project scope and were not
affected positively or negatively. Lastly, none of the SDG goals were negatively impacted by our
project.

SDG Goals
Goal 1:
No Poverty
Goal 4:
Quality Education
Goal 10:
Reduced Inequality
Goal 11:
Sustainable Cities
and Communities

Justification
By educating individuals as to where and how they can receive long term financial
assistance, the project helped reduce the poverty of students
By guiding students and staff to counseling, healthcare, food and housing services, the
project helped maintain the retention rate of all ASU students who are enrolled in the
university
By giving college students access to all these services, the project has decreased the
inequality on campus that exists due to the stigma of the a poor college student being the
norm in our society
By bringing all the ASU departments together for one cause to support these students, that
project has contributed towards building a sustainable community in Tempe

Page | 15

Goal 16:
Peace and Strong
Institutions
Goal 17:
Partnerships to
achieve the Goal
Goal 2:
Zero Hunger
Goal 3:
Good Health and
Well Being
Goal 5:
Gender Equality
Goal 8:
Decent Work and
Economic Growth
Goal 13:
Climate Action
Goal 14:
Life Below Water
Goal 15:
Life on Land

The project provided justice for all at risk by creating discussion with university
decision-makers on the right to certain need-based services and advocated that basic
needs for students be met by the university
The project connected various resource departments around and on ASU’s campus;
overall, consisting of our project client and 40 other stakeholders

Through the project’s collaboration with borderlands, UMOM and pitchfork pantry, it
helped minimize the number of students who are food insecure by giving them multiple
free and healthy food options that can be accessed at different points in the week
Through the collaboration with Street Medicine Phoenix and Health Services, the team
has helped expand ASU’s resources to students for discounted health services

One of the project’s main goals is to provide healthcare to all students who need it which
includes women's right to reproductive healthcare services and STI testing for the
LGBTQ community
Through communication with UMOM, they have emphasized that they will provide
support to students on obtaining a job interview at organizations such as Frys

By guiding homeless students to shelter, the project can reduce increasing negative
climate impacts, such as climate change and heat island effects, on their health
By providing housing off the street for homeless students, the project reduces the amount
of waste going into stream and lakes around Tempe
By helping students who were living in their cars obtain a more stable home, the project
can reduce emissions created on land

Section V: Recommendations
Sun Devils Together has created a discussion in ASU’s community about how the university can
support its at risk students and break stigmas against being needs insecure. While the university
has various resources for at risk students, the team broke down their findings and research, as
discussed above, into five recommendations the Dean of Students Office can implement to further
realize accessible aid and effective cross communication for at risk students.
Firstly, the Dean of Students Office could benefit from an accessible online platform to curate
information and direct students to respective resources or to their office for long-term solutions.
Currently, ASU has a resource webpage for students. However, this webpage lacks updated and
vital information for students, and it is difficult to access resources found on the webpage. The
team strongly recommends that ASU continuously update their resource platform to be more
Page | 16

accessible like the university case studies examined throughout this paper. Kennesaw State
University currently has an effective online platform, CARE Services, which not only aids students
directly with contacting resource departments, but educates the university’s community and helps
in data collection of what students need (Kennesaw State University, 2020). After speaking with
the case manager at CARE Services, the team recognized the viability of the Dean of Students
Office's potential to create a similar program. The CARE Services case manager emphasized that
since the implementation of their platform, there has been a reduction in the steps students have to
take to find help and there has been an increase in communication and data for their resource
departments. This feature has allowed them to make changes to better aid students and fit their
needs. Going forward, the Dean of Students Office should mirror Kennesaw State’s platform and
programs to better aid at risk students. Contact and additional communication information is
included in this document.
Secondly, the team recommends that the Dean of Students Office include ASU’s diverse
departments and schools when working towards helping homeless and at-risk students. In
researching and implementing aspects of our project, such as resource shadowing and conducting
meetings with department representatives, many individuals in the ASU community are interested
in cooperating and researching strategies to help students. Furthermore, students have shown
interest in helping create sustainable ASU resource accessibility systems. Upon hearing about
student homelessness, students have participated in giving contact information of other ASU
projects and programs in addition to supplementing ideas for future projects. A diverse group of
stakeholders will help wide-scale shifts in paradigms of the starving student because it creates
conversation and awareness that not being able to meet your needs is a common issue that has
weight in the community and that the community at ASU cares how your needs are being
met. Furthermore, the team recommends that the Dean of Students Office continue to use the
Collective Impact Framework to help coordinate solutions amongst departments.
Thirdly, the team recommends the Dean of Students Office implement an active and educational
training program across departments and schools in addition to sharing referenceable resource and
procedure information. During the teams’ department meetings and research on mapping ASU’s
resources, the team was asked if information on correct student at risk procedures could be
presented through training and additional methods such as contact pamphlets. Upon further
research, the team found that current trainings do not educate staff and faculty on how to identify
and direct students to correct aid and the Dean of Students Office. The current training instead
highlights the features of the Dean of Students Office. Therefore, to supplement the training and
information that currently exists, the team developed the training to include an activity in the form
of a role playing game in which faculty and staff can envision and empathize what students are
going through and then address those needs and emotions in their professional work. The training
material could be used in other social work which is associated with understanding and
empathizing with at risk or vulnerable people. The training content, including a recorded demo,
was forwarded to the Assistant Dean of Students. The team recommends that this material be
presented to every department and school across ASU. This could be accomplished by including
department and school staff in the education process.
Fourth, the findings suggest that the Dean of Students Office surveys the student population who
is more likely to experience needs insecurities and risks. Upon research, the student population
Page | 17

most likely to experience a needs insecurity are female sophomore students. Currently, there is
insufficient data on who and how many students are experiencing insecurities. Throughout our
research, this data could significantly improve strategies the Dean of Students Office implement
to aid students because they will now have specific root drivers and intervention points to address
the root causes of the current problem. Many of the team’s case study research include university
programs who have a data collection system in place to help improve their responses and solutions
for the student population. In the example of Kennesaw State University, they have students put
in their information and make requests through their online platform. They have seen that students
feel more comfortable using their online platform forms because they do not need to call, go in
person, or email specific individuals to receive help. However, this platform also allows the
university program to collect data and quantify how many of their students are insecure. Overall,
ASU should collect this information as it will aid the university in further understanding the issue
of student homelessness while highlighting where improvements have and could be made in
resource accessibility.
Fifth, the team recommends that the Dean of Students Office collaborate with the housing and
finance department to have a university sanctioned emergency or transitional housing program
located on or near the Tempe campus. In case study programs, universities have partnered with off
campus housing options, developments, and city governments to ensure that students have safe
and secure housing on or around campus. Throughout the team’s research, it was discovered that
students often will avoid housing aid because they feel uncomfortable staying in shelters with other
homeless individuals from the city. Although ASU does not have the capacity to offer dorms to
students in crisis, there should be university sanctioned housing or shelter in either a school or
department building where students can stay in transition or receive aid. This is a recommendation
that the team is currently working on to devise a strategy that is viable for ASU to implement or a
non-profit organization in collaboration with the university.
Lastly, the team recommends that student homelessness be understood as a sustainability issue as
it is created through complex interactions between social, environmental, and financial stressors.
Throughout this project, student homelessness has been defined as a sustainability issue due to
these interactions and suggests that solutions address these three intersections and consider all the
complex dimensions of the problem.

Section VI: Conclusion
Sun Devils Together provided a unique opportunity for ASU to accomplish its vision for an
inclusive campus while also experimenting with solutions to homelessness. The developed training
module equipped faculty and staff on how to identify at risk students and respond to everyone’s
difficulties and needs. Throughout the collaborative experience with organizations, faculty and
staff became aware of the project’s vision, developed a better understanding of student
homelessness at ASU, and further understood what they could do to help at risk students. The
project's findings on ASU student homelessness have displayed communication gaps within the
current ASU system which could benefit with presenting more apparent information on accessible
resources to students in need. Groups and organizations among and around campus that can be of
major assistance were introduced with the project’s goal and vision. These groups need to be
further promoted by the university and information about what they offer must be increased to
Page | 18

provide further resource accessibility to students. I addition, the project overall increased effort in
the discussion on student homelessness at ASU and helped create procedures in educating staff of
students at risk.
This project may be extended by other students in the upcoming school year through using the
materials and findings the project team has gathered. MSUS students who take on this project
could further the developed relationships between the groups and organizations and continue their
engagement in helping at risk students. Areas of the project which can be further explored may
include gathering data, having more in-depth conversations and meetings with students impacted
by homelessness. Moreover, the earning of financial assistance can help to aid in increasing the
scale of the project as well as create opportunities to offer incentives and hold events.
Continuing with the collaborative efforts that were done with the ASU Dean of Students Offices
in assisting these departments in the future work among the topic of student homelessness is
recommended. More specifically, there is further work to be done in this project such as continuing
to help with the development of an online platform and faculty training for the Dean of Students
Office. Furthermore, students can implement more training pilots, using the material created, at
the School of Sustainability and other schools or departments. The continuation of the work
presented in this project is important for the future of students who may encounter homelessness
or are on the brink of becoming homeless. Helping at risk and students experiencing homelessness
is an essential goal in supporting ASU to become a more caring and sustainable community. The
implementation of what the team has gathered can support students’ overall wellbeing and set a
standard for other universities to follow.

Section VII: Acknowledgements
This project could not have been realized without the many faculty, ASU professional staff, Tempe
organizations, fellow colleagues, family members and significant others who have all been a part
of the development and implementation process. With deepest gratitude, the team would especially
like to thank our project client, the Dean of Students Office, Paul Prosser, Andrew Wadsworth,
Sydney Yee, Katja Brundiers, City of Tempe HOPE team, and the individuals at UMOM. Thank
you to all that have been a part of this project and supporting the collective efforts for creating a
caring university space not only in this project, but throughout the history of ASU.

Page | 19

Section VIII: Appendices
1. Problem Systems Map
2. Sustainable Development Goals Impact Assessment Tool
3. Max- Neef’s of Needs and Satisfiers Framework
4. Table of Synthesized Case Studies & Research
5. List of Stakeholders
6. Resource Map
7. Communication Gap Matrix
8. Training Materials

Page | 20

Problem Systems Map

Diagram 1

Page | 21

Sustainable Development Impact Assessment Tool

Diagram 2

Page | 22

Max Neef’s Matrix of Needs and Satisfiers

Diagram 3

Page | 23

Table of Synthesized Case Studies & Research
https://docs.google.com/spreadsheets/d/1TMs90_yAV9qGp21X4LC33u_KdCdBFQxcXz8RwuFzG0/edit?usp=sharing

Attachment 4

Page | 24

List of Stakeholders

Page | 25

Diagram 5

Page | 26

Resource Map

Diagram 6

Page | 27

Communication Gap Matrix

Diagram 7

Page | 28

Training Materials
Participant Guidebook:
https://docs.google.com/document/d/1UCwmlSy0XxnGiK9h5D7haCWnW0GhzHawa9osq6zkM
4c/edit?usp=sharing
Training Presentation:
https://docs.google.com/presentation/d/151TS6NA3QpHmdZG1ZKn5YhwX9kUfXsnDLxXc_6
MeVrA/edit?usp=sharing
Information Pamphlet:
https://drive.google.com/a/asu.edu/file/d/1ypVakK2r3ExLpV321GjZzXGV_cSsfMYl/view?usp
=sharing
Attachment 8

Page | 29

Section IX: References
Aidala, A.A., et al. (N.D.). Frequent Users Service Enhancement ‘FUSE’ Initiative. Columbia
University. Retrieved from https://d155kunxf1aozz.cloudfront.net/wpcontent/uploads/2014/01/FUSE-Eval-Report-Final_Linked.pdf.
Amster, R. (2008). Lost in Space: The Criminalization, Globalization and Urban Ecology of
Homelessness. LFB Scholarly Publishing LLC. Retrieved from https://ebookcentralproquest-com.ezproxy1.lib.asu.edu/lib/asulib-ebooks/detail.action?docID=837749.
Ascher, C; Jarvis, C.; & Mokhtar, C. (2007). Strategies to Improve Data Collection on New
York’s Homeless Students. Annenberg Institute for School Reform at Brown University.
Retrieved from
https://www.researchgate.net/publication/280052268_Strategies_to_Improve_Data_Colle
ction_on_New_York's_Homeless_Students.
Baietto, M. (4 May, 2017). Homeless Student Used ASU Resources to Gain Housing. The State
Press. Retrieved from https://www.statepress.com/article/2017/04/spvideo-spcampushomeless-asu-student-ira-sanchez.
Blad, E. (2014). Housing Partnership Aids Homeless Students. Education Week. Retrieved from
https://web-b-ebscohostcom.ezproxy1.lib.asu.edu/ehost/detail/detail?vid=0&sid=1f2c34a3-3c1a-48a3-9566c86794abeb1c%40sessionmgr102&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=
99943842&db=aph.
Bottino, Erin Elizabeth, Goggin, Maureen, Goggin, Peter, Department of English, School of
Sustainability, & Barrett, The Honors College. (2018). ASU Eats: Utilizing Meal Plans to
Feed Arizona State's Food Insecure. Retrieved from
https://search-proquest-com.ezproxy1.lib.asu.edu/docview/1540738005?pqorigsite=primo
Brinegar, S.J. (2017). Response to Homelessness In Tempe, Arizona: Public Opinion And
Government Policy. Urban Geography. Retrieved from https://www-tandfonlinecom.ezproxy1.lib.asu.edu/doi/pdf/10.2747/0272-3638.21.6.497?needAccess=true.
Brooks, B. (2019). I see myself: Resilience of homeless college students (Order No. 13879878).
Available from ProQuest Dissertations & Theses Global: Social Sciences.(2243721419).
Retrieved from http://login.ezproxy1.lib.asu.edu/login?url=https://search-proquestcom.ezproxy1.lib.asu.edu/docview/2243721419?accountid=4485

Page | 30

Broton, K., & Goldrick-Rab, S. (2016). The Dark Side of College (Un)Affordability: Food and
Housing Insecurity in Higher Education. Change: The Magazine of Higher Learning,
48(1), 16-25. Retrieved from
https://web-a-ebscohostcom.ezproxy1.lib.asu.edu/ehost/detail/detail?vid=0&sid=4f783865-4a22-4896-af323b70eb3ab1ca%40sdc-vsessmgr01&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=113744675&db=aph
Brown- Heidenreich, S. (31 Jan., 2018). City Council to fund housing for low-income and
homeless students. University Wire. Retrieved from https://search-proquestcom.ezproxy1.lib.asu.edu/docview/1992810319?rfr_id=info%3Axri%2Fsid%3Aprimo
Center for Disease Control and Prevention. Responding to Coronavirus Disease 2019
(COVID-19) among People Experiencing Unsheltered Homelessness. Retrieved from
https://www.cdc.gov/coronavirus/2019-ncov/need-extra-precautions/unshelteredhomelessness.html?CDC_AA_refVal=https%3A%2F%2Fwww.cdc.gov%2Fcoronavirus
%2F2019-ncov%2Fcommunity%2Fhomeless-shelters%2Funshelteredhomelessness.html.
Chen, S., Oliva, P., & Zhang, P. (2018). Air Pollution and Mental Health: Evidence from China.
IDEAS Working Paper Series from RePEc. Retrieved from
http://login.ezproxy1.lib.asu.edu/login?url=https://search-proquestcom.ezproxy1.lib.asu.edu/docview/2065731730?accountid=4485
Christens, B.D., & Inzeo, P.T. (2015). Widening the view: situating collective impact among
frameworks for community- led change. Community Development, 46(4): 420-435.
Retrieved from 10.1080/15575330.2015.1061680
Circle the City. (2019). About Us. Retrieved from
https://www.circlethecity.org/homeless-healthcare-services/
Duckett, B. (April 25, 2014). Light rail still drawing battle lines in Scottsdale. AzCentral.
Retrieved from
https://www.azcentral.com/story/news/local/scottsdale/2014/04/25/scottsdale-light-railopposition/8173187/
El Zein, A., Shelnutt, Colby, Vilaro, Greene, Zhou, . . . Mathews. (2018). Becoming Food
Insecure Affects Grade Point Average in College Students. Journal of the Academy of
Nutrition and Dietetics, 118(9), A90. Retrieved from
https://www-sciencedirectcom.ezproxy1.lib.asu.edu/science/article/pii/S2212267218311249

Page | 31

Estes, C. (March 16, 2017). Phoenix Residents Tired Of 'Drug Addicts' On Light Rail. KJZZ.
Retrieved from. https://kjzz.org/content/446890/phoenix-residents-tired-drug-addictslight-rail
Farahbakhsh, J., Hanbazaza, M., Ball, G., Farmer, A., Maximova, K., & Willows, N. (2017).
Food insecure student clients of a university‐based food bank have compromised health,
dietary intake and academic quality. Nutrition & Dietetics, 74(1), 67-73. Retrieved from
https://onlinelibrary-wiley-com.ezproxy1.lib.asu.edu/doi/full/10.1111/1747-0080.12307
Goldrick-Rab, S., Richardson, J., Schneider, J., Hernandez, A., & Cady, C. (2018). Still hungry
and homeless in college. Madison: Wisconsin HOPE Lab. Retrieved from
https://www.theotx.org/wp-content/uploads/2018/05/Wisconsin-HOPE-Lab-StillHungry-and-Homeless.pdf
Green, S. J. (2017). The sanctuary: Supportive services for homeless college students (Master’s
thesis, Saint Mary’s College, California, United States). Retrieved from
http://login.ezproxy1.lib.asu.edu/login?url=https://search-proquestcom.ezproxy1.lib.asu.edu/docview/1927182141?accountid=448
Kania, J., & Kramer, M. (2011). Collective Impact. Stanford Social Innovation Review.
Retrieved from https://ssir.org/articles/entry/collective_impact
Kennesaw State University. (2019). CARE Services. Retrieved from
https://care.kennesaw.edu/homelessness-awareness-week.php
M. Stidum, personal communication, March 6, 2020.
Max-Neef, M. (1992). Development and human needs. In P. Ekins & M. Max-Neef (Eds.), Reallife economics: Understanding wealth creation (pp. 197–214). London: Routledge
Nabors, L., Weist, M., Shugarman, R., Woeste, M., Mullet, E., & Rosner, L. (2004).
Assessment, prevention, and intervention activities in a school-based program for
children experiencing homelessness. Behavior Modification, 28(4), 565-578. Retrieved
from 10.1177/0145445503259517
N. Stevens, personal communication, September 18, 2019
Paden, N. (2012). Homeless Students? Not At My University: The Reality of Homeless College
Students. San Diego: American Society of Business and Behavioral Science. 19:1.
Retrieved from http://login.ezproxy1.lib.asu.edu/login?url=https://search-proquestcom.ezproxy1.lib.asu.edu/docview/1445142390?accountid=4485
Portland State University Homeless Department (2019). C.A.R.E Team. Retrieved from
https://www.pdx.edu/dos/student-homelessness-and-economic-crisis
Responding to Coronavirus Disease 2019 (COVID-19) among People Experiencing Unsheltered
Page | 32

Homelessness. (2020, March 22). Retrieved from https://www.cdc.gov/coronavirus/2019ncov/need-extra-precautions/unsheltered-homelessness.html
Schaffer, M. A., Mather, S. & Gustafson, V. (2000). Service Learning: A Strategy for
Conducting a Health Needs Assessment of the Homeless. Journal of Health Care for the
Poor and Underserved, 11(4), 385-399. Retrieved from
https://doi.org/10.1353/hpu.2010.074
Seher, C., Buchbinder, D., & Taylor, K. (2018). Reaching Food Insecure College Students
Through an On-campus Interactive Nutrition Education Program. Journal of the
Academy of Nutrition and Dietetics, 118(9), A69. Retrieved from
https://www-sciencedirectcom.ezproxy1.lib.asu.edu/science/article/pii/S2212267218310505
S. Gustafson, personal communication, October 29, 2019
Shore, K. (2018). Homeless and food-insecure community college students: A strengths-based
cognitive behavioral therapy group (Order No. 10822422). Available from ProQuest
Dissertations & Theses Global. (2064511535). Retrieved from
http://login.ezproxy1.lib.asu.edu/login?url=https://search.proquest.com/docview/2064511
535?accountid=4485
Silva, M. R., Kleinert, W. L., Sheppard, A. V., Cantrell, K. A., Freeman-Coppadge, D. J., Tsoy,
E., … Pearrow, M. (2017). The Relationship Between Food Security, Housing Stability,
and School Performance Among College Students in an Urban University. Journal of
College Student Retention: Research, Theory & Practice, 19(3), 284–299. Retrieved from
https://doi.org/10.1177/1521025115621918
Sulkowski, M.L., & Michael, K. (2014). Meeting the mental health needs of homeless students
in schools: A Multi-Tiered System of Support framework. Children and Youth Services
Review. 44: 145- 151. Retrieved from https://doi.org/10.1016/j.childyouth.2014.06.014
Sulkowski, M. L.; & Joyce- Beaulieu, D.k. (2014). School-based service delivery for homeless
students: Relevant laws and overcoming access barriers. American Journal of
Orthopsychiatry. Retrieved from https://search-proquestcom.ezproxy1.lib.asu.edu/docview/1680150410?accountid=4485&rfr_id=info%3Axri%2
Fsid%3Aprimo
Student Health Outreach Clinic for Wellness. (2018). Our Story. Retrieved from
https://showazgeneral.wixsite.com/showazclinic/about
Tacoma Community College. (2019). College Housing Assistance Program (CHAP). Retrieved
from https://www.tacomacc.edu/academics-programs/academicsupport/college_housing_assistance_program
Tate, C. (2015). How to Recognize and Manage Different Work Styles. Retrieved from
Page | 33

https://www.fastcompany.com/3043600/3-ways-to-promote-a-different-kind-of-diversityin-the-workplace
UB Heals. (2019). About Us. Retrieved from https://www.ubheals.org/
United Nations. (2019). About the Sustainable Development Goals. Retrieved from
https://www.un.org/sustainabledevelopment/sustainable-development-goals/
University of Georgia. (2019). Embark@UGA. Retrieved from https://sco.uga.edu/sco/embarkug
United States Interagency Council of Homelessness. (2018). Homelessness in America: Focus
on Youth. Retrieved from
https://www.usich.gov/resources/uploads/asset_library/Homelessness_in_America_Yout
h.pdf
Vanier, J. (1998). Becoming Human. Canada: Anansi Press
Wiek, A. (2015). Solving Sustainability Problems: Tools for a New Generation of Professionals.
School of Sustainability, Arizona State University, Tempe, AZ

Page | 34