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.
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Description
The 21st century will be the site of numerous changes in education systems in response to a rapidly evolving technological environment where existing skill sets and career structures may cease to exist or, at the very least, change dramatically. Likewise, the nature of work will also change to become more automated and more technologically intensive across all sectors, from food service to scientific research. Simply having technical expertise or the ability to process and retain facts will in no way guarantee success in higher education or a satisfying career. Instead, the future will value those educated in a way that encourages collaboration with technology, critical thinking, creativity, clear communication skills, and strong lifelong learning strategies. These changes pose a challenge for higher education’s promise of employability and success post-graduation. Addressing how to prepare students for a technologically uncertain future is challenging. One possible model for education to prepare students for the future of work can be found within the Maker Movement. However, it is not fully understood what parts of this movement are most meaningful to implement in education more broadly, and higher education in particular. Through the qualitative analysis of nearly 160 interviews of adult makers, young makers and young makers’ parents, this dissertation unpacks how makers are learning, what they are learning, and how these qualities are applicable to education goals and the future of work in the 21st century. This research demonstrates that makers are learning valuable skills to prepare them for the future of work in the 21st century. Makers are learning communication skills, technical skills in fabrication and design, and developing lifelong learning strategies that will help prepare them for life in an increasingly technologically integrated future. This work discusses what aspects of the Maker Movement are most important for integration into higher education.
ContributorsWigner, Aubrey (Author) / Lande, Micah (Thesis advisor) / Allenby, Braden (Committee member) / Bennett, Ira (Committee member) / Arizona State University (Publisher)
Created2017
Description
Many expect renewable energy technologies to play a leading role in a sustainable energy supply system and to aid the shift away from an over-reliance on traditional hydrocarbon resources in the next few decades. This dissertation develops environmental, policy and social models to help understand various aspects of photovoltaic (PV) technologies. The first part of this dissertation advances the life cycle assessment (LCA) of PV systems by expanding the boundary of included processes using hybrid LCA and accounting for the technology-driven dynamics of environmental impacts. Hybrid LCA extends the traditional method combining bottom-up process-sum and top-down economic input-output (EIO) approaches. The embodied energy and carbon of multi-crystalline silicon photovoltaic systems are assessed using hybrid LCA. From 2001 to 2010, the embodied energy and carbon fell substantially, indicating that technological progress is realizing reductions in environmental impacts in addition to lower module price. A variety of policies support renewable energy adoption, and it is critical to make them function cooperatively. To reveal the interrelationships among these policies, the second part of this dissertation proposes three tiers of policy architecture. This study develops a model to determine the specific subsidies required to support a Renewable Portfolio Standard (RPS) goal. The financial requirements are calculated (in two scenarios) and compared with predictable funds from public sources. A main result is that the expected investments to achieve the RPS goal far exceed the economic allocation for subsidy of distributed PV. Even with subsidies there are often challenges with social acceptance. The third part of this dissertation originally develops a fuzzy logic inference model to relate consumers' attitudes about the technology such as perceived cost, maintenance, and environmental concern to their adoption intention. Fuzzy logic inference model is a type of soft computing models. It has the advantage of dealing with imprecise and insufficient information and mimicking reasoning processes of human brains. This model is implemented in a case study of residential PV adoption using data through a survey of homeowners in Arizona. The output of this model is the purchasing probability of PV.
ContributorsZhai, Pei (Author) / Williams, Eric D. (Thesis advisor) / Allenby, Braden (Committee member) / Phelan, Patrick (Committee member) / Arizona State University (Publisher)
Created2010