Matching Items (50)
Filtering by
- All Subjects: Education
- All Subjects: Marketing
- Creators: School of International Letters and Cultures
- Resource Type: Text
Description
This study aims to produce efficient and effective group writing workshops for students within the Barrett Honors College at Arizona State University. To balance two opposing theories in writing center pedagogy - the direct instruction theory and the student-led/ collaborative theory - this study also aims to determine whether a balanced combination of these approaches in writing workshops will increase student confidence in their writing abilities. Several writing workshops were held over Zoom utilizing a combination of direct teaching methods and collaborative techniques. Students were then surveyed to determine whether they found the workshops helpful, learned new skills, and/or grew more confident in their abilities. The student responses proved the hypothesis that a combined approach leads to an increase in student confidence.
ContributorsGuido, Julia (Author) / Graff, Sarah (Thesis director) / Popova, Laura (Committee member) / School of International Letters and Cultures (Contributor) / School of Molecular Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
Social-emotional learning (SEL) methods are beginning to receive global attention in primary school education, yet the dominant emphasis on implementing these curricula is in high-income, urbanized areas. Consequently, the unique features of developing and integrating such methods in middle- or low-income rural areas are unclear. Past studies suggest that students exposed to SEL programs show an increase in academic performance, improved ability to cope with stress, and better attitudes about themselves, others, and school, but these curricula are designed with an urban focus. The purpose of this study was to conduct a needs-based analysis to investigate components specific to a SEL curriculum contextualized to rural primary schools. A promising organization committed to rural educational development is Barefoot College, located in Tilonia, Rajasthan, India. In partnership with Barefoot, we designed an ethnographic study to identify and describe what teachers and school leaders consider the highest needs related to their students' social and emotional education. To do so, we interviewed 14 teachers and school leaders individually or in a focus group to explore their present understanding of “social-emotional learning” and the perception of their students’ social and emotional intelligence. Analysis of this data uncovered common themes among classroom behaviors and prevalent opportunities to address social and emotional well-being among students. These themes translated into the three overarching topics and eight sub-topics explored throughout the curriculum, and these opportunities guided the creation of the 21 modules within it. Through a design-based research methodology, we developed a 40-hour curriculum by implementing its various modules within seven Barefoot classrooms alongside continuous reiteration based on teacher feedback and participant observation. Through this process, we found that student engagement increased during contextualized SEL lessons as opposed to traditional methods. In addition, we found that teachers and students preferred and performed better with an activities-based approach. These findings suggest that rural educators must employ particular teaching strategies when addressing SEL, including localized content and an experiential-learning approach. Teachers reported that as their approach to SEL shifted, they began to unlock the potential to build self-aware, globally-minded students. This study concludes that social and emotional education cannot be treated in a generalized manner, as curriculum development is central to the teaching-learning process.
ContributorsBucker, Delaney Sue (Author) / Carrese, Susan (Thesis director) / Barab, Sasha (Committee member) / School of Life Sciences (Contributor, Contributor) / School of Civic & Economic Thought and Leadership (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
The purpose of this study was to examine the history of pilgrimage tourism and its marketability to a modern consumer. It was also to examine the role of government in promoting tourism activities. Through a case study on el Camino de Santiago and the Xunta de Galicia, I discovered a market gap and created a communications strategy aimed towards closing the gap and smoothing demand fluctuation. Target market research indicated consumer interest and supported the marketing strategy. The study was conducted through historical, statistical, ethnographic, and psychographic research and analysis. The major findings of this study were that the American consumer is not as religiously motivated to travel as their European counterparts. However, they find many other aspects of the pilgrimage experience very appealing. Their lack of interest in the religious aspect of travel experiences segments them into a group that can potentially help flatten demand fluctuation amid Holy Years along el Camino de Santiago. The modernization of the pilgrimage contributes to its movement away from pious tourism towards secular tourism and offers an opportunity for an untapped market to support pilgrimage tourism economies.
ContributorsPowers, Molly Kathleen (Author) / Eaton, John (Thesis director) / Eaton, Kate (Committee member) / School of International Letters and Cultures (Contributor) / Department of Marketing (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Pedagogy and Place: Observations of place-based education in undergraduate sustainability curriculum
Description
As the canonical literature, student competencies and outcomes, and foundational courses of sustainability education are contested and reaffirmed, grounding this academic discipline in an experiential understanding of place is not often asserted as a core aspect of sustainability curriculum. Place can act both as a context and conduit for sustainability education, inspiring student investment in local communities and stewardship of the landscape. Through narrative descriptions of interviews held with professors, program coordinators, and deans from nine sustainability undergraduate programs across the United States, I explore in this thesis how different educators and institutions adopt place-based pedagogy within sustainability curriculum and institutional practice. In observation of these interviews, I name three factors of difference – physical and social setting, academic ethos, and institution size – as axes around which place is incorporated in sustainability instruction and within the college as a whole. Finally, I give general recommendations for incorporating place in sustainability instruction as well as certain creative and place-oriented assignment structures discussed in the interviews.
ContributorsOrrick, Kayla M (Author) / Hirt, Paul (Thesis director) / Bernier, Andrew (Committee member) / School of Sustainability (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
With the United States' diverse group of people, diverse set of beliefs and diverse cultural backgrounds, it’s no wonder that over the last few decades there has been a 51 percent increase in second-generation Americans in the United States (Child Trends, 2018). Though each of these second- and third-generation Americans experience life in the U.S. vastly different, the common steps of self-identity, acculturation and assimilation persist. However, what is often missed with this seemingly linear process is the delineating step: retro acculturation. Their sense of disconnect sparks a feeling of blurred identity, introducing the phenomenon of retro- acculturation, or an individual’s conscious efforts to connect to their heritage in new ways. Understanding the “why” behind this revelation is essential in understanding the “how”- or the actions taken by the individual to connect with their withdrawn culture. A deeper understanding of retro-acculturation and its processes is essential to leveraging a successful marketing effort in order to reach this demographic. As this population steadily reaches a larger population and quickly gains consumer buying power, it is important to be taking note of new and innovative ways of making lasting impressions on this demographic. This study focuses on exploring and discovering why individuals experience retro-acculturation and their triggers, as well as what approaches they use to connect to their heritage culture. Additionally, the insights gained were leveraged to provide recommendations as to how business can more effectively market to reach this demographic.
ContributorsHanson, Rebecca Jane (Co-author) / Burgess, Julia (Co-author) / Montoya, Detra (Thesis director) / Riker, Elise (Committee member) / School of International Letters and Cultures (Contributor) / Dean, W.P. Carey School of Business (Contributor) / Department of Management and Entrepreneurship (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
According to the 2010 census, 40 million people living in the United States were foreign-born, meaning they were not U.S. citizens at birth (2). The Harvard Business Review also said that "In 2017, strong growth across most of the world propelled the DHL Global Connectedness Index to a record high. The proportions of trade, capital, information, and people flow crossing national borders all increased significantly" (7). With the U.S. being a cultural "mixing pot" and the world being more globalized than ever before, we must incorporate global citizenship education in our school systems. Growing Global is a creative project thesis that explores the idea of a global citizenship after-school program for youth in the Tempe Public School District. The outcomes of this project will be a proposal for the program, a curriculum outline including three examples of lesson plans [see Exhibit 1], student surveys for measuring curriculum effectiveness [see Exhibit 3], and an educator training guide and preparedness assessment [see Exhibits 2 and 4]. The Growing Global project proposal will cover the need for the program, a program timeline and explanation, the impact it will hold and how to measure it, potential barriers, the capacity of the team and its resources, and the budget for piloting the program.
ContributorsCompton, Karrissa (Author) / Burns, Kevin (Thesis director) / Larson, Elizabeth (Committee member) / Department of Management and Entrepreneurship (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
In this paper, I have designed a business model for a new type of fashion retail
store. This store will perfect the personal styling experience by utilizing customer and
apparel data to make individualized apparel recommendations. The format of this store
will heavily reduce the amount of search time for customers by only showing clothing
pieces that each person is likely to purchase, based on predictive analytics. In order to
plan this business model and determine whether a company of this style could be
successful, this paper includes research on the current environment of the fashion
industry, the company’s potential target market segmentation, and tactics for developing
the best customer offering.
store. This store will perfect the personal styling experience by utilizing customer and
apparel data to make individualized apparel recommendations. The format of this store
will heavily reduce the amount of search time for customers by only showing clothing
pieces that each person is likely to purchase, based on predictive analytics. In order to
plan this business model and determine whether a company of this style could be
successful, this paper includes research on the current environment of the fashion
industry, the company’s potential target market segmentation, and tactics for developing
the best customer offering.
ContributorsTrevino, Alexandra (Author) / Riker, Elise (Thesis director) / Schlacter, John (Committee member) / WPC Graduate Programs (Contributor) / School of International Letters and Cultures (Contributor) / Department of Information Systems (Contributor) / Department of Marketing (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
While English language education has become increasingly prominent worldwide, countries have adopted various initiatives to increase English language development. One country making a push for English language development is Taiwan; however, current educational practices and values can prove to be challenges in implementing new methods. For example, although Communicative Language Teaching (CLT) methods gained popularity starting in the 1990s, they have been slow to take hold in Taiwan. Additionally, Taiwan’s Ministry of Education is pushing for bilingualism by the year 2030, introducing curricular reforms and new strategies to increase the prominence of English on a social level. In order to analyze current educational methods and practices in Taiwan, as well as predict the efficacy of new strategies, this study focused on gathering the perspectives and experiences of the students themselves. International students were specifically targeted, as they have had exposure to multiple educational environments, as well as firsthand experience applying their English language knowledge in an immersive environment. To gather student perspective, an online survey was made available to Taiwanese international students currently studying in a U.S. university. Respondents were asked multiple-choice questions on curricular focus, as well as short answer questions regarding their educational experiences. Overall, the respondents showed an agreement in regards to the heavy emphasis of reading, writing, and grammar in Taiwan, which they correlated directly with high-stakes exams, particularly the university entrance exam. They also noted the lack of speaking and listening practice, as well as a strong desire to apply English in a communicative sense. These observations hold significant implications for various stakeholders, including teachers, principals, curriculum developers, exam designers, and university admissions.
ContributorsEricson, Rebecca Elaine (Author) / Matsuda, Aya (Thesis director) / James, Mark (Committee member) / Historical, Philosophical & Religious Studies (Contributor, Contributor) / School of International Letters and Cultures (Contributor) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2019-12
Description
This paper seeks to propose a new accelerated French course within the School of International Letters and Cultures at Arizona State University for students who are previously fluent in Spanish. French and Spanish are both Romance languages and exhibit many lexical and structural similarities. Students learning French with a Spanish background would be able to draw on prior knowledge to learn their target language faster and with fewer credits. This paper serves as a preliminary proposal offering background research on third language acquisition as well as the rationale for the course. French for Spanish speakers would present numerous benefits to both students and the university. Students would gain access to increased fast-paced French learning, which can offer career opportunities and cognitive benefits later in life. Furthermore, the School of International Letters and Cultures would be able to use this innovative course to draw students into French programs. Research was conducted regarding the current environment of language courses offered at Arizona State University to show how this new course would fit in. Additionally, the two existing cases of French for Spanish speakers courses offered in the United States were considered in creating this proposal. Also included in the paper are the following specific course suggestions: a textbook to be used in a flipped classroom setting, pre-requisite courses, as well as proficiency expectations for the end of one semester taken from the American Council on the Teaching of Foreign Languages. If implemented, Arizona State would become the third university in the country to offer this innovative course, which could be highly successful.
ContributorsGarza, Amanda Maria (Author) / Bahtchevanova, Mariana (Thesis director) / Bezerra, Ligia (Committee member) / Dean, W.P. Carey School of Business (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
"The Online Entrepreneur's Digital Marketing Handbook" is exactly what it sounds like \u2014 a resource for entrepreneurs (or aspiring entrepreneurs) to learn about all things digital marketing, ranging from web design to advertising to much more, in order to be better equipped to have success with building out their business ideas. The paper serves as not only a resource that explains fundamental elements of marketing strategy and digital strategy, but as something that connects people with the resources they need to actually implement these strategies. By reading this paper, you can learn about web design and how it correlates with digital and business strategy, about key advertising channels and what the current best practices are for using these platforms, about social media marketing tactics, about age-old marketing disciplines like email marketing, and about trends expected for the future of digital marketing. Nearly every discipline discussed within the paper is an extremely deep field itself, and thus learning more in depth about any of the fields is recommended, but the paper at least provides a compilation of what fields are most important to consider, and the most crucial elements of strategy and best practices needed for someone to have success, whether it's for a small project, or for the launch of a new business. Far too many entrepreneurs have the opportunity for success, and the resolve, but they focus their energy on the wrong things when it comes to marketing, because they don't know where to start. With a better grasp on the digital marketing landscape, key elements of strategy, and the most crucial digital marketing channels, entrepreneurs should have higher odds of success by diverting resources to what's important, and not getting distracted by all the choices out there.
ContributorsHubbard, Zachary Scott (Author) / Ostrom, Amy (Thesis director) / Giles, Charles (Committee member) / School of International Letters and Cultures (Contributor) / Department of Marketing (Contributor) / Barrett, The Honors College (Contributor)
Created2018-12