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- All Subjects: Sustainability
- All Subjects: Qualitative method
Sense of Place, Place Attachment, and Student Perceptions of Sustainability in the Salt River Valley
Description
The purpose of this study was to investigate undergraduate sustainability students' engagement with sustainability in relation to their sense of place in the broader Salt River Valley community. The study was guided by two research questions 1) How do undergraduate Sustainability students explain their sense of place in the Valley with relation to their perceptions of sustainability? 2) Does residency in a different city, town, or state prior to entering the Sustainability program influence students' sense of place in the Valley? The study consisted of two distinct parts. In the first part, twenty students were interviewed using a narrative inquiry process to understand their perceptions of sustainability, their sense of place in the Valley, and how those two components influenced their engagement with sustainability in their communities. In the second part, these narratives were analyzed, synthesized, and samples of the stories were placed into a creative nonfiction collection to express an overall picture of sustainability in the Valley. Results showed that students generally relied on academic, professional, and social factors to identify places in which they could practice or engage with sustainability. Regardless of previous residencies, students expressed similar frustrations or limitations in expressing their sense of place, as related to sustainability, in the Valley.
ContributorsAllen, Emily Elizabeth (Author) / Broglio, Ron (Thesis director) / Goggin, Peter (Committee member) / Barrett, The Honors College (Contributor) / Department of English (Contributor) / School of Sustainability (Contributor)
Created2014-05
Description
This thesis is exploring the potential disconnect between the operational and cultural parts in the making of sustainability at Arizona State University (ASU) to find the disconnect in operational goals, student engagement, and thus student behavior in building sustainability at the university. To do so, I compare and contrast how ASU, Northern Arizona University (NAU), and the University of Arizona (UA) define, create, and demonstrate sustainability in their university’s culture and campus engagement programs. I first define what “culture” is in this study to provide context on how the word is being applied. Next, I assess how culture is reflected in the mission, vision, and/or goals of each university to set the tone for how the university intends to shape the culture of student experience through its services, as well as provide context where sustainability concepts may fit within. Then I assess what sustainability is demonstrated and defined as at each university. To thread each of these components together, I compare and contrast campus sustainability engagement programs at ASU, NAU, and UA based on the Sustainability Tracking, Assessment and Rating System (STARS) reports produced by The Association for the Advancement of Sustainability in Higher Education’s (AASHE), as engagement programs are a reflection of the university’s vision, goals, and values brought from theory to practice. My findings are demonstrated in the form of a policy analysis, followed by recommendations on closing the gap where engagement programs and opportunities are potentially missing. These recommendations are intended to advance a stronger culture of sustainability on campus at ASU.
ContributorsMullis, Kailey Cheyenne (Author) / Goggin, Peter (Thesis director) / Jung, Kendon (Committee member) / School of Sustainability (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
The study aims to explore the use of L1 Bahasa Indonesia in the L2 English writing process specifically within the demographic of Indonesian students currently studying in U.S universities. In the second language writing field research related to L1 in L2, even though there have been studies with many Asian demographics like Chinese, Korean, and Japan. However, there seems to be little studies have been conducted with Indonesian demographics. Moreover, research within this particular topic is mostly conducted quantitatively by looking at how much L1 is used during the L2 composing process by incorporating Think-Aloud protocols. In addition to that, it can be seen that Think Aloud Protocols have also predominantly been used to investigate the issue of L1 in L2. Even though Think-Aloud as a method has been proven to be useful, it can also be argued that such a method is too intrusive for the participants. Therefore, this current study is conducted with qualitative descriptive without Think-Aloud Protocols looking at ten participants from ten different universities in the U.S. studying non-English majors. The data were gathered from questionnaires, writing tasks that occur simultaneously with writing observation, as well as stimulated recall interviews to enable triangulation. The findings from the data analysis suggest there are similar patterns that can be found on participants with some unique difference. For example, the instruction to think aloud is not given by the researcher yet some participants practiced thinking aloud naturally during their writing process. Furthermore, L1 use are found to be a complex as accessing linguistics repertoire, recalling memory or start the first sentence/paragraph. While some L1 use effects include sense making, looking for ideas and time efficiency. Therefore, each participant's interaction with their L1 and the effects of L1 use in L2 are discussed.
ContributorsSutrisno, Dwi Budidarma (Author) / Matsuda, Paul (Thesis advisor) / Goggin, Peter (Committee member) / Webb, Patricia (Committee member) / Arizona State University (Publisher)
Created2023