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From Zero Tolerance to Restorative Justice: Implementing Restorative Justice in a High School System
Description
Implementation of large-scale initiatives within educational systems can present many challenges, particularly when the initiative is non-linear and relies on deep understanding rooted in a restorative mindset. This study examined implementation of restorative justice within one large, primarily urban school district in the United States. Through a mixed methods approach, data was collected from three personnel levels of the organization: district leadership, school leadership, and school staff members and applied a sensemaking framework to examine the flow of information and understanding within and among organizational levels. To accomplish this investigation, both qualitative and quantitative data were collected. First, interview data was collected from district and school level leaders to inform supportive leadership actions and organizational structures and also to understand challenges that leaders faced when working to implement restorative justice within a district and across a school campus. Next, school staff members participated in a survey to provide deeper understanding regarding their confidence in implementing restorative justice practices, their perceptions of school and district level administrative support, and the alignment of their beliefs and actions with tenets of restorative justice. Finally, results were analyzed and compared across levels of the organization to provide a summary of findings and recommendations for ongoing and expanded implementation at the school at the focus of the study and across other schools within the district.
ContributorsGaletti, Sarah (Author) / Judson, Eugene (Thesis advisor) / Hermanns, Carl (Committee member) / Schauer, David (Committee member) / Arizona State University (Publisher)
Created2020
Description
Employee-owned businesses, benefit corporations, social enterprises, and other sustainability entrepreneurship innovations are responding to challenges such as climate change, economic inequalities, and unethical business behavior. Academic programs to date, however, often fall short in sufficiently equipping students with competencies in sustainability entrepreneurship – from a coherent set of learning objectives, through effective and engaging pedagogies, to rigorous assessment of learning outcomes. This dissertation contributes to bridging these gaps. The first study proposes a process-oriented and literature-based framework of sustainability entrepreneurship competencies. It offers a general vision for students, faculty, and entrepreneurs, as well as for the design of curricula, courses, and assessments. The second study presents an exploration into the nature of sustainability entrepreneurship courses, with a focus on teaching and learning processes. Using pioneering courses at Arizona State University, the study analyzes and compares the links between learning objectives, pedagogies, and learning outcomes. Based on document analysis and semi-structured interviews with course instructors, the study identifies cognitive apprenticeship from input processing to experimentation, constructive alignment from learning objectives to assessments, and curriculum-level coordination across courses as key success factors of sustainability entrepreneurship education. The result of this study can inform instructors and researchers in applying and further substantiating effective educational models for future entrepreneurs. The third study addresses the key question of competence assessment: what are reliable tools for assessing students’ competence in sustainability entrepreneurship? This study developed and tested a novel tool for assessing students’ competence in sustainability entrepreneurship through in-vivo simulated professional situations. The tool was in different settings and evaluated against a set of criteria derived from the literature. To inform educators in business and management programs, this study discusses and concludes under which conditions this assessment tool seems most effective, as well as improvement for future applications of the tool.
ContributorsFoucrier, Tamsin (Author) / Wiek, Arnim (Thesis advisor) / Basile, George (Thesis advisor) / Barth, Matthias (Committee member) / Arizona State University (Publisher)
Created2020
Description
As the global community raises concerns regarding the ever-increasing urgency of climate change, efforts to explore innovative strategies in the fight against this anthropogenic threat is growing. Along with other greenhouse gas mitigation technologies, Direct Air Capture (DAC) or the technology of removing carbon dioxide directly from the air has received considerable attention. As an emerging technology, the cost of DAC has been the prime focus not only in scientific society but also between entrepreneurs and policymakers. While skeptics are concerned about the high cost and impact of DAC implementation at scales comparable to the magnitude of climate change, industrial practitioners have demonstrated a pragmatic path to cost reduction. Based on the latest advancements in the field, this dissertation investigates the economic feasibility of DAC and its role in future energy systems. With a focus on the economics of carbon capture, this work compares DAC with other carbon capture technologies from a systemic perspective. Moreover, DAC’s major expenses are investigated to highlight critical improvements necessary for commercialization. In this dissertation, DAC is treated as a backstop mitigation technology that can address carbon dioxide emissions regardless of the source of emission. DAC determines the price of carbon dioxide removal when other mitigation technologies fall short in meeting their goals. The results indicate that DAC, even at its current price, is a reliable backup and is competitive with more mature technologies such as post-combustion capture. To reduce the cost, the most crucial component of a DAC design, i.e., the sorbent material, must be the centerpiece of innovation. In conclusion, DAC demonstrates the potential for not only negative emissions (carbon dioxide removal with the purpose of addressing past emissions), but also for addressing today’s emissions. The results emphasize that by choosing an effective scale-up strategy, DAC can become sufficiently cheap to play a crucial role in decarbonizing the energy system in the near future. Compared to other large-scale decarbonization strategies, DAC can achieve this goal with the least impact on our existing energy infrastructure.
ContributorsAzarabadi, Habib (Author) / Lackner, Klaus S (Thesis advisor) / Allenby, Braden R. (Committee member) / Dirks, Gary W (Committee member) / Reddy, Agami (Committee member) / Arizona State University (Publisher)
Created2020
Description
For more than 30 years, social science researchers have studied how students in online learning environments interact with each other. This has led to the development of a construct called social presence. Studies have shown that high social presence can lead to improved student retention, engagement, and satisfaction. The literature explores how social presence has been measured by faculty or researchers, but lacks insight on how other university staff can affect social presence in online graduate students. This is an action research mixed-methods study conducted by an academic advisor and attempts to measure social presence through a webpage intervention for an online graduate business program. A pre-and-posttest were conducted in a five month span, as well as semi-structured interviews with students of the program. Results suggest that overall, the intervention did not increase social presence in the program. It also suggests that social presence is developed between students in a variety of ways, and can even be developed between their academic advisor and themselves. Overall, this study acknowledges how academic advisors can explore social presence to improve academic advising techniques and interventions for their programs, while also adding to the literature a different perspective through the eyes of a university staff member.
ContributorsDelgado, Gina Michelle (Author) / Chen, Ying-Chih (Thesis advisor) / Beardsley, Audrey (Committee member) / Tu, Chih-Hsiung (Committee member) / Arizona State University (Publisher)
Created2020
Description
The purpose of this action research study was to help medical students normalize feelings of shame related to academics and to respond to these feelings in more adaptive ways. Several cycles of research informed this study, which investigated the influence of an educational innovation. The innovation focused on helping medical students understand feelings of shame, foster self-efficacy in shame resiliency practices, and encourage help-seeking behaviors. In short, the study sought to understand how these medical students responded to feelings of shame related to academic performance before and after participation in the educational innovation. A total of 14 second-year medical students participated in this concurrent mixed-method study. The educational innovation was designed by this action researcher and informed by Brené Brown’s shame resilience theory. Three sources of data were used to answer the research questions, including a pre- and post-innovation survey, interviews, and student journals. Major findings suggested that the educational innovation was effective in enhancing the study participants’ knowledge of shame, increasing perceptions of self-efficacy in the practices related to resiliency to feeling of academic shame, as well as, promoting help-seeking behaviors. The data also revealed a range of academic shame triggers identified by these medical students. This action research study validated the need to normalize feelings of shame and support medical students developing practices for resiliency to this powerful feeling.
ContributorsCoudret, Dude Joseph (Author) / Chen, Ying-Chih (Thesis advisor) / Buss, Ray R (Committee member) / Hartmark-Hill, Jennifer (Committee member) / Arizona State University (Publisher)
Created2020
Description
Participatory approaches to policy-making and research are thought to “open up” technical decision-making to broader considerations, empower diverse public audiences, and inform policies that address pluralistic public goods. Many studies of participatory efforts focus on specific features or outcomes of those efforts, such as the format of a participatory event or the opinions of participants. While valuable, such research has not resolved conceptual problems and critiques of participatory efforts regarding, for example, their reinforcement of expert perspectives or their inability to impact policy- and decision-making. I studied two participatory efforts using survey data collected from participants, interviews with policy makers and experts associated with each project, and an analysis of project notes, meeting minutes, and my own personal reflections about each project. Both projects were based one type of participatory effort called Participatory Technology Assessment (pTA). I examined how project goals, materials, and the values, past experiences, and judgments of practitioners influenced decisions that shaped two participatory efforts to better understand how practitioners approached the challenges associated with participatory efforts.
I found four major themes that influenced decisions about these projects: Promoting learning; building capacity to host pTA events; fostering good deliberation; and policy relevance. Project organizers engaged in iterative discussions to negotiate how learning goals related to dominant ideas from policy and expert communities and frequently reflected on the impact of participatory efforts on participants and on broader socio-political systems. Practitioners chose to emphasize criteria for deliberation that were flexible and encompassing. They relied heavily on internal discussions about materials and format, and on feedback collected from participants, policy makers, and other stakeholders, to shape both projects, though some decisions resulted in unexpected and undesirable outcomes for participant discussions and policy relevance. Past experience played a heavy role in many decisions about participatory format and concerns about deliberative or participatory theory were only nominally present. My emphasis on understanding the practice of participatory efforts offers a way to reframe research on participatory efforts away from studying ‘moments’ of participation to studying the larger role participatory efforts play in socio-political systems.
I found four major themes that influenced decisions about these projects: Promoting learning; building capacity to host pTA events; fostering good deliberation; and policy relevance. Project organizers engaged in iterative discussions to negotiate how learning goals related to dominant ideas from policy and expert communities and frequently reflected on the impact of participatory efforts on participants and on broader socio-political systems. Practitioners chose to emphasize criteria for deliberation that were flexible and encompassing. They relied heavily on internal discussions about materials and format, and on feedback collected from participants, policy makers, and other stakeholders, to shape both projects, though some decisions resulted in unexpected and undesirable outcomes for participant discussions and policy relevance. Past experience played a heavy role in many decisions about participatory format and concerns about deliberative or participatory theory were only nominally present. My emphasis on understanding the practice of participatory efforts offers a way to reframe research on participatory efforts away from studying ‘moments’ of participation to studying the larger role participatory efforts play in socio-political systems.
ContributorsWeller, Nicholas, Ph.D (Author) / Childers, Daniel L. (Thesis advisor) / Bennett, Ira (Committee member) / Coseo, Paul (Committee member) / Klinsky, Sonja (Committee member) / Arizona State University (Publisher)
Created2019
Description
Breeding seeds to include desirable traits (increased yield, drought/temperature resistance, etc.) is a growing and important method of establishing food security. However, besides breeder intuition, few decision-making tools exist that can provide the breeders with credible evidence to make decisions on which seeds to progress to further stages of development. This thesis attempts to create a chance-constrained knapsack optimization model, which the breeder can use to make better decisions about seed progression and help reduce the levels of risk in their selections. The model’s objective is to select seed varieties out of a larger pool of varieties and maximize the average yield of the “knapsack” based on meeting some risk criteria. Two models are created for different cases. First is the risk reduction model which seeks to reduce the risk of getting a bad yield but still maximize the total yield. The second model considers the possibility of adverse environmental effects and seeks to mitigate the negative effects it could have on the total yield. In practice, breeders can use these models to better quantify uncertainty in selecting seed varieties
ContributorsOzcan, Ozkan Meric (Author) / Armbruster, Dieter (Thesis advisor) / Gel, Esma (Thesis advisor) / Sefair, Jorge (Committee member) / Arizona State University (Publisher)
Created2019
Description
This mixed methods action research study closely examines what Club Advisors need in order to be successful in their role, develops an intervention that supports Club Advisors in skill-building along with Club Advisor’s self-motivation and the development of self-efficacy in their role. The purpose of this study was to understand what skills and motivations Club Advisors had and after an intervention occurred, observing whether their self-efficacy around club advising increased. While there has been growth in the area of student affairs and focus on student involvement outside of the classroom, there is currently limited research in the field of university Club Advising as the resources exist informally. The formal literature which does exist does not agree on what skills are needed to be a Club Advisor and does not bridge the gap between theory and practice. The lack of formal research on Club Advising impacts the student experience through Club Advisors not receiving the resources they need. Ensuring the Club Advisors who do volunteer their time are set-up to develop their students successfully requires additional research. This research study used surveys, interviews, memos, and workshop interventions to understand where Club Advisors were developmentally and how to develop them further. Club Advisors in the study wanted to use the resources and connect with others, but before this study did not know how or where to connect. Future cycles of research beyond this study would expand upon the findings and create a foundation for Club Advisor development.
ContributorsO'Brien, Jennifer (Author) / Chen, Ying-Chih (Thesis advisor) / Davis, Ben (Committee member) / Vela, Alicia (Committee member) / Arizona State University (Publisher)
Created2020
Description
Demand for green energy alternatives to provide stable and reliable energy
solutions has increased over the years which has led to the rapid expansion of global
markets in renewable energy sources such as solar photovoltaic (PV) technology. Newest
amongst these technologies is the Bifacial PV modules, which harvests incident radiation
from both sides of the module. The overall power generation can be significantly increased
by using these bifacial modules. The purpose of this research is to investigate and maximize
the effect of back reflectors, designed to increase the efficiency of the module by utilizing
the intercell light passing through the module to increase the incident irradiance, on the
energy output using different profiles placed at varied distances from the plane of the array
(POA). The optimum reflector profile and displacement of the reflector from the module
are determined experimentally.
Theoretically, a 60-cell bifacial module can produce 26% additional energy in
comparison to a 48-cell bifacial module due to the 12 excess cells found in the 60-cell
module. It was determined that bifacial modules have the capacity to produce additional
energy when optimized back reflectors are utilized. The inverted U reflector produced
higher energy gain when placed at farther distances from the module, indicating direct
dependent proportionality between the placement distance of the reflector from the module
and the output energy gain. It performed the best out of all current construction geometries
with reflective coatings, generating more than half of the additional energy produced by a
densely-spaced 60-cell benchmark module compared to a sparsely-spaced 48-cell reference
module.ii
A gain of 11 and 14% was recorded on cloudy and sunny days respectively for the
inverted U reflector. This implies a reduction in the additional cells of the 60-cell module
by 50% can produce the same amount of energy of the 60-cell module by a 48-cell module
with an inverted U reflector. The use of the back reflectors does not only affect the
additional energy gain but structural and land costs. Row to row spacing for bifacial
systems(arrays) is reduced nearly by half as the ground height clearance is largely
minimized, thus almost 50% of height constraints for mounting bifacial modules, using
back reflectors resulting in reduced structural costs for mounting of bifacial modules
solutions has increased over the years which has led to the rapid expansion of global
markets in renewable energy sources such as solar photovoltaic (PV) technology. Newest
amongst these technologies is the Bifacial PV modules, which harvests incident radiation
from both sides of the module. The overall power generation can be significantly increased
by using these bifacial modules. The purpose of this research is to investigate and maximize
the effect of back reflectors, designed to increase the efficiency of the module by utilizing
the intercell light passing through the module to increase the incident irradiance, on the
energy output using different profiles placed at varied distances from the plane of the array
(POA). The optimum reflector profile and displacement of the reflector from the module
are determined experimentally.
Theoretically, a 60-cell bifacial module can produce 26% additional energy in
comparison to a 48-cell bifacial module due to the 12 excess cells found in the 60-cell
module. It was determined that bifacial modules have the capacity to produce additional
energy when optimized back reflectors are utilized. The inverted U reflector produced
higher energy gain when placed at farther distances from the module, indicating direct
dependent proportionality between the placement distance of the reflector from the module
and the output energy gain. It performed the best out of all current construction geometries
with reflective coatings, generating more than half of the additional energy produced by a
densely-spaced 60-cell benchmark module compared to a sparsely-spaced 48-cell reference
module.ii
A gain of 11 and 14% was recorded on cloudy and sunny days respectively for the
inverted U reflector. This implies a reduction in the additional cells of the 60-cell module
by 50% can produce the same amount of energy of the 60-cell module by a 48-cell module
with an inverted U reflector. The use of the back reflectors does not only affect the
additional energy gain but structural and land costs. Row to row spacing for bifacial
systems(arrays) is reduced nearly by half as the ground height clearance is largely
minimized, thus almost 50% of height constraints for mounting bifacial modules, using
back reflectors resulting in reduced structural costs for mounting of bifacial modules
ContributorsMARTIN, PEDRO JESSE (Author) / Tamizhmani, Govindasamy (Thesis advisor) / Phelan, Patrick (Committee member) / Wang, Liping (Committee member) / Arizona State University (Publisher)
Created2019
Description
Sustainable food systems have been studied extensively in recent times and the Food-Energy-Water (FEW) nexus framework has been one of the most common frameworks used. The dissertation intends to examine and quantitatively model the food system interaction with the energy system and the water system. Traditional FEW nexus studies have focused on food production alone. While this approach is informative, it is insufficient since food is extensively traded. Various food miles studies have highlighted the extensive virtual energy and virtual water footprint of food. This highlights the need for transport, and storage needs to be considered as part of the FEW framework. The Life cycle assessment (LCA) framework is the best available option to estimate the net energy and water exchange between the food, energy, and water systems. Climate plays an important role in food production as well as food preservation. Crops are very sensitive to temperature changes and it directly impacts a crop’s productivity. Changing temperatures directly impact crop productivity, and water demand. It is important to explore the feasibility of mitigation measures to keep in check increasing agricultural water demands. Conservation technologies may be able to provide the necessary energy and water savings. Even under varying climates it might be possible to meet demand for food through trade. The complex trade network might have the capacity to compensate for the produce lost due to climate change, and hence needs to be established. Re-visualizing the FEW nexus from the consumption perspective would better inform policy on exchange of constrained resources as well as carbon footprints. This puts the FEW nexus research space a step towards recreating the FEW nexus as a network of networks, that is, FEW-e (FEW exchange) nexus.
ContributorsNatarajan, Mukunth (Author) / Chester, Mikhail (Thesis advisor) / Lobo, Jose (Committee member) / Ruddell, Benjamin (Committee member) / Fraser, Andrew (Committee member) / Arizona State University (Publisher)
Created2019