Matching Items (4)
- Creators: Division of Teacher Preparation
- Member of: Barrett, The Honors College Thesis/Creative Project Collection
Over the past few years, the issue of childhood trauma in the United States has become significant. A growing number of children are experiencing abuse, neglect, or some other form of maltreatment each year. Considering the stressful home lives of maltreated children, the one sure sanctuary is school. However, this idea requires teachers to be actively involved in identifying and caring for the children who need it most. Traumatic childhood experiences leave lasting scars on its victims, so it is helpful if teachers learn how to identify and support children who have lived through them. It is unfortunate that teachers will most likely encounter children throughout their career who have experienced horrendous things, but it is a reality. With this being said, teachers need to develop an understanding of what traumatized children live with, and learn how to address these issues with skilled sensitivity. Schools are not just a place where children learn how to read and write; they build the foundation for a successful life. This project was designed to provide teachers with a necessary resource for helping children who have suffered traumatic experiences. The methodology of this project began with interviews with organizations specializing in working with traumatized children such as Arizonans for Children, Free Arts for Abused Children, The Sojourner Center, and UMOM. The next step was a review of the current literature on the subject of childhood trauma. The findings have all been compiled into one, convenient document for teacher use and distribution. Upon completion of this document, an interactive video presentation will be made available through an online education website, so that distribution will be made simpler. Hopefully, teachers will share the information with people in their networks and create a chain reaction. The goal is to make it available to as many teachers as possible, so that more children will receive the support they need.
This creative project explores how macro-ecological photography can serve as a community engagement tool for the field of biomimicry, meant to provoke interest in the subject. My photos, and the organisms pictured in them, were hand selected for this project to form one cohesive, aesthetic set. The appeal of the colorful pictures captured the attention of audience members so they felt more inclined to learn about the informational content accompanying the art. Each picture is coupled with a scientific explanation as to how the pictured organism relates to the field of biomimicry, including concrete examples of its application. To maximize exposure of the project, I published my photos through a website and an e-book, and also presented them as a live photography exhibit on campus at Arizona State University.
Circles of Sustainability is a self-evaluation tool designed to build educator capacity in K-12 schools seeking sustainability solutions. Based on the Sustainable Schools Challenge Handbook from Memphis, Tennessee, Circles of Sustainability considers environmental impact and efficiency, a healthy and safe school environment, sustainability and environmental education, and engagement and empowerment as four key pillars of whole-school sustainability. Each pillar is composed of elements and rubric items, which are reviewed, totaled, and colored in on the front page of the tool to help educators visualize and evaluate the current state of sustainability at their school. Since its first iteration completed in May 2017, the tool has been used by 300 educators throughout the United States during ASU's Sustainability Teachers' Academy (STA) workshops. Circles of Sustainability is completed as part of an activity called "Evaluating Your Community," where educators complete the tool and then brainstorm sustainability projects and solutions for their school and community. This paper is a review and discussion of the research, informal feedback and formal feedback used to create the second iteration of the tool. A second iteration of the tool was created to make the tool more user-friendly and ensure each pillar, element, and rubric item are based in research. The informal feedback was conducted during STA workshops in Tempe, Arizona; Abingdon, Virginia; Princeton, New Jersey; Chicago, Illinois; Los Angeles, California; Tucson, Arizona; and Charlotte, North Carolina. The formal feedback was conducted using a survey distributed to teachers who participated in the Tucson and Charlotte workshops. Overall, educators have responded positively to the tool, and the second iteration will continue to be used in future STA workshops throughout the United States.
This project consisted of creating at-home lesson plan activities for middle school sixth-grade students centered around environmental education topics. The lesson plan activities were informal for students to do at home by themselves or alongside their parents. I focused on Environmental Education topics such as awareness, animal and plant life so that students can learn more about the environments that surround them. Environmental Education invites students to look closer at the environment surrounding them while also helping them develop a sense of place and respect for their environment. My lesson plan activities encouraged students to go outside and learn more about their surroundings, developing an awareness and an appreciation for their natural setting. After implementing the lessons, I surveyed the students on the following 1) engagement: was the activity enjoyable 2) knowledge: what did you learn? and 3) the ease of the activity directions: what challenges did they face. After collecting the surveys, I analyzed them to see what went well, and changes I would make to future activities.