Matching Items (8)
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- Creators: Division of Teacher Preparation
- Member of: Barrett, The Honors College Thesis/Creative Project Collection
Description
Interaction is key to education, as students who perform their own inquiry into a subject retain information longer. The field of interactive fiction, which emphasizes personal decision making and freedom of choice, is ripe for opportunity as it is relatively simple to develop and deploy to audiences of any size. However, few interactive fiction platforms exist with the openness and flexibility required for classroom use. My project attempted to create an interactive fiction platform that can be created for and engaged with by both teachers and students. This led to the creation of an interactive fiction platform that conforms to a variety of requirements, such as openness and compatibility across multiple platforms, and which can display meaningful content. This was accomplished by someone with a content area education background and only limited computer science experience, and shows promise for similar future endeavors.
ContributorsWilley, Kyle Allen (Author) / Bruhn, Karen (Thesis director) / Foy, Joseph (Committee member) / Viles, Rebecca (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2014-12
Description
Although significant progress has been made in terms of LGBT rights in the United States, the topic has still remained one of the most prevalent and divisive issues in recent history. In Arizona, this prevalence and divisiveness has been illustrated through the state's civil rights and legislative history. Additionally, the importance of this issue is highlighted by the incidents of discrimination and bullying towards LGBT students in Arizona's schools. With this in mind, it was critical to conduct an exploratory historical analysis of LGBT rights in Arizona to better understand the recent history and current climate towards the LGBT community in the state. To explore this issue, the data consisted of reports on the fiscal impact of adopting LGBT-friendly policies, reports on LGBT health and well-being, reports on the school climate, court cases, pieces of legislation, opinion polls, news articles, and opinion pieces. This data on LGBT rights in Arizona was then codified, summarized, and analyzed using Axel Honneth's theory of recognition. Through the application of Honneth's theory to the data, it was possible to examine the history of recognition and misrecognition towards the LGBT community in Arizona. In total, there were six identifiable areas that emerged in which recognition and misrecognition exists: LGBT identity and well-being, marriage recognition, LGBT youth, rights and partner benefits, allies of the LGBT community, and opponents of LGBT rights. This project examined those areas through the lens of Arizona's history and provides insights into the current status of LGBT rights in Arizona.
ContributorsAhearne, Andrew Thomas (Author) / Carlson, David (Thesis director) / School of International Letters and Cultures (Contributor) / School of Politics and Global Studies (Contributor, Contributor) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
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.
ContributorsHanrahan, Katelyn Ann (Author) / Dahlstrom, Margo (Thesis director) / Kelley, Michael (Committee member) / Division of Teacher Preparation (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
American youth are not well exposed to animal- and nature-related careers. This is especially important to consider due to the recent push to be more environmentally conscious. In addition, youth are spending less time outside and more time in front of screens. This is driving down biophilia strength. The combination of a weaker connection with nature and more screen time has been connected to a new condition named Nature-Deficit Disorder. In order to expose youth to animal- and nature-related careers while attempting to combat the growing presence of Nature-Deficit Disorder, a three day teaching program named Wild Careers was created. This program was presented to teens in December 2015 through a partnership with the education department of Arizona Animal Welfare League. The curriculum was centered on highlighting relevant careers and background information. Topics such as animal welfare and conservation were taught as cornerstones during the program due to their encompassing importance to the career fields in question. It was felt to be important to inform participants about the context of these fields through specially planned activities and guest speakers. Participants were challenged to conduct online research, think critically, and get hands-on during this program. Wild Careers also exposed the participants to animals and the relevant species management stories. The surveys given before and after the presentation of the created curriculum provided evidence that supported an increased understanding of careers and enjoyment of participants. I propose that other non-formal teaching environments should be created that target exposing youth to animals, nature, and related careers.
ContributorsTaubel, Samantha Kay (Author) / Smith, Andrew (Thesis director) / Minteer, Ben (Committee member) / Arthur, Emilie (Committee member) / Division of Teacher Preparation (Contributor) / School of Sustainability (Contributor) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
As zoos’ goals, designers’ values, and guests’ expectations change, so do the structures seen at the zoo. Exhibit history is not clear cut, and – despite what some may claim – is not inherently linear. Exhibit strategies develop as a result of tensions, both social and operational, imposed from both inside and outside of zoos. This literature review examines the history of zoo architecture by defining six design periods and considering the lenses of race, class, and nature.
ContributorsBisgrove, Daniel Jeffrey (Author) / Minteer, Ben (Thesis director) / Collins, James (Committee member) / Rojas, Christopher (Committee member) / School of Community Resources and Development (Contributor) / School of Life Sciences (Contributor, Contributor, Contributor, Contributor) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
As we count down the years remaining before a global climate catastrophe, ever increases the importance of teaching environmental history and fostering environmental stewardship from a young age. In the age of globalization, nothing exists in a vacuum, yet our traditional education system often fails to reflect the abundant connections between content areas that are prevalent outside of schools. In fact, many of the flaws of the field of education have been exacerbated by the COVID-19 pandemic and a forced transition to online schooling, with many educators reverting to outdated practices in a desperate attempt to get students through the year. The aim of this project was to design a unit curriculum with these issues in mind. This month-long environmental history unit engages students through the use of hands-on activities and promotes interdisciplinary connections. The unit can be taught in a physical, online, or hybrid American history class, and will hopefully inspire and motivate students to become environmental stewards as they look toward their futures on this planet.
ContributorsColeman, Lauren Jean (Author) / Walters, Molina (Thesis director) / Anthony, Charles (Committee member) / School of International Letters and Cultures (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / Division of Teacher Preparation (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
The purpose of this project was prove that animated characters have a unique appeal to the empathy of viewers, and to then create assets that could be used in an effective way to spread awareness about endangered species. I sought to explore in what ways animation connects to individuals, and how those connections can be used to create empathy towards endangered animal species. I created two surveys as a way of measuring the connections between participants and the elements of two videos about wildlife conservation; one animated and one live-action. After surveying over 130 people, I found that the video with animated animal characters evoked strong emotions from 82.5% of participants. This, combined with participant interest in other elements such as color and animated style, prompted me to create two animal characters that could be used for educational animated short films. I created character designs for a Galapagos penguin and a black-horned rhinoceros, 3D modeled environments, a storyboard and script for a short video featuring the rhinoceros, and a 3D model and animated walk-cycle for the penguin. These elements were created with the idea that they could be used in order to create educational animated videos about endangered species. The biggest takeaway from this project is that while the aesthetics and characters of animation are important to viewers, it is also important that they are able to learn not only about the endangered species, but how they can contribute to wildlife conservation.
ContributorsOlson, Grace Hannah (Author) / Button, Melissa M (Thesis director) / Cala, Coats (Committee member) / Division of Teacher Preparation (Contributor) / School of Art (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
As the public becomes increasingly aware of the morality of wildlife institutions like zoos and aquariums, these places are now having to face possible negativity and lack of support from their communities. In light of this, these institutions are now focusing their goals and efforts towards conservation education and outreach programs in order to continue contributing to biodiversity conservation. Research has proven that wildlife institutions like zoos and aquariums are effective ways to teach the community about wildlife and conservation. To measure how effective aquariums are at educating their patrons on conservation, a short survey was administered to 100 patrons of the OdySea Aquarium in Scottsdale, Arizona. The object of the survey was to assess which type of conservation messaging was preferred by the general public and if patrons of the aquarium were likely to engage in pro-conservation behaviors after their visit. It was found that the majority of respondents preferred interactive exhibits as their choice to learn about conservation and wildlife. In addition, almost all respondents agreed that they would continue practicing behaviors that supported pro-conservation actions after their visit to the aquarium. My results also showed that patrons of the aquarium were well educated about plastic pollution and the rehabilitation that OdySea accomplishes for the sea turtles due to their overexpression of mentioning plastic in their open-ended questions. My findings indicate that this aquarium is succeeding in promoting conservation and wildlife education as well as supporting cultivation within their patrons that will benefit the future health of this planet.
ContributorsErhardt, Jordan Hanna (Author) / Schuster, Roseanne (Thesis director) / Cheng, Samantha (Committee member) / School of Life Sciences (Contributor) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05