Matching Items (16)
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- All Subjects: Educational leadership
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- Genre: Academic theses
- Creators: Henriksen, Danah
- Member of: Theses and Dissertations
Description
Transmission expansion planning (TEP) is a complex decision making process that requires comprehensive analysis to determine the time, location, and number of electric power transmission facilities that are needed in the future power grid. This dissertation investigates the topic of solving TEP problems for large power systems. The dissertation can be divided into two parts. The first part of this dissertation focuses on developing a more accurate network model for TEP study. First, a mixed-integer linear programming (MILP) based TEP model is proposed for solving multi-stage TEP problems. Compared with previous work, the proposed approach reduces the number of variables and constraints needed and improves the computational efficiency significantly. Second, the AC power flow model is applied to TEP models. Relaxations and reformulations are proposed to make the AC model based TEP problem solvable. Third, a convexified AC network model is proposed for TEP studies with reactive power and off-nominal bus voltage magnitudes included in the model. A MILP-based loss model and its relaxations are also investigated. The second part of this dissertation investigates the uncertainty modeling issues in the TEP problem. A two-stage stochastic TEP model is proposed and decomposition algorithms based on the L-shaped method and progressive hedging (PH) are developed to solve the stochastic model. Results indicate that the stochastic TEP model can give a more accurate estimation of the annual operating cost as compared to the deterministic TEP model which focuses only on the peak load.
ContributorsZhang, Hui (Author) / Vittal, Vijay (Thesis advisor) / Heydt, Gerald T (Thesis advisor) / Mittelmann, Hans D (Committee member) / Hedman, Kory W (Committee member) / Arizona State University (Publisher)
Created2013
Description
The smart grid initiative is the impetus behind changes that are expected to culminate into an enhanced distribution system with the communication and control infrastructure to support advanced distribution system applications and resources such as distributed generation, energy storage systems, and price responsive loads. This research proposes a distribution-class analog of the transmission LMP (DLMP) as an enabler of the advanced applications of the enhanced distribution system. The DLMP is envisioned as a control signal that can incentivize distribution system resources to behave optimally in a manner that benefits economic efficiency and system reliability and that can optimally couple the transmission and the distribution systems. The DLMP is calculated from a two-stage optimization problem; a transmission system OPF and a distribution system OPF. An iterative framework that ensures accurate representation of the distribution system's price sensitive resources for the transmission system problem and vice versa is developed and its convergence problem is discussed. As part of the DLMP calculation framework, a DCOPF formulation that endogenously captures the effect of real power losses is discussed. The formulation uses piecewise linear functions to approximate losses. This thesis explores, with theoretical proofs, the breakdown of the loss approximation technique when non-positive DLMPs/LMPs occur and discusses a mixed integer linear programming formulation that corrects the breakdown. The DLMP is numerically illustrated in traditional and enhanced distribution systems and its superiority to contemporary pricing mechanisms is demonstrated using price responsive loads. Results show that the impact of the inaccuracy of contemporary pricing schemes becomes significant as flexible resources increase. At high elasticity, aggregate load consumption deviated from the optimal consumption by up to about 45 percent when using a flat or time-of-use rate. Individual load consumption deviated by up to 25 percent when using a real-time price. The superiority of the DLMP is more pronounced when important distribution network conditions are not reflected by contemporary prices. The individual load consumption incentivized by the real-time price deviated by up to 90 percent from the optimal consumption in a congested distribution network. While the DLMP internalizes congestion management, the consumption incentivized by the real-time price caused overloads.
ContributorsAkinbode, Oluwaseyi Wemimo (Author) / Hedman, Kory W (Thesis advisor) / Heydt, Gerald T (Committee member) / Zhang, Muhong (Committee member) / Arizona State University (Publisher)
Created2013
Description
The demands of the Fourth Industrial Revolution require a workforce prepared to collaborate on the creation of new products, processes, and services in a rapidly changing economy. Driven by this context, higher education is challenged to prepare graduates with the requisite transferable skills they will need to succeed in their careers. The purpose of this action research study was to better understand how co-curricular leadership educators can prepare undergraduate students with the transferable skill of group creativity. An innovation, the Creative Leadership Design Studio (CLDS), was designed using the theoretical and conceptual frameworks of play and improv comedy to introduce students to group creativity. A design studio application allowed students to collaborate to creatively address a problem in their organizations. Through a qualitative multiple case study design, the CLDS was delivered to two groups of undergraduate students. Four sources of data were used to answer the research questions including video observations, written student reflections, researcher journal, and semi-structured interviews. Major findings suggest that the innovation helped students identify and practice the skill of group creativity. Furthermore, play and improv comedy were viewed positively as a way for students to strengthen group bonds and improve creative thinking. In reflection, students indicated that the innovation held relevance to their future careers in preparing them with multiple transferable skills including collaboration, creativity, communication, confidence, and adaptability. These findings indicate that co-curricular leadership workshops using play and improv comedy can positively influence student’s transferable skills growth.
ContributorsHill, Jessica (Author) / Marsh, Josephine (Thesis advisor) / Henriksen, Danah (Committee member) / Homayoun, Sogol (Committee member) / Arizona State University (Publisher)
Created2022
Description
Experiential learning has gained the attention of higher education institutions, specifically business schools, as a way to bring the business world into the classroom. It has become a fundamental methodology for designing business schools' curricula that promotes 21st-century skills like problem-solving, creativity, and teamwork. This study evaluates an experiential learning-based undergraduate business program and its signature entrepreneurship course. The goal is to understand how the entrepreneurship course and its experiential learning component, design sprint, influence first-year students' entrepreneurial mindset, creative self-efficacy and teamwork self-efficacy. Additionally, this study aims to understand the perceptions of first-year undergraduate students of their experiential activities and how they make sense of these experiences.
This action research study draws from theories of learning and psychology, such as Experiential Learning Theory (ELT) by Kolb (1984, 2015); mindset theory by Dweck et al. (1995) and Dweck (2006); self-efficacy by Bandura (1977, 1997); and figured worlds by Holland et al. (1998). These theories support the research questions by emphasizing the collaborative nature of learning, how beliefs about learning, intelligence, and capabilities influence an individual's behavior, and how the environment shapes an individual's interpretation of the world.
This mixed-methods action research study combines quantitative data in the form of a pre and post-intervention survey. The qualitative data was gathered from interviews that focused on understanding the experiences of participating students and their perceptions of their learning after the intervention workshop. Additionally, qualitative data included a feedback survey after the workshop to learn students' perceptions of the intervention activities.
The results of this study suggest that experiential learning activities support students' growth of their creative skills and help them view entrepreneurship from a user-centered perspective. Additionally, results suggested that short-term experiential projects tend to inhibit students from growing in their teamwork skills as they focus all their attention to their project. Lastly, results suggest experiential learning programs can become a space for collaboration, skill development, and motivated students. However, it can also lead to students feeling frustrated and alienated due to the professional codes permeating experiential settings. The study concludes with several implications for practitioners.
ContributorsFrias Vargas, Alfonsina (Author) / Carrillo, Juan (Thesis advisor) / Henriksen, Danah (Thesis advisor) / Mishra, Punya (Committee member) / Arizona State University (Publisher)
Created2023
Description
Performing arts curricula, specifically theatrical role-play, have aided in enhancing life skills of secondary education students throughout the past. This continues
to be the case in the present education climate. However, the performing arts are still not
viewed by some education policymakers at a level that helps those programs flourish and
thereby be accessible to students. Despite the empirical evidence of life skill
enhancement, both academically and socially, that can be applied in an interdisciplinary
manner and to life outside of the school setting, the arts are often not considered as
important as core content areas. These programs are subject to elimination to a greater
extent compared to other education programs. This action research study sought to
examine the ways in which high school theatre programs impact life skills, defined in this
study by both academic and social contexts, learned by secondary education students.
The innovation intervention consisted of theatrical role-play applied in an
interdisciplinary manner. The innovation occurred over the course of two weeks in a
senior English class at a southwest public high school. The likelihood of the English
teacher using theatrical role-play in future lesson plans was also studied. The action
research utilized a mixed-methods approach with a theoretical framework consisting of
Experiential Learning Theory (ELT) and Academic Risk-Taking (ART). Results
indicated assertions related to the enhancement of the social skills of empathy and public
speaking in student participants, as well as the English teacher planning on utilizing the
innovation in future lesson planning. The academic skill of text analysis was possibly
affected, however results were inconclusive.
ContributorsMcCandless, Timothy Michael (Author) / Henriksen, Danah (Thesis advisor) / McAvoy, Mary (Committee member) / Olsen, Nicola (Committee member) / Wendt, Jill (Committee member) / Arizona State University (Publisher)
Created2023
Description
This mixed methods study explores the impact of parents learning to practicemindfulness on their emotion regulation, their interactions with children, and their children’s emotion regulation. The study was situated within the Balsz School District, where children often have difficulty regulating their emotions, leading to emotional, behavioral, relational, and learning challenges. Whether by exposure to community or domestic violence, refugee or homeless status, many families within the district have been exposed to multiple forms of trauma, often associated with emotional dysregulation. Parent and child emotion regulation are interdependent and interconnected. Relationships and interactions between parents and children begin in utero lay and neurobiological pathways that are the basis for the child’s emotions, behaviors, beliefs about themselves, relationships, and the world. Working with parents is often an entry point in helping children. Mindfulness promotes emotion regulation through changes to the structures and functions of the brain. One way these changes become visible is through alterations in behavior and communication in relationships with others. The mixed methods approach of this study utilized surveys, auto-ethnographic observation, and interviews. Results demonstrate that parents who learned to practice mindfulness strengthened their emotion regulation and feelings of connectedness to others. They became more aware of their feelings when interacting with their children, particularly in moments that required discipline. When children needed to be disciplined, parents were able to pause, reflect, and communicate with their children to promote internalized learning. This learning was carried forward in children and evidenced through positive changes in children’s emotion regulation. Overall, children were less worried, easier to soothe, and happier.
ContributorsGruber, Natalie (Author) / Henriksen, Danah (Thesis advisor) / Chapman, Amy (Committee member) / Siegel, Daniel J (Committee member) / Arizona State University (Publisher)
Created2023
Description
The function and purpose of higher education has changed over the last decade. COVID-19 exacerbated that change, but well before Coronavirus exploded on the world stage, standard operations at most colleges and universities were in flux. In 2013, a New York Times article predicted many colleges and universities would shutter their doors or merge with another institution. A new paradigm for post-secondary education is emerging akin to what American community colleges have been doing since their inception; they work closely with industry and the community in which they are situated to ensure they teach skills students need to receive a living wage job upon graduation. Change and disruption have engendered problems at times tantamount to chaos in the higher education space. To make meaningful modifications in higher education, the chaos of change should be harnessed to devise a better system, as transformative chaos works its power to create a more cohesive model. Moreover, if change is not managed with expertise, it has the potential to run amok, leaving organizations in ruins. The purpose of this study was to examine how a nine-week workshop based in mindfulness and gentle movement affected College of Eastern Idaho staff members’ ability to manage constant change to see if it might augment their coping, competence, self-efficacy, resiliency and reframe the chaos of change to opportunity for their careers, their department, and the college. Mixed methods of inquiry were utilized; data sources included two pre- and post-intervention staff surveys, a focus group interview with four participants, participant journals they kept throughout the nine-weeks, and the researcher’s field notes from individual one-on-one check-ins with participants. This study demonstrated that staff members at College of Eastern Idaho had difficulty efficaciously performing their jobs because of the constant change and initiative fatigue. The study found that a nine-week Mindfulness from the Mat workshop positively impacted staff members coping, competence, self-efficacy, resiliency, and their attitudes about change. Moreover, the workshop had unexpected benefits of positively impacting participants personal lives, too. The discussion includes implications for future practice and research and potential explanations for the findings.
ContributorsBarber, Lori D. (Author) / Ott, Molly (Thesis advisor) / Henriksen, Danah (Committee member) / Redington, Lyn (Committee member) / Arizona State University (Publisher)
Created2023
Description
The purpose of this study was to examine the effectiveness of the community of practice model in providing professional development to improve K-12 teacher’s knowledge, skills, self-efficacy with regard to the implementation of personal learning. The study also examined the extent to which the community created value for individuals and the organization. The study employed two theoretical frameworks: Bandura’s theory of self-efficacy and Wenger’s communities of practice.
The study employed a concurrent mixed methods approach. Eighteen teachers participated in a 9-month blended learning professional development focused on the implementation of personal learning. Participants took pre and post self-efficacy tests. In addition, qualitative data was collected from feedback surveys, online postings, a research journal, and individual interviews.
The teachers demonstrated greater levels of self-efficacy with regard to the implementation of personal learning after their participation in the professional development community. Teachers reported increased confidence with regard to personal learning in the areas of planning, risk-taking, implementation, making modifications for continuous improvement, and sharing their knowledge with others. The teachers also reported learning about themselves, their students and colleagues, as well as gaining knowledge of content related to teaching, and personal learning. Participants reported the development of a variety of skills including design and problem-solving skills, technology skills, and facilitation and PL strategies. They also reported changes in certain dispositions such as flexibility and open-mindedness. The community created value for both the individuals and the organization.
The study employed a concurrent mixed methods approach. Eighteen teachers participated in a 9-month blended learning professional development focused on the implementation of personal learning. Participants took pre and post self-efficacy tests. In addition, qualitative data was collected from feedback surveys, online postings, a research journal, and individual interviews.
The teachers demonstrated greater levels of self-efficacy with regard to the implementation of personal learning after their participation in the professional development community. Teachers reported increased confidence with regard to personal learning in the areas of planning, risk-taking, implementation, making modifications for continuous improvement, and sharing their knowledge with others. The teachers also reported learning about themselves, their students and colleagues, as well as gaining knowledge of content related to teaching, and personal learning. Participants reported the development of a variety of skills including design and problem-solving skills, technology skills, and facilitation and PL strategies. They also reported changes in certain dispositions such as flexibility and open-mindedness. The community created value for both the individuals and the organization.
ContributorsAzukas, M. Elizabeth (Author) / Dorm, Sherman (Thesis advisor) / Henriksen, Danah (Committee member) / Austin, Heather (Committee member) / Arizona State University (Publisher)
Created2018
Description
Synthetic power system test cases offer a wealth of new data for research and development purposes, as well as an avenue through which new kinds of analyses and questions can be examined. This work provides both a methodology for creating and validating synthetic test cases, as well as a few use-cases for how access to synthetic data enables otherwise impossible analysis.
First, the question of how synthetic cases may be generated in an automatic manner, and how synthetic samples should be validated to assess whether they are sufficiently ``real'' is considered. Transmission and distribution levels are treated separately, due to the different nature of the two systems. Distribution systems are constructed by sampling distributions observed in a dataset from the Netherlands. For transmission systems, only first-order statistics, such as generator limits or line ratings are sampled statistically. The task of constructing an optimal power flow case from the sample sets is left to an optimization problem built on top of the optimal power flow formulation.
Secondly, attention is turned to some examples where synthetic models are used to inform analysis and modeling tasks. Co-simulation of transmission and multiple distribution systems is considered, where distribution feeders are allowed to couple transmission substations. Next, a distribution power flow method is parametrized to better account for losses. Numerical values for the parametrization can be statistically supported thanks to the ability to generate thousands of feeders on command.
First, the question of how synthetic cases may be generated in an automatic manner, and how synthetic samples should be validated to assess whether they are sufficiently ``real'' is considered. Transmission and distribution levels are treated separately, due to the different nature of the two systems. Distribution systems are constructed by sampling distributions observed in a dataset from the Netherlands. For transmission systems, only first-order statistics, such as generator limits or line ratings are sampled statistically. The task of constructing an optimal power flow case from the sample sets is left to an optimization problem built on top of the optimal power flow formulation.
Secondly, attention is turned to some examples where synthetic models are used to inform analysis and modeling tasks. Co-simulation of transmission and multiple distribution systems is considered, where distribution feeders are allowed to couple transmission substations. Next, a distribution power flow method is parametrized to better account for losses. Numerical values for the parametrization can be statistically supported thanks to the ability to generate thousands of feeders on command.
ContributorsSchweitzer, Eran (Author) / Scaglione, Anna (Thesis advisor) / Hedman, Kory W (Committee member) / Overbye, Thomas J (Committee member) / Monti, Antonello (Committee member) / Sankar, Lalitha (Committee member) / Arizona State University (Publisher)
Created2019
Description
This mixed methods study examined instructor introduction videos for use in online learning. This study intended to identify the influence of video production value on student perceptions of student-instructor intent, specifically in the areas of perceived student-instructor communication and student-instructor connection. This study also examined which production style most accurately aligns student perceptions with instructor intent as well as which video production style is preferred by students.
Using a set of production guidelines, an instructor produced two introduction videos; one of low production value, one of high production value. Student participants were surveyed on their perceptions of the instructor as featured in both videos. The instructor was interviewed using similar questions in order to identify instructor intent and compare instructor intent to student perceptions.
Analysis of data showed that there was no statistical difference between video production value in students’ perceived student-instructor connection or student-instructor communication when compared to the instructor’s intent in the same areas. Data analysis also showed that a high production value was more accurate in portraying instructor intent, however a low production value was preferred by students and portrayed the instructor more positively.
Using a set of production guidelines, an instructor produced two introduction videos; one of low production value, one of high production value. Student participants were surveyed on their perceptions of the instructor as featured in both videos. The instructor was interviewed using similar questions in order to identify instructor intent and compare instructor intent to student perceptions.
Analysis of data showed that there was no statistical difference between video production value in students’ perceived student-instructor connection or student-instructor communication when compared to the instructor’s intent in the same areas. Data analysis also showed that a high production value was more accurate in portraying instructor intent, however a low production value was preferred by students and portrayed the instructor more positively.
ContributorsLomonte, Cori (Author) / Puckett, Kathleen (Thesis advisor) / Crawford, Steven (Committee member) / Henriksen, Danah (Committee member) / Zuiker, Steven (Committee member) / Arizona State University (Publisher)
Created2019