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- Creators: School of Sustainability
- Member of: Barrett, The Honors College Thesis/Creative Project Collection
This 15-week long course is designed to introduce students, specifically in Arizona, to basic sustainability and conservation principles in the context of local reptile wildlife. Throughout the course, the students work on identifying the problem, creating visions for the desired future, and finally developing a strategy to help with reptile species survival in the valley. Research shows that animals in the classroom have led to improved academic success for students. Thus, through creating this course I was able to combine conservation and sustainability curriculum with real-life animals whose survival is directly being affected in the valley. My hope is that this course will help students identify a newfound passion and call to action to protect native wildlife. The more awareness and actionable knowledge which can be brought to students in Arizona about challenges to species survival the more likely we are to see a change in the future and a stronger sense of urgency for protecting wildlife. In order to accomplish these goals, the curriculum was developed to begin with basic concepts of species needs such as food and shelter and basic principles of sustainability. As the course progresses the students analyze current challenges reptile wildlife faces, like urban sprawl, and explore options to address these challenges. The course concludes with a pilot pitch where students present their solution projects to the school.
Geology and its tangential studies, collectively known and referred to in this thesis as geosciences, have been paramount to the transformation and advancement of society, fundamentally changing the way we view, interact and live with the surrounding natural and built environment. It is important to recognize the value and importance of this interdisciplinary scientific field while reconciling its ties to imperial and colonizing extractive systems which have led to harmful and invasive endeavors. This intersection among geosciences, (environmental) justice studies, and decolonization is intended to promote inclusive pedagogical models through just and equitable methodologies and frameworks as to prevent further injustices and promote recognition and healing of old wounds. By utilizing decolonial frameworks and highlighting the voices of peoples from colonized and exploited landscapes, this annotated syllabus tackles the issues previously described while proposing solutions involving place-based education and the recentering of land within geoscience pedagogical models. (abstract)
An exploration of how architecture can react to American hyper-consumption of clothing products. With the goal to raise public awareness and create systemic, sustainable change in the fashion industry, this project synthesizes each part of manufacturing, including production, consumption, and post consumption, into one local campus. By bringing manufacturing back into the daily rhythms of an urban context and combining a prototypical mix of fashion related programs, ethically minded consumers are formed.
Pedagogy and Place: Observations of place-based education in undergraduate sustainability curriculum
Engineering & the Arts, all based in Mathematical elements” (STEAM edu, 2015).
“The latest round of international standardized test results showed American students are lagging behind the rest of the developed world not just in math, science and reading, but in problem solving as well. The 2012 Program for International Student Assessment (PISA) test examined 44 countries’ students’ problem-solving abilities — American students landed just above the average, but they still scored below many other developed countries, including Britain, Singapore, Korea, Japan, China and Canada” (Bertram, 2015).
Lack of quality education, busy households, and limited time and money can all be factors of why children are not academically supported. What would it look like if children had access to a tool that helped them catch up if they fall behind? A tool that empowers children to solve academic and real-world world problems will help strengthen different cognitive and behavioral skills as well as create a more personalized educational experience, inside the classroom and out. This tool can be applied to the way we look at our formal academic education to help build new, creative problem solving strategies that are tailored to each student’s preferred ways of learning.
Proposed Research
My research is driven by the following question:
How do we create a tool for students that will help them maneuver busy and over-populated classrooms to help them learn better?
I am interested in studying the ways in which children in the age range of 11-14 play, specifically through video gaming, and using this influence to promote learning. By using children’s gaming interests to inspire education, they will be more inclined to participate in learning activities in the classroom. By exploring and observing how children problem solve in gaming, I will be able to pull techniques and methods from play in order to enhance critical learning. This project will begin in mid-May, and will continue after my thesis defense when I take this project into the workforce and am applying for jobs.
Methods
I will be taking a mixed methods approach to my research by using a combination of:
Qualitative methods: Observational data will be collected in many ways including but not limited to sketches, photography, writing, and film. After gathering base-level observational data I plan to use this, as well as my prototypes from the early phases of my product’s life to create a study to better understand users’ preferences with my product. This will include different colors, ergonomic shapes, part lines, and more to allow for a large range of feedback.
Surveys and interviews: I wish to interview and survey policymakers, educators, students, and other stakeholders invested in education to better understand their needs, in order to ensure that my product is feasible in the eyes of policymakers. It is important that my specific product not only serve as a tool for students, but also for teachers to learn as well. Making this product as something practical and scalable is important in terms of feasibility.
Thematic groups: Observing user groups interacting with my product/project will help me adjust to my general end goals.
Actionable Insights
After gathering data from interviews, surveys, observations, and product feedback, I plan to analyze this data and make sufficient changes to my project in order to better serve the community in which I am trying to benefit. Doing this will help my project be more effective and impactful.
Limitations will depend on rules on photography and interviewing. The timeline of the analysis of the data collected will be similar to the timeline provided for the senior studio class for traditional industrial design students.
Expected Outcomes
The proposed research will strengthen my design skills and expand my knowledge as a design student interested in the user experience, wellbeing, access to arts education, and much more. I will have a final outcome of a physical product that will be used as an initiative to help children studying STEM subjects to find new, creative, and different ways of solving problems.
Timeline
As I will be doing this project in congruency with my senior industrial design studio, my schedule has been roughly predetermined.
April-August
Literature review and preliminary research will be taken care of during this part of my thesis project. I will also be contacting people I would like to see be involved in this project during this time.
August-December
Research
1. Exploration
a. Assign01: Mind map + Visit the world
b. Assign02: Observations + Interviews
2. Making sense of the data + Concepts
a. Assign03: POG + Ideation
b. Assign04: Concept Evaluation + Selection
c. Partner School Determined
3. Concept Direction + Customer Validation + Research Summary
a. Assign05: Hard device and Screen Mock-ups + Customer Feedback
b. Assign06: Mid-term presentation of research + Life-Cycle
Design
1. Form Development + Drivers
a. Assign07: Design Language + Out into the World
b. Assign08: Product Details + Function
c. Wire frames Due
2. Study Models + CAD Model
a. Assign09: Refined 3D Study Model
b. Assign10: CAD Model + Tech Drawings
c. Running Step-Through
3. Design Validation + Refinement
a. Assign11: Persona Check +CMF + Features & Benefits
4. Storyboard Development + Visual Poster
a. Assign12: Storyboard + Life of Product
b. Assign13: Poster + Presentation Outline
c. Assign14: Product Animation
5. Final Presentation
a. Assign15: Process Book
b. Assign16: Public presentation
December-January
This is the time I will use to have my code built out a bit more. I will come back into the next semester with a code that functions in my form that I have decided on.
January-May
This time will be used to run user tests on my product, and make desired changes to it in order to fully iterate and design my concept well and with data-driven desires.
Meetings
I plan to meet with my studio professor, Dosun Shin, once every two weeks to discuss how my project is progressing. My second committee member will be Dean Bacalzo. My committee will be contacted on a monthly basis by way of email with updates on my project’s process. From there I will be able to ask for suggestions and schedule meeting times to further discuss my project.
References
Educational Ecosystems for Societal Transformation
Why STEM? Success Starts With Critical Thinking, Problem-Solving Skills
https://www.wired.com/insights/2014/06/stem-success-starts-critical-thinking-problem-solving-skills/
Unlocking Creativity: Teaching across the Curriculum
How the Founder of All Girls Code Is Shaking Up STEM in the Middle East
https://www.jnj.com/personal-stories/the-road-to-devex-aya-mouallem-discusses-her-stem-program-for-girls
Case Study: A game for conflict-affected youth to learn and grow
https://blogs.unity3d.com/2018/06/13/case-study-a-game-for-conflict-affected-youth-to-learn-and-grow/
Vice Charter School vs Public School
https://www.theatlantic.com/science/archive/2016/10/the-weak-evidence-behind-brain-training-games/502559/
Think brain games make you smarter? Think again, FSU researchers sayhttp:/
ews.fsu.edu
ews/health-medicine/2017/04/17/think-brain-games-make-smarter-think-fsu-researchers-say/
About STEAM Edu
https://steamedu.com/about-us/
Brain Games Don’t Work
http://fortune.com/2017/07/10/brain-games-research-lumosity/
Pip is a portable gaming device that teaches children to codehttps://www.dezeen.com/2017/12/05/pip-portable-gaming-device-teaches-children-coding-technology/
Latest STEM learning kits for kids combine technology and play doughhttps://www.dezeen.com/2017/06/06/stem-learning-kits-kids-combine-technology-play-dough-universe-tech-will-save-us-design/
3 Ways To Design Toys That Boost Kids’ Creativityhttps://www.fastcodesign.com/1669691/3-ways-to-design-toys-that-boost-kids-creativity
Plobot for STEAM
https://www.behance.net/gallery/45476023/Plobot
Global Education Futures Report
http://futuref.org/educationfutures
Xbox Adaptive Controllerhttps://www.xbox.com/en-US/xbox-one/accessories/controllers/xbox-adaptive-controller
2018 US Video Game Market Predictionshttps://www.npd.com/wps/portal
pd/us/blog/2018/2018-us-video-game-market-predictions/
Kids and Violence in the Media
https://www.parenting.com/article/media-violence-children
YouTubers Talk About Their Favorite Games
https://www.youtube.com/watch?v=D3wFuqzzwdk
https://www.ideo.com/case-study/giving-ed-tech-entrepreneurs-a-window-into-the-classroom
https://www.ideo.com/case-study/for-kids-a-new-tactile-way-to-learn-coding
https://www.youtube.com/watch?v=uwskPyYEH2I&feature=youtu.be
https://www.kerbalspaceprogram.com/en/?page_id=11