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- All Subjects: Education
- Creators: The Design School
Description
Traditional educational infrastructures and their corresponding architectures have degenerated to work in opposition to today's scholastic objectives. In consideration of the necessity of formal education and academic success in modern society, a re-imagination of the ideal educational model and its architectural equivalent is long overdue. Fortunately, the constituents of a successful instructional method exist just outside our windows. This thesis, completed in conjunction with the ADE422 architectural studio, seeks to identify the qualities of a new educational paradigm and its architectural manifestation through an exploration of nature and biophilic design. Architectural Studio IV was challenged to develop a new academic model and corresponding architectural integration for the Herberger Young Scholars Academy, an educational institution for exceptionally gifted junior high and high school students, located on the West Campus of Arizona State University. A commencing investigation of pre-established educational methods and practices evaluated compulsory academic values, concepts, theories, and principles. External examination of scientific studies and literature regarding the functions of nature within a scholastic setting assisted in the process of developing a novel educational paradigm. A study of game play and its relation to the learning process also proved integral to the development of a new archetype. A hypothesis was developed, asserting that a nature-centric educational model was ideal. Architectural case studies were assessed to determine applicable qualities for a new nature-architecture integration. An architectural manifestation was tested within the program of the Herberger Young Scholars Academy and through the ideal functions of nature within an academic context.
ContributorsTate, Caroline Elizabeth (Author) / Underwood, Max (Thesis director) / Hejduk, Renata (Committee member) / De Jarnett, Mitchell (Committee member) / The Design School (Contributor) / W. P. Carey School of Business (Contributor) / School of Sustainability (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
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
Nations have a vital interest in creating a citizenry with certain attributes and beliefs and, since education contributes to the formation of children's national identity, government authorities can influence educational curricula to construct their ideal citizen. In this thesis, I study the educational systems of Pakistan and Arizona and explore the historical and conceptual origins of these entities' manipulation of curricula to construct a particular kind of citizen. I argue that an examination of the ethnic studies debate in Tucson, Arizona, in conjunction with Pakistan's history education policy, will illustrate that the educational systems in both these sites are developed to advance the interests of governing authorities. Resource material demonstrates that both educational systems endorse specific accounts of history, omitting information, perspectives, and beliefs. Eliminating or reimagining certain narratives of history alienates some students from identifying as citizens of the state, particularly when contributions of their ethnic, cultural, or religious groups are not included in the country's textbooks.
ContributorsFritcke, Emily Anne (Author) / Saikia, Yasmin (Thesis director) / Haines, Chad (Committee member) / Barrett, The Honors College (Contributor) / Department of English (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2014-12
Description
This century has brought about incredible advancements in technology and academia, changing the workforce and the future leaders that will drive it: students. However, the integration of digital literacy and digital tools in many United States K\u201412 schools is often overlooked. Through "Exploring the Digital World," students, parents, and teachers can follow the creatures of this story-driven program as they learn the importance of digital literacy in the 21st century.
ContributorsRaiton, Joseph Michael (Author) / Fehler, Michelle (Thesis director) / Heywood, William (Committee member) / Barrett, The Honors College (Contributor) / The Design School (Contributor)
Created2015-05
Description
In response to the modern discussion of secondary education reform, a design is proposed for a decentralized high school composed of hybridized learning centers which respond to a pedagogy of Resource Based Learning and appropriate the Valley Metro Light Rail Line as the site network. In pursuit of symbiotic public/private relationships, the project offers a broad avenue of access to a diverse array of students and resources. The working design ultimately visualizes a radical potential for the classroom of the 21st century.
ContributorsLufkin, Angela Marie (Author) / Horton, Phil (Thesis director) / Hejduk, Renata (Committee member) / Barrett, The Honors College (Contributor) / The Design School (Contributor)
Created2015-05
Description
A thorough understanding of the key concepts of logic is critical for student success. Logic is often not explicitly taught as its own subject in modern curriculums, which results in misconceptions among students as to what comprises logical reasoning. In addition, current standardized testing schemes often promote teaching styles which emphasize students' abilities to memorize set problem-solving methods over their capacities to reason abstractly and creatively. These phenomena, in tandem with halting progress in United States education compared to other developed nations, suggest that implementing logic courses into public schools and universities can better prepare students for professional careers and beyond. In particular, logic is essential for mathematics students as they transition from calculation-based courses to theoretical, proof-based classes. Many students find this adjustment difficult, and existing university-level courses which emphasize the technical aspects of symbolic logic do not fully bridge the gap between these two different approaches to mathematics. As a step towards resolving this problem, this project proposes a logic course which integrates historical, technical, and interdisciplinary investigations to present logic as a robust and meaningful subject warranting independent study. This course is designed with mathematics students in mind, with particular stresses on different formulations of deductively valid proof schemes. Additionally, this class can either be taught before existing logic classes in an effort to gradually expose students to logic over an extended period of time, or it can replace current logic courses as a more holistic introduction to the subject. The first section of the course investigates historical developments in studies of argumentation and logic throughout different civilizations; specifically, the works of ancient China, ancient India, ancient Greece, medieval Europe, and modernity are investigated. Along the way, several important themes are highlighted within appropriate historical contexts; these are often presented in an ad hoc way in courses emphasizing technical features of symbolic logic. After the motivations for modern symbolic logic are established, the key technical features of symbolic logic are presented, including: logical connectives, truth tables, logical equivalence, derivations, predicates, and quantifiers. Potential obstacles in students' understandings of these ideas are anticipated, and resolution methods are proposed. Finally, examples of how ideas of symbolic logic are manifested in many modern disciplines are presented. In particular, key concepts in game theory, computer science, biology, grammar, and mathematics are reformulated in the context of symbolic logic. By combining the three perspectives of historical context, technical aspects, and practical applications of symbolic logic, this course will ideally make logic a more meaningful and accessible subject for students.
ContributorsRyba, Austin (Author) / Vaz, Paul (Thesis director) / Jones, Donald (Committee member) / School of Mathematical and Statistical Sciences (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
In today's world, critical thinking and using a systems approach to problem solving are skills that are far too rare. In the age of information, the truth has become muddled by "fake news" and a constant barrage of exaggerations or blatant falsehoods. Without critical thinking skills, "many members of our society do not command the scientific literacy necessary to address important societal issues and concerns" (NCES 2012, p.11). Additionally, far too many people are incapable of thinking long term and understanding how their actions affect others. Because of this shortsightedness our world is facing one of its biggest ecological crises \u2014 global warming confounded by overpopulation and overconsumption. Now, more than ever, it is critical "for our young people to have a basic understanding of the relevant scientific ideas, technologies and ethical issues and powers of reasoning, to be prepared to face these issues" (Harlen et al., 2015). I believe that investigating innovative ways to teach ecology could be an important step to accomplishing this. Learning to think like a scientist forces people to rely on facts, follow similar protocols to deduce these facts, and be able to think critically about misleading events. More specifically, ecology education will allow people to develop those skills while also learning about team work, open-mindedness, and their environment. Ecology is defined as "the branch of biology that deals with the relations of organisms to one another and to their physical surroundings" (Dictionary.com, 2018). It is clear that this subcategory of science could act as a powerful introduction to the scientific world and how we relate to it. Its introduction at a young age has the potential to create a generation of conscientious and curious lifelong learners. In an attempt to support effective ways to teach ecology, I developed an educational unit and applied it in different educational contexts. My target audience was elementary aged students and I tested this unit with children in Phoenix Metropolitan Area afterschool programs. I taught core concepts of ecology \u2014 the water cycle, the sun's energy, plants and photosynthesis, and food webs \u2014in a sequence of lesson plans that build upon each other. Finally, I determined the appropriate age group and setting for these lesson plans through research and in-class observations. In this document, I explain the process I went through in developing my lesson plans, why I felt compelled to make them, and my experiences in implementing them.
ContributorsVotaw, Alexandra Lindsay (Author) / Larson, Kelli (Thesis director) / Herrmann, Lisa (Committee member) / York, Abigail (Committee member) / School of Art (Contributor) / The Design School (Contributor) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
The demographics of Arizona are changing as Hispanics children are passing through their youth and into adulthood. Yet, even with this changing population Arizona has demonstrated an unwillingness to provide adequate educational opportunities for Hispanic school children. The state has perpetuated fear throughout the Hispanic community in an attempt to marginalize and stigmatize the race. Such attempts have extended to youth in schools creating an environment of fear. This fear limits the academic potential of young Hispanics who are wary of government officials and institutions. Arizona has also failed to provide appropriate funding for programs used predominantly by Hispanic students leaving them unprepared for a workplace that desperately needs them. Finally, Arizona has refused to allow course content with a record of increasing academic achievement and graduation rates amongst Hispanics to be taught in schools. Taken as a whole Arizona's efforts are creating a cadre of unskilled and unprepared laborers who will be desperately needed to take jobs in the Arizona economy in the coming years. This blatant disregard for the educational needs of a large segment of the population will have a devastating impact on Arizona's future.
ContributorsSmith, Jason Ryan (Author) / Davis, T. J. (Thesis director) / Ovando, Carlos (Committee member) / Tsosie, Rebecca (Committee member) / Barrett, The Honors College (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2013-12
Description
This project covered different components to strengthen Model United Nations organizations, especially programs in Arizona itself. The lack of strong programs in Arizona can be attributed in many ways to a lack of resources, and this project's work aims to bolster programs by providing some resources. The written component contains a write-up of a 2013 High School Model United Nations Conference at Arizona State University; a write-up of a 2014 Middle School Model United Nations Conference at Arizona State University; a guide on how to run such a conference, focused at the high school level; a university-level curriculum that integrates a Model United Nations organization into a classroom setting, including assignments and; a grade school lesson plan with seven lessons that focuses on teaches students about international relations and global affairs while preparing them for a Model United Nations conference.
ContributorsLanza, Jentry Elizabeth (Author) / Von Hagen, Mark (Thesis director) / Hutchinson, Marcie (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Politics and Global Studies (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2014-05
Description
I will be investigating the merit of participatory culture in online literary roleplaying. While looking at an affinity space within participatory culture, I will be examining the importance of narrative within a roleplay board, the value placed in writing ability and habitual participation, and the gaining of social capital within the affinity space of players through the scope of two forms of participatory culture: expressions and collaborative problem solving. I will also look at the limitations of literary roleplaying before talking about the potential of roleplaying to be used as a tool for students in the classroom. Throughout my investigation, I pool information from online roleplay forum boards as well as Tumblr blogs. Drawing from these examples, I hope to not only show the value and merit of online roleplaying as a form of literature, but also demonstrate its potential as a curriculum guide for educators.
ContributorsLacson, Therese (Author) / Lussier, Mark (Thesis director) / Daer, Alice (Committee member) / Barrett, The Honors College (Contributor) / Department of English (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2014-05