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Description
The Marine Biological Laboratory (MBL) was founded in 1888 in Woods Hole, Massachusetts. Woods Hole was already the site for the government 's US Fish Commission Laboratory directed by Spencer Fullerton Baird, and it seemed like the obvious place to add an independent research laboratory that would draw individual scientific investigators along with students and instructors for courses. From the beginning, the lab had the dual mission of teaching and research, and from the beginning leading biologists have found their way to this small village on the "heel" tip of Cape Cod.
ContributorsMaienschein, Jane (Author) / Arizona State University. School of Life Sciences. Center for Biology and Society. Embryo Project Encyclopedia. (Publisher) / Arizona Board of Regents (Publisher)
Created2008-10-24
Description
The Marine Biological Laboratory (MBL) in Woods Hole, Massachusetts, began in 1888 to offer opportunities for instruction and research in biological topics. For the first few years, this meant that individual investigators had a small lab space upstairs in the one wooden building on campus where students heard their lectures and did their research in a common area downstairs. The lectures for those first years offered an overview of general biology with a focus on zoology, and they were intended for teachers and graduate students interested in acquiring the background for teaching about and/or actually doing laboratory work. As the lab quickly grew, it added sets of lectures that made up courses in zoology, then botany, then physiology, and in 1893 what became the first Embryology Course.
ContributorsMaienschein, Jane (Author) / Arizona State University. School of Life Sciences. Center for Biology and Society. Embryo Project Encyclopedia. (Publisher) / Arizona Board of Regents (Publisher)
Created2007-10-24
Description
Teachers represent important agents of gender socialization in schools and play a critical role in the lived experiences of transgender students. What remains less clear, however, is whether the gender of the teacher impacts their response to transgender bullying and specifically how threats to gender identity might influence men who teach to respond negatively. The current study used a 2 (gender) x 3 (gender identity threat, no gender identity threat, and control) experimental design to assess whether the masculine overcompensation theory helps explain how men who teach respond to transgender victimization experiences. It was hypothesized that men in the gender identity threat condition would endorse more anti-trans attitudes (e.g., higher transphobic attitudes, lower allophilia [feelings of liking] toward transgender individuals, more traditional gender roles, less supportive responses to a vignette about transgender bullying, less support for school practices that support transgender students, and less likelihood of signing a petition supporting transgender youth rights) compared to the other conditions. It was also expected that they would endorse more negative affect but higher feelings of self-assurance. Women in the study served as a comparison group as no overcompensation effect is expected for them. Participants (N = 301) were nationally recruited through word of mouth, social media, and personal networks. Results from the current study did not support the theory of masculine overcompensation as there was no effect of threatening feedback. There were a number of significant gender differences. Men reported lower transgender allophilia, higher transphobia, more traditional gender role beliefs, less likelihood of signing the petition supporting transgender youth rights, and more self-assurance than women. No gender effect was found for negative affect or support for school practices supporting transgender students. There were also no observable differences in participant responses to the vignette by gender or condition. The implications and limitations of the current study were discussed.
ContributorsMintert, Jeffrey (Author) / Tran, Alisia (Thesis advisor) / Bernstein, Bianca (Committee member) / Carlson, David (Committee member) / Arizona State University (Publisher)
Created2020
Description
Recently, the Interactive-Constructive-Active-Passive (ICAP) framework has been gaining increasing prominence in cognitive and learning sciences. The ICAP theory asserts that students learn more deeply when they are cognitively engaged in generative and collaborative learning. Indeed, prior studies have established the value of the ICAP framework for predicting student learning. However, the framework has yet to become widely used by practitioners, possibly due to the lack of accessible resources for applying the framework instruction design. This study sought to fill that gap by implementing and validating the ICAP instructional rubric instrument to rate the design of college chemistry courses at a large public university in the southwest and exploring its relationships with several metrics of student performance via multiple regression analysis: a) level of participation; b) final exam grades; c) course grades; d) course retention; and e) course attrition. This study analyzed data from the university’s learning management system and included student-level controls such as markers of prior academic performance (i.e., GPA and SAT scores) as well as student demographics. The findings of this study suggest that the ICAP framework may be a useful tool for instructors to improve course design. In addition, the ICAP framework’s predictive claims on student deeper learning were further validated by the results of this study.
ContributorsHa, Jesse (Author) / Nelson, Brian C (Thesis advisor) / Chi, Michelene T. H. (Committee member) / Pivovarova, Margarita (Committee member) / Arizona State University (Publisher)
Created2022
Description
This dissertation aims to present an emerging theory of leadership for active learning organizations in higher education by clarifying factors leaders should integrate to facilitate adaptability. The emergent theory is grounded in multi-year mixed methods action research exploring the role of design, delivery, and leadership of a reflective action learning team model on innovation in a higher education setting. Four research methods were employed including document analysis, interviews, observations, and surveys. Data were analyzed using content analysis, process analysis, coding, frequency analysis, descriptive statistics, Cronbach’s alpha, and Wilcoxon signed-rank test. A grounded theory approach permeated all analyses. Research was guided by theories of experiential learning, action learning, and organizational learning, as well as change theory and design thinking. Results revealed that leaders of active learning organization can improve innovation by facilitating reflective action learning teams that are inclusive, empowering, and iterative. Additionally, teams that display more frequent and consistent welcoming, ideating, synthesizing, and mentor seeking behaviors have more innovative outcomes than teams displaying these behaviors less often and inconsistently. This research indicates that employees who participated in these teams gained the skills and knowledge needed to develop innovative proposals for the organization and increased individual innovative abilities at a statistically significant level. This study adds to the existing literature by offering a theory for leadership to promote effective team learning and innovation.
ContributorsWitherspoon, Alison (Author) / Graves Wolf, Leigh (Thesis advisor) / Toth, Meredith (Committee member) / Grabill, Jeffrey (Committee member) / Arizona State University (Publisher)
Created2020
Description
The advancement of technology has transformed information consumption into an accessible and flexible process. The open learning ecosystem that exists online relies on self-direction. Learners are able to effectively fulfill personal learning goals with preferred content forms, specifically by utilizing Massive Open Online Courses (MOOC). It is essential to investigate the role of mediums in distributed learning to initiate human-centric design changes that best support the learner. This study provides insight into how choice influences self-learning and highlights the major engagement difficulties of MOOCs. Significant attrition was experienced while issuing text and audio material to participants for three weeks. Although this prevented valid statistical tests from being run, it was clear that text was the most desirable and effective medium. Students that read exhibited the highest comprehension levels and selected it as their de-facto consumption method even if audio was made available. Since this study involved complex topics, this supported the transient information effect. Future studies should focus deeply on the structure of online courses by implementing personable engagement features that improve overall participation rate.
ContributorsWoods, Quintin (Author) / Roscoe, Rod (Thesis advisor) / Craig, Scotty (Committee member) / Branaghan, Russell (Committee member) / Arizona State University (Publisher)
Created2019
Description
Ulaanbaatar, Mongolia is one of the world’s coldest capital cities with roughly 1.5 million residents. About fifty percent of the city’s residents are off the electrical grid and millions continue to live nomadic lifestyles, raising livestock for food. Problematically, residents often turn to raw coal - Mongolia’s largest export - as a means to cook food and stay warm. Project Koyash is a philanthropic engineering initiative that was founded in the Arizona State University Program Engineering Projects in Community Service (EPICS) to combat the air quality crisis plaguing the ger districts of Ulaanbaatar. Koyash has already deployed 13 fully functional and autonomous units consisting of a solar powered air filtration system in Ulaanbaatar. Koyash innovated a solution of solar panels, air filters, batteries, inverters, PCB Arduinos, and other necessary components for providing crucial humanitarian services. The team is working to send more units and develop a local supply chain for the systems. This thesis project explores the development of Koyash, assesses the human health implications of air pollution, and reflects on the entire process.
ContributorsYavari, Bryan (Author) / Hartwell, Leland (Thesis director) / Schoepf, Jared (Thesis director) / Diddle, Julianna (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor) / School of Life Sciences (Contributor)
Created2024-05
Description
The purpose of this paper is to identify the absence of sustainability teachings within our private school systems, introduce a program for the school systems to incorporate into existing curriculum, and present the process that would be needed to be followed for introduction of this program. There is a growing interest in the topic of sustainability and how it potentially will affect the next generations. Today some large companies and even some countries around the world are engaging in sustainability practices. Currently this is a very small piece of action regarding what needs to take place to hope to promote change around the world. Layering sustainable teachings and practices into children in their formidable years through graduation from high-school will bring about individuals that incorporate sustainable living into their everyday personal and professional lives. Repeating this practice generation after generation will ensure a sustainable planet.
ContributorsJanner, Brian D. (Author)
Created2018-04-24
Description
Our Idea: As a team of engineers, two in the engineering field and one in computer
science and software development, we wanted to find a way to put these skills to use in our
company. As we did not have a revolutionary idea to build our own product, we wanted to base
our company on the assumption that people have great ideas and lack the ability to execute on
these ideas. Our mission is to enable these people and companies to make their ideas a reality,
and allow them to go to market with a clean and user friendly product. We are using our skills
and experience in hardware and device prototyping and testing, as well as software design and
development to make this happen.
Implementation: To this point, we have been working with a client building a human
diagnostic and enhancement AI device. We have been consulting on mostly the design and
creation of their first proof of concept, working on hardware and sensor interaction as well as
developing the software allowing their platform to come to life. We have been working closely
with the leaders of the company, who have the ideas and business knowledge, while we focus on
the technology side. As for the scalability and market potential of our business, we believe that
the potential market is not the limiting factor. Instead, the limiting factor to the growth of our
business is the time we have to devote. We are currently only working with one client, and not
looking to expand into new clients. We believe this would require the addition of new team
members, but instead we are happy with the progress we are making at the moment. We believe
we are not only building equity in business we believe in, but also building a product that could
help the safety and wellness of our users.
ContributorsMiller, Kyle (Author) / Engerholm, Liam (Co-author) / Schildgen, Nathan (Co-author) / Byrne, Jared (Thesis director) / Lee, Christopher (Committee member) / Barrett, The Honors College (Contributor) / Mechanical and Aerospace Engineering Program (Contributor)
Created2024-05
Description
Arizona State University had established a set of institutional sustainability goals of which Circular Resources or zero waste was one. The university currently has an established department and subsequent programs and initiatives to drive success towards university wide zero waste, however there was still opportunity for growth to help the university achieve the goal. This paper examines the process taken to assess organizational conditions used to justify the implementation of a new engagement strategy to advance the Circular Resources/Zero Waste goal. Readers should walk away with an understanding of how to translate this same process into other organizational structures.
ContributorsSchumacher, Katie (Writer of accompanying material)
Created2020-05-13