Matching Items (1,654)
Filtering by
- All Subjects: Electrical Engineering
- All Subjects: Education
- Creators: Arizona State University
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
Over the past few years, research into the use of doped diamond in electronics has seen an exponential growth. In the course of finding ways to reduce the contact resistivity, nanocarbon materials have been an interesting focus. In this work, the transfer length method (TLM) was used to investigate Ohmic contact properties using the tri-layer stack Ti/Pt/Au on nitrogen-doped n-type conducting nano-carbon (nanoC) layers grown on (100) diamond substrates. The nanocarbon material was characterized using Secondary Ion Mass Spectrometry (SIMS), Scanning electron Microscopy (SEM) X-ray diffraction (XRD), Raman scattering and Hall effect measurements to probe the materials characteristics. Room temperature electrical measurements were taken, and samples were annealed to observe changes in electrical conductivity. Low specific contact resistivity values of 8 x 10^-5 Ωcm^2 were achieved, which was almost two orders of magnitude lower than previously reported values. The results were attributed to the increased nitrogen incorporation, and the presence of electrically active defects which leads to an increase in conduction in the nanocarbon. Further a study of light phosphorus doped layers using similar methods with Ti/Pt/Au contacts again yielded a low contact resistivity of about 9.88 x 10^-2 Ωcm^2 which is an interesting prospect among lightly doped diamond films for applications in devices such as transistors. In addition, for the first time, hafnium was substituted for Ti in the contact stack (Hf/Pt/Au) and studied on nitrogen doped nanocarbon films, which resulted in low contact resistivity values on the order of 10^-2 Ωcm^2. The implications of the results were discussed, and recommendations for improving the experimental process was outlined. Lastly, a method for the selective area growth of nanocarbon was developed and studied and the results provided an insight into how different characterizations can be used to confirm the presence of the nanocrystalline diamond material, the limitations due to the film thickness was explored and ideas for future work was proposed.
ContributorsAmonoo, Evangeline Abena (Author) / Thornton, Trevor (Thesis advisor) / Alford, Terry L (Thesis advisor) / Anwar, Shahriar (Committee member) / Theodore, David (Committee member) / Arizona State University (Publisher)
Created2023
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
Scaling of the Metal-Oxide-Semiconductor Field Effect Transistor (MOSFET) towards shorter channel lengths, has lead to an increasing importance of quantum effects on the device performance. Until now, a semi-classical model based on Monte Carlo method for instance, has been sufficient to address these issues in silicon, and arrive at a reasonably good fit to experimental mobility data. But as the semiconductor world moves towards 10nm technology, many of the basic assumptions in this method, namely the very fundamental Fermi’s golden rule come into question. The derivation of the Fermi’s golden rule assumes that the scattering is infrequent (therefore the long time limit) and the collision duration time is zero. This thesis overcomes some of the limitations of the above approach by successfully developing a quantum mechanical simulator that can model the low-field inversion layer mobility in silicon MOS capacitors and other inversion layers as well. It solves for the scattering induced collisional broadening of the states by accounting for the various scattering mechanisms present in silicon through the non-equilibrium based near-equilibrium Green’s Functions approach, which shall be referred to as near-equilibrium Green’s Function (nEGF) in this work. It adopts a two-loop approach, where the outer loop solves for the self-consistency between the potential and the subband sheet charge density by solving the Poisson and the Schrödinger equations self-consistently. The inner loop solves for the nEGF (renormalization of the spectrum and the broadening of the states), self-consistently using the self-consistent Born approximation, which is then used to compute the mobility using the Green-Kubo Formalism.
ContributorsJayaram Thulasingam, Gokula Kannan (Author) / Vasileska, Dragica (Thesis advisor) / Ferry, David (Committee member) / Goodnick, Stephen (Committee member) / Allee, David (Committee member) / Arizona State University (Publisher)
Created2017
Description
This mixed methods action research study was conducted in a Title I, K-12 public charter school with the purpose of exploring teachers’ capacities to implement student-centered learning after participating in effective professional development (PD). Participants attended a PD cycle where the staff chose the topic, learning was sustained over a three-month period, and teachers received monthly feedback on classroom observations through personalized coaching. The guiding framework for this study was sociocultural theory because the PD design mirrored student-centered learning where the teacher is seen as a guide alongside the student. In this theory, meaning making is a social experience where perspectives of both the teacher and the student contribute to creating new knowledge. Quantitative data collected included a pre-/post-study survey and classroom observations scored on a rubric, and qualitative data consisted of exit interviews. All data was collected and analyzed concurrently, and a researcher’s journal assisted in real-time by providing a space for reflection that was used to determine PD needs, coaching conversations, and interview questions. Quantitative data revealed that the teachers perceived the intervention as slightly boosting their capacity to implement student-centered learning; however, the classroom observations indicated that teachers did not reach levels of proficiency. Through thematic analysis of the qualitative data, six themes emerged, which support the idea that PD can be a transformative experience when it is centered around praxis: 1) collaboration with colleagues, 2) PD gives teachers new ideas, 3) classroom feedback is valuable, 4) teacher reflection, 5) thought partnership, and 6) student choice. The discussion includes limitations and implications for future practice.
ContributorsLoveall, Jill Nicole (Author) / Richardson, Carmen (Thesis advisor) / Frias, Elizabeth (Committee member) / Haddy, Lana (Committee member) / Arizona State University (Publisher)
Created2024
Description
Science, engineering, technology, and mathematics (STEM) classes are required for families in the United States. Due to this requirement, there have been more STEM focused schools present in the educational landscape. Traditionally a high school offering, middle schools are now developing more focused STEM curricula, opening STEM campuses, and creating opportunities for students to expand their STEM knowledge. Parental involvement at the middle school level can be lacking, which is also observed in STEM specific campuses. This action research study examines communication and connection with parents on a STEM middle school campus. The purpose of this study was to create a program where parents can meet once a month with each other and staff on campus to start building a thriving partnership. Ten parent participants were chosen to take part in this three-month study. Each month, participants would meet for an hour to discuss agenda items created by participants at previous meetings. The researcher employed a mixed methods design to understand connection and communication with parents on a STEM middle school campus. To analyze data, descriptive statistics were used for quantitative data, and themes were developed via grounded theory for qualitative data. Results determined that participants' views rose overall from pre to post-innovation in communication and connection. In addition to the gains seen quantitatively and qualitative data, the researcher developed three themes: connection, communication, and parent voice. Overall, the monthly parent meetings were a success overall and enhanced communication and connectivity in the STEM magnet campus. Several limitations, including a lack of diversity in the study population and researcher error, hindered this study. Suggestions for future research include replicating the study while removing the limitations seen in this study and conducting subsequent cycles of AR. Finally, suggestions for future practice indicate the vital need to involve parents in attending programs and in the design, delivery, and application of programs.
ContributorsWelch, Brian (Author) / Ross, Lydia (Thesis advisor) / Coudret, Dude (Committee member) / Marquez, Javier (Committee member) / Arizona State University (Publisher)
Created2024
Description
An efficient thermal solver is available in the CMC that allows modeling self-heating in the electrical simulations, which treats phonons as flux and solves the energy balance equation to quantify thermal effects. Using this solver, thermal simulations were performed on GaN-HEMTs in order to test effect of gate architectures on the DC and RF performance of the device. A Π- gate geometry is found to suppress 19.75% more hot electrons corresponding to a DC power of 2.493 W/mm for Vgs = -0.6V (max transconductance) with respect to the initial T-gate. For the DC performance, the output current, Ids is nearly same for each device configuration over the entire bias range. For the RF performance, the current gain was evaluated over a frequency range 20 GHz to 120 GHz in each device for both thermal (including self-heating) and isothermal (without self-heating). The evaluated cutoff frequency is around 7% lower for the thermal case than the isothermal case. The simulated cutoff frequency closely follows the experimental cutoff frequency. The work was extended to the study of ultra-wide bandgap material (Diamond), where isotope effect causes major deterioration in thermal conductivity. In this case, bulk phonons are modeled as semiclassical particles solving the nonlinear Peierls - Boltzmann transport equation with a stochastic approach. Simulations were performed for 0.001% (ultra-pure), 0.1% and 1.07% isotope concentration (13C) of diamond, showing good agreement with the experimental values. Further investigation was performed on the effect of isotope on the dynamics of individual phonon branches, thermal conductivity and the mean free path, to identify the dominant phonon branch. Acoustic phonons are found to be the principal contributors to thermal conductivity across all isotope concentrations with transverse acoustic (TA2) branch is the dominant branch with a contribution of 40% at room temperature and 37% at 500K. Mean free path computations show the lower bound of device dimensions in order to obtain maximum thermal conductivity. At 300K, the lowest mean free path (which is attributed to Longitudinal Optical phonon) reduces from 24nm to 8 nm for isotope concentration of 0.001% and 1.07% respectively. Similarly, the maximum mean free path (which is attributed to Longitudinal Acoustic phonon) reduces from 4 µm to 3.1 µm, respectively, for the same isotope concentrations. Furthermore, PETSc (Portable, Extensible Toolkit for Scientific Computation) developed by Argonne National Lab, was included in the existing Cellular Monte Carlo device simulator as a Poisson solver to further extend the capability of the simulator. The validity of the solver was tested performing 2D and 3D simulations and the results were compared with the well-established multigrid Poisson solver.
ContributorsAcharjee, Joy (Author) / Saraniti, Marco (Thesis advisor) / Goodnick, Stephen (Committee member) / Thornton, Trevor (Committee member) / Wang, Robert (Committee member) / Arizona State University (Publisher)
Created2024
Description
The Pennsylvania Department of Education recently adopted the new academic standards for Science, Technology & Engineering, and Environmental Literacy and Sustainability (STEELS). Scaling STEELS across the commonwealth is a challenging endeavor that depends upon local school districts' implementation of STEELS-based instruction. Therefore, it behooves local school districts to develop strategies supporting local STEELS adoption. The current action research study examined the influence of an intervention built around a Professional Learning Community (PLC) to support a local school district’s implementation of STEELS guided by the Concerns Based Adoption Model (CBAM; Hall & Hord, 2020). Four secondary science teachers from the Bellwood-Antis School District participated in a PLC. The implementation process of the PLC group was measured via the three diagnostic dimensions of CBAM: Innovation Configurations (IC), Stages of Concern (SoC), and Levels of Use (LoU). A concurrent mixed-methods action research design was employed to collect and analyze CBAM measures. The SoC dimension was measured quantitatively via the Stages of Concern Questionnaire. Individual scores were converted to a whole-group PLC SoC Profile for analysis. SoC, LoU, and IC dimensions were assessed qualitatively via semi-structured interviews. Meta-inferences were developed from combined data analysis of quantitative and qualitative data. A CBAM diagnosis for the PLC group was the primary outcome of this action research cycle, which indicated that the PLC members moved into the early phases of implementation during the intervention. Findings from the current cycle of action research informed an updated intervention game plan to be used in the next phase of implementation.
ContributorsMartin, Travis (Author) / Boutot, Amanda (Thesis advisor) / Coudret, Dude (Committee member) / Wagner, Don (Committee member) / Arizona State University (Publisher)
Created2024