Matching Items (19)
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- All Subjects: Education
- Creators: The Design School
- Member of: Barrett, The Honors College Thesis/Creative Project Collection
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
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
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
In this work we analyze just what makes the topic of third party voting so intriguing to voters and why it is different than voting for one of the major parties in American politics. First, we will discuss briefly the history of politics in America and what makes it exciting. Next, we will outline some of the works by other political and economic professionals such as Hotelling, Lichtman and Rietz. Finally, using the framework described beforehand this paper will analyze the different stances that voters, candidates, and others involved in the political process of voting have regarding the topic of third party voting.
ContributorsMcElroy, Elizabeth (Co-author) / Beardsley, James (Co-author) / Foster, William (Thesis director) / Goegan, Brian (Committee member) / Department of Economics (Contributor) / School of International Letters and Cultures (Contributor) / Economics Program in CLAS (Contributor) / School of Politics and Global Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
This project has the intent of redefining the learning experience of children ages 11-13 through student-centered design that of provides a beneficial environment for emotional, social, and physical health in which students can become more independent in both accountability of actions and in their thinking to see the larger picture and real-world application of each topic they learn and to foster thinking at a global scale. This is to be completed through the focus on the cognitive development and physical needs of the children at this age, a combination of the pedagogical models of inquiry-based, project-based, and community-based learning, connection to resources, implementation of design completed with understanding and testing of learning and working collaborative spaces, emphasizing the biophilic experience.
ContributorsRaisanen, Olivia Brita (Author) / Zingoni, Milagros (Thesis director) / Hejduk, Renata (Committee member) / Rogic, Tinka (Committee member) / School of International Letters and Cultures (Contributor) / The Design School (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
Grade inflation in modern universities across the United States has been documented since the 1960's and shows no signs of disappearing soon. Responses to this trend have ranged from mild worry to excessive panic. However, is the concern justified? How significant are the effects, if any, of grade inflation on students? Specifically, does grade inflation on the aggregate level have any effect on how much an individual will learn from their courses? This is precisely the question my project hoped to address. Grade inflation in U.S. colleges has played a central role in student-teacher relationships and the way university classrooms run. Through teacher interviews, student surveys, and a literature review, this paper investigates the nuanced effects grade inflation is having on student motivation and learning. The hypothesis is that the easier it is for a student to obtain their desired grade, the less they will end up engaging in and learning from a given course. Major findings of the literature include: grade inflation has robbed grades of their signaling power, grade inflation has helped create students are too grade-oriented, student evaluations of teaching have prompted higher grades, higher expectations for high grades induce greater study times, and open dialogue can help reverse grade inflation trends. The student surveys and faculty interviews agreed with much of the literature and found that professors believe grade inflation is real but do not believe its effects are significant, students admit to being primarily motivated by grades, and students find grades critically important to their future. The paper concludes that grade inflation is not as detrimental to student outcomes as ardent critics argue and offers practical ways to address it.
ContributorsGregory, Austin Scott (Author) / Ruediger, Stefan (Thesis director) / Goegan, Brian (Committee member) / School of Mathematical and Statistical Sciences (Contributor) / Department of Economics (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Cannabis use has been purported to cause an amotivation-like syndrome among users. The purpose of this study was to investigate whether third party observers noticed amotivation among cannabis users. Participants in this study were 72 undergraduate university students, with a mean age of M=19.20 years old (SD=2.00). Participants nominated Informants who knew them well and these informants completed a version of the 18-item Apathy Evaluation Scale. Results indicated that more frequent cannabis use was associated with higher informant-reported levels of amotivation, even when controlling for age, sex, psychotic-like experiences, SES, alcohol use, tobacco use, other drug use, and depression symptoms (β=0.34, 95% CI: 0.04, 0.64, p=.027). A lack of motivation severe enough to be visible by a third party has the potential to have negative social impacts on individuals who use cannabis regularly.
ContributorsWhite, Makita Marie (Author) / Meier, Madeline (Thesis director) / Glenberg, Arthur (Committee member) / Pardini, Dustin (Committee member) / School of Art (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
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.
ContributorsMarshall, Jordan (Author) / Murff, Warren (Thesis director) / Smith, Brie (Committee member) / Hejduk, Renata (Committee member) / School of Sustainability (Contributor) / The Design School (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
When we examine the word “dignity” regarding the built environment, we must look at how the building creates a sense of respect and honor. Buildings placed into communities without thoughtful consideration in how they will make occupants feel is undignified design. Design decisions that place the form of a building over its function allows aesthetics to become the primary criteria for judgement. When it comes to well-designed spaces, they should not just be a matter of aesthetics since they can shape our ideas about who we are and what we deserve. We need design that addresses the inhabitants needs, enhancing their overall experience. This is dignified design. We can ensure good design is a fundamental right by understanding the impact that the education system has on architects, and on shaping design to meet people’s needs. In this paper, I will address how a shift in the Architectural Education system could lead to more dignified design
ContributorsWilson, Mckenzi Lucille (Co-author) / N/A, N/A (Co-author) / Spellman, Catherine (Thesis director) / Rico Mesa, Juan Felipe (Committee member) / Valderrama, Ana (Committee member) / School of Sustainable Engineering & Built Envirnmt (Contributor) / The Design School (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05