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- All Subjects: Education
- Member of: Barrett, The Honors College Thesis/Creative Project Collection
- Status: Published
Description
This research highlights how problems that women face at the structural, social, professional and individual level impact their business success, personal growth, and the business economic environment. The first section of the paper provides a global view about gender gaps and challenges. The second section is narrowed down to the city of Baños de Agua Santa in Ecuador where the findings were sought through a grounded theory research. After the analysis of the findings, a business model has been developed which addresses the major challenges and problems that women and the city are currently encountering. The ultimate purpose is to implement the project in the city; it promotes entrepreneurial education, innovation, association, and personal growth. The overall research is a cutting-edge study as it emphasizes that the business success of women entrepreneurs is not solved by one big fixed but more through a holistic solution.
ContributorsCurrat Luna, Daphne Christelle (Author) / Mary, Sully De Luque (Thesis director) / Joshua, Ault (Committee member) / Thunderbird School of Global Management (Contributor) / College of Integrative Sciences and Arts (Contributor) / Barrett, The Honors College (Contributor)
Created2019-12
Description
While English language education has become increasingly prominent worldwide, countries have adopted various initiatives to increase English language development. One country making a push for English language development is Taiwan; however, current educational practices and values can prove to be challenges in implementing new methods. For example, although Communicative Language Teaching (CLT) methods gained popularity starting in the 1990s, they have been slow to take hold in Taiwan. Additionally, Taiwan’s Ministry of Education is pushing for bilingualism by the year 2030, introducing curricular reforms and new strategies to increase the prominence of English on a social level. In order to analyze current educational methods and practices in Taiwan, as well as predict the efficacy of new strategies, this study focused on gathering the perspectives and experiences of the students themselves. International students were specifically targeted, as they have had exposure to multiple educational environments, as well as firsthand experience applying their English language knowledge in an immersive environment. To gather student perspective, an online survey was made available to Taiwanese international students currently studying in a U.S. university. Respondents were asked multiple-choice questions on curricular focus, as well as short answer questions regarding their educational experiences. Overall, the respondents showed an agreement in regards to the heavy emphasis of reading, writing, and grammar in Taiwan, which they correlated directly with high-stakes exams, particularly the university entrance exam. They also noted the lack of speaking and listening practice, as well as a strong desire to apply English in a communicative sense. These observations hold significant implications for various stakeholders, including teachers, principals, curriculum developers, exam designers, and university admissions.
ContributorsEricson, Rebecca Elaine (Author) / Matsuda, Aya (Thesis director) / James, Mark (Committee member) / Historical, Philosophical & Religious Studies (Contributor, Contributor) / School of International Letters and Cultures (Contributor) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2019-12
Description
This project outlines the research-based strategies that teachers can implement into their classrooms to create and improve upon teacher-students relationships. The project begins by examining the positive effects of having strong teacher-student relationships. The thesis then moves to discuss the existing literature on specific strategies that teachers can implement into their classrooms. This literature is then categorized into six broad categories that summarizes the specific strategies. This information is compiled and portrayed on a website that is shown in the word document. The website serves as both a tool and a collaborative domain for teachers to learn about strategies they can use to build their relationships with their students, as well as share strategies or documents they use in their classroom to form meaningful relationships.
ContributorsMiller, Kayla Camille (Co-author) / Miller, Kayla (Co-author) / Hart Barnett, Juliet (Thesis director) / Farr, Wendy (Committee member) / Division of Teacher Preparation (Contributor) / Watts College of Public Service & Community Solut (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
In this paper, I attempt to measure the impact of education levels on a country’s productivity, measured by its Gross Domestic Product. I find that educational attainment is significantly correlated with economic growth. Previous research on this topic has shown similar results and concluded the importance of education on improving the GDP levels in a country.
ContributorsDanishyar, Roma (Author) / Goegan, Brian (Thesis director) / Hill, John (Committee member) / Dean, W.P. Carey School of Business (Contributor) / Department of Economics (Contributor) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
This thesis contains three chapters, all of which involve using culturally inclusive education to explore the experiences of religious undergraduate biology students. The first chapter is an essay entitled "Toward Culturally Inclusive Undergraduate Biology Education," which describes a literature review performed with the aim of characterizing the landscape of cultural competence and related terms for biology educators and biology education researchers. This chapter highlights the use of 16 different terms related to cultural competence and presents these terms, their definitions, and highlights their similarities and differences. This chapter also identifies gaps in the cultural competence literature, and presents a set of recommendations to support better culturally inclusive interventions in undergraduate science education. The second chapter, entitled "Different Evolution Acceptance Instruments Lead to Different Research Findings," describes a study in which the source of 30 years of conflicting research on the relationship between evolution acceptance and evolution understanding was determined. The results of this study showed that different instruments used to measure evolution acceptance sometimes lead to different research results and conclusions. The final chapter, entitled "Believing That Evolution is Atheistic is Associated with Poor Evolution Education Outcomes Among Religious College Students," describes a study characterizing definitions of evolution that religious undergraduate biology students may hold, and examines the impact that those definitions of evolution have on multiple outcome variables. In this study, we found that among the most religious students, those who thought evolution is atheistic were less accepting of evolution, less comfortable learning evolution, and perceived greater conflict between their personal religious beliefs and evolution than those who thought evolution is agnostic.
ContributorsDunlop, Hayley Marie (Author) / Brownell, Sara (Thesis director) / Collins, James (Committee member) / Barnes, M. Elizabeth (Committee member) / School of Human Evolution & Social Change (Contributor) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
This project examined the importance of inquiry in science education. The Arizona Science
Standards call for a change from teaching facts to teaching students to construct explanations of phenomena by engaging in science and engineering practices. Through a blend of science and engineering practices, core ideas, and crosscutting concepts, the performance expectations form standards that address applying ideas to explanation of phenomena, problem solving, and decision making. The ideas conveyed in the standards need to be developed over time through multiple lessons. Rather than simply present information to students, the Arizona Science Standards require teachers to support students in constructing explanations of phenomena and developing solutions to problems. The integration of the Arizona Science Standards in the science curriculum through the Five E model has the potential to provide students with inquiry- based learning that will help develop their science literacy skills. The 5E inquiry model consists of five phases: Engagement, Exploration, Explanation, Elaboration, and Evaluation. Each phase contributes to the learning process as students are encouraged to actively build their knowledge. The learning experiences in science education become richer and more meaningful to students when the science literacy skills are successfully integrated into the 5E inquiry model. Not only will the students learn the skills of science, but also, they will be actively engaged with science content. Active engagements with science will likely foster interest and positive attitudes towards science. This thesis project developed a way to implement inquiry-based learning through an electricity and magnetism unit that uses the 5E model and aligns with the Arizona State Science Standards. The goal of this project was to develop a science unit that can be implemented in future classrooms.
Standards call for a change from teaching facts to teaching students to construct explanations of phenomena by engaging in science and engineering practices. Through a blend of science and engineering practices, core ideas, and crosscutting concepts, the performance expectations form standards that address applying ideas to explanation of phenomena, problem solving, and decision making. The ideas conveyed in the standards need to be developed over time through multiple lessons. Rather than simply present information to students, the Arizona Science Standards require teachers to support students in constructing explanations of phenomena and developing solutions to problems. The integration of the Arizona Science Standards in the science curriculum through the Five E model has the potential to provide students with inquiry- based learning that will help develop their science literacy skills. The 5E inquiry model consists of five phases: Engagement, Exploration, Explanation, Elaboration, and Evaluation. Each phase contributes to the learning process as students are encouraged to actively build their knowledge. The learning experiences in science education become richer and more meaningful to students when the science literacy skills are successfully integrated into the 5E inquiry model. Not only will the students learn the skills of science, but also, they will be actively engaged with science content. Active engagements with science will likely foster interest and positive attitudes towards science. This thesis project developed a way to implement inquiry-based learning through an electricity and magnetism unit that uses the 5E model and aligns with the Arizona State Science Standards. The goal of this project was to develop a science unit that can be implemented in future classrooms.
ContributorsZou, Christy (Author) / Walters, Molina (Thesis director) / McKee, Dianne (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
Since the 1950s, the Amish have faced historical events regarding their educational school system that challenges their religious freedom within the United States. In order to uncover these historical events and challenges, my honors thesis includes a research paper examining the history of the Amish culture, analyzing scholarly journals, researching other depictions of the Amish culture, and providing an overview of my first-hand experience within an Amish community. In addition to the research paper, I wrote a creative film script, “From Heart and Land”, that looks at the pressure the Amish faced within their educational school system. “From Heart and Land” combines a combination of fiction and non-fiction by incorporating fictional characters with an emphasis on the historical 1965 Iowa bus incident and the 1972 Wisconsin v. Yoder case. The plot focuses on the Yutzy family, as the Father, Adin Yutzy, faces criminal charges after not sending his daughter Rebecca to public school and his daughter Elizabeth to high school. Adin teams up with Jonas Yoder and Wallace Miller, who are parents involved in the Wisconsin v. Yoder case, to determine their strategy with their attorney, William Bentley Ball, in fighting for their religious freedom based on the first amendment. With the Wisconsin Supreme Court ruling, based on the Free Exercise Clause, Amish parents are not required to send their children to high school beyond the eighth grade. As a result, both my research paper and script questions the idea of religious freedom. Is there ultimately a limit to religious freedom? At what point does it or does it not affect the overall well-being of society?
ContributorsElkins, Michila Javae (Author) / Miller, April (Thesis director) / Fortunato, Joseph (Committee member) / Dean, W.P. Carey School of Business (Contributor) / Department of Management and Entrepreneurship (Contributor) / Department of Marketing (Contributor) / Department of Information Systems (Contributor) / Barrett, The Honors College (Contributor)
Created2019-12
Description
Schools across the United States have been subject to a rise in violent incidents since 2013. Reading about school shootings, racist acts, and violent demonstrations in schools has unfortunately become commonplace, which is contributing to inequitable outcomes for some student populations. These equity gaps have triggered demands for more equitable solutions in schools, a responsibility that falls on the shoulders of stakeholders like school governing boards, principals, and parents.
Chandler Unified School District (CUSD), a large school system in Arizona that serves 45,000 students from preschool through high school, has been unable to escape similar structural and frictional inequities within its schools. One instance of a racially charged student performance at Santan Middle School motivated CUSD to take a more immediate look at equity in the district. It is during this response that our team of New Venture Group consultants engaged with Matt Strom, Assistant Superintendent of CUSD, in analyzing the important question of “how CUSD can take steps towards closing equity gaps within the district?”
CUSD defines an equity gap as any difference in student opportunity, achievement, discipline, attendance, etc. contributable to a student’s ethnicity, gender, or socioeconomic status. Currently, certain student populations in CUSD perform vastly different academically and receive different opportunities within schools, but as was our problem statement, CUSD is aiming to reduce (and eventually close) these gaps.
Our team approached this problem in three phases: (1) diagnosis, (2) solution creation, and (3) prevention. In phase one, we created a dashboard to help principals easily and visually identify gaps by toggling parameters on the dashboard. Phase two focused on the generation of recommendations for closing gaps. To achieve this goal, a knowledge of successful gap-closing strategies will be paired with the dashboard. In our final phase, the team of consultants created a principal scorecard to ensure equity remains a priority for principals.
Chandler Unified School District (CUSD), a large school system in Arizona that serves 45,000 students from preschool through high school, has been unable to escape similar structural and frictional inequities within its schools. One instance of a racially charged student performance at Santan Middle School motivated CUSD to take a more immediate look at equity in the district. It is during this response that our team of New Venture Group consultants engaged with Matt Strom, Assistant Superintendent of CUSD, in analyzing the important question of “how CUSD can take steps towards closing equity gaps within the district?”
CUSD defines an equity gap as any difference in student opportunity, achievement, discipline, attendance, etc. contributable to a student’s ethnicity, gender, or socioeconomic status. Currently, certain student populations in CUSD perform vastly different academically and receive different opportunities within schools, but as was our problem statement, CUSD is aiming to reduce (and eventually close) these gaps.
Our team approached this problem in three phases: (1) diagnosis, (2) solution creation, and (3) prevention. In phase one, we created a dashboard to help principals easily and visually identify gaps by toggling parameters on the dashboard. Phase two focused on the generation of recommendations for closing gaps. To achieve this goal, a knowledge of successful gap-closing strategies will be paired with the dashboard. In our final phase, the team of consultants created a principal scorecard to ensure equity remains a priority for principals.
ContributorsFerrara, Justin Christopher (Co-author) / Lee, Cynthia (Co-author) / Weston, Joshua (Co-author) / Licon, Wendell (Thesis director) / Strom, Matthew (Committee member) / Department of Economics (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / Department of Information Systems (Contributor) / Department of Finance (Contributor) / Barrett, The Honors College (Contributor)
Created2019-12
Description
Educational institutions are in a unique position to take advantage of computers and software in new, innovative ways. The Mechanics Project at Arizona State University has done an exceptional job integrating many new ways of engaging students and providing resources that can help them learn course material in a way that they can understand. However, there is still very little research on how to best compose multimedia content for student use.
This project aims to determine what students struggle with in these courses and develop multimedia content to support their education in Dynamics specifically.
This project aims to determine what students struggle with in these courses and develop multimedia content to support their education in Dynamics specifically.
ContributorsBadahdah, Adam Salim (Author) / Hjelmstad, Keith (Thesis director) / Chatziefstratiou, Efthalia (Committee member) / Civil, Environmental and Sustainable Eng Program (Contributor) / School of Geographical Sciences and Urban Planning (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
My thesis/creative project is a series of videos, supplemented by a paper documenting all the research. The project focuses on domestic and feral cats through the viewpoint of the “warrior cats” book series. The use of a particular fandom as a vehicle for science communication is a unique platform for use as a thesis/creative project. The narrated videos are made with the intention of being presented on YouTube or a similar viewing platform to an audience that is already familiar with the book series. The videos would fit on the site as a form of educational film known as video essays. The videos cover a range of topics to relate this book series to real situations with domestic animals, particularly cats, and wildlife. Each video is around ten to twenty minutes long and presented as episodes in a series.
The objective of my thesis project is to help bridge the gap between entertainment and science. I grew up reading the warrior cats, and I assume I was similar to many other children and young teens who did not understand domestic cats or ecology enough to question anything in the books. I know that much of these books are fictional, but that does not mean that it can’t be analyzed and used as a tool for teaching. The goal is to reach common ground with those people who have an interest in the warrior cats series, and help them understand it in a new light, as well as the world around them. I aim for the takeaway of this series to encourage people to explore the concepts I discuss and consider expanding upon the ideas within the Warriors universe or with their own cats.
The objective of my thesis project is to help bridge the gap between entertainment and science. I grew up reading the warrior cats, and I assume I was similar to many other children and young teens who did not understand domestic cats or ecology enough to question anything in the books. I know that much of these books are fictional, but that does not mean that it can’t be analyzed and used as a tool for teaching. The goal is to reach common ground with those people who have an interest in the warrior cats series, and help them understand it in a new light, as well as the world around them. I aim for the takeaway of this series to encourage people to explore the concepts I discuss and consider expanding upon the ideas within the Warriors universe or with their own cats.
ContributorsGarcia, Johnny Nico (Author) / Bateman, Heather (Thesis director) / Meloy, Elizabeth (Committee member) / College of Integrative Sciences and Arts (Contributor, Contributor) / School of Art (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05