Matching Items (35)
Filtering by
- All Subjects: Education
- Creators: School of Mathematical and Statistical Sciences
- Status: Published
Description
Geology and its tangential studies, collectively known and referred to in this thesis as geosciences, have been paramount to the transformation and advancement of society, fundamentally changing the way we view, interact and live with the surrounding natural and built environment. It is important to recognize the value and importance of this interdisciplinary scientific field while reconciling its ties to imperial and colonizing extractive systems which have led to harmful and invasive endeavors. This intersection among geosciences, (environmental) justice studies, and decolonization is intended to promote inclusive pedagogical models through just and equitable methodologies and frameworks as to prevent further injustices and promote recognition and healing of old wounds. By utilizing decolonial frameworks and highlighting the voices of peoples from colonized and exploited landscapes, this annotated syllabus tackles the issues previously described while proposing solutions involving place-based education and the recentering of land within geoscience pedagogical models. (abstract)
ContributorsReed, Cameron E (Author) / Richter, Jennifer (Thesis director) / Semken, Steven (Committee member) / School of Earth and Space Exploration (Contributor, Contributor) / School of Sustainability (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
This paper considers what factors influence student interest, motivation, and continued engagement. Studies show anticipated extrinsic rewards for activity participation have been shown to reduce intrinsic value for that activity. This might suggest that grade point average (GPA) has a similar effect on academic interests. Further, when incentives such as scholarships, internships, and careers are GPA-oriented, students must adopt performance goals in courses to guarantee success. However, performance goals have not been shown to correlated with continued interest in a topic. Current literature proposes that student involvement in extracurricular activities, focused study groups, and mentored research are crucial to student success. Further, students may express either a fixed or growth mindset, which influences their approach to challenges and opportunities for growth. The purpose of this study was to collect individual cases of students' experiences in college. The interview method was chosen to collect complex information that could not be gathered from standard surveys. To accomplish this, questions were developed based on content areas related to education and motivation theory. The content areas included activities and meaning, motivation, vision, and personal development. The developed interview method relied on broad questions that would be followed by specific "probing" questions. We hypothesize that this would result in participant-led discussions and unique narratives from the participant. Initial findings suggest that some of the questions were effective in eliciting detailed responses, though results were dependent on the interviewer. From the interviews we find that students value their group involvements, leadership opportunities, and relationships with mentors, which parallels results found in other studies.
ContributorsAbrams, Sara (Author) / Hartwell, Lee (Thesis director) / Correa, Kevin (Committee member) / Department of Psychology (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
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
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
DescriptionThis project examines the television industry today, especially the field of educational programs. It includes the detailed implementation of one such show, a 30-minute demonstration of life skills, split into 3 segments. The pilot episode is also included.
ContributorsKesting, Amanda Jean (Author) / Alvarez, Melanie (Thesis director) / Snyder, Brian (Committee member) / Glaser, Ann (Committee member) / Barrett, The Honors College (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / Walter Cronkite School of Journalism and Mass Communication (Contributor)
Created2013-05
Description
Previous research discusses students' difficulties in grasping an operational understanding of covariational reasoning. In this study, I interviewed four undergraduate students in calculus and pre-calculus classes to determine their ways of thinking when working on an animated covariation problem. With previous studies in mind and with the use of technology, I devised an interview method, which I structured using multiple phases of pre-planned support. With these interviews, I gathered information about two main aspects about students' thinking: how students think when attempting to reason covariationally and which of the identified ways of thinking are most propitious for the development of an understanding of covariational reasoning. I will discuss how, based on interview data, one of the five identified ways of thinking about covariational reasoning is highly propitious, while the other four are somewhat less propitious.
ContributorsWhitmire, Benjamin James (Author) / Thompson, Patrick (Thesis director) / Musgrave, Stacy (Committee member) / Moore, Kevin C. (Committee member) / Barrett, The Honors College (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor)
Created2014-05
Description
There are three known materials that readily undergo fission, allowing their use as a base for nuclear fuel: uranium-235, a naturally-occurring but uncommon isotope; plutonium, created from irradiated natural uranium; and uranium-233, produced from thorium. Of the three, uranium-235 and plutonium feature heavily in the modern nuclear industry, while uranium-233 and the thorium fuel cycle have failed to have significant presence in the field. Historically, nuclear energy development in the United States, and thorium development in particular, has been tied to the predominant societal outlook on the field, and thorium was only pursued seriously as an option during a period when nuclear energy was heavily favored, and resources seemed scarce. Recently, thorium-based energy has been experiencing a revival in interest in response to pollution concerns regarding fossil fuels. While public opinion is still wary of uranium, thorium-based designs could reduce reliance on fossil fuels while avoiding traditional drawbacks of nuclear energy. The thorium fuel cycle is more protected against proliferation, but is also much more expensive than the uranium-plutonium cycle in a typical reactor setup. Liquid-fueled molten salt reactor designs, however, bypass the prohibitive expense of U-233 refabrication by avoiding the stage entirely, keeping the chain reaction running with nothing but thorium input required. MSRs can use any fissile material as fuel, and are relatively safe to operate, due to passive features inherent to the design.
ContributorsGalbiati, Joseph Nicco (Author) / Martin, Thomas (Thesis director) / Foy, Joseph (Committee member) / Barrett, The Honors College (Contributor) / School of Sustainability (Contributor)
Created2014-05
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
A working knowledge of mathematics is a vital requirement for introductory university physics courses. However, there is mounting evidence which shows that many incoming introductory physics students do not have the necessary mathematical ability to succeed in physics. The investigation reported in this thesis used preinstruction diagnostics and interviews to examine this problem in depth. It was found that in some cases, over 75% of students could not solve the most basic mathematics problems. We asked questions involving right triangles, vector addition, vector direction, systems of equations, and arithmetic, to give a few examples. The correct response rates were typically between 25% and 75%, which is worrying, because these problems are far simpler than the typical problem encountered in an introductory quantitative physics course. This thesis uncovered a few common problem solving strategies that were not particularly effective. When solving trigonometry problems, 13% of students wrote down the mnemonic "SOH CAH TOA," but a chi-squared test revealed that this was not a statistically significant factor in getting the correct answer, and was actually detrimental in certain situations. Also, about 50% of students used a tip-to-tail method to add vectors. But there is evidence to suggest that this method is not as effective as using components. There are also a number of problem solving strategies that successful students use to solve mathematics problems. Using the components of a vector increases student success when adding vectors and examining their direction. Preliminary evidence also suggests that repetitive trigonometry practice may be the best way to improve student performance on trigonometry problems. In addition, teaching students to use a wide variety of algebraic techniques like the distributive property may help them from getting stuck when working through problems. Finally, evidence suggests that checking work could eliminate up to a third of student errors.
ContributorsJones, Matthew Isaiah (Author) / Meltzer, David (Thesis director) / Peng, Xihong (Committee member) / Department of Physics (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
Millennial involvement levels in the stock market are startlingly low. But what has caused this disconnect between America's younger generation and the financial sector? Stress from past financial crises, distrust of Wall Street, corporate greed, or a dislike of capitalism could surely all be viable culprits. Through our mutual experiences and research, however, we have found that most millennials aren't cynical anarchists avoiding the stock market in an attempt to fight against the system. Rather, they are individuals who have the desire to learn about investing but are clueless as to where/how to start. We both began investing in the stock market early in our college careers by opening online brokerage accounts and developing investment portfolios based on knowledge we learned within our Finance degrees and through independent research. Word of our involvement in the stock market began to spread in our social circles and people would consistently approach either of us and ask a variety of questions regarding investing. Questions such as: Can you sit down and help me open up an account and pick some stocks? What type of things do you invest in? How do I get started? How much money have you made? (always a favorite). Pre-med students, engineers, business, science, and technology majors alike all showed interest in the stock market. The more and more we talked to people, the more we realized that the problem was not a lack of desire or a lack of intellect. The problem was a lack of logically presented information, and barriers to entry that were far too high. We want to fix that. Investnet will be an online educational platform that will teach anyone the basics of investing, in plain, easy to understand terms. Whether the individual has absolutely zero knowledge of finances, or has some familiarity with investing, Investnet will provide them with the knowledge and confidence necessary to start investing in the stock market (or choose not to, but at least they'll know how).
ContributorsMcKenzie, Connor (Co-author) / Shatila, Jordan (Co-author) / Budolfson, Arthur (Thesis director) / Hoffman, David (Committee member) / School of Mathematical and Statistical Sciences (Contributor) / Department of Finance (Contributor) / W. P. Carey School of Business (Contributor) / Economics Program in CLAS (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05