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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

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
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For the geoscience community to continue to grow, students need to be attracted to the field. Here we examine the Incorporated Research Institutions for Seismology (IRIS) Research Experience for Undergraduates (REU) program to understand how the participants' experiences' affects their interest in geoscience and educational and career goals. Eleven interns

For the geoscience community to continue to grow, students need to be attracted to the field. Here we examine the Incorporated Research Institutions for Seismology (IRIS) Research Experience for Undergraduates (REU) program to understand how the participants' experiences' affects their interest in geoscience and educational and career goals. Eleven interns over two years (2013-2014) were interviewed prior to the start of their internship, after their internship, and after presenting their research at the American Geophysical Union annual meeting. This internship program is of particular interest because many of the interns come into the REU with non-geoscience or geophysics backgrounds (e.g., physics, mathematics, chemistry, engineering). Both a priori and emergent codes are used to convert interview transcripts into quantitative data, which is analyzed alongside demographic information to understand how the REU influences their decisions. Increases in self-efficacy and exposure to multiple facets of geoscience research are expressed as primary factors that help shape their future educational and career goals. Other factors such as networking opportunities and connections during the REU also can play a role in their decision. Overall, REU participants who identified as geosciences majors solidified their decisions to pursue a career in geosciences, while participants who identified as non-geosciences majors were inclined to change majors, pursue geosciences in graduate school, or explore other job opportunities in the geosciences.
ContributorsGossard, Trey Marshall (Author) / Semken, Steven (Thesis director) / Garnero, Edward (Committee member) / Reynolds, Stephen (Committee member) / School of Earth and Space Exploration (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
ContributorsHynds, Janna (Author) / Hedges, Craig (Thesis director) / Senko, Jesse (Committee member) / Barrett, The Honors College (Contributor) / School of Earth and Space Exploration (Contributor) / School of Life Sciences (Contributor)
Created2023-05
ContributorsHynds, Janna (Author) / Hedges, Craig (Thesis director) / Senko, Jesse (Committee member) / Barrett, The Honors College (Contributor) / School of Earth and Space Exploration (Contributor) / School of Life Sciences (Contributor)
Created2023-05
Description

Beautiful and rich in history, the Arabic language is spoken by over 422 million people. The language has significant social and political importance, and it is increasingly taught in universities around the United States. When languages are taught their aim should be not only to teach learners to communicate effectively,

Beautiful and rich in history, the Arabic language is spoken by over 422 million people. The language has significant social and political importance, and it is increasingly taught in universities around the United States. When languages are taught their aim should be not only to teach learners to communicate effectively, but also to gain a deep understanding and respect of culture, people, and history. The Al-Kitaab textbook series by Georgetown University Press is utilized as the main learning material in most universities in the United States to teach Arabic language. The highly political and negative nature of the series limits students’ comprehension to a political perspective influenced by the conflicts in the Middle East and has a severe impact on not only students’ learning ability but also their perception of the Arabic language and culture. While the series sufficiently provides the political vocabulary necessary for roles in government, it overlooks the importance of a full understanding of the cultural richness and nuances of the Arabic language necessary for an appreciation of history, arts, and literature of the region. The overarching objective of this project is to analyze the Georgetown University Press Al-Kitaab textbook series for Arabic language instruction and compare it to the Vista Higher Learning Sentieri textbook for Italian language instruction to plan a new Arabic curriculum to increase student enrollment. This comparison will explore recurring themes present in each textbook series and display the detrimental and outdated depictions of Arab culture presented throughout the Al-Kitaab series. Different aspects of the textbooks will be discussed including vocabulary and vocabulary progression, biographies of important figures, in-text activities, reading passages, and recurrent themes. Through revamping the learning materials used to teach Arabic, Arizona State University (ASU) and the School of International Letters and Cultures (SILC) can become innovative leaders in the instruction of university-level Arabic language.

ContributorsMouti, Xeynab (Author) / Risha, Sarah (Thesis director) / Dell'Anna, Antonella (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Earth and Space Exploration (Contributor) / School of Life Sciences (Contributor)
Created2023-05