Matching Items (18)
Filtering by
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
Challenging project-based learning, this 3-part thesis analyzes the current environment of business and university relationships, examines an experimental course at W.P. Carey and proposes a unique, execution-based teaching strategy. The outcome is a sustainable and mutually beneficial relationship between business and universities that allows each to operate at its maximum potential while bridging the gap for students between classroom theory and its application in the real world of business.
ContributorsMccaleb, Emily Anne (Author) / Peck, Sidnee (Thesis director) / Hillman, Amy (Committee member) / Barrett, The Honors College (Contributor) / W. P. Carey School of Business (Contributor) / Department of Management (Contributor)
Created2015-05
Description
This thesis investigates the environment of support for reclassified English Language Learners (RCELLs) in Arizona schools. Arizona English Language Learner (ELL) policy and pedagogy have been the subjects of research nationwide; many studies demonstrate that ELLs struggle before, during and after participating in Arizona ELL programs (Lillie et al. 2012; Roa 2012; Garcia, Lawton & de Figuieredo 2012; Office of Civil Rights 2012). Despite evidence that the achievement gap between RCELLs and mainstream students is not closing, little information is available about additional language support that RCELLs might receive in mainstream classrooms. This thesis addresses that void of information through: 1) A literature review of the framework of RCELL support, as outlined by the Arizona Department of Education and relevant studies, and 2) a study of teacher and principal opinion about support components for RCELLs and whether such support is adequate. Study findings present that teachers and principals generally believe RCELLs are well-supported, in terms of both the availability and quality of study-defined support components. Yet there is only weak consensus among teachers that support components are adequate. Additionally, teachers' knowledgeability related to important RCELL support components is low, undermining the reliability of teacher responses. The disconnect between participants' optimistic perceptions of support and the external evidence of low RCELL achievement is rationalized by two conjectures. The first is that teachers are not knowledgeable about RCELL support components and cannot accurately gauge the quality of such support. The second is that existing support components are effective at assisting RCELLs with English learning but are not sufficient to close RCELL academic content achievement gaps.
ContributorsKelly, Cary Shepherd (Author) / Garcia, David (Thesis director) / Garcia, Eugene (Committee member) / Seleznow, Steven (Committee member) / Barrett, The Honors College (Contributor) / Department of Economics (Contributor) / W. P. Carey School of Business (Contributor)
Created2014-12
Description
There are many factors that influence the college decision process, but rural students face a unique set of challenges because of the environment in which they make the decision. This is a qualitative study that combines a review of previous literature on the subject with a survey of twelve students from the graduating class of 2011 in a rural area of Arizona. Results from the interviews found that the rural students consider the perception of importance of a college degree, parental influence, and self-discovery as important factors in the decision making process. In addition, not all non-college-going students felt that college was necessary for a better quality of living, but did express desire for more development opportunities while in high school. The findings resulted in the following recommendations for local educators to help students better navigate the college decision process: teach parents how to have more meaningful conversations, provide step-by-step assistance to students about the college application process, and provide more opportunities for self/educational/career development to students.
ContributorsCrow, Ellyse Diann (Author) / Wang, Lili (Thesis director) / Hollin, Michelle (Committee member) / Barrett, The Honors College (Contributor) / Division of Educational Leadership and Innovation (Contributor) / School of Community Resources and Development (Contributor) / W. P. Carey School of Business (Contributor) / Department of Management (Contributor)
Created2015-05
Description
The ASU Page Turners is an entrepreneurial community action program founded by Chase Fitzgerald and Hannah McAtee. In 2014, a third program partner, Chloe Holmes, replaced Hannah as co-president. The ASU Page Turners program aims to enhance opportunities for the children of the Tempe/Mesa school districts through a unique one-on-one weekly reading program that is designed to draw together engaged ASU Barrett students and similarly motivated second and third grade students at the Tempe Public Library. The ASU Page Turners empowers the youth of our community by growing reading confidence, vocalization, and public speaking that can serve as transformative skill sets both in and out of the classroom. This document serves as a description and appraisal of the work done to establish the program, expand its reach and success, reflect on the experiences of the primary collaborators, appraise the value of the work as seen by the Tempe Public library, and set it on a sustainable path of growth for its future with Barrett, The Honors College and the Tempe Public Library. The Page Turners community consists of thirty Barrett students and thirty second and third grade students from ASU's greater community who actively embrace our mission to cultivate their own intellectual growth in a safe and productive manner. We look for every opportunity to encourage academic development, hold ourselves accountable, and realize our potential through the work we are doing, regardless if you are the student or the teacher. We have learned that these roles regularly reverse themselves, as there is much to learn from an inquisitive child's mind.
ContributorsFitzgerald, Chase Matthew (Author) / Mokwa, Michael (Thesis director) / Eaton, John (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor) / School of Human Evolution and Social Change (Contributor)
Created2015-05
Description
The purpose of this thesis is to understand peer-to-peer study habits at Arizona State University, and provide recommendations for improving these habits through online integration. This was done by researching current peer-to-peer collaboration literature, and analyzing online integration efforts. Interviews of Arizona State University students were carried out in order to discover specific insights on study patterns at this university. The scope of this research study was further limited to freshman and sophomore engineering, mathematics, and science majors in order to mitigate the impacts of external factors. The background research and study illuminated various flaws in existing peer-to-peer collaboration tools and methods. These weaknesses were then used to design two online tools that would be incorporated into a student resource dashboard. The first tool, called "Ask a Peer", provides a question and answer forum for students. This tool differs from existing products because it provides a mobile platform for students to receive reputable and immediate responses from their classmates. The second tool, "Study Buddy Finder", can be used by students to form study partnerships. This tool is beneficial because it displays information that is essential to students deciding to work together. The thesis provides detailed designs for both modules, and provides the foundation for implementation.
ContributorsPatel, Niraj (Author) / Balasooriya, Janaka (Thesis director) / Eaton, John (Committee member) / Walker, Erin (Committee member) / Barrett, The Honors College (Contributor) / Department of Finance (Contributor)
Created2013-12
Description
Despite the advancement of online tools for activities related to the core experience of taking classes on a college campus, there has been a relatively small amount of research into implementing online tools for ancillary academic resources (e.g. tutoring centers, review sessions, etc.). Previous work and a study conducted for this paper indicates that there is value in creating these online tools but that there is value in maintaining an in-person component to these services. Based on this, a system which provides personalized, easily-accessible, simple access to these services is proposed. Designs for user-centered online-tools that provides access to and interaction with tutoring centers and review sessions are described and prototypes are developed to demonstrate the application of design principles for online tools for academic services.
ContributorsBerk, Nicholas Robert (Author) / Balasooriya, Janaka (Thesis director) / Eaton, John (Committee member) / Walker, Erin (Committee member) / Barrett, The Honors College (Contributor) / Computer Science and Engineering Program (Contributor)
Created2013-12
Description
This paper outlines the process of designing, creating, and implementing a supply chain management outreach program to benefit high schools students in areas surrounding Intel campuses. The program—which spreads awareness of supply chain management and STEM (Science, Technology, Engineering, Math) and how they work together in businesses today—was created and tested by me, with the help of the following committee members: James Kellso – Director, Cheryl Dalsin – 2nd Reader, and Jack Berg – 3rd Reader. The end goal is for this program to become sustainable, and for it to spread as far and wide as possible. Supply chain management and STEM are becoming crucial to understand in businesses today and will only become more imperative in future years.
Keywords: supply chain management (SCM), Science Technology Engineering Math (STEM)
Keywords: supply chain management (SCM), Science Technology Engineering Math (STEM)
ContributorsHughes, Kelsey Ellen (Author) / Kellso, James (Thesis director) / Dalsin, Cheryl (Committee member) / Berg, Jack (Committee member) / Barrett, The Honors College (Contributor) / Department of Marketing (Contributor) / Department of Supply Chain Management (Contributor) / W. P. Carey School of Business (Contributor)
Created2014-05
Description
Operation Toothbrush is an initiative established to combat the oral healthcare disparity within young children who reside in Arizona. By working with elementary and preschool children, the project educated them and their families about the importance of oral hygiene in informative and intuitive manner. The project incorporated the help of Pre-Dental volunteers, dental practices, and the Woodside Grant to obtain the supplies, information, and assistance necessary to conduct the initiative.
ContributorsTsiperfal, Nathan (Co-author) / Mansukhani, Kunal (Co-author) / Virdee, Gitika (Co-author) / Loebenberg, Abby (Thesis director) / Ostling, Michael (Committee member) / School of Life Sciences (Contributor) / School of Human Evolution and Social Change (Contributor) / W. P. Carey School of Business (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
The objective of this research study is to assess the effectiveness of a poster-based messaging campaign and engineering-based activities for middle school and high school students to encourage students to explore and to pursue chemical engineering. Additionally, presentations are incorporated into both methods to provide context and improve understanding of the presented poster material or activity. Pre-assessments and post-assessments are the quantitative method of measuring effectiveness. For the poster campaign, ASU juniors and seniors participated in the poster campaign by producing socially relevant messages about their research or aspirations to address relevant chemical engineering problems. For the engineering-based activity, high school students participated in an Ira A. Fulton Schools of Engineering program "Young Engineers Shape the World" in which the students participated in six-hour event learning about four engineering disciplines, and the chemical engineering presentation and activity was conducted in one of the sessions. Pre-assessments were given at the beginning of the event, and the post-assessments were provided towards the end of the event. This honors thesis project will analyze the collected data.
ContributorsBueno, Daniel Tolentino (Author) / Ganesh, Tirupalavanam (Thesis director) / Parker, Hope (Committee member) / Chemical Engineering Program (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor) / W. P. Carey School of Business (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05