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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 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)
This 15-week long course is designed to introduce students, specifically in Arizona, to basic sustainability and conservation principles in the context of local reptile wildlife. Throughout the course, the students work on identifying the problem, creating visions for the desired future, and finally developing a strategy to help with reptile species survival in the valley. Research shows that animals in the classroom have led to improved academic success for students. Thus, through creating this course I was able to combine conservation and sustainability curriculum with real-life animals whose survival is directly being affected in the valley. My hope is that this course will help students identify a newfound passion and call to action to protect native wildlife. The more awareness and actionable knowledge which can be brought to students in Arizona about challenges to species survival the more likely we are to see a change in the future and a stronger sense of urgency for protecting wildlife. In order to accomplish these goals, the curriculum was developed to begin with basic concepts of species needs such as food and shelter and basic principles of sustainability. As the course progresses the students analyze current challenges reptile wildlife faces, like urban sprawl, and explore options to address these challenges. The course concludes with a pilot pitch where students present their solution projects to the school.
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.
Teaching is a challenging career that carries various challenges, some of which go beyond the educator’s control and influence their ability to teach. Through the Arizona State University (ASU) Barrett's Honors College, seminars and discussions centered in collaboration and learning, resulted in student's introduction to ideas of what it means to “truly” teach from both a student and educator perspective. Teaching is more than an exchange of information as it requires a human connection. While most educators agree that connection is vital, there are still challenges in the classroom that generationally impact families. Daoism, an ancient Chinese philosophy, discusses concepts such as mindfulness, leadership, and introspection. Educators can use Daoist philosophy as a tool to reflect on and develop their ability to teach with vulnerability, openness, and interconnectedness. From a philosophical standpoint, Lao Tzu (Daoist leader) explains the importance of shifting perspectives to what the individual can control: themselves. Teachers must create a classroom dynamic that is not only engaging but also provides students a sense of autonomy over their education. Shifting the dynamic from teacher centered to student centered places the education in the students’ hands and alleviates some pressure from the teacher. Embedding Daoist philosophy into the classroom can be seamless as it can already be seen through Social Emotional Learning, Culturally Relevant Curriculum, and Deep Learning.
This ArcGIS StoryMap provides a comprehensive guide for readers who are internet on starting a school garden programs. The map covers a brief overview of school gardens, their benefits, barriers to success, and recourses to ensure longevity and sustainability of future garden programs.