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In accordance with the practices of Digital Culture, Chrononaut Canyon is an interactive art experience that demonstrates how digital design practices can influence change, and innovative solutions to global problems. Digital Culture is defined as the arts, tools, customs, and values of the digital world and how they interact and

In accordance with the practices of Digital Culture, Chrononaut Canyon is an interactive art experience that demonstrates how digital design practices can influence change, and innovative solutions to global problems. Digital Culture is defined as the arts, tools, customs, and values of the digital world and how they interact and overlap with the physical world. As computerization and technological innovations rapidly increase and permeate into everyday life and the physical world, the need to understand the role of digital tools becomes imperative in designing solutions to global problems. This includes using digital technology and design as communication tools to aid in the awareness of global problems, such as climate change and environmental degradation, in order to create sustainable solutions whilst embracing the twenty-first century’s digital culture.

ContributorsDoris, Rose (Author) / Kautz, Luke (Thesis director) / Bauer, DB (Committee member) / Barrett, The Honors College (Contributor) / Arts, Media and Engineering Sch T (Contributor)
Created2023-05
ContributorsDoris, Rose (Author) / Kautz, Luke (Thesis director) / Bauer, DB (Committee member) / Barrett, The Honors College (Contributor) / Arts, Media and Engineering Sch T (Contributor)
Created2023-05
ContributorsDoris, Rose (Author) / Kautz, Luke (Thesis director) / Bauer, DB (Committee member) / Barrett, The Honors College (Contributor) / Arts, Media and Engineering Sch T (Contributor)
Created2023-05
Description
Our audio-visual installation explores human development through internal conflicts as theorized by psychologist Erik Erikson. Erikson’s theory breaks down development into eight stages, each one with a unique internal conflict as its cornerstone. These stages will be expressed in our installation through different animation styles and accompanying songs. Originally these

Our audio-visual installation explores human development through internal conflicts as theorized by psychologist Erik Erikson. Erikson’s theory breaks down development into eight stages, each one with a unique internal conflict as its cornerstone. These stages will be expressed in our installation through different animation styles and accompanying songs. Originally these were planned to be projected on all four walls of an enclosed room; however, due to the COVID-19 situation, the installation was moved to a VR video that can be experienced virtually instead. These different styles and songs will uniquely represent each of the stages essential to psychosocial development, while the dynamic use of space through the projection of varied visuals in all directions will immerse audience members in the diverse experience of dealing with internal conflict. This unique installation will invite audience members to understand the internal nature of conflicts, and the similar conflicts we will all experience as we mature, inspiring them to participate in self-reflection, looking within themselves rather than on external factors as they develop throughout their lifetimes.
ContributorsXu, Gina (Co-author) / Chan, Yvonna (Co-author) / Conner, Jennifer (Co-author) / Pinholster, Jacob (Thesis director) / Fette, Donald (Committee member) / Arts, Media and Engineering Sch T (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
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Description
The nonprofit organization, I Am Zambia, works to give supplemental education to young women in Lusaka. I Am Zambia is creating sustainable change by educating these females, who can then lift their families and communities out of poverty. The ultimate goal of this thesis was to explore and implement high

The nonprofit organization, I Am Zambia, works to give supplemental education to young women in Lusaka. I Am Zambia is creating sustainable change by educating these females, who can then lift their families and communities out of poverty. The ultimate goal of this thesis was to explore and implement high level systematic problem solving through basic and specialized computational thinking curriculum at I Am Zambia in order to give these women an even larger stepping stool into a successful future.

To do this, a 4-week long pilot curriculum was created, implemented, and tested through an optional class at I Am Zambia, available to women who had already graduated from the year-long I Am Zambia Academy program. A total of 18 women ages 18-24 chose to enroll in the course. There were a total of 10 lessons, taught over 20 class period. These lessons covered four main computational thinking frameworks: introduction to computational thinking, algorithmic thinking, pseudocode, and debugging. Knowledge retention was tested through the use of a CS educational tool, QuizIt, created by the CSI Lab of School of Computing, Informatics and Decision Systems Engineering at Arizona State University. Furthermore, pre and post tests were given to assess the successfulness of the curriculum in teaching students the aforementioned concepts. 14 of the 18 students successfully completed the pre and post test.

Limitations of this study and suggestions for how to improve this curriculum in order to extend it into a year long course are also presented at the conclusion of this paper.
ContributorsGriffin, Hadley Meryl (Author) / Hsiao, Sharon (Thesis director) / Mutsumi, Nakamura (Committee member) / Arts, Media and Engineering Sch T (Contributor) / Computer Science and Engineering Program (Contributor) / Dean, W.P. Carey School of Business (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05