Matching Items (4)
DescriptionThe goal of this creative thesis is to construct and implement an outdoor learning environment for the students who currently attend AIM's homework club. The project is underway and will be undergoing construction over the next few months.
ContributorsPeralta, Crystal Diane (Author) / Coseo, Paul (Thesis director) / Cook, Edward (Committee member) / The Design School (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
As an urgency has emerged to prepare students to be future-ready, makerspaces have been developed as a technique for teachers to use in classrooms to build science, technology, engineering and math (STEM) skills. Makerspaces expose students to innovation and are powerful tools in training students to use science and engineering practices as they invent, discover and tinker. While indoor makerspaces have been studied in multiple settings, little research has been performed to understand the relevance of makerspaces in outdoor settings.
The goal of this study was to aid 20 elementary teachers in developing their understanding of the usefulness and benefits of outdoor makerspaces. A constructivist approach was used in order for participants to overcome pre-conceived barriers about taking students outside for learning. In this qualitative study, participants took part in a hands-on professional development session to learn how to integrate nature into instruction, then used outdoor spaces to engage their own students in three or more outdoor sessions. Teachers reflected before, during and after the intervention to see if the likelihood of engaging students in outdoor learning changed.
The findings of the study showed that spending time outside with students led to a multitude of benefits for both students and teachers. Benefits included increased student engagement, expanded learning for students and teachers, and STEM skill development. These findings, suggest that outdoor makerspaces introduce a new platform for training students and teachers about science and engineering practices while providing authentic science connections, high engagement, and benefits to social and emotional balance.
The goal of this study was to aid 20 elementary teachers in developing their understanding of the usefulness and benefits of outdoor makerspaces. A constructivist approach was used in order for participants to overcome pre-conceived barriers about taking students outside for learning. In this qualitative study, participants took part in a hands-on professional development session to learn how to integrate nature into instruction, then used outdoor spaces to engage their own students in three or more outdoor sessions. Teachers reflected before, during and after the intervention to see if the likelihood of engaging students in outdoor learning changed.
The findings of the study showed that spending time outside with students led to a multitude of benefits for both students and teachers. Benefits included increased student engagement, expanded learning for students and teachers, and STEM skill development. These findings, suggest that outdoor makerspaces introduce a new platform for training students and teachers about science and engineering practices while providing authentic science connections, high engagement, and benefits to social and emotional balance.
ContributorsEstes, Patricia Chantel (Author) / Fischman, Gustavo (Thesis advisor) / Keena, Kelly (Committee member) / Wolf, Leigh (Committee member) / Arizona State University (Publisher)
Created2020
Description
This project focuses on providing a series of Sensory Design Guidelines (SDG) for the creation of restorative environments for people and nature promoting cognitive health, motor skill development, and outdoor therapy for urban society’s most vulnerable. Although the project framework is structured around guidelines for the creation of spaces specifically designed for children with Sensory Processing Disorder, it is not restricted to that specific application. Guidelines are further developed structured around inclusive and universal design approaches.
The project is divided into four sections. The first section explores what Sensory Processing Disorder is, how Occupational Therapy with Sensory Integration positively impacts healing processes, and how designers can expand this processing into the natural healing environment of the great outdoors in a toxic and urbanized world. The second section discusses the vision, goals and objectives for implementation of Sensory Design Guidelines as discussed in the third section. And finally, the fourth section provides a conceptual example of what SDG would look like when applied to a physical site along a natural corridor in a densely urbanized landscape.
The final example of SDG implementation is applied to a site along the Salt River (Rio Salado) Corridor in Phoenix, Arizona. The Corridor is the subject of a coordinated inter-agency public/private restoration initiative spanning more than fifty-five miles along the Salt River that has been strongly supported by former U.S. Senator John McCain and greatly influenced by active involvement from Arizona State University students. The designated example site is designed as one site to be utilized in a larger network of easily accessible Sensory sites, each to be designed with a different approach to sensory development, as well as variation in challenges based on age and sensory abilities. Guidelines are intended to work in conjunction with future local projects promoting social and ecological growth and wellbeing, such as the Phoenix site is intended to work in conjunction with future Rio Re-imagined projects.
The findings, guidelines, and examples provided throughout the paper are focused on re-inventing the relationship between the built and natural environments in the urbanized landscape into one of daily nature-engagement and can be applied to any group living within an urban setting. By designing for society’s most vulnerable populations, design application benefits not only the individual, but creates a resilient, healthy environment for the entire urban population today, and for future generations.
The project is divided into four sections. The first section explores what Sensory Processing Disorder is, how Occupational Therapy with Sensory Integration positively impacts healing processes, and how designers can expand this processing into the natural healing environment of the great outdoors in a toxic and urbanized world. The second section discusses the vision, goals and objectives for implementation of Sensory Design Guidelines as discussed in the third section. And finally, the fourth section provides a conceptual example of what SDG would look like when applied to a physical site along a natural corridor in a densely urbanized landscape.
The final example of SDG implementation is applied to a site along the Salt River (Rio Salado) Corridor in Phoenix, Arizona. The Corridor is the subject of a coordinated inter-agency public/private restoration initiative spanning more than fifty-five miles along the Salt River that has been strongly supported by former U.S. Senator John McCain and greatly influenced by active involvement from Arizona State University students. The designated example site is designed as one site to be utilized in a larger network of easily accessible Sensory sites, each to be designed with a different approach to sensory development, as well as variation in challenges based on age and sensory abilities. Guidelines are intended to work in conjunction with future local projects promoting social and ecological growth and wellbeing, such as the Phoenix site is intended to work in conjunction with future Rio Re-imagined projects.
The findings, guidelines, and examples provided throughout the paper are focused on re-inventing the relationship between the built and natural environments in the urbanized landscape into one of daily nature-engagement and can be applied to any group living within an urban setting. By designing for society’s most vulnerable populations, design application benefits not only the individual, but creates a resilient, healthy environment for the entire urban population today, and for future generations.
ContributorsSquyres, Katryn O (Author) / Coseo, Paul (Thesis director) / Hargrove, Allyce (Committee member) / The Design School (Contributor) / Department of Finance (Contributor) / Dean, W.P. Carey School of Business (Contributor) / Department of Information Systems (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
Does holding class outdoors have a restorative impact for students? An experimental case study was done at an elementary school in Phoenix to explore this question. A group of 2nd grade students were given a cognitive assessment to measure concentration following exposure to different learning environments, i.e. their classroom and schoolyard. Results indicate that holding class outdoors may have a restorative influence on children's capacity to direct attention.
ContributorsJustesen, Alexandra (Author) / Vanos, Jennifer (Thesis director) / Ross, Allison (Committee member) / Barrett, The Honors College (Contributor) / School of Sustainability (Contributor) / School for the Future of Innovation in Society (Contributor) / School of Complex Adaptive Systems (Contributor)
Created2022-05