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- All Subjects: Education (Higher)
- All Subjects: Child Trauma
- All Subjects: Early Childhood
- Creators: Kelley, Michael
Description
ABTRACT For decades the United States has tried to increase the number of students pursuing science, technology, engineering, and mathematics (STEM) education and careers. Educators and policy makers continue to seek strategies to increase the number of students in the STEM education pipeline. Public institutions of higher education are involved in this effort through education and public outreach (EPO) initiatives. Arizona State University opened its largest research facility, the new Interdisciplinary Science and Technology Building IV (ISTB4) in September, 2012. As the new home of the School of Earth & Space Exploration (SESE), ISTB4 was designed to serve the school's dedication to K-12 education and public outreach. This dissertation presents a menu of ideas for revamping the EPO program for SESE. Utilizing the Delphi method, I was able to clarify which ideas would be most supported, and those that would not, by a variety of important SESE stakeholders. The study revealed that consensus exists in areas related to staffing and expansion of free programming, whereas less consensus exist in the areas of fee-based programs. The following most promising ideas for improving the SESE's EPO effort were identified and will be presented to SESE's incoming director in July, 2013: (a) hire a full-time director, theater manager, and program coordinator; (b) establish a service-learning requirement obligating undergraduate SESE majors to serve as docent support for outreach programs; (c) obligate all EPO operations to advise, assist, and contribute to the development of curricula, activities, and exhibits; (d) perform a market and cost analysis of other informational education venues offering similar programming; (3) establish a schedule of fee-based planetarium and film offerings; and (f) create an ISTB4 centric, fee-based package of programs specifically correlated to K12 education standards that can be delivered as a fieldtrip experience.
ContributorsFisher, Richard D. (Author) / Clark, Christopher M. (Thesis advisor) / Kelley, Michael (Committee member) / Glasper, Rufus (Committee member) / Arizona State University (Publisher)
Created2013
Description
In the First Innovations Initiative at Arizona State University students are exposed to the culture of innovation and the entrepreneurial process through two courses situated intentionally within an American Indian sustainability context. In this action research dissertation, a summer field practicum was designed and implemented to complement the two in-classroom course offerings. The first implementation of the new summer field practicum was documented for the two participating students. A survey and focus group were conducted to evaluate the spring 2011 classroom course and, separately, to evaluate the summer field practicum. Students in the spring 2011 course and summer field practicum reported that they were stimulated to think more innovatively, gained interest in the subject area and entrepreneurial/innovation processes, and improved their skills related to public speaking, networking, problem solving and research. The summer practicum participants reported larger increases in confidence in creating, planning and implementing a sustainable entrepreneurship venture, compared with the reports of the spring in-classroom participants. Additionally, differences favoring the summer practicum students were found in reported sense of community and individualism in support of entrepreneurship and innovation. The study results are being used to revamp both the in-classroom and field practicum experience for the benefit of future participants. Specifically, the American Indian perspective will be more fully embedded in each class session, contemporary timely articles and issues will be sought out and discussed in class, and the practicum experience will be further developed with additional student participants and site organizations sought. Additionally, the trans-disciplinary team approach will continue, with additional professional development opportunities provided for current team members and the addition of new instructional team members.
ContributorsWalters, Fonda (Author) / Clark, Christopher M. (Thesis advisor) / Jarratt-Snider, Karen (Committee member) / Kelley, Michael (Committee member) / Arizona State University (Publisher)
Created2012
Description
STEM education stands for science, technology, engineering and mathematics, and is necessary for students to keep up with global competition in the changing job market, technological advancements and challenges of the future. However, American students are lacking STEM achievement at the state, national and global levels. To combat this lack of achievement I propose that STEM instruction should begin in preschool, be integrated into the curriculum and be inquiry based. To support this proposal I created a month-long physics unit for preschoolers in a Head Start classroom. Students investigated the affect of incline, friction and weight on the distance of a rolling object, while developing their pre-math, pre-literacy and social emotional skills.
ContributorsGarrison, Victoria Leigh (Author) / Kelley, Michael (Thesis director) / Dahlstrom, Margo (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor)
Created2015-05
Description
Over the past few years, the issue of childhood trauma in the United States has become significant. A growing number of children are experiencing abuse, neglect, or some other form of maltreatment each year. Considering the stressful home lives of maltreated children, the one sure sanctuary is school. However, this idea requires teachers to be actively involved in identifying and caring for the children who need it most. Traumatic childhood experiences leave lasting scars on its victims, so it is helpful if teachers learn how to identify and support children who have lived through them. It is unfortunate that teachers will most likely encounter children throughout their career who have experienced horrendous things, but it is a reality. With this being said, teachers need to develop an understanding of what traumatized children live with, and learn how to address these issues with skilled sensitivity. Schools are not just a place where children learn how to read and write; they build the foundation for a successful life. This project was designed to provide teachers with a necessary resource for helping children who have suffered traumatic experiences. The methodology of this project began with interviews with organizations specializing in working with traumatized children such as Arizonans for Children, Free Arts for Abused Children, The Sojourner Center, and UMOM. The next step was a review of the current literature on the subject of childhood trauma. The findings have all been compiled into one, convenient document for teacher use and distribution. Upon completion of this document, an interactive video presentation will be made available through an online education website, so that distribution will be made simpler. Hopefully, teachers will share the information with people in their networks and create a chain reaction. The goal is to make it available to as many teachers as possible, so that more children will receive the support they need.
ContributorsHanrahan, Katelyn Ann (Author) / Dahlstrom, Margo (Thesis director) / Kelley, Michael (Committee member) / Division of Teacher Preparation (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
A look at the benefits of the integration of music in the classroom. This thesis focuses on how music supports brain development and how that affects the ways children learn the classroom. It also highlights how current teachers feel about integrating music in the classroom and the best practices used for integrating music. Lastly, this thesis contains strategies on how to integrate music in the classroom using the Common Core standards as well as personal compositions written using Common Core standards.
ContributorsAnger, Jack Vottero (Author) / Dahlstrom, Margo (Thesis director) / Stahlman, Rebecca (Committee member) / Mann, Michael (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor)
Created2013-05