Matching Items (24)
Description
River rafting trips and hikers use sandbars along the Colorado River in Marble and Grand Canyons as campsites. The U.S. Geological Survey evaluated the effects of Glen Canyon Dam operations on campsite areas on sandbars along the Colorado River in Grand Canyon National Park. Campsite area was measured annually from 1998 to 2012 at 37 study sites between Lees Ferry and Diamond Creek, Arizona. The primary purpose of this report is to present the methods and results of the project.
Campsite area surveys were conducted using total station survey methods to outline the perimeter of camping area at each study site. Campsite area is defined as any region of smooth substrate (most commonly sand) with no more than an 8 degree slope and little or no vegetation. We used this definition, but relaxed the slope criteria to include steeper areas near boat mooring locations where campers typically establish their kitchens.
The results show that campsite area decreased over the course of the study period, but at a rate that varied by elevation zone and by survey period. Time-series plots show that from 1998 to 2012, high stage-elevation (greater than the 25,000 ft3/s stage-elevation) campsite area decreased significantly, although there was no significant trend in low stage-elevation (15,000–20,000 ft3/s) campsite area. High stage-elevation campsite area increased after the 2004 and 2008 high flows, but decreased in the intervals between high flows. Although no overall trend was detected for low stage-elevation campsite areas, they did increase after high-volume dam releases equal to or greater than about 20,000 ft3/s. We conclude that dam operations have not met the management objectives of the Glen Canyon Adaptive Management program to increase the size of camping beaches in critical and non-critical reaches of the Colorado River between Glen Canyon Dam and Lake Mead.
ContributorsKaplinski, Matt (Author) / Hazel, Joe (Author) / Parnell, Rod (Author) / Hadley, Daniel R. (Author) / Grams, Paul (Author)
Created2014-07
Description
In 1985, Arizona Governor Bruce Babbitt and several others officially registered the Grand Canyon Trust as a non-profit organization dedicated to defending the natural integrity of the Grand Canyon. But the Trust realized early on that issues don’t stop at the boundaries of Grand Canyon National Park. So in 1987, we expanded the scope of our work to encompass the entire Colorado Plateau, of which the Grand Canyon stands as the centerpiece. GIS at the Trust helps tell the historic and current conservation story through advanced cartography, interactive web mapping, and spatial analysis. Using art and science, we design maps that illustrate physical characteristics, cultural values, proposals and conservation actions, and vulnerabilities across the Colorado Plateau. Our work reaches a broad audience including policy-makers, constituencies, government agencies, and our supporters. This presentation will highlight some of our most recent work in and around Grand Canyon, challenges we face as geographers, and how our maps have been used to further protect the Grand Canyon.
ContributorsSmith, Stephanie (Author, Speaker) / ASU Marketing Hub (Videographer)
Created2019-03-01
Description
The passage of the Grand Canyon Protection Act (1992) and the completion of the Glen Canyon Dam Environmental Impact Statement (1996) ushered in a new era of environmental monitoring and research of the Colorado River corridor in Grand Canyon. Technological advancements in surveying and mapping systems over this period have made it possible to map larger areas with an increasing level of precision and accuracy. All of these mapping efforts rely on an accurate geodetic control network along the rim and inner canyon corridor. Examples of mapping efforts include aerial photographic, topographic, and bathymetric missions. Aerial overflights of the entire canyon corridor have been conducted in 2002, 2009, and 2013 and the high-resolution orthophographs and photogrammetrically-derived topography form the base data set for a number of investigations. From 2009 to 2017, over 160 miles of channel have been mapped using multibeam bathymetry. The bathymetric maps reveal the form of the Channel bed and allow researchers to asses flow operations from Glen Canyon dam on the sediment resources within the Colorado River ecosystem.
ContributorsKaplinski, Matt (Author, Speaker) / ASU Marketing Hub (Videographer)
Created2019-03-01
Description
It is common for graduate programs to be plagued by delays in on-time student completion or to experience student attrition. Students have experienced such delays in a local program at the University where I am employed as a lecturer. Therefore, this dissertation was undertaken with the aim of supporting university students at the graduate level toward successful on-time completion of their programs. This action research study was multi-phased in its approach; with data collection, and reflection driving the process for intervention delivery and subsequent evaluation. A dynamic approach which included some components of greater structure than was previously seen in the program, was designed for implementation. It was envisaged that this approach would serve as a model of support for students. The following chapters written in article format details the cycles of action research undertaken as part of this dissertation. The first article tells a story written for a wider audience. While the second article presents a more direct look at the implementation of the dynamic structured approach, and lessons learned through the experiential stories of the students. The dynamic structured approach is a framework which was created from a synergetic review of studies on the issues of attrition and delayed completion in graduate programs. The approach was therefore discussed in hopes that it can be used as a model in other graduate programs to ensure that students are supported in a holistic manner. Further, recommendations were made to bolster the approach based on the lessons learned from its initial implementation as well as through the reflections of the researcher-practitioner. The approach has built-in flexibility and is open to refinement and modification to suit the needs of varying institutions for future use.
ContributorsLord, Kara Tamara (Author) / Basile, Carole (Thesis advisor) / Buss, Ray (Committee member) / Smith, Stephanie (Committee member) / Bissessar, Charmaine (Committee member) / Arizona State University (Publisher)
Created2022
Description
The problem of practice addressed in this study specifically examined how teachers lack the knowledge and experience of working with Indigenous students, thus creating a lack of connections with these students. Indigenous students have unique life experiences and world views, and the lack of knowledge and experience from teachers makes it difficult to provide adequate connections for the students in Tribal Schools. One of the driving ideas behind this research was that if non-Native teachers do not understand their students, how will they be able to connect with them and teach them effectively? Connections and relationships with teachers are one of the most beneficial factors for students. Generally, teacher preparation programs within the United States do not explicitly address the unique barriers and histories experienced by Indigenous students. The goal of this study was to assist teachers of varying cultural backgrounds in the transition from their teacher education programs to being in the classroom, teaching Indigenous students. This will better prepare future educators to teach Indigenous students in a Tribal School setting.
ContributorsDumarce, Demi (Author) / Gee, Elizabeth (Thesis advisor) / Whalen, Kevin (Committee member) / Smith, Stephanie (Committee member) / Arizona State University (Publisher)
Created2023
Description
Adequacy of classroom learning spaces at the University of Guyana has historically been a challenge the institution faces. However, the coronavirus disease of 2019 (COVID-19) pandemic lessened the problem when the University of Guyana responded to the crisis by making rapid adjustments to continue operations online and to remain competitive while offering high-quality education. I created and implemented a flexible learning space choice model (FLSCM) to address the issues of inadequate physical learning spaces and the needs and preferences of contemporary students in the post-pandemic reality. The study used a concurrent mixed methods action research (MMAR) design to examine students’ perceptions of the model and the extent of the differences in student engagement and satisfaction with the teaching model. I collected quantitative data using an online questionnaire and qualitative data using one-on-one semi-structured online interviews. I used thematic analysis to analyze the qualitative data. I also analyzed the quantitative data using descriptive and inferential statistical analysis, including bivariate correlation, independent samples t-tests, and factorial multivariate analysis of variance (factorial MANOVA). The results indicate that students perceived the FLSCM as suitable for facilitating learning, student engagement, and satisfaction.
ContributorsGobin, Diana Devika (Author) / Smith, Stephanie (Thesis advisor) / Thompson, Nicole L (Committee member) / Ross, Lydia L (Committee member) / Arizona State University (Publisher)
Created2023
Description
The operations within universities have become increasingly complex and challenging for various reasons. Notably, some of those challenges have been combated by developing talent within the organization. Although many professional development opportunities abound at Arizona State University and within the ASU Foundation, the options for developing competencies such as collaboration and resilience were lacking. Thus, the purpose of this action research project was to develop several specific competencies for my team to be successful in their current roles and to develop skills affording success in future roles. The setting for this study was Arizona State University, a four-year, public institution. The specific unit under examination was the Arizona State University Foundation, the unit dedicated to raising resources for the university through philanthropy. The intervention consisted of four professional development workshops including the topics of collaboration, resilience, leadership, and a concluding workshop to debrief the three topics and how participants’ new understandings had been incorporated into their professional roles. Prior to each workshop, participants observed a professional development video specifically associated with the topic of the workshop. During the workshops, participants were actively engaged through facilitated discussion on the topics, proposed scenario narratives, and guided participant activities. Following the workshops, participants reflected on their understandings and use of the skills as they engaged in nine weeks of reflective journaling based on standardized prompts. The prompts alternated among the topics of collaboration, resilience, and leadership. I used a concurrent mixed-method action research approach for this study, where I gathered quantitative and qualitative data over the course of the intervention and at its conclusion. Results centered around the themes of collaboration, resilience, leadership, and meta-topics, which included theme-related components such as asking for help, having a shared goal, locus of control, resilience in the workplace, leadership styles, leadership qualities, comfort zone, learning and growing, relationships, and so on. In the discussion, I explained the outcomes relative to theoretical perspectives and previous research that guided the study, presented limitations, proposed implications for practice and for future research, and reviewed personal lessons learned.
ContributorsEgbert, Travis (Author) / Buss, Ray (Thesis advisor) / Antonucci, Mark (Committee member) / Smith, Stephanie (Committee member) / Arizona State University (Publisher)
Created2023
Description
College athletes experience college in a way that is different than their non-athlete peers. Practices, travel time, study hall, and other athletic obligations place strenuous demands on the lives and time of college athletes. As a result, college athletes have less flexible time and are often unable to engage in educationally purposeful activities including high impact practices, that promote their personal growth and development. Using Astin’s Student Involvement Theory and Rendon’s Validation Theory as frameworks, this mixed methods study examined the impact that participating in a high-impact practice activity had on the personal growth and development of college athletes. To examine how personal growth and development was impacted by participation in a high impact practice activity, National Collegiate Athletic Association (NCAA) Division I college athletes at the University of California, Riverside (UC Riverside) participated in the Leadership for Social Change seminar. To measure personal growth and development, the participants completed the Personal Growth Initiative Scale - II (PGIS-II) as a pre- and post-seminar survey. A sample of participants was also interviewed after completing the seminar to further explain the survey results. The results of the study suggest that seminar participation led to personal growth and development for college athletes. Institutions and athletic departments should promote college athletes’ personal growth and development by incorporating high impact practices into the college athlete experience.
ContributorsRoberts, Rena M. (Author) / Nelson, Brian (Thesis advisor) / Comeaux, Eddie (Committee member) / Smith, Stephanie (Committee member) / Arizona State University (Publisher)
Created2023
Description
As colleges and universities across the United States continue to grapple with enrollment challenges, many are embracing the concept of customer service as way to improve the student experience and positively impact retention. However, as many institutions of higher education begin to evaluate their own organizational structure, the notion of combining cross-functional departments is one strategy that more intuitions are exploring in an effort to improve communication, collaboration, and efficiencies. This qualitative dissertation study sought to understand the ways in which communication challenges for disconnected, yet cross-functional, departments can impact the ability of individual employees to properly execute the core functions of their individual positions. Utilizing semi-structured interviews, I explored how two previously disconnected departments interacted with each other on a daily basis, including the understanding of communication distribution. Employees were then physically relocated into one physical unified student services department, called Student Financial Services, and provided a structured schedule of professional development and cross-training activities. Participants were then interviewed about their experiences after the transition was completed. The four major themes that emerged through the data analysis were: improved communications equal improved customer service, enhanced professional development identifies and minimizes gaps, cross training leads to innovation, and policies and procedures are best developed by those within the organization.
ContributorsDiBartolomeo, Michael Robert (Author) / Nelson, Brian (Thesis advisor) / Smith, Stephanie (Committee member) / Romano, Christopher (Committee member) / Arizona State University (Publisher)
Created2023
Description
The trend of increasing mental health issues for undergraduate students is a worrisome and important topic for research in higher education. College students become the backbone of society as they graduate, start families, and enter the workforce. To increase the mental health of students on campus, many institutions have implemented university-wide interventions that ask students to engage with written or visual models. I propose that this large-scale intervention that uses a one-size-fits all narrative is leaving behind important students on campus who do not relate to the written or video narratives that are often used in these settings. My current research employed a classroom-based intervention in which students were asked to discover intergenerational narratives themselves. This mixed methods design used pre-intervention and post-intervention surveys to investigate changes in levels of resilience, belonging, and mattering among a group of college students at a university in the southwest United States. My sample was predominantly young (m = 19.4, SD = 1.2) female students (85.7%) who identified as white (54%) and in their freshman year of college (48.6%). Additional qualitative thematic analyses were performed to investigate the adherence of student narratives to restorative elements and representative quotes were pulled to elaborate on the convergence and divergence of data. Although no statistically significant differences were found, individual students reported positive change and future research is warranted.
ContributorsWhetten, Jason LaMont (Author) / Weinberg, Andrea (Thesis advisor) / Smith, Stephanie (Committee member) / Dunbar, Nora (Committee member) / Arizona State University (Publisher)
Created2022