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Growing Global: Tempe's Global Citizenship Education Program

Description

According to the 2010 census, 40 million people living in the United States were foreign-born, meaning they were not U.S. citizens at birth (2). The Harvard Business Review also said that "In 2017, strong growth across most of the world propelled the DHL Global Connectedness Index to a record high. The proportions of trade, capital, information, and people flow crossing national borders all increased significantly" (7). With the U.S. being a cultural "mixing pot" and the world being more globalized than ever before, we must incorporate global citizenship education in our school systems. Growing Global is a creative project thesis that explores the idea of a global citizenship after-school program for youth in the Tempe Public School District. The outcomes of this project will be a proposal for the program, a curriculum outline including three examples of lesson plans [see Exhibit 1], student surveys for measuring curriculum effectiveness [see Exhibit 3], and an educator training guide and preparedness assessment [see Exhibits 2 and 4]. The Growing Global project proposal will cover the need for the program, a program timeline and explanation, the impact it will hold and how to measure it, potential barriers, the capacity of the team and its resources, and the budget for piloting the program.

ContributorsCompton, Karrissa (Author) / Burns, Kevin (Thesis director) / Larson, Elizabeth (Committee member) / Department of Management and Entrepreneurship (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)

Created2020-05

A Story of Resettlement

Description

In April of 1994, a genocide broke out in Rwanda that lasted about 100 days and killed approximately 800,000 men, women, and children (Krain, 2005). Over the course of the last seven months we worked with a Rwandan refugee to bring this project to fruition. This refugee inspired us to show the personal side of the issue of resettlement and we believed that she would be able to make an impact on others if we could share her story. The purpose of this project was to record this refugees story of resettlement in America. As mentioned above, we wanted to share their powerful journey from Rwanda to America. We believed that by introducing a personal story to a relatively impersonal matter we would bring more understanding to this issue. We wanted to create a project that could not only be a source of education, but also have a personal aspect that would inspire many to learn more and get involved with issues that are important to them. We believed creating this short film would be the best way we could have this story reach more people. Over these seven months, we created a short film that told the story of the Rwandan genocide and the American resettlement process from the unique perspective of someone who has experienced both.

ContributorsErjavic, Lindsay Michelle (Co-author) / Thompson, Ashley (Co-author) / Larson, Elizabeth (Thesis director) / Rush, James (Committee member) / Historical, Philosophical & Religious Studies (Contributor) / School of Politics and Global Studies (Contributor) / School of Community Resources and Development (Contributor) / Barrett, The Honors College (Contributor)

Created2019-05

Multiple Access Points Within the Online Classroom: Where Students Look for Information

Description

The purpose of this study is to examine the impact of information placement within the confines of the online classroom architecture. Also reviewed was the impact of other variables such as course design, teaching presence and student patterns in looking for information. The sample population included students from a major online university in their first year course sequence. Students were tasked with completing a survey at the end of the course, indicating their preference for accessing information within the online classroom. The qualitative data indicated that student preference is to receive information from multiple access points and sources within the online classroom architecture. Students also expressed a desire to have information delivered through the usage of technology such as email and text messaging. In addition to receiving information from multiple sources, the qualitative data indicated students were satisfied overall, with the current ways in which they received and accessed information within the online classroom setting. Major findings suggest that instructors teaching within the online classroom should have multiple data access points within the classroom architecture. Furthermore, instructors should use a variety of communication venues to enhance the ability for students to access and receive information pertinent to the course.

ContributorsSteele, John (Author) / Nordin, Eric J. (Author) / Larson, Elizabeth (Author) / McIntosh, Daniel (Author) / Sandra Day O'Connor College of Law (Contributor)

Created2017