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This dissertation research explores the complexity of transformations of academic lives and academic identities along the multiple, non-linear, conflicting, and paradoxical trajectories of the pre-Soviet, Soviet, and post-Soviet times and spaces. Academic literature on the post-Soviet transformations of higher education has usually focused on structural reforms and policy changes, as well as their compatibility with the European and Western higher education policy agenda. Guided by the theoretical insights from the decolonial and post-Socialist transformation studies, this dissertation research intends to decenter the education policies and reforms from being a focal point of analysis; instead, it spotlights the transformation of Georgian academics through their memories, lived experiences, and imaginations about the future. The study offers insights into personal and collective experiences of being and becoming an academic in the process of navigating the evolving historical, political, cultural, and institutional contexts at three public universities in Georgia. Drawing on the narrative-ethnographic methodology, this study explores the complicated scenes and nuances of Georgian academic space by portraying how academics construct, reconstruct, adjust, resist, negotiate, and reinvent their academic selves during the post-Soviet transformations. Diffractive analysis of the narratives and ethnographic observations illustrates multiple intra-actions of academic identities through various temporal and spatial reconfigurations, revealing that the Soviet past is not left behind, and the European future is not that certain. Instead, the liminal academic space is haunted by the (re)awakened pasts and (re)imagined futures, and their inseparability enacts various co-existing scenarios of defuturing and refuturing of academic identities.
ContributorsTsotniashvili, Keti (Author) / Silova, Iveta (Thesis advisor) / Hailu, Meseret (Committee member) / Oleksiyenko, Anatoly (Committee member) / Fischman, Gustavo (Committee member) / Arizona State University (Publisher)
Created2023
Description
High-temperature mechanical behaviors of metal alloys and underlying microstructural variations responsible for such behaviors are essential areas of interest for many industries, particularly for applications such as jet engines. Anisotropic grain structures, change of preferred grain orientation, and other transformations of grains occur both during metal powder bed fusion additive manufacturing processes, due to variation of thermal gradient and cooling rates, and afterward during different thermomechanical loads, which parts experience in their specific applications, could also impact its mechanical properties both at room and high temperatures. In this study, an in-depth analysis of how different microstructural features, such as crystallographic texture, grain size, grain boundary misorientation angles, and inherent defects, as byproducts of electron beam powder bed fusion (EB-PBF) AM process, impact its anisotropic mechanical behaviors and softening behaviors due to interacting mechanisms. Mechanical testing is conducted for EB-PBF Ti6Al4V parts made at different build orientations up to 600°C temperature. Microstructural analysis using electron backscattered diffraction (EBSD) is conducted on samples before and after mechanical testing to understand the interacting impact that temperature and mechanical load have on the activation of certain mechanisms. The vertical samples showed larger grain sizes, with an average of 6.6 µm, a lower average misorientation angle, and subsequently lower strength values than the other two horizontal samples. Among the three strong preferred grain orientations of the α phases, <1 1 2 ̅ 1> and <1 1 2 ̅ 0> were dominant in horizontally built samples, whereas the <0 0 0 1> was dominant in vertically built samples. Thus, strong microstructural variation, as observed among different EB-PBF Ti6Al4V samples, mainly resulted in anisotropic behaviors. Furthermore, alpha grain showed a significant increase in average grain size for all samples with the increasing test temperature, especially from 400°C to 600°C, indicating grain growth and coarsening as potential softening mechanisms along with temperature-induced possible dislocation motion. The severity of internal and external defects on fatigue strength has been evaluated non-destructively using quantitative methods, i.e., Murakami’s square root of area parameter model and Basquin’s model, and the external surface defects were rendered to be more critical as potential crack initiation sites.
ContributorsMian, Md Jamal (Author) / Ladani, Leila (Thesis advisor) / Razmi, Jafar (Committee member) / Shuaib, Abdelrahman (Committee member) / Mobasher, Barzin (Committee member) / Nian, Qiong (Committee member) / Arizona State University (Publisher)
Created2022
Description
In this three-article dissertation study, I examine the educational experiences of students from refugee backgrounds (SRBs) and the teachers that serve them in an urban high school in Arizona. Through a year-long ethnographic study, I attempt to contribute to the existing literature by exploring three salient issues that mediate experiences for participating teachers (n = 3) and SRBs (n = 32) in three classrooms. The participating SRBs came from a wide variety of home countries and spoke a combined 15 different home languages. In the United States, where the instruction of SRBs is generally framed by language policies, English as a second language (ESL) teachers play an crucial role in SRBs’ schooling. In the first article, I examined how teachers’ language ideologies shaped their implementation of structured English immersion (SEI), the authorized language policy in the state of Arizona. Findings describe how the teachers enacted agency to appropriate authorized language policy and create new, unauthorized policies that met the perceived needs of SRBs in their classrooms. I also examined the identity construction of SRBs in figured worlds of resettlement. Once resettled, SRBs are legally tied to their status as refugees, which may operate as a mechanism of oppression in the host country. These individuals are often stripped of all identities but one—that of being a refugee—which essentializes their vulnerability and perpetuates deficit-oriented perspectives that may limit learning opportunities for SRBs. Findings describe how participating teachers constructed SRBs’ identities and how SRBs constructed refugee-ness for themselves, highlighting the strength and resiliency of this student population. Finally, I used phenomenology as a methodological frame from which to interpret SRBs’ experiences with SEI and the policy-related barriers they described as negatively impacting their education. As refugees flee their countries of origin, educational systems in their countries of resettlement have struggled to provide quality education to their children. Themes summarizing participants’ collective experiences highlighted specific challenges related to SEI policy mandates, including SRBs’ isolation, limited opportunities to interact with English-speaking peers, and low graduation rates.
ContributorsAmbroso, Eric Patrick (Author) / Anderson, Katherine T (Thesis advisor) / Fischman, Gustavo (Committee member) / Liou, Daniel D (Committee member) / Warriner, Doris (Committee member) / Arizona State University (Publisher)
Created2021
Description
Composite materials have gained interest in the aerospace, mechanical and civil engineering industries due to their desirable properties - high specific strength and modulus, and superior resistance to fatigue. Design engineers greatly benefit from a reliable predictive tool that can calculate the deformations, strains, and stresses of composites under uniaxial and multiaxial states of loading including damage and failure predictions. Obtaining this information from (laboratory) experimental testing is costly, time consuming, and sometimes, impractical. On the other hand, numerical modeling of composite materials provides a tool (virtual testing) that can be used as a supplemental and an alternate procedure to obtain data that either cannot be readily obtained via experiments or is not possible with the currently available experimental setup. In this study, a unidirectional composite (Toray T800-F3900) is modeled at the constituent level using repeated unit cells (RUC) so as to obtain homogenized response all the way from the unloaded state up until failure (defined as complete loss of load carrying capacity). The RUC-based model is first calibrated and validated against the principal material direction laboratory tests involving unidirectional loading states. Subsequently, the models are subjected to multi-directional states of loading to generate a point cloud failure data under in-plane and out-of-plane biaxial loading conditions. Failure surfaces thus generated are plotted and compared against analytical failure theories. Results indicate that the developed process and framework can be used to generate a reliable failure prediction procedure that can possibly be used for a variety of composite systems.
ContributorsKatusele, Daniel Mutahwa (Author) / Rajan, Subramaniam (Thesis advisor) / Mobasher, Barzin (Committee member) / Neithalath, Narayanan (Committee member) / Arizona State University (Publisher)
Created2021
Description
This classroom-based qualitative study examines a multiliteracies approach to teaching Young Adult Literature graphic novels and memoirs within a five-week book club study unit that took place within a twelfth-grade secondary English language arts classroom in an urban school in the Southwest. It explores the teaching and take up of several multiliteracies approaches including written language, oral language, visual representation, audio representation and spatial representation to support adolescents in reading and responding to this unfamiliar genre of Young Adult Literature. Data collection included a demographic survey, pre and post reading habits surveys, student interviews, student drawing and writing in response to texts, visual analysis, and digital graphic narratives. Findings from this study reveal how a multiliteracies approach to teaching Young Adult Literature graphic novels/memoirs supports student reading by allowing for personal and real-world connections to text. It also showed that summarized visual responses to texts in the form of doodling allowed students to come to a deeper understanding of visual literacy through the words and images of the Young Adult Literature graphic novel/memoir. Other findings showed that through the creation of graphic narratives, students grew to appreciate and understand the complexity of Young Adult Literature graphic novels/memoirs as well as discover a newfound appreciation for the genre. Lastly, through participating in literature circle discussions, students gained new insight and perspective from talking in groups on the interpretation of the words and images from their books. In addition, they were able to clarify confusions, work through problems and advance their understanding of their Young Adult Literature graphic novel/memoirs. These findings support the use of a multiliteracies approach to teaching Young Adult Literature graphic novels within the secondary English language arts classroom and point to the value of expanding access to this genre within the formal English language arts curriculum.
ContributorsO'Loughlin, Heather-Ann (Author) / Early, Jessica (Thesis advisor) / Durand, Sybil (Committee member) / Warriner, Doris (Committee member) / Arizona State University (Publisher)
Created2022
Description
The School of Entrepreneurship and Business Innovation (SEBI) student’sengagement with SEBI support services has been a matter of concern since the
establishment of the School in 2017. Of the fifteen hundred (1500) students registered at
the School, approximately 40% of them use the student support services offered to
increase retention, enhance performance, reduce uncertainties, and guide students to
success. The literature showed that student engagement is important for the greater
achievement of student outcomes, maintaining retention, as well as to offset any
ambiguity and challenges within the learning environments. The practitioner used Astin’s
Theory of Student Involvement and Tinto’s Student Integration Theory to discuss the
phenomenon of infrequent engagements of students with student support services SEBI.
The research used a mixed-method approach to investigate the current framework of
student support services at SEBI and student's engagement with these services. The
findings suggest that the students' perception of the support services offered by SEBI is
that the services are inadequate, and that their success is as a result of peer support and
their individual persistence. The practitioner proposes a student support strategy
prototype that will involve a collaboration between students and faculty members for a
more effective and efficient student support service.
ContributorsAlves, Tracy (Author) / Fischman, Gustavo (Thesis advisor) / Smith, Stephanie (Committee member) / Eardley, Trisha (Committee member) / Arizona State University (Publisher)
Created2023
Description
This qualitative study explores the socialization processes of doctoral students in engineering and technology Ph.D. accredited programs at Chilean universities and how these experiences may impact their success outcomes, particularly advancement, time to degree, completion, and preparedness for postgraduation success. I employed semi-structured interviews to learn from 23 current doctoral students representing ten unique doctoral programs at eight higher education institutions (HEIs). Findings showed increasing student diversity among programs. In addition, students’ socialization showed to be affected by individual and institutional, and program-related factors, which resulted in distinctive student experiences. These processes were also shaped by the larger context of national policies related to programs such as funding, accreditation, and the job market. This study also identified trends in the relationships between students and program faculty, staff, and peers at different times of the doctoral training, which also created common and distinctive socialization dynamics. Findings illustrated how students' socialization experiences facilitated their advancement throughout the program toward completion, meeting expected degree completion times and enhancing their preparedness for postgraduation success. This dissertation includes implications for practice and future research opportunities.
ContributorsParra Gaete, Ivet (Author) / Fischman, Gustavo (Thesis advisor) / Kim, Jeongeun (Thesis advisor) / Celis, Sergio (Committee member) / Arizona State University (Publisher)
Created2023
Description
The University of Guyana (UG) is the sole state university in the Republic of Guyana whose population is approximately 804,567. UG is currently approaching its 60th anniversary having been inaugurated on October 3, 1963. Like many higher education institutional settings, globally, UG’s ecosystem has evolved tremendously over the past decades and is being driven by an agenda that must focus on increasing efficiency and accountability. Recent economic events have contributed to this need for advancements such as the recent discovery of large deposits of oil off the coast of Guyana that is transforming the economic landscape and has accelerated the demand for qualified personnel to support a planned diversified economy. The university is also attracting an increasing number of students from outside of Guyana. UG functions inherently as a ‘loosely coupled’ higher educational institution where subsystems are fragmented. In addition, its recordkeeping systems are defective. This study explored how a properly functioning electronic records management system (ERMS) could support the institution in adoption of change initiatives, achieving good governance, and overall system effectiveness. This study was grounded in “systems theories” and applied qualitative and quantitative methods to explore the challenges of achieving overall institutional change. Four cycles of action research were completed. In the final cycle, an ERMS was piloted. Data were collected to understand the perceptions of the administrative and academic staff on how such a system (ERMS) could support the university in terms of governance and institutional cohesion. Outcomes suggested that the academic and administrative staff tend to strongly believe that a well-coordinated and effective ERMS is essential and would provide the kind of access to institutional records necessary for supporting change initiatives, employee effectiveness, and governance and institutional cohesion. They also believe that an ERMS would help to improve the decision-making processes, build trust, provide continuity, share institutional knowledge, and ultimately help to synergize the use of policies and regulations. Outcomes indicated an ERMS would help to counteract some of the challenges that are inherent in the loosely coupled nature of UG. These findings can provide the impetus to inspire a collaborative effort for advocacy and implementation.
ContributorsGarnett, Juneann Patricia (Author) / Thompson, Nicole (Thesis advisor) / Fischman, Gustavo (Committee member) / Greene, John E (Committee member) / Arizona State University (Publisher)
Created2023
Description
Alkali activated mine tailing-slag blends and mine tailing-cement blends containing mine tailings as the major binder constituent are evaluated for their setting time behavior,
reactivity properties, flow characteristics, and compressive strengths. Liquid sodium
silicate and sodium hydroxide are used as the activator solution. The effects of varying
alkali oxide-to-powder ratio (n value) and silicon oxide-to-alkali oxide ratio (Ms value) is
explored. The reactivity of all blends prepared in this study is studied using an isothermal
calorimeter. Mine tailing-cement blends show a higher initial heat release peak than mine
tailing-slag blends, whereas their cumulative heat release is comparable for higher n values
of 0.050 to 0.100. Compressive strength tests and rheological studies were done for the
refined blends selected based on setting time criterion. Setting times and compressive
strengths are found to depend significantly on the activator parameters and binder
compositions, allowing fine-tuning of the mix proportion parameters based on the intended
end applications. The compressive strength of the selected mine tailing-slag blends and
mine tailing-cement blends are in the range of 7-40 MPa and 4-11 MPa, respectively.
Higher compressive strength is generally achieved at lower Ms and higher n values for mine
tailing-slag blends, while a higher Ms yields better compressive strength in the case of mine
tailing-cement blends. Rheological studies indicate a decrease in yield stress and viscosity
with increase in the replacement ratio, while a higher activator concentration increase both.
Oscillatory shear studies were used to evaluate the storage modulus and loss modulus of
the mine tailing binders. The paste is seen to exhibit a more elastic behavior at n values of
0.05 and 0.075, however the viscous behavior is seen to dominate at higher n value of 0.1
at similar replacement ratios and Ms value. A higher Ms value is also seen to increase the
onset point of the drop in both the storage and loss modulus of the pastes. The studied also
investigated the potential use of mine tailing blends for coating applications. The pastes
with higher alkalinity showed a lesser crack percentage, with a 10% slag replacement ratio
having a better performance compared to 20% and 30% slag replacement ratios. Overall,
the study showed that the activation parameters and mine tailings replacement level have
a significant influence on the properties of both mine tailing-slag binders and mine tailing-cement binders, thereby allowing selection of suitable mix design for the desired end
application, allowing a sustainable approach to dispose the mine tailings waste
ContributorsRamasamy Jeyaprakash, Rijul Kanth (Author) / Neithalath, Narayanan (Thesis advisor) / Rajan, Subramaniam (Committee member) / Mobasher, Barzin (Committee member) / Arizona State University (Publisher)
Created2023
Description
Institutions of higher learning have long been recognized as essential sources of knowledge for individuals seeking to solve real-life problems and improve their value in the workforce. However, despite their best efforts, many graduates lack the necessary hard and soft skills to excel in their chosen careers. As an accountant-turned-lecturer, I have observed this phenomenon firsthand and felt compelled to take action. To address this issue, I undertook a project aimed at preparing graduates from the Accountancy Program at the University of Guyana's School of Entrepreneurship and Business Innovation (SEBI) for success in their careers. In conducting this project, I conducted an action-based research study consisting of three cycles. In the first two cycles, I delved into the perceptions of learners and lecturers regarding the need for instructional development in the degree program. Both groups agreed that it was necessary to implement appropriate innovations to improve the teaching of the program. In the third cycle, I interviewed employers to get their perspective on implementing an instructional innovation. The results of these interviews were striking, as they led to the development of an internship program that would allow students to practice their knowledge and learn soft and hard skills while being attached to institutions. To determine the impact of such programs, I studied other degree programs that currently have internship and attachment programs. From my investigation, I learned that learners have a positive attitude towards internships, and that they can help learners gain more skills than they get in class when implemented well. Given the success of similar programs in other degree programs, I propose the implementation of an internship program in the Accountancy Program in SEBI. The program's goal is to improve the knowledge, skills, and experience of its graduates and help them succeed in their chosen careers. With the introduction of such a program, students will have the opportunity to learn through hands-on experience, allowing them to develop the skills and knowledge needed to excel in the workforce. Overall, this program's success will contribute to enhancing the reputation of the institution, attracting more potential students, and increasing its graduates' employability.
ContributorsAaron, Alfred Vini (Author) / Smith, Stephanie (Thesis advisor) / Fischman, Gustavo (Committee member) / Henry, Paulette (Committee member) / Arizona State University (Publisher)
Created2023