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Coverage of human trafficking in criminology and criminal justice curricula

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The crime of human trafficking has received increased national attention over the past decade. However, the subject of human trafficking is rarely mentioned in criminal justice and criminology curricula in colleges and universities. This study discusses findings from a review of listed courses in 100 criminology and criminal justice bachelor…

The crime of human trafficking has received increased national attention over the past decade. However, the subject of human trafficking is rarely mentioned in criminal justice and criminology curricula in colleges and universities. This study discusses findings from a review of listed courses in 100 criminology and criminal justice bachelor degree programs in colleges and universities in the United States. Implications for further research, including examining criminal justice education programs outside of academe, are discussed. The author advocates adding courses on human trafficking in criminology and criminal justice curricula and makes recommendations for undergraduate criminology and criminal justice education.
ContributorsZhilina, Tatyana (Author) / Stancliff, Michael (Thesis advisor) / Bernat, Francesc (Committee member) / Vaughan, Suzanne (Committee member) / Arizona State University (Publisher)
Created2011
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Addressing Mental Health in Rural Indian Primary Schools Through Experiential Learning: A Viable Model?

Description
Social-emotional learning (SEL) methods are beginning to receive global attention in primary school education, yet the dominant emphasis on implementing these curricula is in high-income, urbanized areas. Consequently, the unique features of developing and integrating such methods in middle- or low-income rural areas are unclear. Past studies suggest that students…

Social-emotional learning (SEL) methods are beginning to receive global attention in primary school education, yet the dominant emphasis on implementing these curricula is in high-income, urbanized areas. Consequently, the unique features of developing and integrating such methods in middle- or low-income rural areas are unclear. Past studies suggest that students exposed to SEL programs show an increase in academic performance, improved ability to cope with stress, and better attitudes about themselves, others, and school, but these curricula are designed with an urban focus. The purpose of this study was to conduct a needs-based analysis to investigate components specific to a SEL curriculum contextualized to rural primary schools. A promising organization committed to rural educational development is Barefoot College, located in Tilonia, Rajasthan, India. In partnership with Barefoot, we designed an ethnographic study to identify and describe what teachers and school leaders consider the highest needs related to their students' social and emotional education. To do so, we interviewed 14 teachers and school leaders individually or in a focus group to explore their present understanding of “social-emotional learning” and the perception of their students’ social and emotional intelligence. Analysis of this data uncovered common themes among classroom behaviors and prevalent opportunities to address social and emotional well-being among students. These themes translated into the three overarching topics and eight sub-topics explored throughout the curriculum, and these opportunities guided the creation of the 21 modules within it. Through a design-based research methodology, we developed a 40-hour curriculum by implementing its various modules within seven Barefoot classrooms alongside continuous reiteration based on teacher feedback and participant observation. Through this process, we found that student engagement increased during contextualized SEL lessons as opposed to traditional methods. In addition, we found that teachers and students preferred and performed better with an activities-based approach. These findings suggest that rural educators must employ particular teaching strategies when addressing SEL, including localized content and an experiential-learning approach. Teachers reported that as their approach to SEL shifted, they began to unlock the potential to build self-aware, globally-minded students. This study concludes that social and emotional education cannot be treated in a generalized manner, as curriculum development is central to the teaching-learning process.
ContributorsBucker, Delaney Sue (Author) / Carrese, Susan (Thesis director) / Barab, Sasha (Committee member) / School of Life Sciences (Contributor, Contributor) / School of Civic & Economic Thought and Leadership (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05

Fair Trade: History, Ethics & Impact 1-Credit Course

Description
This course will cover the history, ethics and impact of the fair trade movement for a variety of stakeholders in the Global South and Global North. We will be participating in various activities that will acquaint us with different topics, including globalization, the gender wage gap, environmental degradation and supply…

This course will cover the history, ethics and impact of the fair trade movement for a variety of stakeholders in the Global South and Global North. We will be participating in various activities that will acquaint us with different topics, including globalization, the gender wage gap, environmental degradation and supply chain management. Guest speakers from the fair trade community will contribute their perspectives regarding the movement. Students will gain an understanding of the tradeoffs of the fair trade movement for the different actors throughout the length of the supply chain. Students will describe the purpose of the fair trade movement and who it seeks to serve. Students will explain what the Fair Trade certification entails for the actors who engage in the system. Students will debate the tradeoffs of the fair trade movement, incorporating the perspectives of multiple stakeholders from both the Global South and Global North. Finally, students will evaluate Fair Trade as a tool for sustainability both socially and economically.
ContributorsSimari, Daniella Jayne (Author) / Eakin, Hallie (Thesis director) / Walters, Molina (Committee member) / School of Life Sciences (Contributor) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05

The Politicization of Arabic Language Education: A Comparative Analysis of Language Materials Utilized in Arabic versus Italian Courses at Universities in the United States

Description

Beautiful and rich in history, the Arabic language is spoken by over 422 million people. The language has significant social and political importance, and it is increasingly taught in universities around the United States. When languages are taught their aim should be not only to teach learners to communicate effectively,…

Beautiful and rich in history, the Arabic language is spoken by over 422 million people. The language has significant social and political importance, and it is increasingly taught in universities around the United States. When languages are taught their aim should be not only to teach learners to communicate effectively, but also to gain a deep understanding and respect of culture, people, and history. The Al-Kitaab textbook series by Georgetown University Press is utilized as the main learning material in most universities in the United States to teach Arabic language. The highly political and negative nature of the series limits students’ comprehension to a political perspective influenced by the conflicts in the Middle East and has a severe impact on not only students’ learning ability but also their perception of the Arabic language and culture. While the series sufficiently provides the political vocabulary necessary for roles in government, it overlooks the importance of a full understanding of the cultural richness and nuances of the Arabic language necessary for an appreciation of history, arts, and literature of the region. The overarching objective of this project is to analyze the Georgetown University Press Al-Kitaab textbook series for Arabic language instruction and compare it to the Vista Higher Learning Sentieri textbook for Italian language instruction to plan a new Arabic curriculum to increase student enrollment. This comparison will explore recurring themes present in each textbook series and display the detrimental and outdated depictions of Arab culture presented throughout the Al-Kitaab series. Different aspects of the textbooks will be discussed including vocabulary and vocabulary progression, biographies of important figures, in-text activities, reading passages, and recurrent themes. Through revamping the learning materials used to teach Arabic, Arizona State University (ASU) and the School of International Letters and Cultures (SILC) can become innovative leaders in the instruction of university-level Arabic language.
ContributorsMouti, Xeynab (Author) / Risha, Sarah (Thesis director) / Dell'Anna, Antonella (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Earth and Space Exploration (Contributor) / School of Life Sciences (Contributor)
Created2023-05

Urban Climate Adaptation: A Solutions-Oriented Study Abroad Program Examining Heat in Tempe and Freiburg

Description
Extreme heat is an increasingly major issue for urban areas worldwide due to the effects of climate change. There are a variety of actions that can be taken to combat this heat, with the most beneficial being sustainable heat actions. These actions address extreme heat, and also aim to be…

Extreme heat is an increasingly major issue for urban areas worldwide due to the effects of climate change. There are a variety of actions that can be taken to combat this heat, with the most beneficial being sustainable heat actions. These actions address extreme heat, and also aim to be long-lasting, equitable and just for people and nature. Teaching future generations of professionals about extreme heat issues and solutions approaches to address them prepares these individuals for their future roles in society. To teach these solutions to future professionals, a two week long study abroad program focusing on urban heat adaptation and sustainable solutions has been created for students at Arizona State University. The city of study used for this curriculum is Freiburg, Germany, a city well-known for its sustainable actions and policy. This curriculum is broken down into pre-course modules and abroad modules. The pre-course modules occur online prior to the course while the abroad modules take place in Freiburg. There are 23 modules included in this curriculum in total. These modules give students an introduction to the city, introduce types of heat actions, provide examples of sustainable heat solutions, and culminate with a final presentation comparing the city of Freiburg, Germany with students' home city, Tempe, Arizona. This curriculum can be used by schools and universities worldwide to study sustainable heat solutions in the context of Freiburg, Germany. Due to the ease with which Tempe-based sections can be switched out, the course is adaptable to multiple learning scenarios. The curriculum is highly place-based in relation to the city of Freiburg and the course is an untested program intended to act as a two week course, providing some limiting factors and considerations. A final learning reflection highlights the main findings from the curriculum writing process.
ContributorsVanLare, Alexandra (Author) / Brundiers, Katja (Thesis director) / Ramey, Alex (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor) / School of Sustainability (Contributor) / Department of Information Systems (Contributor)
Created2024-05