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- Genre: Masters Thesis
Description
The goal of the first study was to characterize the Miocene arkosic conglomerate in the Goldfield Mountains to determine the paleocurrent direction and source of the cobbles. This conglomerate is tilted to the northeast and unconformably overlies Proterozoic basement. Imbrication measurements are scattered but suggest the direction of paleoflow was toward the northwest and northeast, which suggests the cobbles were sourced from the southeast and southwest. The abundance of Dripping Spring Quartzite and the presence of Barnes Conglomerate in the cobbles, suggests an Apache Group source. In addition, south-southeast of the map area, there are several rock units composed of the same material as cobbles within the arkosic conglomerate. The arkosic conglomerate was likely deposited during onset of mid-Cenozoic extension, where the resulting highlands could provide a nearby source for the cobbles. This nearby source is interpreted to be south-southeast of the study area. A second study examined the effectiveness of course reform conducted on an introductory undergraduate course sequence. Questions of this study included: (1) How does the curriculum cater to a student population with diverse goals? (2) How do reformed courses add educational value as perceived by the student? (3) How does the redesigned curriculum and the instructional strategies, as implemented, address the goals of the reform?
The curriculum addressed the goals of the reform by (1) creating more opportunities for students to gain the skills relevant to their future goals, (2) having students utilize big data to make observations, interpretations, and predictions, (3) engaging students in scientific collaboration through group work and discussion, (4) giving students the opportunity to utilize computer programs that apply across various subjects and fields (i.e. Excel, MS Word, ArcGIS), and (5) requiring students to conduct original research to solve a problem and present their results orally and in written form. These redesign efforts were successful in meeting the objectives, and majority of the student participants reported one or more of the reformed experiences were valuable to their education and future goals. An understanding of teaching methods and educational values held by undergraduate students within the School of Earth and Space Exploration can be adapted and applied across subjects.
ContributorsAccetta, Danielle (Author) / Reynolds, Stephen J (Thesis advisor) / Johnson, Julia K (Committee member) / Semken, Steven (Committee member) / Arizona State University (Publisher)
Created2021
Description
This study examined perception of K12 schooling systems as experienced by a randomsample of adults in Phoenix, AZ. It explored whether the values purported as key factors
in the American K12 schooling system - as presented in academic literature - were compatible with the lives, interests and goals of ‘users’, student-participants. In addition, it offered opportunity for post-K12 student-participants to share their views on the purposes, goals, and outcomes they held to be important. The sample consisted of 139 post-K12 stu-
dents/individuals residing in Phoenix, AZ. Mean age of student-participants was 29. Results indicated a mismatch between purported K12 schooling goals and important outcomes embedded in the system and values held by the K12 student-participants. The participants in this research generally perceived K12 schooling as valuable, both to themselves and to society at large, but stressed that the deficiencies they perceived in the system were particular to delivery platforms as they relate to the learning styles of students and belonging. Future life skills and success - in and after K12 schooling - whether related to college or not were also of importance. Results revealed that the initial hypothesis of income, age, and ethnicity as
key factors in satisfaction with K12 schooling was not borne-out. Rather it revealed that a sense of belonging and the suitability of learning platforms to the individual learning styles of students were of greatest significance.
ContributorsParker-Anderies, Margaret (Author) / Janssen, Marco (Thesis advisor) / Garcia, David (Committee member) / Mishra, Punya (Committee member) / Arizona State University (Publisher)
Created2022
Description
In Kenya, there is a growing population of deaf individuals, creating a higher demand for inclusion and acceptance of deafness, as well as resources to best educate deaf youths. Despite the increasing presence of deaf individuals in Kenya, a hegemonic view of deafness as a form of deviance persists and fosters stigmatizing beliefs towards the deaf community. The hegemonic view of deafness as a form of deviance permeates into not only societal and familial acceptance of deaf individuals, but educational, medical, and political institutions, as well, and is unsustainable and destructive towards the advancement of Deaf culture in Kenya. This thesis examines the context of deaf education in Kenya, currently and historically, through a critical and theoretical examination of research, monitoring use of a resource-based website, and receiving feedback from local topic experts.
ContributorsLangerud, Courtney (Author) / Swadener, Beth Blue (Thesis advisor) / Oliverio, Annamaria (Committee member) / Sandlin, Jennifer (Committee member) / Arizona State University (Publisher)
Created2022
Description
There exists extensive research on the use of twisty puzzles, such as the Rubik's Cube, in educational contexts to assist in developing critical thinking skills and in teaching abstract concepts, such as group theory. However, the existing research does not consider the use of twisty puzzles in developing language proficiency. Furthermore, there remain methodological issues in integrating standard twisty puzzles into a class curriculum due to the ease with which erroneous cube twists occur, leading to a puzzle scramble that deviates from the intended teaching goal. To address these issues, an extensive examination of the "smart cube" market took place in order to determine whether a device that virtualizes twisty puzzles while maintaining the intuitive tactility of manipulating such puzzles can be employed both to fill the language education void and to mitigate the potential frustration experienced by students who unintentionally scramble a puzzle due to executing the wrong moves. This examination revealed the presence of Bluetooth smart cubes, which are capable of interfacing with a companion web or mobile application that visualizes and reacts to puzzle manipulations. This examination also revealed the presence of a device called the WOWCube, which is a 2x2x2 smart cube entertainment system that has 24 Liquid Crystal Display (LCD) screens, one for each face's square, enabling better integration of the application with the puzzle hardware. Developing applications both for the Bluetooth smart cube using React Native and for the WOWCube demonstrated the higher feasibility of developing with the WOWCube due to its streamlined development kit as well as its ability to tie the application to the device hardware, enhancing the tactile immersion of the players with the application itself. Using the WOWCube, a word puzzle game featuring three game modes was implemented to assist in teaching players English vocabulary. Due to its incorporation of features that enable dynamic puzzle generation and resetting, players who participated in a user survey found that the game was compelling and that it exercised their critical thinking skills. This demonstrates the feasibility of smart cube applications in both critical thinking and language skills.
ContributorsHreshchyshyn, Jacob (Author) / Bansal, Ajay (Thesis advisor) / Mehlhase, Alexandra (Committee member) / Baron, Tyler (Committee member) / Arizona State University (Publisher)
Created2023
Description
Expedited by the ongoing effects of the Covid-19 pandemic and the expanding portfolio of Arizona State University's online degree programs, this study undertakes the task of enriching the “Experimental Mechanical Engineering” course within ASU's online Bachelor of Mechanical Engineering curriculum. This thesis outlines the development of simulations accurately mirroring the characteristics and functionalities of water pump laboratory experiments, which previously necessitated on-site, group-based participation. The goal is for these simulations to serve as digital twins of the original equipment, allowing students to examine fundamental mechanical principles like the Bernoulli equation and Affinity Laws in a virtual, yet realistic setting. Furthermore, the simulations are designed to accommodate uncertainty calculations, replicating the instrument error (i.e., bias and precision uncertainty) inherent in the original water pump units. The methodology of this simulation design predominantly involves the use of MATLAB SimScape, chosen for its configurability and simplicity, with modifications made to match the original experiment data. Then, subsequent analysis of results between the simulation and experiment is conducted to facilitate the validation process. After executing the full laboratory procedure using the simulations, they displayed rapid operation and produced results that remained within boundaries of experimental uncertainty, it also faces several challenges, such as the inability to simulate the pump cavitation effect and the lack of animation. Future research should focus on addressing these limitations, thereby enhancing the model’s precision and extending its functionality to provide better visualization capabilities and exploration of pump cavitation effects. Furthermore, students’ feedback needs to be collected, since it is essential to assess and validate the effectiveness of this instructional approach.
ContributorsZhong, Ziming (Author) / Milcarek, Ryan J (Thesis advisor) / Wilbur, Joshua D (Thesis advisor) / Wang, Robert (Committee member) / Arizona State University (Publisher)
Created2023
Description
This feasibility study explored the use of an evolutionary mismatch narrative in nutritional education intervention aiming to reduce ultra-processed foods in the diets of veterans with type 2 diabetes and improve diabetic outcomes. Ultra-processed foods are foods that are primarily manufactured through industrial processes. These foods are high in calories but low in nutritional content. Diets high in these foods have been linked to increased health risks. One of the major health risks is type 2 diabetes. Type 2 diabetes is a chronic disease that is developed when cells become unable to properly utilize insulin. Over time this may lead to additional health conditions such as nerve damage, cardiovascular disease, and renal disease. Evolutionary mismatch narrative nutritional intervention offers a different approach to nutritional education to help reduce ultra-processed foods in diets. This study was a randomized controlled feasibility study at the Phoenix VA. Eleven participants were enrolled and randomly selected to be given either an evolutionary mismatch narrative education intervention or general nutritional education about ultra-processed foods. 24-hour diet recalls and blood chemistry were collected and analyzed. Blood chemistry provided diabetes related measurements which included glucose, HbA1c, insulin, HOMA-IR, and C-reactive protein. Statistically significant findings in this study included percentage of ultra-processed foods decreasing for both control and experimental groups from week 0 to week 4 (p=0.014), and C-reactive protein levels between the control and experimental groups (p=0.042). However, baseline C-reactive protein concentrations were lower in the experimental group such that normalizing for group differences at baseline revealed no significant difference in C-reactive protein change between interventions (p = 1.000). There were no other statistically significant values regarding diabetes related measurements. The results from this study suggest that nutritional education in general may help decrease ultra-processed food consumption.
ContributorsLiang, Nathan Adam (Author) / Sweazea, Karen (Thesis advisor) / Basile, Anthony J (Committee member) / Johnston, Carol (Committee member) / Arizona State University (Publisher)
Created2023
Description
Educational technologies can be great tools for learning. The implementation of learning aids and scaffolds within these technologies often make them effective; however, due to various problems, students may take more passive approaches to learning when using these educational tools. This tends to lead to interactions that impair learning. This study approaches this issue by reexamining the learner’s role when interacting with educational technologies. Specifically, the current study attempts to support learning and perceptions by inviting students to approach a learning task like an interface designer or instructional designer. These roles derive from a previous study on higher agency roles. The results of the current study indicate that participants learned across all conditions, suggesting the assignment of roles may not impair learning. However, learning outcomes did not differ between conditions. Additionally, the interface designer and instructional designer roles were more critical of the sounds and organizations of each video than the learner role. Limitations of the study and future directions are discussed.
ContributorsArnold, Samuel Troy (Author) / Roscoe, Rod (Thesis advisor) / Craig, Scotty (Committee member) / Niemczyk, Mary (Committee member) / Arizona State University (Publisher)
Created2020
Description
Virtual Reality (VR) has been used in the sphere of training and education in the construction field. Research has investigated the different applications of VR in construction-focused simulations to report its benefits and drawbacks in training and education. Although this is significant, they were not albeit explicitly studied through the lens of accreditation at undergraduate educational levels. The American Council for Construction Education (ACCE) established twenty Students Learning Outcomes (SLOs) that equip students with essential knowledge and industry-oriented technical and managerial skills that maintain quality education in undergraduate construction programs. This paper analyzes the trends in VR literature through reported benefits and unexplored learning outcomes of VR in construction training and education and investigates the ways by which these trends do or do not contribute to the learning experience by targeting the content areas associated with the ACCE’s SLOs. To accomplish this, the author reviewed 59 articles from 2014 to 2023 found through a keyword search for “Virtual” AND “Reality” AND “Construction” AND (“Training” OR “Simulation” OR “Education”) AND “Students”. The learning outcomes of the VR training reported in the 59 articles were mapped to their corresponding content areas from ACCE’s SLO(s). The results demonstrate the content areas of SLOs that were addressed in literature (1, 2, 3, 5, 6, 7, 8, 9, 10, 11, 13, 15, 16, 18, 19, and 20) and the SLOs that were not explored (4, 12, 14, and 17) due to lack of studies in some contexts. This study reveals trends and patterns of VR training, some of which exemplify benefits of addressing content areas of SLOs through virtual on-site immersion, manipulation of time, cost efficiency, and ethical measures, while others indicate unexplored learning outcomes of VR training in targeting content areas of SLOs that involve human interaction, complex quantitative calculations or require construction management tools, delivery method and stakeholders’ management, and risk management. While this research does not seek replacement of traditional trainings, it encourages consideration of VR training under the lens of ACCE’s accreditation. This research’s findings propose guidance to educational researchers on how VR training could address content areas from ACCE’s SLOs.
ContributorsElgamal, Sara (Author) / Ayer, Steven (Thesis advisor, Committee member) / Parrish, Kristen (Thesis advisor, Committee member) / Lamanna, Anthony (Committee member) / Arizona State University (Publisher)
Created2023
Description
Course-based undergraduate research experiences (CUREs) are strategically designed to advance novel research and integrate future professionals into the scientific community by making relevant discoveries through iteration, communication, and collaboration. With Universities also expanding online undergraduate degree programs that incorporate students who are otherwise unable to attend college, there is a demand for online asynchronous courses to train online students in authentic research, thereby leading to a more skilled, diverse, and inclusive workforce. In this case-study, a pilot CURE leveraging the data-intensive field of genomics was presented as an inclusive opportunity for asynchronous, online students to increase their research experience without having to commit to in person or extra-curricular assignments. This online CURE was designed to investigate the effects of trimming software on high-throughput sequencing data when analyzing sex differential gene expression. Project-based objectives were developed to asynchronously teach (1) the biology behind the research, (2) the coding needed to conduct the research, and (3) professional development tools to communicate research findings. Course effectiveness was evaluated qualitatively and quantitatively using weekly, open-response progress reports and an assessment administered before and after term completion. This pilot study exhibited that students can be successful in remote research experiences that incorporate channels for communication, bespoke and accessible learning materials, and open-response reports to monitor challenges and coping strategies. In this iteration, remote students demonstrated improved learning outcomes and self-reported improved confidence as researchers. In addition, students gained more realistic expectations to self-assess computational research skill-levels and self-identified adaptive coping strategies that are transferrable to future research projects. Overall, this framework for an online asynchronous CURE effectively taught students computational skills to conduct genomics research in addition to professional skills to transition to and thrive in the workforce.
ContributorsAlarid, Danielle Olga (Author) / Wilson, Melissa A (Thesis advisor) / Buetow, Kenneth (Committee member) / Cooper, Katelyn (Committee member) / Arizona State University (Publisher)
Created2023
Description
Disparities in schooling in the United States have been well-documented and researched,along with pedagogies that strive to create equitable learning environments. One such
inequity is the overrepresentation of novice teachers in low-income and culturally
diverse schools. Novice teachers have been found to have lower self-efficacy and leave
the profession at a higher rate than veteran teachers. High self-efficacy beliefs have been
correlated with better student outcomes. Therefore, the overrepresentation of novice
teachers in low-income schools is yet another inequity. This mixed-methods,
phenomenological study answered the following research question: How does awareness
of Culturally Responsive Teaching affect novice teachers' self-efficacy? There are two
theories being used in this research project, Teacher Efficacy and Culturally Responsive
Teaching. The results of the study showed that attending three mindset-focused
professional developments on Culturally Responsive Teaching improved novice teachers'
self-efficacy in student engagement, instructional strategies, and classroom
management. Based on these promising outcomes, it is suggested that pre-service and
novice teachers be provided with Culturally Responsive instruction opportunities and
mentorship. Further research should be done with larger sample sizes and with
classroom observations.
ContributorsHargous, Kelsey (Author) / Scott, Kimberly (Thesis advisor) / Nakagawa, Kathryn (Committee member) / Tobias, Evan (Committee member) / Arizona State University (Publisher)
Created2023