Matching Items (3)
Description
During the Innovation Space program, my team and I (which included graphic design, industrial design, engineering, and business majors) created a product that solves a problem posed by our sponsor Johnson & Johnson. This year long project involved researching biological aggressors, specifically mosquitoes, brainstorming over sixty ideas, developing a business plan for the final 3 ideas ("ago", "WANDELAR", & "FIL"), and eventually pursing and finalizing the final idea chosen. We chose to further develop "ago", a stroller seat insert that creates an air barrier between the child in the seat and any insects flying nearby. This portable seat fits in most strollers and also cools the child's back so they don't overheat while outside. The team created a design book, design model, and prototype of "ago" including the seat, fan, and hose. As the business member of the group, I developed three business plans, a final business plan, and conducted primary research by surveying our target market, parents. This business plan included customer research and validation efforts, cost structure, entry market, competition, and other crucial information required to sell "ago". Along with the final presentation of our product to our sponsors, I also completed a reflection paper about my experience working on an interdisciplinary team and the similarities and differences I found the Innovation Space program has to a real world product development team. I also included how my experience in Barrett and W.P. Carey contributed to my success in the program as well as any personal takeaways I had from the program.
ContributorsRefermat, Jocelyn Rae (Author) / Trujillo, Rhett (Thesis director) / Montoya, Tara (Committee member) / Department of Psychology (Contributor) / Department of Management and Entrepreneurship (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Identity, or peoples’ situated sense of self, can be conceptualized and operationalized in a myriad of ways, including, among others, a person’s gender, socioeconomic status, degree of expertise, nationality, and disciplinary training. This study conceptualizes identity as fluid and constructed through social interaction with others, where individuals ask themselves “Who am I?” in relation to the people around them. Such a discursive conceptualization argues that we can observe peoples’ performance of identity through the close reading and examination of their talk and text. By discursively drawing boundaries around descriptions of “Who I am,” people inherently attribute value to preferred identities and devalue undesirable, “other” selves. This study analyzes ten workshops from the Toolbox Project conducted with graduate student scientists participating in the Integrative Graduate Education Research Traineeship (IGERT) program. The emotional tone, mood, and atmosphere of shared humor and laughter emerged as a context through which collaborators tested the limits of different identities and questioned taken for granted assumptions about their disciplinary identities and approaches to research. Through jokes, humorous comments, sarcasm, and laughter, students engaged in three primary forms of othering: 1) unifying the entire group against people outside the group, 2) differentiating group members against each other, and 3) differentiating oneself in comparison to the rest of the group. I use action-implicative discourse analysis to reconstruct these communicative practices at three levels—problem, technical, and philosophical—and explore the implications of group laughter and humor as sites of “othering” discursive strategies in graduate students’ efforts to negotiate and differentiate identity in the context of integrative collaboration.
ContributorsHinrichs, Margaret M (Author) / Tracy, Sarah J. (Thesis advisor) / Seager, Thomas P (Thesis advisor) / Hannah, Mark A (Committee member) / Arizona State University (Publisher)
Created2016
Description
In an era of educational transformation, teacher leaders play a pivotal role in facilitating systemic change within schools. This dissertation presents a single-case action research study investigating the support structures provided by a Team Lead Communities of Practice (TL CoP) to nurture teacher leaders. The primary aim of this research is to explore the effectiveness of the TL CoP in supporting teacher leaders at one school site. Utilizing qualitative data from interviews, participant journals, researcher memos, and agendas, this study captures the perspectives of team leads of interdisciplinary teams. The findings emphasize the need for flexible support systems tailored to the unique challenges teacher leaders face. Offering teacher leaders agency in their learning is paramount to their success. Additionally, structured time for collaboration and problem-solving within the TL CoP is crucial. One significant revelation is the importance of role clarity. Team leads need a clear understanding of their responsibilities to effectively lead teams and drive systemic change. This research contributes to the literature on educational leadership by highlighting the vital role of teacher leaders and the potential of TL CoPs in supporting their development. It advocates for the creation of such communities as a promising strategy to empower teacher leaders, providing them with essential support, dedicated collaboration time, and role clarity. As schools evolve to meet the demands of the 21st century, the insights from this study offer guidance for educational stakeholders seeking to cultivate a culture of leadership and foster systemic change through teacher leadership.
ContributorsPreston, Lee Allyne Cox (Author) / Markos, Amy (Thesis advisor) / Corner, Kevin (Committee member) / Fourlis, Andi (Committee member) / Arizona State University (Publisher)
Created2023