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- Member of: ASU Electronic Theses and Dissertations
Description
The purpose of this action research study was to examine the impact of cogenerative dialogues on instructor and student perceptions of rigor in a master's and certification program for alternatively certified teachers. Additionally, the study was designed to determine if these open dialogues would impact instructional decisions of college instructors in the program. The investigator used a mixed methods research model that included surveys, interviews, and video of the dialogues to measure the impact. The results of the study indicated that both sets of participants remained consistent in their identification and definition of the term rigor. The cogenerative dialogues did have an impact on instructor understanding of student definitions of rigor. Instructors began to change some instructional decisions as a result of the dialogues in small groups.
ContributorsDeSimone, Melissa (Author) / Carlson, David L. (Thesis advisor) / Jordan, Michelle (Committee member) / Cruz, Heather (Committee member) / Arizona State University (Publisher)
Created2012
Description
This action research study is the culmination of several action cycles investigating cognitive information processing and learning strategies based on students approach to learning theory and assessing students' meta-cognitive learning, motivation, and reflective development suggestive of deep learning. The study introduces a reading assignment as an integrative teaching method with the purpose of challenging students' assumptions and requiring them to think from multiple perspectives thus influencing deep learning. The hypothesis is that students who are required to critically reflect on their own perceptions will develop the deep learning skills needed in the 21st century. Pre and post surveys were used to assess for changes in students' preferred approach to learning and reflective practice styles. Qualitative data was collected in the form of student stories and student literature circle transcripts to further describe student perceptions of the experience. Results indicate stories that include examples of critical reflection may influence students to use more transformational types of reflective learning actions. Approximately fifty percent of the students in the course increased their preference for deep learning by the end of the course. Further research is needed to determine the effect of narratives on student preferences for deep learning.
ContributorsBradshaw, Vicki (Author) / Carlson, David L. (Thesis advisor) / Jordan, Michelle (Committee member) / Gagnon, Marie (Committee member) / Arizona State University (Publisher)
Created2012
Description
This action research study examines what common perceptions and constructs currently exist in educating adult immigrants in Arizona and considers how might the integration of citizen science with the current English curriculum promote higher order thinking and educational equity in this population. A citizen science project called the Mastodon Matrix Project was introduced to a Level 2 ELAA (English Language Acquisition for Adults) classroom and aligned with the Arizona Adult Standards for ELAA education. Pre and post attitudinal surveys, level tests, and personal meaning maps were implemented to assess student attitudes towards science, views on technology, English skills, and knowledge gained as a result of doing citizen science over a period of 8 weeks.
ContributorsBasham, Melody (Author) / Carlson, David L. (Thesis advisor) / Jordan, Michelle (Committee member) / LePore, Paul (Committee member) / Arizona State University (Publisher)
Created2012
Description
This thesis examines the composition, flow rate, and recyclability of two abundant materials generated in modern society: municipal sewage sludge (SS) generated during conventional wastewater treatment, and single-use plastic packaging (specifically, plastic bottles) manufactured and dispersed by fast-moving consumer goods companies (FMCG). The study found the presence of 5 precious metals in both American and Chinese sewage sludges. 13 rare elements were found in American sewage sludge while 14 were found in Chinese sewage sludge. Modeling results indicated 251 to 282 million metric tons (MMT) of SS from 2022 to 2050, estimated to contain some 6.8 ± 0.5 MMT of valuable elements in the USA, the reclamation of which is valued at $24B ± $1.6B USD. China is predicted to produce between 819 - 910 MMT of SS between 2022 and 2050 containing an estimated 14.9 ± 1.7 MMT of valuable elements worth a cumulative amount of $94B ± 20B (Chapter 2 and 3). The 4th chapter modeled how much plastic waste Coca-Cola, PespiCo and Nestlé produced and globally dispersed in 21 years: namely an estimated 126 MMT ± 8.7 MMT of plastic. Some 15.6 MMT ± 1.3 MMT (12%) is projected to have become aquatic pollution costing estimated at $286B USD. Some 58 ± 5 MMT or 46% of the total mass were estimated to result in terrestrial plastic pollution, with only minor amounts of 9.9 ± 0.7 MMT, deemed actually recycled. Absent of change, the three companies are predicted to generate an additional 330 ± 15 MMT of plastic by 2050, thereby creating estimated externalities of $8 ± 0.4 trillion USD. The analysis suggests that a small subset of FMCG companies are well positioned to change the current trajectory of global plastic pollution and ocean plastic littering. Chapter 5 examined the barriers to Circular Economy. In an increasingly uncertain post pandemic world, it is becoming progressively important to conserve local resources and extract value from materials that are currently interpreted a “waste” rather than a current or potential future resource.
ContributorsBiyani, Nivedita (Author) / Halden, Rolf U. (Thesis advisor) / Allenby, Braden (Committee member) / Jalbert, Kirk (Committee member) / Arizona State University (Publisher)
Created2022
Description
Northeastern Arizona has experienced a recent increase in helium extraction activity. This qualitative case study articulates and explores various sociotechnical imaginaries – or, collectively produced social justifications for technological decisions and systems – that inform this new stage of underground helium extraction. Leveraging two years of interviews, document analysis, and participant observations to understand and interrogate the political and cultural origins of perceptions around helium extraction, I examined how these imaginaries and associated power dynamics influenced communication within and between stakeholder groups. In order to mitigate the power differentials between stakeholder groups, and put these imaginaries in conversation with each other, I led the development of a series of short videos that explain controversial technoscientific concepts from this research. These videos were produced in continuous collaboration with multiple disparate stakeholders, including activists, regulators, and industry members, in order to create a space for a productive conversation and reflection to explore tensions between conflicting points of view between stakeholders. This iterative work used the imaginaries of helium extraction in Arizona to produce a space for collective deliberation that can result in negotiated shared knowledge through brokered dialogue amongst these disparate groups and their competing visions of Arizona’s helium futures.
ContributorsBruhis, Noa (Author) / Jalbert, Kirk (Thesis advisor) / Richter, Jennifer (Thesis advisor) / Williams, Wendy R (Committee member) / Jenkins, Lekelia (Committee member) / Arizona State University (Publisher)
Created2022
Description
This research interconnects three case studies to examine survivability as a framework through which to explore historic, current, and future collaborations in the face of existential threats, social-ecological-technical uncertainty, and indeterminate futures. Leveraging archival research, document analysis, and ethnographic field work, this study focuses on artist Georgia O’Keeffe’s mid-20th-century construction of a nuclear fallout shelter, the COVID Tracking Project’s response work in the first year of the Coronavirus Disease 2019 (COVID-19) pandemic, and three decades of future-facing scientific research performed at Biosphere 2. These cases demonstrate multidisciplinary collaborations across individual, organizational, and institutional configurations at local, national, and international scales in threat contexts spanning nuclear weapons, pandemics, and increasing climate catastrophe. Within each of the three cases, I examine protagonists’ collaborations within knowledge systems, their navigation of scientific disciplinary boundaries, their acknowledgement and negotiation of credibility and expertise, and how their engagements with these systems impact individual and collective survivability. By combining complex adaptive systems (CAS) framings with Science and Technology Studies concepts, I explore ways in which transformations of hierarchy and epistemological boundaries impact, and particularly increase, social-ecological-technical systems (SETS) survivability. Including notions of who and what systems deem worthy of protection, credibility, expertise and agency, imaginations, and how concepts of systems survivability operate, this work builds a conceptual scaffolding to better understand the dynamic workings of quests for survival in the 21st century.
ContributorsWasserman, Sherri (Author) / Selin, Cynthia (Thesis advisor) / Richter, Jennifer (Committee member) / Jalbert, Kirk (Committee member) / Arizona State University (Publisher)
Created2022
Description
This study examines how critical pedagogical practices of testimonies and contradiction and resistance coupled with agentive techniques engaged youth in holistic identity development in a sustainable education context. Using a three-phase design, I analyzed the structure of the Urban Energy Engineering (UEE) citizen science program that engages youth in community-centered energy engineering. The design sought to answer the overarching question: How does critical pedagogy in which students build on their cultural and community knowledge to co-construct knowledge about sustainability while engaging in community-centered projects that promote agency impact their holistic identity development? Using a for intervention model, I used archived data for the summer iteration to develop two analyses to examine how the program engages youth in identity development, agency, and positionality in their community. These analyses influenced my design innovation and implementation with the UEE youth during the spring semester. Findings of my design innovation are organized into three sections (a) coupling of practice towards holistic identity, (b) understanding the relationship between identity and community, and lastly, (c) understanding the relationship between identity and sustainability correlating with my research questions. Lastly, I discuss the design principle necessary to engage youth in holistic identity development (a) Facilitators should provide their own experience and (b) Frame the levels of the individual to the community in agentive practice and critical pedagogical practices.
ContributorsHoward, Isis (Author) / Jordan, Michelle (Thesis advisor) / Adams-Wiggins, Karlyn (Committee member) / Weinberg, Andrea (Committee member) / Zuiker, Steven (Committee member) / Arizona State University (Publisher)
Created2022
Description
Existing models of military innovation assume general resistance to change within militaries that necessitates an outside influence to induce military innovation. Within these approaches, the complex relationship between technology and innovation is normally addressed by either minimizing the importance of technology or separating it from the social process of innovation. Yet these approaches struggle to reflect emerging dynamics between technology and military innovation, and as a result, potentially contribute to wasted national resources and unnecessarily bloody wars. Reframing the relationship between technology and military innovation can provide novel insights into the apparent inability of militaries to align technology with strategic goals and inform more effective future alignment. This dissertation leverages the insights of constructivist science and technology studies concepts to develop a novel model of military innovation: referred to here as the technology triad. The technology triad describes military sociotechnical systems in a way that highlights change and innovation within militaries. The model describes how doctrine, materiel, and “martial knowledge,” a new concept that relates to socially constructed truths about the conduct of war, interact to produce change and innovation within militaries. After constructing the model and exploring an in-depth application to the development of armored warfare in the United States Army prior to World War II, the case from which the model was developed, the dissertation explores the logical extension of the technology triad to establish a deductive framework against which to test the generalizability of the model. Nuclear weapons innovation in the United States military through the end of the Vietnam War provides a test of the model at the strategic level, and the development and employment of armed drones in the United States, Russia, Israel, and Azerbaijan provide a test of a contemporary innovation for the technology triad. Together, these three cases demonstrate that framing the relationship between technology and military innovation in terms of the technology triad can inform concrete actions that military leaders can take related to the types of technologies that are most likely to be useful in future conflicts and ways to manage military innovations to increase opportunities to achieve strategic objectives.
ContributorsSickler, Robert (Author) / Maynard, Andrew (Thesis advisor) / Kubiak, Jeff (Committee member) / Allenby, Braden (Committee member) / Jalbert, Kirk (Committee member) / Arizona State University (Publisher)
Created2021
Description
Effective collaboration and cooperation across difference are at the heart of present and future sustainability challenges and solutions. Collaboration among social groups (intragenerational), across time (intergenerational), and across species (interspecies) is each central to achieving sustainability transitions in the 21st century. In practice, there are three types of differences that limit collaboration and cooperation toward sustainability outcomes: differences among social groups, differences across time, and differences across species. Each of these differences have corresponding cognitive biases that challenge collaboration. Social cognitive biases challenge collaboration among social groups; temporal cognitive biases challenge collaboration across time; and anthropocentric cognitive biases challenge collaboration across species. In this work, I present three correctives to collaboration challenges spanning the social, temporal, and species cognitive biases through intervention-specific methods that build beyond traditional framings of empathy, toward social, futures, and ecological empathy. By re-theorizing empathy across these domains, I seek to construct a multidimensional theory of empathy for sustainability, and suggest methods to build it, to bridge differences among people, time horizons, and species for sustainability practice.
ContributorsLambert, Lauren Marie-Jasmine (Author) / Selin, Cynthia (Thesis advisor) / Schoon, Michael (Thesis advisor) / Tomblin, David (Committee member) / Berbés-Blázquez, Marta (Committee member) / Arizona State University (Publisher)
Created2023
Description
The college years are crucial to formation and integration of lifelong psychosocial, personal and cognitive identities, and the identity development needs of lesbian, gay, bisexual, transgender and queer (LGBTQ+ or gender and/or sexual minority) students are unique, particularly in the context of student development and support. How universities meet these needs can critically impact success and retention of these students. However, studies indicate when the academic and co-curricular environment does not foster development of healthy LGBTQ+ identities, these students experience myriad challenges compounded by identity discord and minority stress. Cumulatively, these factors contribute to non-persistence of over 30% of LGBTQ+ university students. This research study examines the ways positive LGBTQ+ identity development, cultural capital accrual and community engagement through a structured mentoring program fosters resilience and buffers the experience of minority stress and associated negative outcomes for these students. In doing so, the study addresses the following research questions: what does the process of LGBTQ+ identity construction look like for gender- and sexual-minority students, including students from non-dominant cultural backgrounds for whom LGBTQ+ identity is one of multiple competing identities, and how does mentorship affect the perceived identities of these students? How does participation in an LGBTQ+ mentoring program affect participants’ perceptions of development of resilience-building capacity?
ContributorsReeves-Blurton, Zachary Andrew (Author) / Puckett, Kathleen (Thesis advisor) / Jordan, Michelle (Committee member) / Sumner, Carol (Committee member) / Arizona State University (Publisher)
Created2019