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- Member of: Barrett, The Honors College Thesis/Creative Project Collection
- Member of: MLFC Learning Futures Collaborative Collection
Description
Global sustainable development starts with including youth in sustainability experiences with their creative ideas and unwavering determination. With increasing climate concerns and the push for cleaner energy, support from all ages is crucial for long-term, sustainable reform. Educating youth about essential sustainability systems and their impacts supports their valuable environmental stewardship efforts focused on implementing sustainable initiatives in their communities. For this project, I collaborated with a Southwest organization that connects students to sustainable energy technologies and transitions in an educational environment. Through this interaction, students completed real and meaningful work in their communities by becoming citizen scientists and researching sustainable energy systems, like agrivoltaics, that would benefit their local environment. The students gained a holistic understanding of sustainability concepts instilled in them, along with leadership and empowerment. I also co-designed educational materials with a high-achieving high school student and concluded their experiences co-creating alongside a supportive, intergenerational team. When involving students in real-world impact projects, they take an interest and personal responsibility in their work, which enhances its visibility, believability, and meaningfulness. Empowering students through diverse partnerships and advocating for student-led research will encourage the next generation of sustainability leaders to combat the climate crisis.
ContributorsSpreitzer, Katie (Author) / Jordan, Michelle (Thesis director) / Goebel, Janna (Committee member) / Barrett, The Honors College (Contributor) / School of Sustainability (Contributor)
Created2024-05
Description
For this project the main goal was to create a curriculum aimed at fourth grade students. This curriculum was intended to introduce them to different forms of communication, and teach them the skills, attitudes, behavior, and knowledge that would enable them to be able to communicate and interact better with a wide range of people with different types of communication styles. American Sign Language was used for this curriculum as an example of an alternative communication method. The project included developing teaching materials and lessons which made up the curriculum, after that this curriculum was implemented with 11 fourth grade students.
ContributorsStosz, Julia Taylor (Author) / Jordan, Michelle (Thesis director) / Howard, Pamela (Committee member) / Boxwell, Pamela (Committee member) / Barrett, The Honors College (Contributor) / Department of Speech and Hearing Science (Contributor)
Created2014-05
Description
The present study was conducted in order to investigate the implementation of the self-regulated learning component of goal-setting in the elementary education classroom. Essential questions posed addressed the reasoning behind why classrooms may not implement goal-setting despite the proven benefits. Also studied was the application of goal-setting within the classroom and what that may look like for educators. Finally, student preferences were observed and taken into consideration during implementation in order to help the study benefit them as much as possible. Participants included 29 fourth grade students at Rover Elementary School. The study was conducted over a six-week period by a student teacher that was completing their Senior Residency in this particular classroom. During study implementation, students were introduced to the concept of goal-setting. Using a series of goal-setting documents, students practiced goal-setting in, first, a Reader's Workshop period then, secondly, in a Writing Block. It was concluded that goal-setting may not be implemented in the classroom due to the amount of time necessary to complete the practice as well as the possibility that educators may not have the knowledge needed to properly make use of the practice. The application of the practice brings to light the need for students to include the setting of process goals in addition to product goals. Through the use of an exit survey, student preferences revealed that initially, they would rather have pre-written process goals to aim towards achieving rather than having to develop their own. In the future, it is suggested to conduct this study over a longer period of time in order to evaluate if students can develop their own goal-setting strategies.
ContributorsPavlovich, Kaitlyn Marie (Author) / Jordan, Michelle (Thesis director) / Barrus, Angela (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor)
Created2014-05
ContributorsAnayatova, Dilraba (Contributor) / Desimoni, Victoria (Contributor) / Goebel, Janna (Contributor) / Jordan, Michelle (Contributor) / Karsgaard, Carrie (Contributor) / Nabulega, Sandra (Contributor) / Nielsen, Ann (Contributor) / Pandua, Rajul (Contributor) / Silova, Iveta (Contributor) / Simunek, Charlotte (Contributor) / Weinberg, Andrea (Contributor) / Arthur, Kelvin (Reviewer) / Coats, Cala (Reviewer) / Duong, Hang (Reviewer) / Fischman, Gustavo (Reviewer) / Jenik, Adriene (Reviewer) / King, Jordan (Reviewer) / Oster, Nicole (Reviewer) / Arizona State University. Learning Futures Collaboratives. Education for Planetary Futures (Issuing body) / Arizona State University (Sponsor)
Created2024