ASU Electronic Theses and Dissertations
This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.
In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.
Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at email@example.com.
- 3 English
- 3 Public
- 1 Educational evaluation
- 1 Educational tests & measurements
- 1 Geomorphology
- 1 LiDAR
- 1 Plate Tectonics
- 1 earthquake
- 1 earthquake cycle
- 1 education
- 1 geomorphology
- 1 geoscience education
- 1 grand canyon
- 1 in-person field trips
- 1 infrared
- 1 learning modalities
- 1 mars
- 1 planetary
- 1 remote sensing
- 1 virtual field trips
Much of Mars' surface is mantled by bright dust, which masks the spectral features used to interpret the mineralogy of the underlying bedrock. Despite the wealth of near-infrared (NIR) and thermal infrared data returned from orbiting spacecraft in recent decades, the detailed bedrock composition of approximately half of the martian surface remains relatively unknown due to dust cover. To address this issue, and to help gain a better understanding of the bedrock mineralogy in dusty regions, data from the Thermal Emission Spectrometer (TES) Dust Cover Index (DCI) and Mars Reconnaissance Orbiter (MRO) Mars Color Imager (MARCI) were used to identify …
- Lai, Jason Chi-Shun, Bell, James, Christensen, Philip, et al.
- Created Date
Education through field exploration is fundamental in geoscience. But not all students enjoy equal access to field-based learning because of time, cost, distance, ability, and safety constraints. At the same time, technological advances afford ever more immersive, rich, and student-centered virtual field experiences. Virtual field trips may be the only practical options for most students to explore pedagogically rich but inaccessible places. A mixed-methods research project was conducted on an introductory and an advanced geology class to explore the implications of learning outcomes of in-person and virtual field-based instruction at Grand Canyon National Park. The study incorporated the Great Unconformity …
- Ruberto, Thomas, Semken, Steve, Anbar, Ariel, et al.
- Created Date
Meter-resolution topography gathered by LiDAR (Light Detection and Ranging) has become an indispensable tool for better understanding of many surface processes including those sculpting landscapes that record information about earthquake hazards for example. For this reason, and because of the spectacular representation of the phenomena that these data provide, it is appropriate to integrate these data into Earth science educational materials. I seek to answer the following research question: "will using the LiDAR topography data instead of, or alongside, traditional visualizations and teaching methods enhance a student's ability to understand geologic concepts such as plate tectonics, the earthquake cycle, strike-slip …
- Robinson, Sarah E., Arrowsmith, Ramon, Reynolds, Stephen J, et al.
- Created Date