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Adaptive Epistemologies: Scientific Practice and Environmental Restoration in a Changing Climate
No full textThe role of science in adaptation and change in socio-ecological systems has been under-conceptualized. While gathering data and increasing knowledge will undoubtedly help facilitate decision-making, adaptation within epistemic communities themselves also requires attention. This research explores how scientific practices and the knowledge infrastructures, institutions and organizations that support them are adapting to meet emerging societal goals and shifting environmental conditions. In this ethnographic study, I examine how salmon habitat restorationists in the Columbia River Basin, USA, are dealing with the uncertainty and complexity that climate change is introducing to their epistemic work. I historically situate the development of the field of ecological restoration, analyze how science relates to legal and political goals for salmon habitat restoration, and conceptualize how scientific practice adapts to the uncertainty and indeterminacy that results from climate change. To do this, I engage theoretical concepts from the field of science, technology, and society (STS) with environmental governance and management theory. By examining scientific practice, knowledge infrastructures, and institutions and organizations, I develop a conceptual framework for “adaptive epistemologies,” in which scientists alter the way they produce knowledge using the strategies of emergence, acclimation, and anticipation. I argue that we need to consider adaptation to environmental change more closely in scientific work itself, including considering how collective goals relate to knowledge production, thereby facilitating or hindering adaptation. This can be developed by extending the notion of collective empiricism to call for transdisciplinary engagements between disparate disciplines and fields.doctoral, Ph.D., Water Resources -- University of Idaho - College of Graduate Studies, 2018-0
Persistence in STEAM activities at the elementary level
No full textThis three-article dissertation presents a perspective of persistence in STEAM learning at the elementary level within the context of a third through fifth-grade elementary school in Northern Idaho. Students at this elementary school were offered extra-curricular opportunities to persist in STEAM learning and while participating in a MakerSpace type club, self-determined their activity. All three articles discuss aspects of persistence. The first article specifically discusses macro-persistence, which means returning to a STEAM activity at one’s own discretion and articles two and three deliberates the constructs of both macro and micro-persistence, which means continuing an activity at the moment after the allotted time. While the first article investigates the type of activities third through fifth-grade students choose, the second article takes a closer look at the materials used to teach some computer science lessons, and article three deliberates how teachers might use Minecraft in STEAM education. Keywords: STEAM education, self-determination theory, computer coding, Minecraftdoctoral, Ph.D., Curriculum & Instruction -- University of Idaho - College of Graduate Studies, 2018-1
Closing Sheltered Workshops: An Analysis of Services, Programs, Training and Experiences Leading to Successful Community Employment Outcomes
No full textEmployment is a significant way that people achieve social interaction, financial stability and an increased sense of self-worth. However, for many individuals with intellectual or developmental disabilities, employment may also mean earning less than minimum wage, interacting only with coworkers that also have disabilities and oftentimes working at job sites separated or secluded from the public. State and federal guidelines permitting segregated employment for people with disabilities are coming under increasing scrutiny. In January 2012, self-advocates and supporters of people with disabilities formally challenged this form of segregation in an Oregon US District Court. In October of 2015, the State of Oregon agreed to stop these unfair employment practices and help approximately 4,900 individual’s transition from segregated work settings to jobs in competitive settings within local communities. To help evaluate and determine what services, training and educational experiences were most likely to lead to successful competitive employment outcomes for individuals leaving sheltered work settings; this study followed those individuals impacted by this court decision as they progressed from segregated work through their transition into community employment. This study found past services that had taken place in true community settings, provided exposure to real employment and working conditions, and provided the individual with a means of securing transportation within their communities had the highest direct impact on successful transitions. Equally, it was found services that took place in artificially controlled, group or predominantly social settings tended to increase the difficulties that an individual faced when trying to gain employment in the real world.doctoral, D.Ed., Curriculum & Instruction -- University of Idaho - College of Graduate Studies, 2018-1
51st Annual Lionel Hampton Jazz Festival Poster
No full text18"x24" limited edition poster, number 133/15
