Barrett, The Honors College Thesis/Creative Project Collection

Today, some modern zoos, aquariums, and similar animal-exhibiting institutions continue to shift their priorities toward a focus on the conservation of wildlife. Conservation challenges span a broad subject area. The focus that any institution chooses can vary greatly in terms of magnitude and measures of significance. Many modern zoos often choose to make global conservation a central institutional priority: conservation of biodiversity, habitat protection, species extinction, and more. Some institutions, however, set conservation priorities on a smaller scale, focusing on contributions that have a more indirect effect on wild species and habitats, such as the welfare of populations in captivity, raising public awareness of conservation missions, and conservation education. By comparing the institutional priorities of two organizations within the Association of Zoos and Aquariums (AZA), the Arizona-Sonora Desert Museum and the Phoenix Zoo, I explore how each institution manages its living collections and works toward its respective conservation mission. I interviewed members of each institution and analyzed the similarities and differences between the organizations based on their management of living collections, and how different mission statements might shape their work. This included investigating the focus each institution has on animal welfare, in situ and ex situ conservation, and maintaining public interest. This also required defining what conservation and welfare mean to each institution and how that affects the management of their living collections. From a literature review and interviews with representatives from each institution, I was able to determine that despite any differences in style or in the language of respective mission statements, each institution prioritizes connecting the public and conservation of biodiversity. While they employ different approaches - one institution takes a regional interest in the Sonoran Desert ecosystem and landscape; the other takes a more global approach to its experiences, exhibits, and collections - the core values and ultimately the vision remain the same. Conservation may serve as the primary motivator for both the Museum and the Zoo, but my thesis is that this rationale could not be realized by itself for these institutions. Rather, conservation as a core value relies upon the support of other critical institutional priorities working together. In this way animal welfare, public engagement, and conservation relate to one another as institutional values and create the impact that the zoo and museum have on their local communities, as well as on conservation as a whole.

This project concerns justification for why partner dance, particularly ballroom dance, should be a part of the Arizona public-school curriculum. It consists of a review of peer-reviewed scientific research on the subject, as well as interviews conducted with local experts on dance. Moreover, a sample curriculum is supplied that should provide guidance on how to implement a ballroom dance program in the K-12 system. The goal of this paper is to empower educators to create ballroom dance programs in their schools, with the ultimate plan to help develop students into better citizens.

This 15-week long course is designed to introduce students, specifically in Arizona, to basic sustainability and conservation principles in the context of local reptile wildlife. Throughout the course, the students work on identifying the problem, creating visions for the desired future, and finally developing a strategy to help with reptile species survival in the valley. Research shows that animals in the classroom have led to improved academic success for students. Thus, through creating this course I was able to combine conservation and sustainability curriculum with real-life animals whose survival is directly being affected in the valley. My hope is that this course will help students identify a newfound passion and call to action to protect native wildlife. The more awareness and actionable knowledge which can be brought to students in Arizona about challenges to species survival the more likely we are to see a change in the future and a stronger sense of urgency for protecting wildlife. In order to accomplish these goals, the curriculum was developed to begin with basic concepts of species needs such as food and shelter and basic principles of sustainability. As the course progresses the students analyze current challenges reptile wildlife faces, like urban sprawl, and explore options to address these challenges. The course concludes with a pilot pitch where students present their solution projects to the school.

Collective human attitudes influenced by macro-forces that impact environmental issues are partially correlated to our behaviors for the good and the harm of the planet. In this thesis, I will explore how collective human attitudes contribute to pro-environmental behaviors, common and pre-existing frames of mind on major conservation dilemmas, and finally suggest future directions on how humans could be inclined to take on more environmental responsibility through an increase in human-environmental connectivity. It is found that humans are largely driven by institution structures, education, and social influence. In conclusion, more efforts should be placed to further analyze these structural incentives for pro-environmental behaviors and use them to make environmental stewardship more accessible for all people and diverse circumstances. This can be done by evaluating the human dimensions of what influences human attitudes and behaviors, how to use these forces to systematically influence pro-environmental choices, applying these structural forces to main conservation issues, and further incorporating moral discourse into the environmental research in order to appeal correctly to all aspects and perspectives. Only when human connectivity is understood in relation to the natural sciences will we be able to make positive change in the direction of a healthier Earth.

Students who transfer to a university from a community college are a diverse, resilient group of individuals who often face many challenges and barriers upon transitioning from a 2-year institution to a 4-year institution. Due to their upper-division status upon arrival at the university, transfer students are often overlooked and even unsupported throughout multiple aspects of the transfer process. To further understand the issues that are faced by transfer students throughout the transfer process, we conducted research to get a better understanding of exactly who transfer students are, what challenges they face, and how universities can better support these students so they are able to complete their baccalaureate. We compiled this research into an annotated bibliography and developed a presentation to discuss our findings, personal anecdotes, and the suggestions we have to help Barrett, the Honors College move towards a more transfer-receptive culture. All questions asked during the presentation have been documented.