Barrett, The Honors College Thesis/Creative Project Collection
Barrett, The Honors College at Arizona State University proudly showcases the work of undergraduate honors students by sharing this collection exclusively with the ASU community.
Barrett accepts high performing, academically engaged undergraduate students and works with them in collaboration with all of the other academic units at Arizona State University. All Barrett students complete a thesis or creative project which is an opportunity to explore an intellectual interest and produce an original piece of scholarly research. The thesis or creative project is supervised and defended in front of a faculty committee. Students are able to engage with professors who are nationally recognized in their fields and committed to working with honors students. Completing a Barrett thesis or creative project is an opportunity for undergraduate honors students to contribute to the ASU academic community in a meaningful way.
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- All Subjects: Mental Health
- All Subjects: community
- All Subjects: Architecture
Description
This project considers the strengths and weaknesses of the three
case studies and expands on their notions. From the merchandising
tactics of Finland’s “One Way” pop-up shop, Toca-Boca x Target, and
modern-day toys to the essence of security and community established
in the Stalled! inclusive restroom movements, this flagship H&M
store reiterates these strengths.
H & M stands for inclusivity and impacting the world beyond fashion.
With such strong core values, there was an opportunity for H& M
stores to better reflect their beliefs. To elevate H&M’s brand further, a
flagship, inclusive retail environment was conceived.
case studies and expands on their notions. From the merchandising
tactics of Finland’s “One Way” pop-up shop, Toca-Boca x Target, and
modern-day toys to the essence of security and community established
in the Stalled! inclusive restroom movements, this flagship H&M
store reiterates these strengths.
H & M stands for inclusivity and impacting the world beyond fashion.
With such strong core values, there was an opportunity for H& M
stores to better reflect their beliefs. To elevate H&M’s brand further, a
flagship, inclusive retail environment was conceived.
ContributorsSmith, Ashleigh Marie (Author) / Vallerand, Olivier (Thesis director) / Jose, Bernardi (Committee member) / James, Bailey (Committee member) / The Design School (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Social-emotional learning (SEL) methods are beginning to receive global attention in primary school education, yet the dominant emphasis on implementing these curricula is in high-income, urbanized areas. Consequently, the unique features of developing and integrating such methods in middle- or low-income rural areas are unclear. Past studies suggest that students exposed to SEL programs show an increase in academic performance, improved ability to cope with stress, and better attitudes about themselves, others, and school, but these curricula are designed with an urban focus. The purpose of this study was to conduct a needs-based analysis to investigate components specific to a SEL curriculum contextualized to rural primary schools. A promising organization committed to rural educational development is Barefoot College, located in Tilonia, Rajasthan, India. In partnership with Barefoot, we designed an ethnographic study to identify and describe what teachers and school leaders consider the highest needs related to their students' social and emotional education. To do so, we interviewed 14 teachers and school leaders individually or in a focus group to explore their present understanding of “social-emotional learning” and the perception of their students’ social and emotional intelligence. Analysis of this data uncovered common themes among classroom behaviors and prevalent opportunities to address social and emotional well-being among students. These themes translated into the three overarching topics and eight sub-topics explored throughout the curriculum, and these opportunities guided the creation of the 21 modules within it. Through a design-based research methodology, we developed a 40-hour curriculum by implementing its various modules within seven Barefoot classrooms alongside continuous reiteration based on teacher feedback and participant observation. Through this process, we found that student engagement increased during contextualized SEL lessons as opposed to traditional methods. In addition, we found that teachers and students preferred and performed better with an activities-based approach. These findings suggest that rural educators must employ particular teaching strategies when addressing SEL, including localized content and an experiential-learning approach. Teachers reported that as their approach to SEL shifted, they began to unlock the potential to build self-aware, globally-minded students. This study concludes that social and emotional education cannot be treated in a generalized manner, as curriculum development is central to the teaching-learning process.
ContributorsBucker, Delaney Sue (Author) / Carrese, Susan (Thesis director) / Barab, Sasha (Committee member) / School of Life Sciences (Contributor, Contributor) / School of Civic & Economic Thought and Leadership (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Promoted by the city to increase land values and provide jobs in the barrios of South Phoenix, industry became a force of massive disturbance along Buckeye Road, interrupting the residential scale with large industrial lots, many of which have been abandoned. However, latent in the landscape are remnants of better times in the vibrant gestures of everyday urbanism.
Inspired by this palate of lively, idiosyncratic street designs—created out of necessity by people making-do—this project seeks to bring identity, value, and vitality to this challenging human environment.
This project uses concepts and processes of disturbance ecology and ecological succession, specifically the role played by pioneer species and biological legacies in the immediate aftermath of the eruption of Mount St. Helens, to develop an urban revitalization plan for Buckeye Road.
Inspired by this palate of lively, idiosyncratic street designs—created out of necessity by people making-do—this project seeks to bring identity, value, and vitality to this challenging human environment.
This project uses concepts and processes of disturbance ecology and ecological succession, specifically the role played by pioneer species and biological legacies in the immediate aftermath of the eruption of Mount St. Helens, to develop an urban revitalization plan for Buckeye Road.
ContributorsWhitesides, Ashley Nicole (Author) / Petrucci, Darren (Thesis director) / Hejduk, Renata (Committee member) / Fischer, Heidi (Committee member) / The Design School (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Traditional educational infrastructures and their corresponding architectures have degenerated to work in opposition to today's scholastic objectives. In consideration of the necessity of formal education and academic success in modern society, a re-imagination of the ideal educational model and its architectural equivalent is long overdue. Fortunately, the constituents of a successful instructional method exist just outside our windows. This thesis, completed in conjunction with the ADE422 architectural studio, seeks to identify the qualities of a new educational paradigm and its architectural manifestation through an exploration of nature and biophilic design. Architectural Studio IV was challenged to develop a new academic model and corresponding architectural integration for the Herberger Young Scholars Academy, an educational institution for exceptionally gifted junior high and high school students, located on the West Campus of Arizona State University. A commencing investigation of pre-established educational methods and practices evaluated compulsory academic values, concepts, theories, and principles. External examination of scientific studies and literature regarding the functions of nature within a scholastic setting assisted in the process of developing a novel educational paradigm. A study of game play and its relation to the learning process also proved integral to the development of a new archetype. A hypothesis was developed, asserting that a nature-centric educational model was ideal. Architectural case studies were assessed to determine applicable qualities for a new nature-architecture integration. An architectural manifestation was tested within the program of the Herberger Young Scholars Academy and through the ideal functions of nature within an academic context.
ContributorsTate, Caroline Elizabeth (Author) / Underwood, Max (Thesis director) / Hejduk, Renata (Committee member) / De Jarnett, Mitchell (Committee member) / The Design School (Contributor) / W. P. Carey School of Business (Contributor) / School of Sustainability (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Food’s implication on culture and agriculture challenges agriculture’s identity in the age of the city. As architect and author Carolyn Steel explained, “we live in a world shaped by food, and if we realize that, we can use food as a powerful tool — a conceptual tool, design tool, to shape the world differently. It triggers a new way of thinking about the problem, recognizing that food is not a commodity; it is life, it is culture, it’s us. It’s how we evolved.” If the passage of food culture is dependent upon the capacity for learning and transmitting knowledge to succeeding generations, the learning environments should reflect this tenability in its systematic and architectural approach.
Through an investigation of agriculture and cuisine and its consequential influence on culture, education, and design, the following project intends to reconceptualize the learning environment in order facilitate place-based practices. Challenging our cognitive dissonant relationship with food, the design proposal establishes a food identity through an imposition of urban agriculture and culinary design onto the school environment. Working in conjunction with the New American University’s mission, the design serves as a didactic medium between food, education, and architecture in designing the way we eat.
Through an investigation of agriculture and cuisine and its consequential influence on culture, education, and design, the following project intends to reconceptualize the learning environment in order facilitate place-based practices. Challenging our cognitive dissonant relationship with food, the design proposal establishes a food identity through an imposition of urban agriculture and culinary design onto the school environment. Working in conjunction with the New American University’s mission, the design serves as a didactic medium between food, education, and architecture in designing the way we eat.
ContributorsBone, Nicole (Author) / Rocchi, Elena (Thesis director) / Hejduk, Renata (Committee member) / Robert, Moric (Committee member) / The Design School (Contributor) / School of Geographical Sciences and Urban Planning (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
This project addresses the high demand of housing units in the Gila River Indian Community and proposes an architectural intervention with the intent of bringing tribal culture into the everyday context of the home. Initially, the existing condition is critiqued from an architectural and cultural lens, and establishes the current realities of the residents. An investigation of the existing condition and the surrounding context determined that the immediate contradiction to the existing house is the storytelling tradition of the Akimel O'odham and Pee Posh tribes. This project accepts and revises the existing condition and attempts to combine it with the fundamental traits of storytelling culture to create a house that encourages storytelling across generations, and serves as a space that allows residents to practice culture in the every day.
ContributorsGreene, Joshua Michael (Author) / Vekstein, Claudio (Thesis director) / Hejduk, Renata (Committee member) / Malnar, Joy (Committee member) / W. P. Carey School of Business (Contributor) / The Design School (Contributor) / School of Sustainability (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
The goal of our study is to identify socio-economic risk factors for depressive disorder and poor mental health by statistically analyzing survey data from the CDC. The identification of risk groups in a particular demographic could aid in the development of targeted interventions to improve overall quality of mental health in the United States. In our analysis, we studied the influences and correlations of socioeconomic factors that regulate the risk of developing Depressive Disorders and overall poor mental health. Using the statistical software STATA, we ran a regression model of selected independent socio-economic variables with the dependent mental health variables. The independent variables of the statistical model include Income, Race, State, Age, Marital Status, Sex, Education, BMI, Smoker Status, and Alcohol Consumption. Once the regression coefficients were found, we illustrated the data in graphs and heat maps to qualitatively provide visuals of the prevalence of depression in the U.S. demography. Our study indicates that the low-income and under-educated populations who are everyday smokers, obese, and/or are in divorced or separated relationships should be of main concern. A suggestion for mental health organizations would be to support counseling and therapeutic efforts as secondary care for those in smoking cessation programs, weight management programs, marriage counseling, or divorce assistance group. General improvement in alleviating poverty and increasing education could additionally show progress in counter-acting the prevalence of depressive disorder and also improve overall mental health. The identification of these target groups and socio-economic risk factors are critical in developing future preventative measures.
ContributorsGrassel, Samuel (Co-author) / Choueiri, Alexi (Co-author) / Choueiri, Robert (Co-author) / Goegan, Brian (Thesis director) / Holter, Michael (Committee member) / Sandra Day O'Connor College of Law (Contributor) / School of Molecular Sciences (Contributor) / School of Politics and Global Studies (Contributor) / Economics Program in CLAS (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
This thesis examines youth with mental health disorders in the juvenile justice system, and when their stories intersect with media coverage. In addition to exploring the history of juvenile justice in the United States, it reviews the relationship with youths who have a mental health disorder within the system, criticism of media’s coverage on these topics, and expert opinion on how this can be improved. Typically, both print and broadcast media have utilized these stories for sensationalism: slapping these crimes across the front page of the paper, or leading in a broadcast news show. Yet the journalistic responsibility of educating the community is tragically over looked, with these stories adding to the stigma of mental health. With this research, I aim to gather insight on how word choices, details, and story structure can improve daily reporting in a world of tight deadlines and competing interests—moving into a higher-quality news product.
ContributorsClark, Lauren Louise (Author) / McGuire, Tim (Thesis director) / Griller-Clark, Heather (Committee member) / School of Politics and Global Studies (Contributor) / Walter Cronkite School of Journalism and Mass Communication (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
This study investigates how the patient-provider relationship between lesbian, gay, and bisexual women and their healthcare providers influences their access to, utilization of, and experiences within healthcare environments. Nineteen participants, ages 18 to 34, were recruited using convenience and snowball sampling. Interviews were conducted inquiring about their health history and their experiences within the healthcare system in the context of their sexual orientation. The data collected from these interviews was used to create an analysis of the healthcare experiences of those who identify as queer. Although the original intention of the project was to chronicle the experiences of LGB women specifically, there were four non-binary gender respondents who contributed interviews. In an effort to not privilege any orientation over another, the respondents were collectively referred to as queer, given the inclusive and an encompassing nature of the term. The general conclusion of this study is that respondents most often experienced heterosexism rather than outright homophobia when accessing healthcare. If heterosexism was present within the healthcare setting, it made respondents feel uncomfortable with their providers and less likely to inform them of their sexuality even if it was medically relevant to their health outcomes. Gender, race, and,socioeconomic differences also had an effect on the patient-provider relationship. Non-binary respondents acknowledged the need for inclusion of more gender options outside of male or female on the reporting forms often seen in medical offices. By doing so, medical professionals are acknowledging their awareness and knowledge of people outside of the binary gender system, thus improving the experience of these patients. While race and socioeconomic status were less relevant to the context of this study, it was found that these factors have an affect on the patient-provider relationship. There are many suggestions for providers to improve the experiences of queer patients within the healthcare setting. This includes nonverbal indications of acknowledgement and acceptance, such as signs in the office that indicate it to be a queer friendly space. This will help in eliminating the fear and miscommunication that can often happen when a queer patient sees a practitioner for the first time. In addition, better education on medically relevant topics to queer patients, is necessary in order to eliminate disparities in health outcomes. This is particularly evident in trans health, where specialized education is necessary in order to decrease poor health outcomes in trans patients. Future directions of this study necessitate a closer look on how race and socioeconomic status have an effect on a queer patient's relationship with their provider.
ContributorsRajan, Sindhu (Co-author) / Bradley, Arianna (Co-author) / Larson, Michelle (Co-author) / Alvarado, Aimee (Co-author) / Ingram-Waters, Mary (Thesis director) / Arnold, Michelle (Committee member) / School of Molecular Sciences (Contributor) / School of Social Transformation (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor) / College of Public Service and Community Solutions (Contributor) / School of Human Evolution and Social Change (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Previous research has found improvements in motor and cognitive measures following Assisted Cycle Therapy (AC) in adolescence with Down syndrome (DS). Our study investigated whether we would find improvements in mental health in older adults with DS as measured from the Adapted Behavior Dementia Questionnaire (ABDQ), Physical Activity Self Efficacy Scales (PACES), Children's Depressive inventory, which are early indicators of Alzheimer's disease (AD) in persons with Down syndrome. This study consisted of seven participants with Down syndrome between the ages of 31 and 54, inclusive, that cycled for 30 minutes 3 x/week for eight weeks either at their voluntary cycling rate (VC) or approximately 35% faster with the help of a mechanical motor (ACT). Our results were consistent with our prediction that self efficacy improved following ACT, but not VC. However, our results were not consistent with our prediction that dementia and depression were improved following ACT more than VC. These results were interpreted with respect to the effects of exercise in older adults with DS. Future research should focus on recruiting more participants, especially those with deficits in mental health.
ContributorsPandya, Sachin (Author) / Ringenbach, Shannon (Thesis director) / Coon, David (Committee member) / School of Nutrition and Health Promotion (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05