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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DescriptionThis project is designed to generate enthusiasm for science among refugee students in hopes of inspiring them to continue learning science as well as to help them with their current understanding of their school science subject matter.
ContributorsSipes, Shannon Paige (Author) / O'Flaherty, Katherine (Thesis director) / Gregg, George (Committee member) / School of Molecular Sciences (Contributor) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
Description
This research looks at a group of students from Tumaini Children's Home in Nyeri, Kenya. The purpose of this paper is to explore why this particular group of students is so academically successful. Quantitative research was taken from the average 2013 test scores of Tumaini students who took the Kenyan Certificate of Primary Education (KCPE) exam in comparison to the scores of students who are not residing in the orphanage. Qualitative research involves interviews from those students who live in Tumaini and interviews from adults who are closely connected to the orphanage. The purpose is to understand why the students are performing so well academically and what support they have created for themselves that allows them to do so.
ContributorsTooker, Amy Elizabeth (Author) / Puckett, Kathleen (Thesis director) / Cocchiarella, Martha (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor)
Created2014-12
Description
The Latinx community is growing at an alarming rate in the country. First-generation Latinx Students are uninformed about navigating the educational system, which can place them at a higher risk of dropping out of college. The present work explores the relationship between high school guidance counselors and Latinx first-generation students by producing a podcast that features seven interviews with Barrett The Honors College's first-generation Latinx students. Student participants answered questions about their families, high school experience, and college transition. The student responses were shared with two high school counselors, who reflected on the student participants' answers and shared their perspectives on working with Latinx first-generation students. The findings suggest that the student-to-counselor ratio affects the role of counselors in assisting students, along with the determination of Barrett Honors Latinx First Generation students to push through obstacles to receive higher education.
ContributorsMaya, Alejandra (Author) / Garcia, David (Thesis director) / Schugurensky, Daniel, 1958- (Committee member) / Barrett, The Honors College (Contributor) / School of Social and Behavioral Sciences (Contributor) / Division of Teacher Preparation (Contributor) / School of Politics and Global Studies (Contributor)
Created2023-05
Description
Did He Kill the Mockingbird? is a play I wrote, which explores the effects of being on the Autism Spectrum plays in Arthur Radley’s life. Arthur Radley is a very misunderstood member of Maycomb County, who is constantly seen as a lesser member of society in Maycomb County.
Did He Kill the Mockingbird? provides an alternate ending to To Kill a Mockingbird. In the original play, the townspeople never discovered that Arthur Radley killed Bob Ewell. In Did He Kill the Mockingbird? a townsperson overhears Atticus Finch and Heck Tate discussing Bob Ewell's death. This leads the townsperson to tell others in Maycomb County of the events that had unfolded the night Bob Ewell died.
As the play progresses, we explore how ignorance, willful and not, change the daily lives and actions of individuals who have mental illnesses and disabilities such as Autism. The townspeople may not see a problem with the way they treat Arthur Radley, as he is just a man who they believe stabbed his mother. However, in reality, they are causing more harm by encouraging and perpetuating rumors about Arthur Radley. In turn, the rumors enhance the stigma that plagues Arthur Radley.
Jean Louise Finch is the main character in Did he Kill the Mockingbird? Jean supports Arthur Radley, and is able to see the good in him although the rest of the townspeople continue to believe he is a bad person.
I hope that my version of this alternative ending to original play brings to light the changes that we need to make as a society to encourage the acceptance of all people. As a society, we need to treat all people, whether disabled or not, as equals. Rather than perpetuating stereotypes, we need to encourage everyone to work hard and reach for their goals whatever they may be.
Did He Kill the Mockingbird? provides an alternate ending to To Kill a Mockingbird. In the original play, the townspeople never discovered that Arthur Radley killed Bob Ewell. In Did He Kill the Mockingbird? a townsperson overhears Atticus Finch and Heck Tate discussing Bob Ewell's death. This leads the townsperson to tell others in Maycomb County of the events that had unfolded the night Bob Ewell died.
As the play progresses, we explore how ignorance, willful and not, change the daily lives and actions of individuals who have mental illnesses and disabilities such as Autism. The townspeople may not see a problem with the way they treat Arthur Radley, as he is just a man who they believe stabbed his mother. However, in reality, they are causing more harm by encouraging and perpetuating rumors about Arthur Radley. In turn, the rumors enhance the stigma that plagues Arthur Radley.
Jean Louise Finch is the main character in Did he Kill the Mockingbird? Jean supports Arthur Radley, and is able to see the good in him although the rest of the townspeople continue to believe he is a bad person.
I hope that my version of this alternative ending to original play brings to light the changes that we need to make as a society to encourage the acceptance of all people. As a society, we need to treat all people, whether disabled or not, as equals. Rather than perpetuating stereotypes, we need to encourage everyone to work hard and reach for their goals whatever they may be.
ContributorsTravieso, Alejandra (Author) / Fette, Donald (Thesis director) / Hoyt, Heather (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Research indicates that social changes have resulted in children exercising much less than in the past. This is problematic since physical activity throughout the elementary school day is imperative, because exercise improves academic focus, boosts mood, and leads to a healthier lifestyle. Exercising is pivotal for all students but even more so for students in the Special Education classroom who may rely on physical activity as a way of regulating their emotions. Depending on the school, students may only exercise at recess and during their Physical Education electives. Lack of physical activity can be detrimental to the academic and physical success of a student.
This thesis explores the impact of physical activity--what I have chosen to call “moments of movement” -- inside the classroom throughout the elementary school day. Journal-based observations were made by a student teacher placed in a special education 4th-6th grade writing and reading resource classroom from August-December of 2018 and a fourth grade general education classroom from January-May of 2019. All observations were made at Adams Elementary School, a Title 1 school, in the Mesa, Arizona school district. At this K-6 grade school, many students live with the challenges of poverty, neglect, unstable family dynamics, and trauma. Because the teachers work tirelessly to cultivate a sense of home for the students, there is a strong emphasis on non-traditional teaching methods, including the AVID program and the Kagan, and Tribes strategies.
Ms. Norris (the special education teacher) and Ms. Foss (the fourth grade teacher) both have strong backgrounds in fitness and naturally incorporate physical activity in their classrooms, which is not something typically found at elementary schools. In this paper, physical activity strategies in classrooms of Ms. Norris and Ms. Foss are analyzed, as well as the benefits of implementing these strategies. The impact of these “moments of movement” on the whole class and individual students is discussed, and suggestions are made to help educators incorporate “moments of movement” into their own classrooms. Educators can use the strategies present at Adams Elementary School as a model for incorporating exercise in their own classrooms.
This thesis explores the impact of physical activity--what I have chosen to call “moments of movement” -- inside the classroom throughout the elementary school day. Journal-based observations were made by a student teacher placed in a special education 4th-6th grade writing and reading resource classroom from August-December of 2018 and a fourth grade general education classroom from January-May of 2019. All observations were made at Adams Elementary School, a Title 1 school, in the Mesa, Arizona school district. At this K-6 grade school, many students live with the challenges of poverty, neglect, unstable family dynamics, and trauma. Because the teachers work tirelessly to cultivate a sense of home for the students, there is a strong emphasis on non-traditional teaching methods, including the AVID program and the Kagan, and Tribes strategies.
Ms. Norris (the special education teacher) and Ms. Foss (the fourth grade teacher) both have strong backgrounds in fitness and naturally incorporate physical activity in their classrooms, which is not something typically found at elementary schools. In this paper, physical activity strategies in classrooms of Ms. Norris and Ms. Foss are analyzed, as well as the benefits of implementing these strategies. The impact of these “moments of movement” on the whole class and individual students is discussed, and suggestions are made to help educators incorporate “moments of movement” into their own classrooms. Educators can use the strategies present at Adams Elementary School as a model for incorporating exercise in their own classrooms.
ContributorsRudolph, Natalie S (Author) / Meloy, Elizabeth (Thesis director) / Norris, Angela (Committee member) / Division of Teacher Preparation (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
This Narrative Inquiry Research project looks at the first-hand experiences and stories of educators, counselors, and administrators working in schools during and following the pandemic. This is done through video interviews pieced together to create one large documentary-style video. In addition to the creative component, there is also an essay detailing the results of those answers, the research behind it, and what that research means for schools now.
ContributorsMorgan, Laurel (Author) / Oliver, Jill (Thesis director) / Ludlow, Carlyn (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor)
Created2023-12
Description
The Crystals in All of Us is a children's book creative project that is meant to reflect the impact a community has on a child, and vice versa. Made specifically for the special needs students I work with, it is a generalizable lesson. It incorporates various art principles, as well as child and human development theories, such as Vygotsky's Zone of Proximal Development.
ContributorsRoodettes, Nicolas (Author) / Fonseca-Chavez, Vanessa (Thesis director) / Williams, Wendy (Committee member) / Barrett, The Honors College (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Division of Teacher Preparation (Contributor)
Created2023-12