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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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 first section of this project analyzes and compares writing techniques of authors who write in the spy fiction genre. A short story written by Marissa Arnold makes up the second component of the project and begins on page 23. The story follows the unexpected adventure of a covert agent working in 2029.
ContributorsArnold, Marissa Ann (Author) / Fazio, Marsha (Thesis director) / Hattenhauer, Darryl (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
Description
Your Heart Is In Your Brain, Not Your Chest, is a 16-piece book of poetry that I have written as my undergraduate honors thesis at Arizona State University-Barrett, the Honors College. The work examines events that have transpired in my life, and thus, the different speakers of each poem navigate varying topics from relationships, to toxic masculinity, to heartbreak, to friendship, to solitude, to love, to acceptance, and more. I am a Secondary Education (English) major, so the motive behind this creative thesis was to teach myself to experience and assume vulnerability by means of poetry, which would allow me to better teach poetry in my future classroom(s). Specifically, it is imperative that I be able to express my emotions and thoughts through writing, so that I will be able to successfully teach my students how to express themselves through their writing as well. Not only can poetry be artistically liberating, but it also holds intellectual value that cannot be taught or found in other subject areas. Poetry takes time, patience, creativity, and discipline all at once. Gaining these qualities through writing poetry will translate not only into strengthening students' writing, but also into real-world application. These skills have proven necessary throughout my life and through writing poetry, I have been able to hone in and finely tune them. I intend to take what I have learned and transfer my knowledge to my students in order for them to be successful in their writing, in their education, and in their lives as well. There's a perception in the world that poetry is hostile to readers and a dead art, but I want to be the teacher that helps solve this issue and does not perpetuate that perception. My main goal for this book of poetry was to elucidate how writing personal poems can serve as a therapeutic, cathartic, reflective, and thought-provoking means of expression that leads to a work of art. Through this work, I will be able to provide my students with a teacher who can properly instruct them on how to express themselves through poetry and writing as well as turn their work into pieces of art along the way. I will also be able to introduce them to poetry that they might not find on their own and that speaks to the world they live in.
ContributorsDifelice, Morgan Casey (Author) / Ball, Sally (Thesis director) / Black, Cheyenne (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
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
This project was focused on creating a trade book that could be used in Kindergarten through first-grade classrooms for science lessons. I have analyzed and researched the benefits of using trade books in the classroom. Along with those benefits, best practices were also looked at. I then applied those key questions, ideas, and concepts that are used to determine the use of a trade in the classroom, and created my own trade book. The trade book was centered around a standard from Next Generation Science Standards for Kindergarten through first-grade. The focus of this book was to inform children, in an age appropriate, yet scientifically accurate and engaging format, what living organisms need in order to survive and grow. The trade book brings all the research and creativity together in order to inform and benefit students in their learning process. This creative project has allowed me to broaden my literary skills, as well as my creativity for teaching in the classroom.
ContributorsMercado, Catherine Louise (Author) / Pfister-Angulo, Mark (Thesis director) / McKee, Dianne (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
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