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 creative project created and implemented a seven-day STEM curriculum that ultimately encouraged engagement in STEM subjects in students ages 5 through 11. The activities were incorporated into Arizona State University's Kids' Camp over the summer of 2017, every Tuesday afternoon from 4 to 6 p.m. with each activity running for roughly 40 minutes. The lesson plans were created to cover a myriad of scientific topics to account for varied student interest. The topics covered were plant biology, aerodynamics, zoology, geology, chemistry, physics, and astronomy. Each lesson was scaffolded to match the learning needs of the three age groups (5-6 year olds, 7-8 year olds, 9-11 year olds) and to encourage engagement. "Engagement" was measured by pre- and post-activity surveys approved by IRB. The surveys were in the form of statements where the children would totally agree, agree, be undecided, disagree, or totally disagree with it. To more accurately test engagement, the smiley face Likert scale was incorporated with the answer choices. After implementation of the intervention, two-tailed paired t-tests showed that student engagement significantly increased for the two lesson plans of Aerodynamics and Chemistry.
ContributorsHunt, Allison Rene (Co-author) / Belko, Sara (Co-author) / Merritt, Eileen (Thesis director) / Ankeny, Casey (Committee member) / Division of Teacher Preparation (Contributor) / Harrington Bioengineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
Description
By studying organismal performance, one can gain insight regarding the evolutionary and developmental processes that shape the adult organism. Bite force is an important trait that can be linked to performance, and therefore survival, of the entire organism. In order for an animal to successfully feed upon its prey, the components of the jaw, such as the skeleton and attached muscles, must be strong enough to withstand the forces required for capturing and then processing (masticating) the prey. Because sharks and skates have a fully cartilaginous skeleton, they theoretically bite off more than deemed biologically possible, these organisms, therefore, are excellent models for study when trying to understand bite performance. The goal was to measure the bite force of Leucoraja erinacea. Dissections were completed for 14 individuals, in order to expose the muscles beneath the skin. The muscles were then removed, and the mass was recorded. Calculations derived from the literature were used to determine total bite force. Linear regression was used to determine the relationship between bite force and size of the organism. The average maximum bite force of Leucoraja erinacea was determined to be roughly 23.3 Newtons (N). There was a positive relationship between bite force and size. This skate produces a much smaller bite force than many other organisms, providing insight into its ecological role in food webs. Many of the shells of commercially important prey were also much stronger than the bite forces estimated for these skates, suggesting that either the skates were not mature or large enough to feed on these prey, or, perhaps this species is unable to feed on these organisms entirely.
ContributorsBurke, Samantha Elaine (Author) / Ferry, Lara (Thesis director) / Wagner, Carl (Committee member) / School for the Science of Health Care Delivery (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
In response to a national call within STEM to increase diversity within the sciences, there has been a growth in science education research aimed at increasing participation of underrepresented groups in science, such as women and ethnic/racial minorities. However, an underexplored underrepresented group in science are religious students. Though 82% of the United States population is religiously affiliated, only 52% of scientists are religious (Pew, 2009). Even further, only 32% of biologists are religious, with 25% identifying as Christian (Pew, 2009; Ecklund, 2007). One reason as to why Christian individuals are underrepresented in biology is because faculty may express biases that affect students' ability to persist in the field of biology. In this study, we explored how revealing a Christian student's religious identity on science graduate application would impact faculty's perception of the student during the biology graduate application process. We found that faculty were significantly more likely to perceive the student who revealed their religious identity to be less competent, hirable, likeable, and faculty would be less likely to mentor the student. Our study informs upon possible reasons as to why there is an underrepresentation of Christians in science. This further suggests that bias against Christians must be addressed in order to avoid real-world, negative treatment of Christians in science.
ContributorsTruong, Jasmine Maylee (Author) / Brownell, Sara (Thesis director) / Gaughan, Monica (Committee member) / Barnes, Liz (Committee member) / School of Life Sciences (Contributor) / W.P. Carey School of Business (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Fabrication of Alignment and Chemical Gradient Scaffold for Tendon-Bone Repair using Electrospinning
Description
Heterogeneous musculoskeletal tissues, such as the tendon-bone junction, is crucial for transferring mechanical loading during human physical activity. This region, also known as the enthesis, is composed of a complex extracellular matrix with gradient fiber orientations and chemistries. These different physical and chemical properties are crucial in providing the support that these junctions need in handling mechanical loading of everyday activities. Currently, surgical restorative procedures for a torn enthesis entail a very invasive technique of suturing the torn tendon onto the bone. This results in improper reinjury. To circumvent this issue, one common strategy within tissue engineering is to introduce a biomaterial scaffold which acts as a template for the local damaged tissue. Electrospinning can be utilized to fabricate a fibrous material to recapitulate the structure of the extracellular matrix. Currently electrospinning techniques only allow the creation of scaffold that consists of only one orientation and material. In this work, we investigated a multicomponent, magnetically assisted, electrospinning technique to fabricate a fiber alignment and chemical gradient scaffold for tendon-bone repair
ContributorsLe, Minh (Author) / Holloway, Julianne (Thesis director) / Green, Matthew (Committee member) / W.P. Carey School of Business (Contributor) / Chemical Engineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
This essay explores the role of religion, science, and the secular in contemporary society by showing their connection to social and political legitimacy as a result of historical processes. In Chapter One, the essay presents historical arguments, particularly linguistic, which confirm science and religion as historically created categories without timeless or essential differences. Additionally, the current institutional separation of science and religion was politically motivated by the changing power structures following the Protestant Reformation. In Chapter Two, the essay employs the concept of the modern social imaginary to show how our modern concept of the political and the secular subtly reproduce the objectified territories of science and religion and thus the boundary maintenance dialectic which dominates science-religion discourse. Chapter Three argues that ‘religious’ worldviews contain genuine metaphysical claims which do not recognizably fit into these modern social categories. Given the destabilizing forces of globalization and information technology upon the political authority of the nation-state, the way many conceptualize of these objects religion, science, and the secular will change as well.
ContributorsBianchi, Joseph Anthony (Author) / Bennett, Gaymon (Thesis director) / Wetmore, Jameson (Committee member) / School of Humanities, Arts, and Cultural Studies (Contributor) / College of Integrative Sciences and Arts (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05