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.
Amanda Federico’s Honors Thesis Creative Project, The Cyberfem Experience, is a 38-minute technofeminist satire comedy show comprised of ten original sketches told within a synthesized multimedia format. The show opens a conversation on modern feminist issues by imagining and staging possible situations affecting women and other marginalized groups that may arise in time from the current state of our technology, cyberspace, and political climate. The Cyberfem Experience wields the approachable avenue of comedy to explore and demonstrate how technology might be utilized–within the industry, online communities, or through the design of technology itself–to perpetuate biases, harmful sexual fantasies, dangerous subgroup ideologies, and enforce roles/conditions of women in a patriarchal society.
After answering a test question, feedback of the correct answer provided after a brief delay can be more beneficial to learning than feedback provided immediately (Brackbill & Kappy, 1962; Kulhavy & Anderson, 1972). Several theoretical models have been proposed to explain this delay-of-feedback benefit, with the most well supported being that delaying feedback promotes anticipation of the correct answer, which has been examined using curiosity as a measure of answer anticipation (Mullaney et al. 2014). The present study tested this model across two task designs, one designed to elicit epistemic curiosity, and one designed to elicit perceptual curiosity, to determine if the relationship between curiosity and feedback delay is type-dependent. In Task 1, participants answered trivia questions, reported their subjective level of curiosity to know the answer, and then received correct answer feedback after a variable delay (0s, 4s, or 8s). Task 2 was identical to Task 1, except that participants learned and were tested on the identities of blurred pictures, rather than trivia question answers. A subsequent learning retention test demonstrated a significant effect of curiosity, but not feedback delay, on performance in the trivia task, and no significant effect of curiosity, but a negative effect of feedback delay, on performance in the blurred pictures task. Neither task found a significant interaction effect between curiosity and delay group, which fails to support the answer anticipation model of the delay-of-feedback benefit.
"Black in Bleu" is a reflection on my life as a young, Black woman in America told through poetry, and music in conjunction with feminist activists' work as well as results from a survey amongst other young, black students. This paper is a window into Blackness reflecting my experiences as well as many others in a way to find love in that reflection. There is a playlist that goes along with the paper meant to be listened to simultaneously with the reading.
As Arizona State University moves toward virtual classroom accessibility and the fortification of education for all students around the globe (ASU Online), we must continue to develop and cultivate creative resources to bring STEM laboratory activities to those who do not have access to the resources found in many classrooms. Online science degree programs face a particular challenge, as laboratory activities must be reformatted and rethought for virtual application. ASU has recently launched an online Forensic Science major, and the ability to identify and analyze evidence at a crime scene is one of the most important skills a student-investigator can learn. The development of creative ways to address instruction in a virtual crime scene is essential to the success of this and similar programs. Through the process of identifying evidence, students can hone their critical thinking skills, as they are required to assess scenarios and decide which evidence is pertinent to a given case. By making decisions regarding the packaging of identified evidence, students learn important steps in any forensic job, such as chain of custody, the effects of material packaging on evidence preservation, and the ramifications of incorrect evidence handling. Currently, there are several virtual crime scene programs available for purchase (Crime Scenes Meet Virtual Reality | St. Edward’s University in Austin, Texas). These programs offer activities such as those described above, yet they present a financial hurdle and are not customizable for specific courses or environments. Through the use of Google Slides, this project yielded an accessible and easily replicable interactive learning experience. The project resulted in a virtual crime scene that was both intuitive and integrative of generally novice technological resources such as Google Enterprise. Clickable photo slides were constructed using the linked shape imagery tools on Google Slides in order to provide an immersive learning experience.