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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- Creators: Computer Science and Engineering Program
Description
This podcast considers the history of online courses in higher education and research into them, focusing on how well they serve a diverse student population. It considers how online learning developed, and how studies into the practices and effectiveness of online courses find inequality in academic outcomes and access. The podcast explores how research approaches bring to light these inequalities or fail to consider them. The future of online learning is also considered.
ContributorsWare, Rachel (Author) / Schmidt, Peter (Thesis director) / Nkrumah, Tara (Committee member) / Computer Science and Engineering Program (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
This podcast discusses three nonconformists from throughout history and analyzes what made them successful, as well as how we can apply lessons learned from them to our own lives.
ContributorsSmalley, Zachary (Author) / Schmidt, Peter (Thesis director) / Foy, Joseph (Committee member) / Computer Science and Engineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
Neoliberal feminism has gained significant popularity in fourth-wave feminist media. In this paper, I analyze the 2017 limited television series "Big Little Lies" to uncover the intricacies of neoliberal feminist theory in practice, particularly how it speaks to gender, race, and class relations.
ContributorsLuther, Molly E (Author) / Moran, Stacey (Thesis director) / Henderson-Singer, Sharon (Committee member) / Arts, Media and Engineering Sch T (Contributor) / School of Social Transformation (Contributor) / Computer Science and Engineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
This article offers an in-depth analysis of the frequency and quality of LGBTQ+ representation in fictional podcasts. Specifically, I examine how frequently and with what intent LGBTQ+ characters are included in fictional podcast series. Though scholars have studied LGBTQ+ representation in different media, there has been almost no research on representation in fictional podcast series. However, as observed in other studies, cable and network television, streaming, and even blockbuster cinema have been slowly increasing in LGBTQ+ diversity (Stokes 2019, Cook 2018). Nevertheless, LGBTQ+ media consumers, especially LGBTQ+ youth, still find themselves underrepresented and look to other sources for validation of their identities (Stokes 2019). We might expect that many LGBTQ+ people may look to fictional podcasts as a possible source of quality representation, especially because podcasts are small-scale and heavily rely on the funding, and thus the opinion, of listeners (Bottomley, 2015). This is a case study in which four fictional podcast series are analyzed for LGBTQ+ inclusivity by first taking into account how many, and in what proportion, LGBTQ+ characters are included in the selected podcasts. The quality of their representation was then evaluated by a number of factors, including diversity, depth, and the frequency and type of stereotypical LGBTQ+ tropes. My findings show a higher frequency of LGBTQ+ characters than in more mainstream media. Further, the studied fictional podcasts series featured LGBTQ+ characters with diverse personalities and backgrounds, LGBTQ+ trope subversions, opportunities to express their sexual and/or gender identities, and long story arcs that do not end in their misfortune. Therefore, we see that fictional podcasts, as a medium that sustains itself primarily on listeners’ patronage, trend towards presenting stories that their audience can relate to (Bottomley, 2015). As a result, fictional podcasts tend to create more niche stories with the intention of making a connection with a smaller demographic of media consumers.
ContributorsFerreyra, Emilia (Author) / Ingram-Waters, Phd (Thesis director) / Chadha, Phd (Committee member) / Computer Science and Engineering Program (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2020-12
Description
Sexual abuse is a major issue in the United States that has only recently begun to get media attention. This media attention has resulted in a growing awareness of the problem of sexual harassment and assault in society, especially in Hollywood and politics. However, sexual abuse is not limited to those areas, but occurs in all facets of society, including the workplace, schools, prison, and the military. Sexual abuse is only recently being recognized by society as a systemic problem instead of an isolational one. Depsite, this growing awareness of the issue, educator sexual abuse remains understudied. Educator sexual abuse is a largely ignored problem in society. This paper will look at how the media portrays gender in their reporting of educator sexual abuse cases and how this can affect biases, stereotypes, and myths surrounding the issue. We will look at eight cases—four female perpetrators and four male perpetrators—of K-12 educator sexual abuse in the United States. Using two articles for each case, we will analyze how the media reports on these cases and how gender biases are further perpetuated through these reportings. Specifically, we will analyze how perpetrators are portrayed as victims, instances of victim blaming, the implications of terminology in describing consent and responsibility, and the use of click bait all continue to perpetuate stereotypes and myths surrounding the issue of sexual abuse. The media coverage of educator sexual abuse is problematic and it is important to recognize the gender biases in the news coverage. Additionally, we will argue that the media can be a part of the prevention strategy for stopping sexual assault and harassment. Society has a long way to go in stopping sexual assault and educator sexual abuse; however, awareness is often the first step in this process, and the media needs to be careful about further perpetuating damaging stereotypes and myths.
ContributorsLanphier, Erin (Co-author) / Rosenbach, Elizabeth (Co-author) / McGibbney, Michelle (Thesis director) / Johnson, Eric (Committee member) / Computer Science and Engineering Program (Contributor) / School of Criminology and Criminal Justice (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Numerous studies have demonstrated that sexual harassment of women is a pervasive issue in male-dominated fields. This is a particular concern in STEM (Science, Technology, Engineering, and Mathematics) educational and professional climates. Because victims of sexual harassment can experience negative effects after the incidents, many women end up leaving the field. For my thesis project, I set out to create a curriculum that would teach engineering students about sexual harassment, gender bias, and their effects. In order to do this, engineering students (N = 10) participated in focus groups and individual interviews, where they were asked about their perceptions and responses to potential sexual harassment situations. Results of the focus groups revealed that the main topics that need to be addressed among engineering students are inclusion of all people, especially women; the definition and examples of sexual harassment; how to pick up on social cues; and bystander intervention techniques. A curriculum was then created that centered around those topics in a way that does not aim to make students uncomfortable, but instead aims to make them more conscious of their words and actions, as well as more empathetic to others’ viewpoints and experiences. The presentation ends with five scenarios based on the situations students brought up in the focus groups, in order for the students to practice what they’ve learned in a controlled setting before going out into the real world. I hope that by integrating this curriculum into first-year engineering classes, students will have more confidence to intervene if they see or hear something that could classify as sexual harassment. Ultimately, reductions in sexual harassment in educational settings can facilitate the academic and professional success of all students.
ContributorsKuhn, Kristine Evelyn (Author) / Davis, Dr. Kelly (Thesis director) / Frick, Kimberly (Committee member) / Computer Science and Engineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05