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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- All Subjects: Higher Education
- Creators: School of International Letters and Cultures
Description
In recent history, the world has been inspired to respond to the challenges faced by communities with ‘help’. This help has been administered with moderate success through community engagement strategies traditionally centered on social services provided through non-profit agencies. Social entrepreneurship has emerged in response to the lack of progress made in solving local and global issues with new innovations that have the potential to change the status quo and eliminate the problems for future generations. In social entrepreneurship, concerned individuals saw an opportunity to truly change the world. Higher education leaders have embraced social entrepreneurship, positioning university students as a driving force behind ideating creative and innovative solutions that can be implemented in communities to overcome a vast array of challenges from poverty to environmental sustainability. Despite the efforts of university staff and faculty, many student changemakers struggle to successfully implement their ideas and measure their impact. Factors such as how well the student understands the issue and community in addition to the extent to which the student is experienced in ideation, creative-problem solving, and implementation of projects contribute to the success or failure of a student social effort. Inspired by their experiences serving as director of Changemaker Central, the authors sought to understand the process of preparing students to be agents of change in the community. Having observed the variance in success among aspiring changemakers at Arizona State University (ASU), the researchers studied how to best support students in preparation for a high-impact career. The research analyzed students’ experiences in two of ASU’s social change programs, Changemaker Challenge (CC) and University Service-Learning (USL) and found a need for more cohesion between two programs and their represented methodologies in addition to a need for in-depth analysis on the student journey.
ContributorsMicevic, Vid (Co-author) / Fitzgerald, Kaitlyn (Co-author) / Henderson, Mark (Thesis director) / Smith, Jacqueline (Committee member) / Civil, Environmental and Sustainable Engineering Programs (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Undergraduate on-campus residential education is a topic of significant inquiry within the field of higher education, and specifically student affairs. It has become commonplace for institutions of higher education in the United States to leverage the intersections between academics and residence life in order to promote student success by offering on-campus housing options that strategically place students in residential communities that provide additional connection to the students' academic experience, often by major, college, department, or other focus areas. Such models vary by institution, but are often referred to as living-learning communities or residential colleges, depending upon their structure and goals. For example, Barrett, the Honors College on the Tempe campus of Arizona State University implements a residential college model within its student housing; honors students live and study together, with the addition of three "special communities" designed for students majoring in Engineering, Business, or the Arts. This honors thesis case study describes and investigates the impact the visual and performing arts Barrett residential community has upon its residents in their first-year college experience. Through the lens of student development theory, this research focuses upon examining this specific residential community in detail in order to gain an understanding of its effect upon residents' academic and personal well being.
ContributorsBieschke, Sara Danielle (Author) / O'Flaherty, Katherine (Thesis director) / Rendell, Dawn (Committee member) / School of Art (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
Migrant families are among one of the most vulnerable and under protected populations in terms of protection and aid from the United States government. Often arriving on the basis of fleeing violence and severe poverty, their quality of life deeply depends on their ability to find and maintain economic security. Education is recognized as a path and is strongly linked to the achievement of economic wellbeing (U.S. Department of Education, 2021). A great number of (im)migrants experience educational barriers to enrollment and participation in education and are therefore unlikely to obtain both an education and access to financial stability. This thesis presents research on the educational policies and programs currently available for (im)migrant students, recent federally reported educational outcomes of these students, and identifies substantial barriers to their obtaining a meaningful education. The intended demographic of this thesis is Latinx (im)migrant students in the state of Arizona.
Distributive justice practices are rooted in the understanding that all humans need specific resources to survive and thrive. This paper theorizes that these practices, when applied in relation to educational barriers affecting (im)migrant students, will enable them to increase both their access to and success in higher education. The author applies a distributive justice framework to address these issues via the creation of an innovative, dual-language infographic to inform (im)migrant students about the resources available to increase their access to higher education. To conclude, the paper provides an analysis of the impact the resource might have on (im)migrant students, as well as what policies or changes might/should be implemented for a large-scale impact.
ContributorsGarcia, Kaylee (Author) / Hlava, Terri (Thesis director) / Kerber, Noelle (Committee member) / Barrett, The Honors College (Contributor) / School of Social Transformation (Contributor) / School of International Letters and Cultures (Contributor)
Created2023-12
ContributorsGarcia, Kaylee (Author) / Hlava, Terri (Thesis director) / Kerber, Noelle (Committee member) / Barrett, The Honors College (Contributor) / School of Social Transformation (Contributor) / School of International Letters and Cultures (Contributor)
Created2023-12
ContributorsGarcia, Kaylee (Author) / Hlava, Terri (Thesis director) / Kerber, Noelle (Committee member) / Barrett, The Honors College (Contributor) / School of Social Transformation (Contributor) / School of International Letters and Cultures (Contributor)
Created2023-12