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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Food’s implication on culture and agriculture challenges agriculture’s identity in the age of the city. As architect and author Carolyn Steel explained, “we live in a world shaped by food, and if we realize that, we can use food as a powerful tool — a conceptual tool, design tool, to

Food’s implication on culture and agriculture challenges agriculture’s identity in the age of the city. As architect and author Carolyn Steel explained, “we live in a world shaped by food, and if we realize that, we can use food as a powerful tool — a conceptual tool, design tool, to shape the world differently. It triggers a new way of thinking about the problem, recognizing that food is not a commodity; it is life, it is culture, it’s us. It’s how we evolved.” If the passage of food culture is dependent upon the capacity for learning and transmitting knowledge to succeeding generations, the learning environments should reflect this tenability in its systematic and architectural approach.

Through an investigation of agriculture and cuisine and its consequential influence on culture, education, and design, the following project intends to reconceptualize the learning environment in order facilitate place-based practices. Challenging our cognitive dissonant relationship with food, the design proposal establishes a food identity through an imposition of urban agriculture and culinary design onto the school environment. Working in conjunction with the New American University’s mission, the design serves as a didactic medium between food, education, and architecture in designing the way we eat.
ContributorsBone, Nicole (Author) / Rocchi, Elena (Thesis director) / Hejduk, Renata (Committee member) / Robert, Moric (Committee member) / The Design School (Contributor) / School of Geographical Sciences and Urban Planning (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
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Description

Autism Spectrum Disorder (ASD) is a developmental disability that impacts one’s social interaction, communication skills (both verbal and non-verbal), and cognitive function. Autism affects 1 in 60 children. Individuals with autism have trouble understanding facial expressions or social cues, and often see the world around them differently than a neurotypical

Autism Spectrum Disorder (ASD) is a developmental disability that impacts one’s social interaction, communication skills (both verbal and non-verbal), and cognitive function. Autism affects 1 in 60 children. Individuals with autism have trouble understanding facial expressions or social cues, and often see the world around them differently than a neurotypical individual (mainly increased sensitivity to sounds, motion, or lighting). As the name implies, autism is a spectrum, and no two individuals are alike. As the saying goes, “When you’ve met one person with autism, you’ve met one person with autism.” Movies such as Rain Man (1988) or The Accountant (2016) showcase autistic individuals who are higher-functioning; they are able to verbally communicate and live somewhat independently. Other autistic individuals, such as my brother, Tyler, are lower-functioning. Tyler is non-verbal and unable to be independent, and our day-to-day life is greatly shaped by this.<br/><br/>One thought that haunts the parents of autistic individuals is, “What happens when they’re older?” Even more scary is the question “What will happen when I’m gone?” My brother is on the autism spectrum, and my mother describes these thoughts as ones that “keep [her] up at night.” She explains, “I think it’s important for him to be completely engaged and productive, and we have that right now because we’re in our little safety bubble...that’s going to end...and it’s kind of scary.” Around 50,000 children with autism turn 18 every year in the United States, and nearly 90% of autistic individuals lose access to the services they have relied on throughout their entire lives. My hope is that architecture can help to answer this question by providing a place for adults on the autism spectrum to learn how to eventually live and work independently in the future. By implementing certain design features and design criteria to minimize the sensory overload issues commonly experienced by individuals with autism, we can create a safe space for learning for young adults on the autism spectrum.

ContributorsSobelman, Jacob Evan (Author) / Zingoni, Milagros (Thesis director) / Hejduk, Renata (Committee member) / Patel, Tina (Committee member) / School of Geographical Sciences and Urban Planning (Contributor) / The Design School (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
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Description
Architecture has the distinct quality of creating a legacy both physical as well as intangible; the qualities of which influence, and are influenced by, the great diversity of human culture. While material and structure yield to the passage of time, our collective understanding of the work will change just as

Architecture has the distinct quality of creating a legacy both physical as well as intangible; the qualities of which influence, and are influenced by, the great diversity of human culture. While material and structure yield to the passage of time, our collective understanding of the work will change just as significantly, yet less discernibly. How can we best retain the cultural content of architectural works against the passage of time, social change, environmental transformation, and disaster? The issue, while integral to architecture, has only been articulated thusly in relatively modern times, with the rise of the historic conservation movement in Europe. The cathedral of Notre-Dame de Paris, a compelling vestige of culture, religion, and architectural form, was concretely compromised by the fire of the 15th of April 2019, which destroyed its spire and much of the roof. The cathedral’s planned restoration has been the subject of impassioned debate, controversy, and conjecture. In this thesis project, I will evaluate different approaches to retaining the cultural content present in architectural works and apply them specifically to the case of Notre-Dame de Paris. The project will culminate in a proposal for the restoration of the cathedral which is consistent with the principles determined to best preserve the legacy of the cathedral.
ContributorsParish, Evan (Author) / Neveu, Marc (Thesis director) / Hejduk, Renata (Committee member) / School of Geographical Sciences and Urban Planning (Contributor) / The Design School (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2020-05