Barrett

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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An Evidence-Based Resource for Faculty Addressing Non-Course-Specific Student Needs

Description
The goal of this thesis was to create a resource addressing non-course-specific (NCS) student needs that College of Integrative Sciences and Arts (CISA) faculty can provide to their students when appropriate. Students attend faculty office hours for a variety of reasons, and not all are academic in nature. Data was…

The goal of this thesis was to create a resource addressing non-course-specific (NCS) student needs that College of Integrative Sciences and Arts (CISA) faculty can provide to their students when appropriate. Students attend faculty office hours for a variety of reasons, and not all are academic in nature. Data was collected in order to determine which resources were lacking in addressing these needs. Student need was identified through a 13-item survey regarding faculty perception of NCS student needs, including the primary reason for office hour visitation and the primary sources of stress, academic advising, and time management complaints from their students. Additionally, feedback was collected regarding faculty perception of available resources and likelihood of utilizing a new resource. Throughout the Downtown, Tempe, and Polytechnic campuses, 24 faculty responded. It was found that work stress, familial stress, academic advising requests, and students comments of being overwhelmed were the primary NCS student needs as perceived by faculty. Additionally, the majority of faculty reported not feeling fully equipped to address these needs. This information was used to create a resource compiling a list of University and off-campus tools that students can access to address these needs. The resource combined data from faculty and from the literature to address general and specific issues of stress, academic advising, feeling ‘off,’ and recovery and was created a double-sided handout to be used electronically or for print. It is currently available for faculty use. With further research, this resource could be expanded or refined to address the needs of a larger population of students in different colleges or on different campuses. Eventually, this could be used as a University-wide tool.
ContributorsMcAnally, Kaylyn Marie (Author) / Chisum, Jack (Thesis director) / Lisenbee, Cayle (Committee member) / School of Social and Behavioral Sciences (Contributor) / College of Health Solutions (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
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Emotional Arousal of Children with Autism to Pixar Videos

Description
Internal and external emotion recognition is universal knowledge individuals begin to understand in early childhood. Children diagnosed with Autism Spectrum Disorder (ASD) have physiological impairments that affect their social functioning, behavior, and emotion regulation. They often have difficulty revealing true emotions as opposed to mimicked emotions, which can make social…

Internal and external emotion recognition is universal knowledge individuals begin to understand in early childhood. Children diagnosed with Autism Spectrum Disorder (ASD) have physiological impairments that affect their social functioning, behavior, and emotion regulation. They often have difficulty revealing true emotions as opposed to mimicked emotions, which can make social connections challenging. In this pilot study, children with high-functioning and low-functioning ASD were observed in their therapy clinic, KidzSPOT Therapy, while watching a four-minute Pixar™ video as pre and post measures. The children were their own control from pre to post-evaluation. The animated characters and situations shown in the Pixar™ videos throughout the study exhibited two specific emotions: happy and sad. For six-weeks at home, children and their caregivers were asked to watch two, four-minute PixarTM videos a week on non-consecutive days and were recorded with cellular devices. Noldus FaceReader™ was used to analyze and determine increased emotional arousal of the children from recordings sent by their caregivers as they watched the videos at home. The Circumplex Model of Affect from the Noldus FaceReader™ analysis exposed the children’s active and inactive responses. The children sought support from their caregivers and therapists as a form of validation and situational understanding. The data did not display evidence of significant correlation between variables and emotional change over the course of the study. There were many limitations to this pilot study resulting in inadequate conclusions for a whole subpopulation. These findings were limited to sample size, participant interest and age-range availability within the clinic.
ContributorsGonzalez, Alereese (Author) / Chisum, Jack (Thesis director) / Brown, Glenn (Committee member) / College of Health Solutions (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05