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: School of Humanities, Arts, and Cultural Studies
Description
The purpose of this research is to explore Latina/o students' involvement at Arizona State University West and how it affects their sense of belonging, and thereby, their retention. I operationalize a "sense of belonging" as being able to express and feel comfortable with one's ethnic identity in the context of a higher education institution (Hurtado, 1997). I operationalize student involvement by the extent to which an individual student is devoted to their academic experience, invests time studying on campus, participates in student organizations, and interacts with faculty and their peers (Astin, 1984). I draw from Astin's theory of student involvement and Hurtado's sense of belonging as a base for this inquiry because they are critical components to understanding retention among the Latino/a community at Arizona State University West.
ContributorsGuerra, Luis D. (Author) / Cuadraz, Gloria (Thesis director) / Aska, Cassandra (Committee member) / School of Social and Behavioral Sciences (Contributor) / School of Humanities, Arts, and Cultural Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
In today’s economy, advertisers understand that sex sells. The foundations of this concept, however, are influenced by patriarchal expectations that women are first and foremost sexual objects for men. Women are sold beauty and demeanor expectations for them to utilize when making themselves attractive for men and men are sold the idea of beautiful, docile women. This dynamic perpetuates strict definitions of acceptable gender displays and reinforces socially permitted gendered behavior. As a society in the 21st century, we understand the damage of sexist ideals, but where we fall short is in the monitoring of channels that perpetuate and maintain those stereotypes and how affected the public really is by the male gaze, and lack of a female gaze, in media. In this paper, I search for a female gaze, but in doing so recognize the inequalities inherent in yet another gendered practice of looking and instead steer the conversation towards personalized perspectives informed by an understanding of the dominant practice of looking and its inverse.
The primary perspective from which people are depicted in media today is shaped by the male gaze. The male gaze is comprised of patriarchal ideals and relies on the understanding that the spectator or viewer is a standard human being, which heteronormativity tells us is a man. From this perspective, the scope of visual representations of men and women in media has been molded after the hierarchized gender displays within which masculinity has primacy over femininity. By presenting a limited spectrum of behavior acceptable for men and women, the media hegemonically manipulates the social constructs of gender and gendered behavior across all levels of society.
This honors thesis applies semiotic and feminist methodologies to engage visual forms of media through art, film, and social media to challenge the social constructs of gender perpetuated and reinforced by dated stereotypes of gender and gendered behavior. First, the theoretical foundation will provide a framework for semiotic and feminist analysis of visual representations of gender in media. Then, I will present data representing the real-world impact that this social construction of gender has on adolescents in America using The State of Gender Equality for U.S. Adolescents, published by Plan International Inc. I will then bring together the explicated methodologies and evidential data alongside my own experiences as a female consumer of visual media to reveal alternative practices of looking that do not revolve around patriarchal norms, looking for a female gaze. In doing so, I hope to present recourse in the face of persistent use of sexist imagery across all levels of our culture and every medium of visual self-expression by providing tools that can be used to interrogate gendered perceptions and inform self-examination in pursuit of a feminist practice of looking.
The primary perspective from which people are depicted in media today is shaped by the male gaze. The male gaze is comprised of patriarchal ideals and relies on the understanding that the spectator or viewer is a standard human being, which heteronormativity tells us is a man. From this perspective, the scope of visual representations of men and women in media has been molded after the hierarchized gender displays within which masculinity has primacy over femininity. By presenting a limited spectrum of behavior acceptable for men and women, the media hegemonically manipulates the social constructs of gender and gendered behavior across all levels of society.
This honors thesis applies semiotic and feminist methodologies to engage visual forms of media through art, film, and social media to challenge the social constructs of gender perpetuated and reinforced by dated stereotypes of gender and gendered behavior. First, the theoretical foundation will provide a framework for semiotic and feminist analysis of visual representations of gender in media. Then, I will present data representing the real-world impact that this social construction of gender has on adolescents in America using The State of Gender Equality for U.S. Adolescents, published by Plan International Inc. I will then bring together the explicated methodologies and evidential data alongside my own experiences as a female consumer of visual media to reveal alternative practices of looking that do not revolve around patriarchal norms, looking for a female gaze. In doing so, I hope to present recourse in the face of persistent use of sexist imagery across all levels of our culture and every medium of visual self-expression by providing tools that can be used to interrogate gendered perceptions and inform self-examination in pursuit of a feminist practice of looking.
ContributorsPreston, Phoebe Jane (Author) / Gaffney, Cynthia (Thesis director) / Kirsch, Sharon (Committee member) / School of Humanities, Arts, and Cultural Studies (Contributor) / School of Social and Behavioral Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
This honors thesis outlines a method for teaching argument writing in the secondary classroom, including the elements of an argument based upon the Toulmin method, and diverse ways to help students who are all types of learners become engaged and receive the support they need. It includes all elements of argument, including evidence, warrants, backing, counterargument, claims, theses, the rhetorical triangle and the rhetorical appeals, including definitions and how they fit together in an argumentative essay. The largest portion of the project is dedicated to activities and resources for teachers based upon all of those elements, along with activities for the writing process as a whole. These activities are based upon the student's individual experience as well as various scholarly resources from leading professionals in the curriculum development field for English Language Arts. This is not meant to be an end-all be-all solution for teaching argument writing, but rather one of many resources that teachers can use in their classroom. This 30-page paper, including references, are condensed into an accessible website for teachers to use more easily. Each tab on the website refers to a different element or focus of the argument writing process, with both a definition and introduction as well as one or more activities for teachers to implement into the classroom. The activities are versatile and general for the purpose of teachers being able to include them into whatever curriculum they are currently teaching. The goal is that they can add argument instruction into what they are already either willingly or being required to teach in an easy and logical way. The website is available for any secondary teachers to use as they see fit at www.teachingargumentwriting.weebly.com.
ContributorsBrooks, Jenna Nicole (Author) / Blasingame, James (Thesis director) / Barnett, Juliet (Committee member) / Division of Teacher Preparation (Contributor) / School of Film, Dance and Theatre (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
DescriptionThis project is designed to generate enthusiasm for science among refugee students in hopes of inspiring them to continue learning science as well as to help them with their current understanding of their school science subject matter.
ContributorsSipes, Shannon Paige (Author) / O'Flaherty, Katherine (Thesis director) / Gregg, George (Committee member) / School of Molecular Sciences (Contributor) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
Description
This creative project explores the concept of how music is like a language and how, as a teacher, I plan to enforce this concept through my teaching. The aim of this project is to highlight the importance of completing research and acquiring knowledge of aspects, such as the composer's life, historical background and literary references, when learning a piece of music. Through this project, I address connections between the brain and music pertaining to memorization, the components of language, the similarities between language and music, the role of the teacher and the development of a "toolbox" of knowledge for studying a piece of music. I present my own research on Schumann's Novelette Op. 21, No. 8 in f-sharp minor as well as my own experiences of learning the piece to demonstrate an example of the process and discoveries I hope my students will make in their own studies of repertoire.
ContributorsLee, Kara Jia-Shan (Author) / Pagano, Caio (Thesis director) / Creviston, Hannah (Committee member) / Division of Teacher Preparation (Contributor) / School of Music (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
Description
The SolarSPELL is an offline, ruggedized, digital library, created by Dr. Laura Hosman for the U.S. Peace Corps. It has thousands of pieces of educational content that can be accessed through a self-contained Wi-Fi hotspot on the device itself. Currently, there are more than 200 deployed in several Pacific Island nations. After visiting one of these nations, Tonga, in December of 2016, I learned that almost all of the Peace Corps volunteers stationed around the Pacific Islands suffered from a lack of resources due to a variety of reasons. While the SolarSPELL helps to remedy that, the device is lacking classroom activities and resources for creative work and educational drama. Furthermore, for many students in these environments, schools are for learning information and producing high scores on exams, not for learning about creative strengths and identity. After researching curriculum development and the use of drama in an educational setting, I compiled over 50 pieces of content to include on the SolarSPELL involving art, drama, music, movement, and most importantly, imagination. These resources will allow Peace Corps volunteers to explore additional ways to teach English in their schools, while also creating a classroom environment that allows for creative expression. All the content is compiled into one folder as "Teaching Resources", and is then broken down into seven sub- categories. In the first sub-category, Art Projects, there is a collection of several hands-on projects, many of which involve recyclable or readily available materials. These projects will allow for a greater understanding of conservation and "green" living, concepts that are crucial to the stability of these island nations. The next 5 categories are Drama Readings, Music, Movement, and Video, Group Exercises, Creative Writing, and Worksheets. The second sub- category is a collection of beginner-level "Reader's Theater" scripts. The third sub-category involves music and video to engage students in movement activities. The fourth sub-category is a compilation of group games and activities to help students express themselves and learn social skills. The fifth sub-category includes a collection of activities such as fill-in-the-blank story worksheets and journal prompts which will aid in creative thinking and the practice of the English language. The sixth sub-category involves a collection of worksheets that mainly focus on self-reflection and identity. The seventh and final sub-category, Content Guide and Information, works to explain the benefits of using of drama and creative play in the classroom, as well as strategies teachers can implement in order to further engage their students in dramatic learning and play. Overall, these pieces of content are meant to be used as resources for the Peace Corps volunteers in order to provide alternative ways to practice reading, writing, and speaking the English language, a critical part of education in the Pacific Islands.
ContributorsTaylor, Amanda Nicole (Author) / Hosman, Laura (Thesis director) / McAvoy, Mary (Committee member) / School of Film, Dance and Theatre (Contributor) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor) / School for the Future of Innovation in Society (Contributor)
Created2017-12
Description
In an effort to combat the lack of diversity in Children's Literature, this project displays a piece of literature titled Stories & Stages: A Tale of Two Sisters, in the form of a children's chapter book for a middle grade audience. Focusing on characters of a Hispanic background without relying on stereotypes or false characterizations, the novel works to inspire young minds and reflect a true representation of the world children are living in. This is done using research on different aspects of Children's Literature, including: the definition of children's literature, diversity, girlhood, and sibling relationships. This research provides the basis for the project, as does personal experience and background. Following the novel is a recording of the background research involved and a documentations of the creative process. Keywords: Children's Literature, Diversity
ContributorsFlores, Abriana Lorraine (Author) / Elliott, Lisa (Thesis director) / Haddy, Lana (Committee member) / Division of Teacher Preparation (Contributor) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
Description
This creative project created and implemented a seven-day STEM curriculum that ultimately encouraged engagement in STEM subjects in students ages 5 through 11. The activities were incorporated into Arizona State University's Kids' Camp over the summer of 2017, every Tuesday afternoon from 4 to 6 p.m. with each activity running for roughly 40 minutes. The lesson plans were created to cover a myriad of scientific topics to account for varied student interest. The topics covered were plant biology, aerodynamics, zoology, geology, chemistry, physics, and astronomy. Each lesson was scaffolded to match the learning needs of the three age groups (5-6 year olds, 7-8 year olds, 9-11 year olds) and to encourage engagement. "Engagement" was measured by pre- and post-activity surveys approved by IRB. The surveys were in the form of statements where the children would totally agree, agree, be undecided, disagree, or totally disagree with it. To more accurately test engagement, the smiley face Likert scale was incorporated with the answer choices. After implementation of the intervention, two-tailed paired t-tests showed that student engagement significantly increased for the two lesson plans of Aerodynamics and Chemistry.
ContributorsHunt, Allison Rene (Co-author) / Belko, Sara (Co-author) / Merritt, Eileen (Thesis director) / Ankeny, Casey (Committee member) / Division of Teacher Preparation (Contributor) / Harrington Bioengineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
Description
This project seeks to investigate the ways in which the W.P. Carey School of Business, at Arizona State University, can improve student retention and engagement efforts. The analysis is being completed through an audit of the business school's current efforts towards student engagement, an examination of the internal and external environments of business schools across the nation, and a review of scholarly data/research on student retention risk factors and methods for improving engagement. The study highlights what exactly contributes to the success of the W.P. Carey School of Business, concluding with recommendations for how its engagement and retention efforts can be further improved to continue to serve students at a nationally ranked level.
ContributorsStinger, Rio W. (Author) / Hillman, Amy (Thesis director) / Mader, Michael (Committee member) / Division of Teacher Preparation (Contributor) / Department of Management (Contributor) / W. P. Carey School of Business (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
The following study will address the questions: "Why is it essential to teach elementary students about sustainability?" and "How do we teach elementary students about sustainability?" Teachers have an obligation to their students, as well as to the planet, to make their students concerned about sustainability. Many natural resources students need in the future in order to survive are running out. Without a future generation prepared with the skills to challenge issues and investigate complex problems, the Earth will remain in a jeopardized state. Teachers need to incorporate sustainability-themed literature into their classrooms and lessons in order to prepare this future generation with those skills. Teachers should inform their students about the history of the term "sustainability." During this study, it was found that the sustainability curriculum topics and the "Four Ways of Thinking" could have been included into the existing curriculum. Subsequently, sustainable and critical thinking are aligned because they both share many of the same skills. Teachers could have students investigate current and past news articles to discover the problems caused by using natural resources unsustainably. Current news articles could be given to students, so they can look at how these issues can be solved with the use of alternative resources. Many of the younger students might not have a high enough reading level to understand news articles. There have been websites created that are geared toward younger audiences, so this would allow teachers to incorporate news into their lessons. Projects and class discussions should be rooted in sustainability. Class discussions can take place every day or once a week, while projects can occur over the course of a single month. Many teachers think the curriculum is too focused on improving state test scores. Nevertheless, the curriculum should contain sustainable and critical thinking skills. The implementation of sustainability education seems to overwhelm teachers because some do not see how they can incorporate it into their classrooms. However, this study found that these particular instructors can design existing lesson topics around the content and ways of thinking in sustainability education. Another reason why there is resistance to sustainability education is because the sustainability programs would add even more to each school's budget. Schools could raise funds for sustainability education, or apply for grants from the government. The in-depth literature review within this qualitative and open-ended study looked at subjective data. Sustainability, sustainability education, elementary curriculum, classroom, and teachers were just a sample of the key terms used for article searches in Google Scholar through Arizona State University. The reduction techniques included discarding any literature that neither linked directly to the problem statement nor with the ideas relating to the research questions. Limitations within the field of sustainability and elementary education include the research among middle and high schools across the nation. Many of the ideas for future research include the analysis of the long-term effects of incorporation of sustainability education within elementary curricula.
ContributorsWenninger, Jessica Shea (Author) / Ahmad, Omaya (Thesis director) / Shelton, Catharyn (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05