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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The Effect of Early Time-Restricted Feeding on the Diet Quality, Self-Efficacy, and Sleep of College Students

Description

Circadian misalignments in terms of eat and sleep cycles, common occurrences among college students, are linked to adverse health outcomes. Time-restricted feeding, a form of intermittent fasting, may offer an exciting, non-pharmacologic approach to improve the health of this population by restricting eating to feeding windows that align with circadian…

Circadian misalignments in terms of eat and sleep cycles, common occurrences among college students, are linked to adverse health outcomes. Time-restricted feeding, a form of intermittent fasting, may offer an exciting, non-pharmacologic approach to improve the health of this population by restricting eating to feeding windows that align with circadian biology. This study aims to fill a gap in the literature regarding the effect of early time-restricted feeding (eTRF) on college students, particularly in regard to diet quality, diet self-efficacy, and sleep quality. To test the hypothesis that eTRF would lead to an increase in all three variables, a 4-wk randomized-controlled, parallel arm trial was conducted. Thirty-five healthy college students were randomly assigned to one of two groups: the intervention group (TRF) was instructed to adhere to an 8-h feeding window aligned with the light cycle (9 am to 5 pm), and the control group (CON) was instructed to adhere to a 12-h feeding window typical of college students (10 am to 10pm). The eTRF diet was consumed ad libitum, and the participants were not instructed to avoid compensatory hyperphagia. The results showed a strong, reverse effect of eTRF on diet quality: fasting had a highly significant association with decreased diet quality. The results suggest that, under free-living conditions, college students practicing eTRF are more likely to compensate for prolonged fasting with unhealthy eating and snacking.
ContributorsGonzalez, Valeria Isabel (Author) / Johnston, Carol (Thesis director) / Hundley, Amanda (Committee member) / Edson College of Nursing and Health Innovation (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05

Harp Basics with Jacquelyn McAllister

Description
The goal of this project is to create a lesson book to guide teachers and beginner students through the first six months of teaching and learning and to create a strong base of knowledge the student can draw upon throughout their time playing the harp. This lesson book is organized…

The goal of this project is to create a lesson book to guide teachers and beginner students through the first six months of teaching and learning and to create a strong base of knowledge the student can draw upon throughout their time playing the harp. This lesson book is organized in three distinct sections: Level 1, Level 2, and Level 3. The sections were named to levels to more accurately describe the difficulty of the exercises and content. The lessons are designed to occur once a week so that each section may take two months to complete for a total of six months. The timing of the lessons are ultimately up to the teacher and student, however, as some may need more time while others can progress faster. The lessons are planned to last about 30 minutes, as longer would be difficult for the young student to sit still and pay attention, although the length of the lesson is also up to the teacher and the student. Attached to the lessons are links to the pieces so that the teacher and student may hear how the piece sounds before playing it.
ContributorsMcAllister, Jacquelyn (Author) / Stauffer, Sandra (Thesis director) / Glasser, Scott (Committee member) / Barrett, The Honors College (Contributor) / School of Music, Dance and Theatre (Contributor) / Edson College of Nursing and Health Innovation (Contributor)
Created2023-12