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.
Geology and its tangential studies, collectively known and referred to in this thesis as geosciences, have been paramount to the transformation and advancement of society, fundamentally changing the way we view, interact and live with the surrounding natural and built environment. It is important to recognize the value and importance of this interdisciplinary scientific field while reconciling its ties to imperial and colonizing extractive systems which have led to harmful and invasive endeavors. This intersection among geosciences, (environmental) justice studies, and decolonization is intended to promote inclusive pedagogical models through just and equitable methodologies and frameworks as to prevent further injustices and promote recognition and healing of old wounds. By utilizing decolonial frameworks and highlighting the voices of peoples from colonized and exploited landscapes, this annotated syllabus tackles the issues previously described while proposing solutions involving place-based education and the recentering of land within geoscience pedagogical models. (abstract)
The ASU COVID-19 testing lab process was developed to operate as the primary testing site for all ASU staff, students, and specified external individuals. Tests are collected at various collection sites, including a walk-in site at the SDFC and various drive-up sites on campus; analysis is conducted on ASU campus and results are distributed virtually to all patients via the Health Services patient portal. The following is a literature review on past implementations of various process improvement techniques and how they can be applied to the ABCTL testing process to achieve laboratory goals. (abstract)
Temperature swing adsorption is a commonly used gas separation technique, and is being<br/>further researched as a method of carbon capture. Carbon capture is becoming increasingly<br/>important as a potential way to slow global warming. In this study, algae-derived activated<br/>carbon adsorbents were analyzed for their carbon dioxide adsorption effectiveness.<br/>Algae-derived carbon adsorbents were synthesized and then studied for their adsorption<br/>isotherms and adsorption breakthrough behavior. From the generated isotherm plots, it was<br/>determined that the carbonization temperature was not high enough and that more batches of<br/>adsorbent would have to be made to more accurately analyze the adsorptive potential of the<br/>algae-derived carbon adsorbent.
A podcast that discusses the phenomenon of cult cinema deemed “so bad, it's good”. It takes a look at what makes these films enduring and entertaining, with the ability to create near-religious followings. Moreover, it discusses the financial aspect of the filmmaking and how these followings affect the market.
Mentions of diversity have become an essential part of every university and medical school’s mission statement. Yet, with such an emphasis on diversity, there is an evident absence of<br/>cultural competence education in the curricula of medical education. There is no clear answer of<br/>what is expected of physicians and no direct transitions for the different stages of medical<br/>training when it comes to cultural competence education. This is a vital issue, as there is a close<br/>relationship between the quality of patient care, patient adherence, and medical providers’ levels<br/>of cultural competence. This research analyzes the extent that cultural competence is taught at<br/>various points of the medical education cycle through a data analysis of an IRB approved<br/>questionnaire given to students within the medical education cycle and their value versus<br/>exposure of cultural competence.