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.
Expectation for college attendance in the United States continues to rise as more jobs require degrees. This study aims to determine how parental expectations affect high school students in their decision to attend college. By examining parental expectations that were placed on current college students prior to and during the application period, we can determine the positive and negative outcomes of these expectations as well as the atmosphere they are creating. To test the hypothesis, an online survey was distributed to current ASU and Barrett, Honors College students regarding their experience with college applications and their parents' influence on their collegiate attendance. A qualitative analysis of the data was conducted in tandem with an analysis of several case studies to determine the results. These data show that parental expectations are having a significant impact on the enrollment of high school students in college programs. With parents placing these expectations on their children, collegiate enrollment will continue to increase. Further studies will be necessary to determine the specific influences these expectations are placing on students.
Expectation for college attendance in the United States continues to rise as more jobs require degrees. This study aims to determine how parental expectations affect high school students in their decision to attend college. By examining parental expectations that were placed on current college students prior to and during the application period, we can determine the positive and negative outcomes of these expectations as well as the atmosphere they are creating. To test the hypothesis, an online survey was distributed to current ASU and Barrett, Honors College students regarding their experience with college applications and their parents' influence on their collegiate attendance. A qualitative analysis of the data was conducted in tandem with an analysis of several case studies to determine the results. These data show that parental expectations are having a significant impact on the enrollment of high school students in college programs. With parents placing these expectations on their children, collegiate enrollment will continue to increase. Further studies will be necessary to determine the specific influences these expectations are placing on students.
One obstacle which children with autism spectrum disorders (ASDs) face when learning in a public-school environment is the lack of feeling included when learning. In this study, the term inclusion refers to time that children with ASDs spend in general education settings, interacting and/or engaging with neurotypical students and teachers. Inclusion can help students with ASDs improve their social skills, as well as academic achievement, mental health, and future success (Camargo et al., 2014). Since children with ASDs often have difficulties with social interaction skills, this can prevent their successful inclusion in general education placements. Music is a type of behaviorally-based intervention, which has proven to be effective in helping students develop the skills necessary to be successfully included, and because it is a type of activity which can serve as a bit of a distraction from the social aspect of the interaction, it can help children practice social skills and interact in a comfortable way. This study examines how music is used in public school settings to help foster the skills necessary for autistic children to be involved in standard school curriculums in order to allow them to receive the full benefits from learning in a general education setting. This study was conducted by reviewing past literature on the benefits of inclusion in special education, the benefits of music for children with ASDs, and the difference in efficacy of music interventions when conducted in an inclusive setting. Interviews with special education teachers, music educators, and music therapists were also conducted to address examples of the impact of music in this research area. The study found that music is beneficial in allowing more students to be included in standard school curriculums, and data showed the trend that inclusion positively affected their social and academic development.