Matching Items (12)
Filtering by
- Member of: Theses and Dissertations
Description
InclusiTeach is a student-created website resource aiming to enrich diversity awareness across employee bases nationwide to ultimately create a more inclusive workplace. The application is presented to employers as a time-saver in creating their own DEI efforts with an easily distributable mode of training, while everyday consumers can reap the benefits of InclusiTeach for personal development or satisfying curiosity.
ContributorsMahesh, Nihara (Author) / Mathur, Arnav (Thesis director) / Hollins, Emily (Committee member) / Garnett, Sarah (Committee member) / Robson, Nic (Committee member) / Barrett, The Honors College (Contributor) / School of Social and Behavioral Sciences (Contributor) / School of Applied Professional Studies (Contributor) / Department of Psychology (Contributor)
Created2024-05
Description
Whether we like it or not, we all have questions. What is being human? We use different responses for the same questions, using tools like religion, science, art and magic to make sense of our little existence. Everyone sees it. Everyone feels it. Everyone knows it. So, what is it?
In this podcast, I will review the major players and theories involved in five areas of philosophy: existentialism, ethics, epistemology, aesthetics and metaphysics. Through subsequent interviews with community connections, ASU professors and students, we will discuss and highlight how philosophical principles are present in all areas of life, as well as how knowledge of these principles can provide a more informed perspective on the world around us.
ContributorsDeignan, Josephine (Author) / Phillips, Ben (Thesis director) / Watson, Jeffrey (Committee member) / Barrett, The Honors College (Contributor) / School of Applied Professional Studies (Contributor) / School of Public Affairs (Contributor) / School of Politics and Global Studies (Contributor) / School of International Letters and Cultures (Contributor) / Historical, Philosophical & Religious Studies, Sch (Contributor)
Created2024-05
Description
This chapter explores current strategies, regulations, and policies aimed at improving compliance with human papillomavirus (HPV) vaccination. Attention is given to the regulatory approval processes, particularly the historical and legal context of HPV vaccine variants in the United States. The chapter examines the changing landscape of HPV vaccination guidelines, including age, sex, dosage, and consent requirements. It investigates the role of major policies, such as the Affordable Care Act and the Vaccines for Children Program, in promoting vaccine accessibility and reducing disparities in underserved populations. By assessing these policies’ strengths and limitations, the research highlights gaps in Medicaid coverage and inefficiencies in program management that impact HPV vaccination efforts. The role of mandates in HPV vaccine policy is considered by examining whether legal precedent and current requirements support further coercive policy. Less restrictive measures, including provider recommendations, education, and behavioral nudges, are presented as options to pressure vaccination while maintaining personal autonomy. Finally, the discussion of education, social acceptability, stigma, hesitancy, and compliance across various demographics offers insights into how governmental regulations influence vaccination decisions.
ContributorsHorn, Maya (Author, Co-author) / Chisholm, Amber (Co-author) / Rivadeneira, Dino (Co-author) / Hallisey, Jaden (Co-author) / Stanley, Lila (Co-author) / Quenzler, Nicole (Co-author) / Compton, Carolyn (Thesis director) / Rigoni, Adam (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor) / School of Human Evolution & Social Change (Contributor) / School for the Future of Innovation in Society (Contributor) / School of Applied Professional Studies (Contributor)
Created2024-12
Description
The main character, Blaine Adrien Groves, was a previous victim of a serial killer. Four girls came before her and they all died. Blaine was the only survivor after she escaped one night at 10 years old. Due to her trauma, she becomes selectively mute for several years. Because of this, she was sheltered from the trial process once the killer was caught and confessed to his crimes. Blaine, who goes by the name Adrien to prevent people from finding out who she is, never looked back until she went to college and was reminded of her past which filled her with guilt. She dives into trying to find out and ID the girls who died before her, but instead finds that the man who went to prison all those years ago, was not the man who she had known. Panicked and guilt-stricken, Blaine quickly contacts the old detective in charge of her case. When she doesn’t hear back from him, her parents and friends begin to worry about her, and Blaine realizes she is on her own in finding the killer. She packs up her things, leaves in the night, and the adventure begins.
ContributorsVan Stone, Alison (Author) / Scott Lynch, Jacquie (Thesis director) / Simmons, Cortney (Committee member) / Barrett, The Honors College (Contributor) / School of Humanities, Arts, and Cultural Studies (Contributor) / School of Applied Professional Studies (Contributor) / School of International Letters and Cultures (Contributor) / Department of Psychology (Contributor)
Created2024-12
DescriptionThis research explores the promise of nuclear fusion that is being sought through the International Thermonuclear Experimental Reactor and how international politics affect its progress. It expands upon parts of the machine, how it works, the original idea and history, and funds contributed by the countries involved.
ContributorsSnitzer, Tanya (Author) / Kelman, Jonathan (Thesis director) / Hagen, Bjoern (Committee member) / Barrett, The Honors College (Contributor) / School of Applied Professional Studies (Contributor) / School of Sustainable Engineering & Built Envirnmt (Contributor) / School of Sustainability (Contributor)
Created2025-05
Description
Despite the increasing emphasis on Diversity, Equity, and Inclusion (DEI) initiatives in corporate environments, significant barriers continue to hinder the advancement of minorities in leadership positions. This thesis explores the challenges posed by the glass ceiling and bamboo ceiling, which disproportionately affect women and Asian professionals, limiting their opportunities for career progression. Through a combination of academic research and a creative email dialogue project, this study examines the systematic biases embedded in workplace culture, leadership expectations, and corporate decision-making. The email series, structured as a professional exchange between myself, an Asian-American female project manager, and a male-dominated construction company, highlights real-world experiences of discrimination, implicit bias, and resistance to change. Additionally, this thesis culminates in a business proposal outlining actionable strategies, such as enhanced mentorship programs, cultural competence training, and leadership forums, aimed at fostering inclusivity and empowering underrepresented groups. By merging personal insights with broader structural analysis, this work contributes to the ongoing dialogue on dismantling workplace inequities and advocating for diverse leadership representation.
ContributorsDiep, Samantha (Author) / Yoon, Seoin (Thesis director) / Webb, Adam (Committee member) / Barrett, The Honors College (Contributor) / School of Applied Professional Studies (Contributor) / Department of Management and Entrepreneurship (Contributor) / Department of Psychology (Contributor) / Department of Marketing (Contributor)
Created2025-05
Description
The hospitality industry is a fast-paced and demanding environment where employees are expected to provide exceptional service, often under high-pressure conditions. This study uses a survey to examine the relation between transformational leadership and work-related stress among hospitality employees. Hospitality employees, similar to employees in the healthcare or education industry, manage emotions while engaging with people and maintaining professionalism under stress. Comparable to corporate teams or hospital staff, hospitality employees also rely on teamwork and leadership to provide seamless service. While corporate and educational settings may also involve unpredictable workloads, long hours, and emotionally intensive interactions, hospitality workers often face these challenges in a unique context, where the fast-paced environment and direct customer engagement further amplify these demands. Handling customer frustrations and complaints directly requires strong emotional resilience. Further, hospitality jobs often come with lower wages, less job stability, and fewer benefits, further amplifying stress. Transformational leadership, characterized by its focus on motivation, inspiration, and personal development, is correlated with increased job satisfaction and reduced anxiety in various sectors. The hospitality industry, with its uniquely stressful characteristics, makes an especially attractive target for transformational leadership. However, more research has yet to explore transformational leadership’s effects within this industry. Because the hospitality industry has uniquely stressful characteristics this makes an especially attractive target for transformational leadership. Utilizing a quantitative approach, data were gathered through an online survey distributed to 49 hospitality employees in Arizona. This study aimed to examine the correlation between transformational leadership and stress levels among hospitality workers in front-of-house positions, focusing on the role of leadership in fostering a positive and supportive work environment. Contrary to the hypothesis, results revealed a positive correlation (r = 0.59, p < .001) between transformational leadership and employee stress levels. These findings suggest that while transformational leadership is associated with increased engagement and inspiration, it may also be linked to higher levels of job stress if not balanced with adequate support systems for front line service providers. By providing insights on the relationship between leadership and employee well-being, this research aims to inform more effective management practices in the hospitality sector, ultimately enhancing both employee and guest experiences.
ContributorsPeters, Heather (Author) / Kappes, Janelle (Thesis director) / Davis, Mary (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / Department of Psychology (Contributor) / School of Applied Professional Studies (Contributor)
Created2025-05
DescriptionReverie is the first draft of a feature-length screenplay in which three sailors are shipwrecked in the twisted story-world of a childish god.
ContributorsHoran, Scott Beck (Author) / Bernstein , Gregory (Thesis director) / McAuley, Brian (Committee member) / Barrett, The Honors College (Contributor) / The Sidney Poitier New American Film School (Contributor) / School of Applied Professional Studies (Contributor)
Created2025-05
Description
Public parks support child development by offering spaces for play, socialization, and learning. Dr. AJ Chandler Park presents an opportunity for redesign to better meet children’s needs. This thesis explores how integrating urban design, child psychology, and landscape architecture can create an engaging, inclusive, and educational space. Key recommendations include nature-based play, interactive learning, and accessibility, making the park a model for child-centric urban design.
ContributorsHarris, Audrey (Author) / Underwood, Max (Thesis director) / Hoover, Abigail (Committee member) / Barrett, The Honors College (Contributor) / School of Geographical Sciences and Urban Planning (Contributor) / The Design School (Contributor) / School of Applied Professional Studies (Contributor)
Created2025-05
Description
Attention-Deficit/Hyperactivity Disorder (ADHD) presents ongoing academic and personal
challenges for students in higher education, yet support systems often fall short in addressing
their full range of needs. This thesis explores how students with ADHD at Arizona State
University (ASU) experience academic support through programs like SAILS and TRIO, which, while not designed specifically for ADHD, are widely used by this population. SAILS (Student Accessibility and Inclusive Learning Services) provides academic accommodations such as extended test time and note-taking support for students with documented disabilities. TRIO is a federally funded program that offers tutoring, mentoring, and academic guidance to students from underrepresented backgrounds, including those with disabilities. To gain a deeper understanding of how these services support students with ADHD, surveys were distributed to three key groups: students registered in SAILS, professors with experience supporting these students, and staff from SAILS and TRIO. The findings highlight systemic gaps in awareness, accessibility, and effectiveness, and reveal the need for ADHD-specific resources, executive function coaching, and more targeted faculty training. Ultimately, this research offers a comprehensive, multi-perspective evaluation of ADHD support at ASU and presents actionable recommendations to improve inclusion and outcomes for neurodivergent students.
The surveys assessed awareness, resource utilization, perceived effectiveness, training,
collaboration, and feedback. Both quantitative and qualitative data were analyzed using AI-
driven tools, including correlation analysis, ANOVA testing, and natural language processing for open-ended responses. Findings reveal consistent gaps in ADHD-specific support, limited
awareness among professors, and a lack of executive functioning coaching despite strong
reliance on general accommodations like extended test time. Staff recognized these gaps as well, often pointing to structural barriers such as limited staffing and communication breakdowns.
Importantly, students repeatedly emphasized the need for more personalized, holistic support,
beyond what is currently offered through standard accommodations.
This thesis concludes that ASU’s current support structure addresses surface-level challenges, but not the root difficulties associated with ADHD. Recommendations include creating targeted programs for ADHD, improving communication across stakeholders, training faculty, and integrating proactive tools to help students build self-leadership and executive functioning skills.
By analyzing the perspectives of students, professors, and support staff together, this study
provides a comprehensive view of how ADHD support can evolve to better serve neurodivergent learners in higher education.
ContributorsAlcaraz, Verenice (Author) / Sirugudi, Kumar (Thesis director) / Wackerly-Painter, Alicia (Committee member) / Barrett, The Honors College (Contributor) / Department of Information Systems (Contributor) / School of Applied Professional Studies (Contributor)
Created2025-05