honors thesis template

• Request info
• Majors & Degrees
• Prospective Students
• Current Undergraduate Students
• Current Graduate Students
• Online Students
• Alumni and Friends
• Faculty and Staff

Honors College

Honors Thesis Manual and Template

Page content.

• Honors Thesis Manual (PDF, revised June 2023)
• Honors Thesis Template (.docx)
• Thesis Template Instructions and Formatting Checklist (PDF)

Honors Thesis Formatting: Table of Contents and Chapter Headings

Honors Thesis Formatting: Deleting Blank Pages 

Honors College Honor House 118 College Drive #5162 Hattiesburg, MS 39406

Hattiesburg Campus

Phone 601.266.4533

A Distinctive Achievement Honors Thesis

As a Schreyer Scholar, you are required to complete an undergraduate honors thesis as the culmination of your honors experience. The goal of the thesis is to demonstrate a command of relevant scholastic work and to make a personal contribution to that scholarship.

Your thesis project can take many forms — from laboratory experiments all the way to artistic creations. Your thesis document captures the relevant background, methods, and techniques and describes the details of the completion of the individual project.

Two Penn State faculty members evaluate and approve your thesis — a thesis supervisor and an honors adviser in your area of honors.

Planning is Key Project Guide

The thesis is, by design, your most ambitious undertaking as a Scholar.

A successful thesis requires a viable proposal, goal-setting, time management, and interpersonal skills on top of the disciplinary skills associated with your intended area of honors. This guide will walk you through the thesis process. Keep in mind, though, that your honors adviser and thesis supervisor are your key resources.

Planning A Thesis

An ideal thesis project should:

• Satisfy your intellectual curiosity
• Give you the opportunity to work closely with faculty
• Develop transferable skills
• Clarify your post-graduation plans

The single biggest factor in determining thesis quality is your level of interest in and engagement with the topic, so consider multiple possibilities rather than selecting the first one that seems attractive to you.

From the perspective of the Schreyer Honors College, the purpose of the thesis experience is to develop your intellectual and professional identity in the field and to help you think about your future.

Once complete, the purpose of the thesis is to advance knowledge, understanding, or creative value in its field.

Lab-Based Research Fields

We recommend avoiding the temptation to stick with your first lab placement merely out of convenience if the topic is not interesting to you. The quality of your thesis is truly dependent on the depth of your interest and the energy behind your curiosity. Your intellectual engagement is the thing that will carry you through what may at times feel like a long and sometimes difficult process.

A Thesis Needs A Thesis

A thesis is problem-oriented and identifies something of importance whose answer or best interpretation is not fully known or agreed-upon by people who make their careers in the field, and it proceeds towards the answer or best interpretation. Even with a creative or performance thesis, the purpose is not to demonstrate technical ability (writing, painting, acting, composing, etc.), but to express something you think is worth expressing and hasn't been fully expressed already.

Identifying a Topic

An interest can come from anywhere, but the problem that defines a thesis can only come from a thorough acquaintance with "the literature," the accumulated knowledge or creative value in your field.

By speaking with faculty (preferably more than one) and reading professional journals (again, more than one), you not only get a "crowd-sourced" sense of what is important, you also get a sense of what the open questions are. This is where you start to strike a balance between ambition and feasibility.

Feasibility & Realistic Ambition

You might want to come up with the definitive explanation for Rome's decline and fall, or the cure for cancer. There is strong evidence — several thousand prior theses — that your honors thesis will not accomplish anything on that scale. This realization might be disheartening, but it is an introduction to the reality of modern scholarship: Knowledge almost always moves incrementally and the individual units of knowledge production and dissemination (theses, journal articles, books, etc.) are only rarely revolutionary in isolation. This is part of what the thesis experience will test for you — whether or not you want to continue via graduate school in that kind of slow-moving enterprise.

The feasibility of a given thesis problem is bounded, as mathematicians might say, by several factors.

The honors thesis should not extend your time at Penn State by design. There are circumstances where you might defer graduation to complete your thesis, but that should not be your initial plan.

Resources are a potential issue in that even a comprehensive and well-funded university like Penn State does not have the physical infrastructure for every possible kind of research. The expense of ambitious off-campus research, such as a comparative study requiring visits to several countries, can easily exceed our funding abilities. If you expect to incur more than $300 in expenses, you should get commitments from your department and academic college before proceeding.

Proposal, Supervisor & Area of Honors

Thesis proposal.

The thesis proposal is due at the end of your third year, assuming you're on a four-year path to graduation. File your Thesis Proposal with the Schreyer Honors College via the Student Records System (SRS) . The end-of-third-year requirement is from the Honors College, but your major may expect a much earlier commitment so be sure to talk to your honors adviser as early as your second year about this. The thesis proposal needs the following things:

• Supervision
• A Working Title
• Purpose/Objective
• Intended Outcome
• How do you intend to earn honors credit?
• How often do you plan to meet with your supervisor?
• Will your thesis satisfy other requirements?
• Does your thesis involve working with human, animals, or biohazardous materials or radioactive isotopes?

The Honors College staff does not review the content of the proposal, so the intended audience is your thesis supervisor and the honors adviser in your intended area of honors.

Thesis Supervisor

Your thesis supervisor is the professor who has primary responsibility for supervising your thesis.

Ideally your thesis supervisor will be the single most appropriate person for your thesis in the whole university, or at least at your whole campus, in terms of specialization and, where relevant, resources. How far you can stray from that ideal depends on the nature of the thesis. If specific lab resources are needed then you cannot stray too far, but if general intellectual mentoring is the extent of the required supervision then you have more flexibility, including the flexibility to choose a topic that does not align closely with the supervisor's specialization.

Apart from a professor being unavailable for or declining your project, the biggest reason to consider bypassing the "single most appropriate person" is that you have doubts about whether you would get along with them. Do not put too much stock in second-hand information about a professor, but if after meeting him or her you have concerns then you should certainly consider continuing your search.

Area of Honors

Thesis honors adviser.

An honors adviser from the area in which you are pursuing honors must read and approve your thesis. If the thesis supervisor and thesis honors adviser are the same person, you must find a second eligible faculty member from your area of honors to read and approve your thesis.

Multiple Majors

If you have more than one major, you can do the following:

• Pick one major and write a thesis for honors solely in that major
• Pick a topic that can legitimately earn honors in both majors. This will be considered interdisciplinary .
• Write multiple theses, one for honors in each major

The first scenario is the most common, followed by the second depending on how closely related the majors are. You can also pick a non-major area of honors.

Second- and Third-Year Entrants (including Paterno Fellows)

If you were admitted to the Honors College after your first year or via the Liberal Arts Paterno Fellows program, you are expected to write your thesis for honors in your entrance major. You do have the right to pursue honors elsewhere, for instance in a concurrent major for which you were not admitted to the Honors College, but there is no guarantee of approval.

Topic, Not Professor

Typically, the area of honors suggested by the topic aligns with the professor's affiliation, as when you seek honors in history based on a history thesis supervised by a professor of history. But if the supervisor happens to be a professor of literature, you are still able to pursue honors in history based on the substance and methodology of the thesis.

This is especially worth remembering in the life sciences, where faculty expertise is spread among many different departments and colleges. As always, the honors adviser in the intended area of honors is the gatekeeper for whether a given thesis topic and supervisor are acceptable.

From Proposal to Thesis

Timetable & benchmarks.

The thesis proposal does not require a timetable, but you and your supervisor should have a clear idea of how much you should accomplish on a monthly basis all the way through completion. Not all of those monthly benchmarks will be actual written work; for many Schreyer Scholars the write-up will not come until toward the end. If you fall behind during the earlier part of the thesis timeline, it will be difficult if not impossible to make up that ground later.

Regular Meetings with Your Thesis Supervisor

You should take proactive steps against procrastination by making yourself accountable to someone other than yourself. Scheduling regular meetings (or e-mailing regular updates) with your thesis supervisor — even if you are working in the same lab routinely — is the best way to do that. You should also regularly update your thesis honors adviser.

Think ahead, preferably well before the time of your thesis proposal, about what your thesis work will mean for your fourth-year schedule. This is especially important if you have a significant capstone requirement like student teaching for education majors, or if you expect to do a lot of job interviews or graduate/professional school visits.

There are many reasons to plan to include the summer between third and fourth year in your research timeline: those mentioned above, plus the benefit of devoting yourself full-time to the thesis, whether it is in a lab on campus or in the field. Funding opportunities for full-time summer thesis research include Schreyer Honors College grants , the Erickson Undergraduate Education Discovery Grant , and funding via your thesis supervisor (especially in the sciences and engineering).

Department & College Thesis Guides

In addition to this guide, many departments and colleges have thesis guides with important information about their deadlines and expectations. If you do not see your college or department listed, consult with your honors adviser.

• College of Agricultural Sciences
• Smeal College of Business
• Donald P. Bellisario College of Communications
• Aerospace Engineering
• Biomedical Engineering
• Chemical Engineering
• Biobehavioral Health
• Communication Sciences and Disorders
• Hospitality Management
• Recreation, Park, and Tourism Management
• College of Information Sciences and Technology
• Comparative Literature
• Germanic & Slavic Languages and Literatures
• Global & International Studies
• Women’s, Gender, and Sexuality Studies
• College of Nursing
• Astronomy & Astrophysics: Thesis 1
• Biochemistry & Molecular Biology
• Chemistry: Thesis 1 | Thesis 2 | Thesis 3
• Mathematics: Thesis 1 | Thesis 2 | Thesis 3 | Thesis 4 | Thesis 5 | Thesis 6

Follow the Template Formatting Guide

The formatting requirements in this guide apply to all Schreyer Honors theses. Please follow the thesis templates provided below:

Information about using LaTeX is available from the University Libraries .

Formatting Requirements

Fonts & color.

All text should use the Times New Roman font.

Reduced type may be used within tables, figures, and appendices, but font size should be at least 11-point in size and must be completely legible.

The majority of your thesis document should be in black font, however, color is permissible in figures, tables, links, etc.

Organization

Begin each section on a new page. Do the same with each element of the front matter, the reference section, and the appendix.

Try to avoid typing a heading near the bottom of a page unless there is room for at least two lines of text following the heading. Instead you should simply leave a little extra space on the page and begin the heading on the next page.

If you wish you use a "display" page (a page that shows only the chapter title) at the beginning of chapters or appendices, be sure to do so consistently and to count the display page when numbering the pages.

Page Numbers

Excluding the title page and signatory page, every page in the document, including those with tables and figures, must be counted. Use lower case Roman numerals for the front matter and Arabic numbers for the text. The text (or body) of the thesis must begin on page 1. Follow the template provided at the top of this section.

Use the template provided as a pattern for creating your title page. Be sure all faculty members are identified by their correct professional titles. Check with the department for current information. Do not use such designations as "PhD" or "Dr." on the title page. (Ex. John Smith, Professor of English, Thesis Supervisor).

Electronic Approvals

Please submit your final thesis to your Thesis Supervisor and Honors Adviser at least two weeks prior to the final submission due date to allow them ample time for review and suggested changes. Also, please communicate with your professors to find out their schedule and preferred amount of time to review your thesis. Once your thesis is submitted, your committee will review the thesis one last time before giving their final approval.

Number of Approvals

A minimum of two approvals is required on each thesis. If one of the approvers has a dual role (e.g. Thesis Supervisor and Honors Adviser), then list both roles under the professional title. Do not list the same person twice. If the sharing of roles leaves you with fewer than the required number of approvals, an additional approver must be added (Faculty Reader).

Professional Titles

Be sure to identify all faculty by their correct professional titles. Check with the department for current information. Do not use such designations as "PhD" or "Dr." on the title page.

This is a one-paragraph summary of the content of your thesis that identifies concisely the content of the thesis manuscript and important results of your project. Some students like to think of it as an advertisement — i.e., when someone finishes reading it, they should want to examine the rest of your work. Keep it short and include the most interesting points.

The abstract follows the title page, must have the heading ABSTRACT at the top, and is always page Roman number i. There is no restriction on the length of the abstract, but it is usually no longer than one page.

Table of Contents

The table of contents is essentially a topic outline of the thesis and it is compiled by listing the headings in the thesis. You may choose to include first-level headings, first- and second-levels, or all levels. Keep in mind there usually is no index in a thesis, and thus a fairly detailed table of contents can serve as a useful guide for the reader. The table of contents must appear immediately after the abstract and should not list the abstract, the table of contents itself, or the vita.

Be sure the headings listed in the table of contents match word-for-word the headings in the text. Double check to be sure the page numbers are shown. In listing appendices, indicate the title of each appendix. If using display pages, the number of the display page should appear in the table of contents.

Formatting Final Touches

An honors thesis manuscript should replicate the appearance of professional writing in your discipline. Include the elements of a formal piece of academic work accordingly. For specific questions on organization or labeling, check with your thesis supervisor to see if there is a style guide you should use.

Acknowledgements (Optional)

Acknowledgements are not a required component of an honors thesis, but if you want to thank particular colleagues, faculty, librarians, archivists, interviewees, and advisers, here's the place to do it. You should include an acknowledgements page if you received a grant from the University or an outside agency that supported your research.

Tables & Figures

A table is a columnar arrangement of information, often numbers, organized to save space and convey relationships at a glance. A rule of thumb to use in deciding whether given materials are tables or figures is that tables can be typed, but figures must be drawn.

A figure is a graphic illustration such as a chart, graph, diagram, map, or photograph.

Please be sure to insert your table or figure. Do not copy and paste. Once the figure or table is inserted, you right click on it to apply the appropriate label. Afterwards, return to the list of tables or list of figures page, right click on the list, and "update table (entire table)" and the page will automatically hyperlink.

Captions & Numbering

Each table and each figure in the text must have a number and caption. Number them consecutively throughout, beginning with 1, or by chapter using a decimal system.

Style Guides

These parts of the thesis will vary in format depending on the style guide you are following. Your discipline will use a consistent style guide, such as MLA, APA, CBE, or Chicago. Whichever style you are using, stick to the rules and be consistent.

Appendices (Optional)

Material that is pertinent but is somewhat tangential or very detailed (raw data, procedural explanations, etc.) may be placed in an appendix. Appendices should be designated A, B, C (not 1, 2, 3 or I, II, III). If there is only one appendix, call it simply Appendix, not Appendix A. Titles of appendices must be listed in the table of contents. Appendix pages must be numbered consecutively with the text of the thesis (do not number the page A-1, A-2, etc.).

Bibliography/References (Optional)

A thesis can include a bibliography or reference section listing all works that are referred to in the text, and in some cases other works also consulted in the course of research and writing. This section may either precede or follow the appendices (if any), or may appear at the end of each chapter. Usually a single section is more convenient and useful for both author and reader.

The forms used for listing sources in the bibliography/reference section are detailed and complicated, and they vary considerably among academic disciplines. For this reason, you will need to follow a scholarly style manual in your field or perhaps a recent issue of a leading journal as a guide in compiling this section of the thesis.

Academic Vita (Optional)

The academic vita is optional, must be the last page of the document, and is not given a page number or listed in the table of contents. The title — Academic Vita — and the author's name should appear at the top. A standard outline style or a prose form may be used. The vita should be similar to a resume. Do not include your GPA and personal information.

The Final Step Submission Guide

Once your final thesis is approved by your thesis supervisor and honors adviser, you may submit the thesis electronically. This guide will provide the details on how to submit your thesis.

Public Access to Honors Thesis

Open access.

Your electronic thesis is available to anyone who wishes to access it on the web unless you request restricted access. Open access distribution makes the work more widely available than a bound copy on a library shelf.

Restricted Access (Penn State Only)

Access restricted to individuals having a valid Penn State Access Account, for a period of two years. Allows restricted access of the entire work beginning immediately after degree conferral. At the end of the two-year period, the status will automatically change to Open Access. Intended for use by authors in cases where prior public release of the work may compromise its acceptance for publication.

This option secures the body of the thesis for a period of two years. Selection of this option required that an invention disclosure (ID) be filed with the Office of Technology Management (OTM) prior to submission of the final honors thesis and confirmed by OTM. At the end of the two-year period, the work will be released automatically for Open Access unless a written request is made to extend this option for an additional year. The written request for an extension should be sent 30 days prior to the end of the two-year period to the Schreyer Honors College, 10 Schreyer Honors College, The Pennsylvania State University, University Park, PA 16802, or by e-mail to [email protected] . Please note: No one will be able to view your work under this option.

Submission Requirements

Electronic submission of the final honors thesis became a requirement in spring semester of 2010. Both the mandatory draft submission and the final copy must be submitted online.

The "official" copy of the honors thesis is the electronic file (eHT), and this is the copy that will be on file with the University Libraries. Electronic submission does not prevent the author from producing hard copies for the department or for personal use. All copies are the responsibility of the author and should be made prior to submission. The Schreyer Honors College does not provide copies.

How to Submit

In order to submit your thesis, you must upload a draft in PDF format to the Electronic Honors Thesis (eHT) website .

What/When to Upload

• The initial submission, the Thesis Format Review, should be the textual thesis only and should be in a single PDF file (it may include image files such as TIFFs or JPEGs)
• The recommended file naming convention is Last_First_Title.pdf
• Failure to submit the Format Review by the deadline will result in removal from the honors graduation checklist. If this occurs, you must either defer graduation or withdraw/be dismissed from the Honors College

Uploading Video, Audio or Large Images

If your thesis content is such that you feel you need to upload content other than text to properly represent your work, upload the textual portion of your thesis first as a single, standalone PDF file. Then, add additional files for any other content as separate uploads.

If the majority of your thesis work is a multimedia presentation (video, slideshow, audio recording, etc.) you are required to upload these files in addition to your PDF.

Acceptable formats include:

Please do not upload any ZIP files. If uploading more than one file, keep individual file sizes for the supplementary material under 50 MB where possible. Large files will upload, but it may take a long time to download for future use.

Final Submission & Approval

Final submission.

In order to submit your final thesis:

• Refer to the thesis templates above to create your title page (no page number).
• Make sure you have correctly spelled "Schreyer Honors College".
• Be sure to include the department in which you are earning honors, your semester and year of graduation (Ex. Spring 2024, not May 2024), your thesis title and your name.
• List the name and professional title of your thesis supervisor and honors adviser (in the department granting honors). If your honors adviser and thesis supervisor are the same person, a second faculty reader signature from the department granting honors is required.
• Include your abstract following your title page (Roman numeral i).
• Make sure your thesis is saved in PDF format.
• Upload your final thesis on the eHT website .

Final Approval

When the final thesis is approved, the author and all committee members will be notified via e-mail of the approval. Your thesis will then be accessible on the eHT website within a month after graduation unless you have specified restricted access.

I think being in the Schreyer Honors College definitely helped me have a leg up in finding research opportunities and having professors confident in my ability to take on the responsibility of research. I’m working with stem cells and regenerative medicine. I was awarded an Erickson Discovery Grant this past summer and then the College gave me a summer grant to work on my research. Emily Snow ' 23 Biomedical Engineering

• About the Honors College
• Meet The Team
• News & Announcements
• How to Apply
• Visit the Honors College
• Honors New Student Orientation
• Honors Degree & Course Planner
• Honors Withdrawal Request
• Honors College Scholarships
• Eccles Scholarship
• Community Leadership
• Honors Student Advisory Council
• Honors Student Leader Application

Departmental Honors Liaison

• Honors Integrated Minors
• Ecology & Legacy
• Human Rights and Resources
• Praxis Labs
• Adventure, Risk, and Rescue
• Responsible AI
• Asia Campus
• Office of Nationally Competitive Scholarships
• International Scholarships
• Service-Oriented Scholarships
• Language Study Scholarships
• STEM Scholarships
• University Endorsement Scholarships
• Graduate Studies Scholarships
• Alumni Spotlight Submission
• Advisory Board
• National Honors Advancement Board

Honors College

The what and why.

The culmination of the Honors Bachelors degree, the Honors Thesis is a significant undergraduate research project completed under the supervision of a faculty member approved by the Departmental Honors Liaison in the student’s major.

The culmination of the Honors Bachelors degree, the Honors Thesis is a significant undergraduate research project completed under the supervision of a faculty member approved by the Departmental Honors Liaison in the student’s major. Its purpose is to advance knowledge and understanding within the context of a research university and to further develop the student’s intellectual, professional and personal growth as a member of the Honors College. Thesis projects may take different forms in different majors – e.g. laboratory experiments, historical research or artistic creations, to name a few – but always demonstrate research expertise in the major field, a command of relevant scholarship and an effort to contribute to that scholarship.

Whether you’re committed to working in your major field, or keeping your options open, completing an Honors Thesis gives you the experience to help you get where you want to go.

Gain real research experience in your field and learn how to communicate it. Tackle and own a project that you’re passionate about. Stretch yourself intellectually through close work with a faculty expert. And the practical value of an Honors Thesis? Unlimited. An Honors Thesis helps you to:

Get accepted to grad school, medical school, law school Competitive programs greatly value research experience and the motivation, maturity, and depth of study required to complete a thesis. Find a job. Employers, in your field or outside it, seek candidates with the commitment and practical skills required to complete an independent project. Figure out your path. Do you even like research in your major? Or are you ready to try something else?

Each department defines the appropriate topics, parameters and standards of Honors thesis research. Faculty outside of the major may supervise thesis projects with the approval of the Departmental Honors Liaison in the student’s major. Topics might be developed out of faculty research, coursework, class projects, UROP projects, community engaged research or even internships. The required Thesis Proposal Form must be signed by both the Thesis Faculty Mentor and the Departmental Honors Liaison within the student’s major. Take a look at our general Thesis Guidelines.

There is no uniform required length for Honors theses, which vary widely across different fields and topics. However, a range of 30-40 pages is common. Departmental Honors Liaison in each major and the Faculty Supervisor will set specific expectations. See examples of theses from your major here.

DEVELOPING A THESIS

Think About Potential Thesis Topics While taking upper-level classes in your major, start thinking about what topics you like that are being discussed.  What interests you?  What sounds like a good project? Is there a paper, group project, or internship  you have completed and would like to continue or develop further? If you are in the sciences and are working in a research lab, is there a project you could start working on that might culminate in your thesis? Talk to your professors!  Based on your classes and other academic or research experiences, think about narrowing down to a more specific topic. See examples of theses in your major.

Second and third years typically see students refining their interests in their major, and starting to hone in on a research topic. Continue taking classes in your major, and paying attention to things like: topics that interest you; faculty whose research is interesting, and with whom you connect; questions you have that don't seem like they have good answers. These are all important data in developing your project! Make sure that you are a part of the Thesis Mentoring Community, and that you are consulting those modules and attending events that are of interest to you. And connect with other students in your major - though everyone types their own thesis, we never think in a vacuum and having a community of peers makes the process so much more fun. Also, be in touch with your Departmental Honors Liaison. You can determine who that is from the link below.

For many of you, this could be your first time working on a big research project. You might be excited, but you also might be nervous and feel unprepared. All of those things are normal! The Thesis Mentorship Community (TMC) is here to help with that. This community has a living-learning community (LLC) component but also is open to all students in the Honors College via the Canvas Course for the community. The TMC is open to students in their second year and beyond, and will help guide (mentor) you through the thesis process from preliminary planning, to research, and on to the writing of the thesis. Information on the Canvas course as well as programming organized through the Canvas course connects students to other honors students in their field of study as well as faculty in their home department and resources throughout the larger university that will assist in the thesis research and writing process.

Meet with your Departmental Honors Liaison to discuss potential topics and faculty members to serve as your Thesis Faculty Mentor. (If you are working in a research lab, usually the professor over the lab can be your thesis mentor.)

Meet with Thesis Faculty Mentor and Solidify Topic: Meet with your Faculty Mentor and confirm the topic and scope of your thesis.  Work together on creating a timeline for your thesis work, and establish how you will go through the revision and completion process. After you have finalized your thesis topic, submit a signed Honors Thesis Proposal form to the Honors College.

Meet with Your Departmental Honors Liaison

THESIS COMPLETION TIMELINE

You have your thesis topic and mentor, now the real work begins. Here are the steps you need to take to complete your Honors thesis.

*Note: Dates are for a Spring graduate, modify accordingly if you are graduating in a different semester

WRITE YOUR THESIS

Typically during your Third and/or Fourth Year

Turn in the Completed Thesis Proposal Form via the link in the pertinent announcement for your semester and year of graduation in the TMC. The soft turn-in date for this form is the third week of your semester before graduation (so fall for spring graduation, etc) to ensure you are on track.

If you are not yet a member of the TMC, you can join the Honors  Thesis Mentorship Community Canvas page  (where you will need to log in using your CIS credentials). At that point, please click 'Enroll in Course'"

Be sure to meet with your Faculty Mentor to agree on a schedule for reviewing your progress, submitting drafts, making final revisions, etc. Theses with approval signatures are due to the Honors College one week before grades are due to the Registrar's Office , the semester you plan to graduate.

Please use the Thesis Formatting Template for your final thesis.

Sign up for **** 4999 (Honors Thesis Course in your major)

4999 is a 3 credit hour class in your major, which indicates you are working independently with your supervisor on your thesis. Talk to your Departmental Honors Liaison or major academic advisor to receive a permission code.

Also make sure your major advisor has declared you for an Honors Bachelors Degree in your major (HBA, HBS, HBFA etc.)

PRESENT YOUR WORK

Honors students must present their thesis work at the annual  Undergraduate Research Symposium  at the U, at NCUR, or at discipline related research conferences

PUBLISH YOUR WORK

You can also publish in the U’s Undergraduate Research Journal. Submissions are accepted year-round for online publication each summer

Click here to submit – students must submit on their own behalf

FINAL SUBMISSION OF YOUR THESIS

Your final Honors Thesis will require electronic signatures from your Thesis Faculty Mentor, Departmental Honors Liaison, and Department Chair before you submit it to the Honors College. Approval signatures are due to the Honors College one week before grades are due to the Registrar's Office , the semester you plan to graduate. Please give yourself and Faculty Mentor at least three weeks to make final revisions and collect your three signatures.

Submit an electronic copy of your final Honors thesis with e-signature approvals from your Thesis Faculty Mentor, Departmental Honors Liaison, and the Department Chair. The Honors College will provide you with the upload link during your final semester.

Turn in a signed USpace Permission Form when you submit your thesis. USpace is the J. Willard Marriot Library’s institutional repository and provides permanent electronic storage for your work to be publicly available. If you have questions or concerns about making your thesis available through USpace, please contact the main Honors Office.

APPLY FOR GRADUATION

Spring Graduates (January 17th), Fall Graduates (September 4 th ), Summer Graduates (May 20 th )

Information on this process can be found through the Office of the Registrar

APPLY FOR UNDERGRADUATE RESEARCH SCHOLARS DESIGNATION (URSD)

Students who complete two semesters of research with a faculty mentor and present and publish their work (for example in the Undergraduate Research Symposium & Abstracts Journal) are eligible for this special transcript designation. Deadlines found here .

Honors Theses

What this handout is about.

Writing a senior honors thesis, or any major research essay, can seem daunting at first. A thesis requires a reflective, multi-stage writing process. This handout will walk you through those stages. It is targeted at students in the humanities and social sciences, since their theses tend to involve more writing than projects in the hard sciences. Yet all thesis writers may find the organizational strategies helpful.

Introduction

What is an honors thesis.

That depends quite a bit on your field of study. However, all honors theses have at least two things in common:

• They are based on students’ original research.
• They take the form of a written manuscript, which presents the findings of that research. In the humanities, theses average 50-75 pages in length and consist of two or more chapters. In the social sciences, the manuscript may be shorter, depending on whether the project involves more quantitative than qualitative research. In the hard sciences, the manuscript may be shorter still, often taking the form of a sophisticated laboratory report.

Who can write an honors thesis?

In general, students who are at the end of their junior year, have an overall 3.2 GPA, and meet their departmental requirements can write a senior thesis. For information about your eligibility, contact:

• UNC Honors Program
• Your departmental administrators of undergraduate studies/honors

Why write an honors thesis?

Satisfy your intellectual curiosity This is the most compelling reason to write a thesis. Whether it’s the short stories of Flannery O’Connor or the challenges of urban poverty, you’ve studied topics in college that really piqued your interest. Now’s your chance to follow your passions, explore further, and contribute some original ideas and research in your field.

Develop transferable skills Whether you choose to stay in your field of study or not, the process of developing and crafting a feasible research project will hone skills that will serve you well in almost any future job. After all, most jobs require some form of problem solving and oral and written communication. Writing an honors thesis requires that you:

• ask smart questions
• acquire the investigative instincts needed to find answers
• navigate libraries, laboratories, archives, databases, and other research venues
• develop the flexibility to redirect your research if your initial plan flops
• master the art of time management
• hone your argumentation skills
• organize a lengthy piece of writing
• polish your oral communication skills by presenting and defending your project to faculty and peers

Work closely with faculty mentors At large research universities like Carolina, you’ve likely taken classes where you barely got to know your instructor. Writing a thesis offers the opportunity to work one-on-one with a with faculty adviser. Such mentors can enrich your intellectual development and later serve as invaluable references for graduate school and employment.

Open windows into future professions An honors thesis will give you a taste of what it’s like to do research in your field. Even if you’re a sociology major, you may not really know what it’s like to be a sociologist. Writing a sociology thesis would open a window into that world. It also might help you decide whether to pursue that field in graduate school or in your future career.

How do you write an honors thesis?

Get an idea of what’s expected.

It’s a good idea to review some of the honors theses other students have submitted to get a sense of what an honors thesis might look like and what kinds of things might be appropriate topics. Look for examples from the previous year in the Carolina Digital Repository. You may also be able to find past theses collected in your major department or at the North Carolina Collection in Wilson Library. Pay special attention to theses written by students who share your major.

Choose a topic

Ideally, you should start thinking about topics early in your junior year, so you can begin your research and writing quickly during your senior year. (Many departments require that you submit a proposal for an honors thesis project during the spring of your junior year.)

How should you choose a topic?

• Read widely in the fields that interest you. Make a habit of browsing professional journals to survey the “hot” areas of research and to familiarize yourself with your field’s stylistic conventions. (You’ll find the most recent issues of the major professional journals in the periodicals reading room on the first floor of Davis Library).
• Set up appointments to talk with faculty in your field. This is a good idea, since you’ll eventually need to select an advisor and a second reader. Faculty also can help you start narrowing down potential topics.
• Look at honors theses from the past. The North Carolina Collection in Wilson Library holds UNC honors theses. To get a sense of the typical scope of a thesis, take a look at a sampling from your field.

What makes a good topic?

• It’s fascinating. Above all, choose something that grips your imagination. If you don’t, the chances are good that you’ll struggle to finish.
• It’s doable. Even if a topic interests you, it won’t work out unless you have access to the materials you need to research it. Also be sure that your topic is narrow enough. Let’s take an example: Say you’re interested in the efforts to ratify the Equal Rights Amendment in the 1970s and early 1980s. That’s a big topic that probably can’t be adequately covered in a single thesis. You need to find a case study within that larger topic. For example, maybe you’re particularly interested in the states that did not ratify the ERA. Of those states, perhaps you’ll select North Carolina, since you’ll have ready access to local research materials. And maybe you want to focus primarily on the ERA’s opponents. Beyond that, maybe you’re particularly interested in female opponents of the ERA. Now you’ve got a much more manageable topic: Women in North Carolina Who Opposed the ERA in the 1970s and 1980s.
• It contains a question. There’s a big difference between having a topic and having a guiding research question. Taking the above topic, perhaps your main question is: Why did some women in North Carolina oppose the ERA? You will, of course, generate other questions: Who were the most outspoken opponents? White women? Middle-class women? How did they oppose the ERA? Public protests? Legislative petitions? etc. etc. Yet it’s good to start with a guiding question that will focus your research.

Goal-setting and time management

The senior year is an exceptionally busy time for college students. In addition to the usual load of courses and jobs, seniors have the daunting task of applying for jobs and/or graduate school. These demands are angst producing and time consuming If that scenario sounds familiar, don’t panic! Do start strategizing about how to make a time for your thesis. You may need to take a lighter course load or eliminate extracurricular activities. Even if the thesis is the only thing on your plate, you still need to make a systematic schedule for yourself. Most departments require that you take a class that guides you through the honors project, so deadlines likely will be set for you. Still, you should set your own goals for meeting those deadlines. Here are a few suggestions for goal setting and time management:

Start early. Keep in mind that many departments will require that you turn in your thesis sometime in early April, so don’t count on having the entire spring semester to finish your work. Ideally, you’ll start the research process the semester or summer before your senior year so that the writing process can begin early in the fall. Some goal-setting will be done for you if you are taking a required class that guides you through the honors project. But any substantive research project requires a clear timetable.

Set clear goals in making a timetable. Find out the final deadline for turning in your project to your department. Working backwards from that deadline, figure out how much time you can allow for the various stages of production.

Here is a sample timetable. Use it, however, with two caveats in mind:

• The timetable for your thesis might look very different depending on your departmental requirements.
• You may not wish to proceed through these stages in a linear fashion. You may want to revise chapter one before you write chapter two. Or you might want to write your introduction last, not first. This sample is designed simply to help you start thinking about how to customize your own schedule.

Sample timetable

Avoid falling into the trap of procrastination. Once you’ve set goals for yourself, stick to them! For some tips on how to do this, see our handout on procrastination .

Consistent production

It’s a good idea to try to squeeze in a bit of thesis work every day—even if it’s just fifteen minutes of journaling or brainstorming about your topic. Or maybe you’ll spend that fifteen minutes taking notes on a book. The important thing is to accomplish a bit of active production (i.e., putting words on paper) for your thesis every day. That way, you develop good writing habits that will help you keep your project moving forward.

Make yourself accountable to someone other than yourself

Since most of you will be taking a required thesis seminar, you will have deadlines. Yet you might want to form a writing group or enlist a peer reader, some person or people who can help you stick to your goals. Moreover, if your advisor encourages you to work mostly independently, don’t be afraid to ask them to set up periodic meetings at which you’ll turn in installments of your project.

Brainstorming and freewriting

One of the biggest challenges of a lengthy writing project is keeping the creative juices flowing. Here’s where freewriting can help. Try keeping a small notebook handy where you jot down stray ideas that pop into your head. Or schedule time to freewrite. You may find that such exercises “free” you up to articulate your argument and generate new ideas. Here are some questions to stimulate freewriting.

Questions for basic brainstorming at the beginning of your project:

• What do I already know about this topic?
• Why do I care about this topic?
• Why is this topic important to people other than myself
• What more do I want to learn about this topic?
• What is the main question that I am trying to answer?
• Where can I look for additional information?
• Who is my audience and how can I reach them?
• How will my work inform my larger field of study?
• What’s the main goal of my research project?

Questions for reflection throughout your project:

• What’s my main argument? How has it changed since I began the project?
• What’s the most important evidence that I have in support of my “big point”?
• What questions do my sources not answer?
• How does my case study inform or challenge my field writ large?
• Does my project reinforce or contradict noted scholars in my field? How?
• What is the most surprising finding of my research?
• What is the most frustrating part of this project?
• What is the most rewarding part of this project?
• What will be my work’s most important contribution?

Research and note-taking

In conducting research, you will need to find both primary sources (“firsthand” sources that come directly from the period/events/people you are studying) and secondary sources (“secondhand” sources that are filtered through the interpretations of experts in your field.) The nature of your research will vary tremendously, depending on what field you’re in. For some general suggestions on finding sources, consult the UNC Libraries tutorials . Whatever the exact nature of the research you’re conducting, you’ll be taking lots of notes and should reflect critically on how you do that. Too often it’s assumed that the research phase of a project involves very little substantive writing (i.e., writing that involves thinking). We sit down with our research materials and plunder them for basic facts and useful quotations. That mechanical type of information-recording is important. But a more thoughtful type of writing and analytical thinking is also essential at this stage. Some general guidelines for note-taking:

First of all, develop a research system. There are lots of ways to take and organize your notes. Whether you choose to use note cards, computer databases, or notebooks, follow two cardinal rules:

• Make careful distinctions between direct quotations and your paraphrasing! This is critical if you want to be sure to avoid accidentally plagiarizing someone else’s work. For more on this, see our handout on plagiarism .
• Record full citations for each source. Don’t get lazy here! It will be far more difficult to find the proper citation later than to write it down now.

Keeping those rules in mind, here’s a template for the types of information that your note cards/legal pad sheets/computer files should include for each of your sources:

Abbreviated subject heading: Include two or three words to remind you of what this sources is about (this shorthand categorization is essential for the later sorting of your sources).

Complete bibliographic citation:

• author, title, publisher, copyright date, and page numbers for published works
• box and folder numbers and document descriptions for archival sources
• complete web page title, author, address, and date accessed for online sources

Notes on facts, quotations, and arguments: Depending on the type of source you’re using, the content of your notes will vary. If, for example, you’re using US Census data, then you’ll mainly be writing down statistics and numbers. If you’re looking at someone else’s diary, you might jot down a number of quotations that illustrate the subject’s feelings and perspectives. If you’re looking at a secondary source, you’ll want to make note not just of factual information provided by the author but also of their key arguments.

Your interpretation of the source: This is the most important part of note-taking. Don’t just record facts. Go ahead and take a stab at interpreting them. As historians Jacques Barzun and Henry F. Graff insist, “A note is a thought.” So what do these thoughts entail? Ask yourself questions about the context and significance of each source.

Interpreting the context of a source:

• Who wrote/created the source?
• When, and under what circumstances, was it written/created?
• Why was it written/created? What was the agenda behind the source?
• How was it written/created?
• If using a secondary source: How does it speak to other scholarship in the field?

Interpreting the significance of a source:

• How does this source answer (or complicate) my guiding research questions?
• Does it pose new questions for my project? What are they?
• Does it challenge my fundamental argument? If so, how?
• Given the source’s context, how reliable is it?

You don’t need to answer all of these questions for each source, but you should set a goal of engaging in at least one or two sentences of thoughtful, interpretative writing for each source. If you do so, you’ll make much easier the next task that awaits you: drafting.

The dread of drafting

Why do we often dread drafting? We dread drafting because it requires synthesis, one of the more difficult forms of thinking and interpretation. If you’ve been free-writing and taking thoughtful notes during the research phase of your project, then the drafting should be far less painful. Here are some tips on how to get started:

Sort your “evidence” or research into analytical categories:

• Some people file note cards into categories.
• The technologically-oriented among us take notes using computer database programs that have built-in sorting mechanisms.
• Others cut and paste evidence into detailed outlines on their computer.
• Still others stack books, notes, and photocopies into topically-arranged piles.There is not a single right way, but this step—in some form or fashion—is essential!

If you’ve been forcing yourself to put subject headings on your notes as you go along, you’ll have generated a number of important analytical categories. Now, you need to refine those categories and sort your evidence. Everyone has a different “sorting style.”

Formulate working arguments for your entire thesis and individual chapters. Once you’ve sorted your evidence, you need to spend some time thinking about your project’s “big picture.” You need to be able to answer two questions in specific terms:

• What is the overall argument of my thesis?
• What are the sub-arguments of each chapter and how do they relate to my main argument?

Keep in mind that “working arguments” may change after you start writing. But a senior thesis is big and potentially unwieldy. If you leave this business of argument to chance, you may end up with a tangle of ideas. See our handout on arguments and handout on thesis statements for some general advice on formulating arguments.

Divide your thesis into manageable chunks. The surest road to frustration at this stage is getting obsessed with the big picture. What? Didn’t we just say that you needed to focus on the big picture? Yes, by all means, yes. You do need to focus on the big picture in order to get a conceptual handle on your project, but you also need to break your thesis down into manageable chunks of writing. For example, take a small stack of note cards and flesh them out on paper. Or write through one point on a chapter outline. Those small bits of prose will add up quickly.

Just start! Even if it’s not at the beginning. Are you having trouble writing those first few pages of your chapter? Sometimes the introduction is the toughest place to start. You should have a rough idea of your overall argument before you begin writing one of the main chapters, but you might find it easier to start writing in the middle of a chapter of somewhere other than word one. Grab hold where you evidence is strongest and your ideas are clearest.

Keep up the momentum! Assuming the first draft won’t be your last draft, try to get your thoughts on paper without spending too much time fussing over minor stylistic concerns. At the drafting stage, it’s all about getting those ideas on paper. Once that task is done, you can turn your attention to revising.

Peter Elbow, in Writing With Power, suggests that writing is difficult because it requires two conflicting tasks: creating and criticizing. While these two tasks are intimately intertwined, the drafting stage focuses on creating, while revising requires criticizing. If you leave your revising to the last minute, then you’ve left out a crucial stage of the writing process. See our handout for some general tips on revising . The challenges of revising an honors thesis may include:

Juggling feedback from multiple readers

A senior thesis may mark the first time that you have had to juggle feedback from a wide range of readers:

• your adviser
• a second (and sometimes third) faculty reader
• the professor and students in your honors thesis seminar

You may feel overwhelmed by the prospect of incorporating all this advice. Keep in mind that some advice is better than others. You will probably want to take most seriously the advice of your adviser since they carry the most weight in giving your project a stamp of approval. But sometimes your adviser may give you more advice than you can digest. If so, don’t be afraid to approach them—in a polite and cooperative spirit, of course—and ask for some help in prioritizing that advice. See our handout for some tips on getting and receiving feedback .

Refining your argument

It’s especially easy in writing a lengthy work to lose sight of your main ideas. So spend some time after you’ve drafted to go back and clarify your overall argument and the individual chapter arguments and make sure they match the evidence you present.

Organizing and reorganizing

Again, in writing a 50-75 page thesis, things can get jumbled. You may find it particularly helpful to make a “reverse outline” of each of your chapters. That will help you to see the big sections in your work and move things around so there’s a logical flow of ideas. See our handout on  organization  for more organizational suggestions and tips on making a reverse outline

Plugging in holes in your evidence

It’s unlikely that you anticipated everything you needed to look up before you drafted your thesis. Save some time at the revising stage to plug in the holes in your research. Make sure that you have both primary and secondary evidence to support and contextualize your main ideas.

Saving time for the small stuff

Even though your argument, evidence, and organization are most important, leave plenty of time to polish your prose. At this point, you’ve spent a very long time on your thesis. Don’t let minor blemishes (misspellings and incorrect grammar) distract your readers!

Formatting and final touches

You’re almost done! You’ve researched, drafted, and revised your thesis; now you need to take care of those pesky little formatting matters. An honors thesis should replicate—on a smaller scale—the appearance of a dissertation or master’s thesis. So, you need to include the “trappings” of a formal piece of academic work. For specific questions on formatting matters, check with your department to see if it has a style guide that you should use. For general formatting guidelines, consult the Graduate School’s Guide to Dissertations and Theses . Keeping in mind the caveat that you should always check with your department first about its stylistic guidelines, here’s a brief overview of the final “finishing touches” that you’ll need to put on your honors thesis:

• Honors Thesis
• Name of Department
• University of North Carolina
• These parts of the thesis will vary in format depending on whether your discipline uses MLA, APA, CBE, or Chicago (also known in its shortened version as Turabian) style. Whichever style you’re using, stick to the rules and be consistent. It might be helpful to buy an appropriate style guide. Or consult the UNC LibrariesYear Citations/footnotes and works cited/reference pages  citation tutorial
• In addition, in the bottom left corner, you need to leave space for your adviser and faculty readers to sign their names. For example:

Approved by: _____________________

Adviser: Prof. Jane Doe

• This is not a required component of an honors thesis. However, if you want to thank particular librarians, archivists, interviewees, and advisers, here’s the place to do it. You should include an acknowledgments page if you received a grant from the university or an outside agency that supported your research. It’s a good idea to acknowledge folks who helped you with a major project, but do not feel the need to go overboard with copious and flowery expressions of gratitude. You can—and should—always write additional thank-you notes to people who gave you assistance.
• Formatted much like the table of contents.
• You’ll need to save this until the end, because it needs to reflect your final pagination. Once you’ve made all changes to the body of the thesis, then type up your table of contents with the titles of each section aligned on the left and the page numbers on which those sections begin flush right.
• Each page of your thesis needs a number, although not all page numbers are displayed. All pages that precede the first page of the main text (i.e., your introduction or chapter one) are numbered with small roman numerals (i, ii, iii, iv, v, etc.). All pages thereafter use Arabic numerals (1, 2, 3, 4, 5, etc.).
• Your text should be double spaced (except, in some cases, long excerpts of quoted material), in a 12 point font and a standard font style (e.g., Times New Roman). An honors thesis isn’t the place to experiment with funky fonts—they won’t enhance your work, they’ll only distract your readers.
• In general, leave a one-inch inch margin on all sides. However, for the copy of your thesis that will be bound by the library, you need to leave a 1.25-inch margin on the left.

How do I defend my honors thesis?

Graciously, enthusiastically, and confidently. The term defense is scary and misleading—it conjures up images of a military exercise or an athletic maneuver. An academic defense ideally shouldn’t be a combative scene but a congenial conversation about the work’s merits and weaknesses. That said, the defense probably won’t be like the average conversation that you have with your friends. You’ll be the center of attention. And you may get some challenging questions. Thus, it’s a good idea to spend some time preparing yourself. First of all, you’ll want to prepare 5-10 minutes of opening comments. Here’s a good time to preempt some criticisms by frankly acknowledging what you think your work’s greatest strengths and weaknesses are. Then you may be asked some typical questions:

• What is the main argument of your thesis?
• How does it fit in with the work of Ms. Famous Scholar?
• Have you read the work of Mr. Important Author?

NOTE: Don’t get too flustered if you haven’t! Most scholars have their favorite authors and books and may bring one or more of them up, even if the person or book is only tangentially related to the topic at hand. Should you get this question, answer honestly and simply jot down the title or the author’s name for future reference. No one expects you to have read everything that’s out there.

• Why did you choose this particular case study to explore your topic?
• If you were to expand this project in graduate school, how would you do so?

Should you get some biting criticism of your work, try not to get defensive. Yes, this is a defense, but you’ll probably only fan the flames if you lose your cool. Keep in mind that all academic work has flaws or weaknesses, and you can be sure that your professors have received criticisms of their own work. It’s part of the academic enterprise. Accept criticism graciously and learn from it. If you receive criticism that is unfair, stand up for yourself confidently, but in a good spirit. Above all, try to have fun! A defense is a rare opportunity to have eminent scholars in your field focus on YOU and your ideas and work. And the defense marks the end of a long and arduous journey. You have every right to be proud of your accomplishments!

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Atchity, Kenneth. 1986. A Writer’s Time: A Guide to the Creative Process from Vision Through Revision . New York: W.W. Norton.

Barzun, Jacques, and Henry F. Graff. 2012. The Modern Researcher , 6th ed. Belmont, CA: Wadsworth Cengage Learning.

Elbow, Peter. 1998. Writing With Power: Techniques for Mastering the Writing Process . New York: Oxford University Press.

Graff, Gerald, and Cathy Birkenstein. 2014. “They Say/I Say”: The Moves That Matter in Academic Writing , 3rd ed. New York: W.W. Norton and Company.

Lamott, Anne. 1994. Bird by Bird: Some Instructions on Writing and Life . New York: Pantheon.

Lasch, Christopher. 2002. Plain Style: A Guide to Written English. Philadelphia: University of Pennsylvania Press.

Turabian, Kate. 2018. A Manual for Writers of Term Papers, Theses, Dissertations , 9th ed. Chicago: University of Chicago Press.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

Make a Gift

Your Honors Thesis

The honors college thesis handbook and guidelines.

Completing this Honors College requirement provides you with an opportunity to design a unique project that will challenge you to reflect upon yours Honors education and to present your work to a group of faculty and your peers.

If you have any additional questions please contact  Robin Bond .

View the Spring 2024 Thesis Presentation Schedule

Sign up for your thesis presentation , submit your final thesis.

Table of Contents

What is the Honors Thesis and why do I have to complete one?

What do i do first.

• Thesis checklist
• Formatting your thesis proposal, and proposal review process
• Formatting your thesis

Who will evaluate my thesis and oral presentations?

How will my thesis be graded.

• What is “pass with distinction” and will I be eligible?

Forms & Guidelines

• Download the Honors College Thesis Handbook and Guidelines
• Honors Thesis Proposal Form
• Thesis Oral Presentation Rubric
• Thesis Written Document Rubric
• Thesis Evaluation Guidelines
• Thesis Advisor Signature

Completing this Honors requirement provides you an opportunity to design a unique project that will challenge you to reflect upon your Honors education and to present your work to a group of faculty and your peers. Your thesis will be the culmination of your undergraduate work and a bridge to your future career or academic life. Completion of the senior thesis is one of the hallmarks of a quality Honors education.

The thesis also provides an opportunity for undergraduate students to work closely with faculty members on campus who share similar research or creative interests. Your thesis can provide entrée to academic and professional research. It can lead to a publication and/or a conference presentation. Furthermore, faculty members who serve as thesis advisors are in a position to write very strong letters for graduate/professional schools or positions in the labor force. Prospective employers and graduate school admissions committees are impressed by the dedication and discipline required to write a thesis.

A thesis is not just another research or term paper. A thesis will thoroughly investigate previous research on a topic and will include your own insights and contributions to the topic. Many theses attempt to answer an academic question or test a hypothesis. Students in art, music, creative writing, or film studies, for example, may choose to complete a “creative project.” In this case, your written paper would be a contextual analysis of the work that you completed and would provide a lens for an audience to evaluate your work. See the “Formatting Your Thesis Proposal” and “Formatting Your Completed Thesis” sections below.

The information provided here will help you complete your Honors thesis and will answer basic questions about the process. The advisors in the Honors College are available to talk with you further about this requirement and to help you successfully complete it.

Before you begin writing your thesis, it is highly recommended that you enroll in and complete HONORS 398, an optional one-unit “Thesis Proposal” class. HONORS 398 should be taken in your sophomore or junior year. The goals of this class are to identify an appropriate advisor, develop a research activity or creative project, and prepare your proposal. In conjunction with your thesis advisor, you will develop a proposal that will be submitted to the Honors College for approval. The required format for the proposal is outlined below in this handbook, and the cover form, which your advisor must sign, is available here.

Once the proposal is approved by the Thesis Review Committee, you will complete your project under the supervision of your thesis advisor, and you may plan to present your final thesis as soon as the following semester.

Note: Students in the College of Engineering should check their schedules of studies to see which course satisfies the Honors College thesis requirement.

Thesis Checklist

• Thesis topic/Research project Your thesis can be a project that you develop or it can be based on faculty research that you are involved in. Often a thesis is a critical discussion/literature review of a topic guided by the specific research question of your thesis. It is not a requirement that you generate your own data in a lab or by using a survey, for example.  Most students begin thinking about their thesis in SOPHOMORE YEAR ; some students get involved in research on campus as early as FRESHMAN YEAR .
• HONORS 398 Plan to enroll in HONORS 398 during your JUNIOR YEAR. The course is not required, but it helps you write a proposal for your project and explains information about writing and completing the thesis. If you are pursuing a major in nursing or speech and hearing sciences or if you are planning to study abroad in junior year.  Some students choose to take HONORS 398 in SPRING OF SOPHOMORE YEAR .
• Thesis Advisor The thesis requires that you work with a faculty advisor at WSU. This can be anyone who is in a faculty position (including clinical faculty and senior instructors) at any WSU campus. You must have an advisor before you submit your thesis proposal to honors. HONORS 398 can help you identify an advisor for your project; if you are doing research in a faculty lab, the PI (Principal Investigator) is the best option for your thesis advisor.
• Thesis Proposal Before you can enroll in HONORS 450 thesis credits, you must submit a thesis proposal to honors. The thesis proposal is a 5-page document that shows you are embarking on a solid, academic project that will satisfy the thesis requirement. The thesis proposal must be submitted no later than the semester before you plan to complete and present your thesis. The thesis proposal is submitted as an email attachment to [email protected] with a coversheet.  Most students submit their proposal in JUNIOR YEAR .
• HONORS 450, 3 credits HONORS 450 is not an actual class; these are 3 credits that satisfy your thesis requirement for honors. Once your thesis proposal is approved, you will be enrolled in HONORS 450 credits according to your instructions on the thesis proposal cover sheet (see above).
• Written Thesis You will work with your thesis advisor to write your final thesis, which will probably take multiple drafts. Communicate with your advisor about how often you should meet to review your work. Your final thesis will be due on the Monday of the week prior to the week of your presentation date.  Most students plan to complete the thesis in SENIOR YEAR .
• Schedule your Presentation Plan to schedule your thesis presentation early in the semester when you plan to complete your thesis. There will be a date by which you must schedule your presentation. You will need the information about your advisor and the faculty evaluator for your project. Your advisor can suggest an evaluator to review your work.  Most students plan to complete the thesis in SENIOR YEAR .
• Thesis Presentation Your thesis presentation is the last step in completing your thesis. Your presentation will be attended by your advisor, your evaluator, and a host from the Honors College. You will present your thesis for 20 minutes, followed by 10-15 minutes of Q/A, and finally the evaluation, so, the entire presentation will be scheduled for one hour. Students at the Spokane campus have the option of presenting via the WSU videoconferencing system.  Most students plan to complete and present their thesis in SENIOR YEAR .

Formatting your thesis proposal

Thesis proposals are typically 5 pages long and are double spaced using a 12-point font. Please paginate your proposal and be sure to attach the required Thesis Proposal Form to the front of your proposal. The guidelines below indicate the sections required.

I. Introduction/Literature Review

Your introduction or literature review provides specific background information or the “body of knowledge” relevant to your Honors thesis. The literature you cite should draw on both earlier and current scholarly work. For proposals in the arts and humanities, include several journal sources and academic book(s). For proposals in the social sciences and sciences, include primary sources, review articles, and academic book(s).

This section should be written such that your research question or hypothesis or creative activity flows logically from it.

II. Proposed Activity

Depending upon your academic discipline, you may present your proposed activity as a research question, hypothesis(es), or creative activity with a stated goal or outcome(s). The proposed activity that forms the basis of your Honors thesis must be tied to an existing body of knowledge. This section of your thesis proposal should be clear and concise – e.g., two sentences in length.

III. Methodology

All disciplines lend themselves to research and creativity; all work is conducted using some methodology. Your methodology determines the rigor and validity of your work.

This section of your thesis proposal should present all the methods (i.e., scholarly approaches) you will use in your thesis. Your advisor will be well-versed in methodologies.

Your methodology may depend on your field. For example …

• If you plan to create original artistic work or other creative work, provide a scholarly “lens” through which an audience may perceive it (e.g., analyze the work of artists who influenced your own work and how your work differs from/is similar to theirs). Discuss any challenges to be overcome and give a timeline you will follow to complete your project. Be specific about what you plan to create. Articulate your creative goals.
• If you plan to conduct literature research (whether in the liberal arts and humanities, sciences, social sciences, business, or communications), indicate how you will select and examine your sources (e.g., date range of journals to be searched, data base(s) to utilize), what guidelines you will use to interpret them, and how you plan to analyze and synthesize your findings.
• If you plan to perform scientific research in a lab or the field, provide information on materials and methods including controls, replicates, and statistical analyses.
• If you plan to conduct a meta-analysis in the social sciences, indicate the criteria to be used to select the publications for your analysis as well as the statistics you will apply.
• If your research involves the use of humans, including surveys and/or questionnaires, you must obtain Institutional Review Board (IRB) approval through the Office of Research Assurances (www.irb.wsu.edu). This approval is absolutely necessary before you interview one person or send out a single survey to be completed.
• If you are doing a survey or interviews, include the full survey instrument and/or the complete interview questions to the Appendix section. Further, if data collection is involved, describe how the data will be collected and analyzed and what materials will be used.

IV. Expected Results and/or Potential Conclusions

In no more than one or two paragraphs , describe the results you expect from your thesis and what those results will mean in the greater context of knowledge in the field. If you complete a creative project, discuss the implications of your project in terms of a larger context of your discipline.

V. Annotated Bibliography

This is a preliminary list of the “body of knowledge” that was cited in your Introduction/Literature Review (above). Your annotated bibliography section will begin on a new sheet of paper and contain at least five annotated sources. Select recent journal articles, review articles, and scholarly books that address your topic. After each source, write an annotation, i.e. a 3- to 4-sentence statement explaining what information is included in the source. (See example below.) Include specific facts rather than vague generalizations (e.g., instead of saying, “This journal article talks about Beethoven’s 9th symphony,” say “This journal article analyzes the form, instrumentation, and re-orchestration by Mahler of Beethoven’s 9th symphony”). If it is not obvious, explain how the source will be useful to the development of your thesis. For the citation, follow the approved style for your field (i.e. APA, MLA, Chicago Style Manual, etc.). Single-space each citation and its corresponding annotation and leave a blank line between entries:

Portes A. 1998. Social capital: its origins and applications in modern sociology. Annu. Rev. Sociol. 24:1-24.

This review article discusses the origins and definitions of social capital in the writings of several scholars in the field. The author identifies four sources of social capital and examines their dynamics. He also gives examples of both positive functions and negative consequences of social capital. It is fundamental for my thesis hypothesis.

Powell W.W. and Snellman K. 2004. The knowledge economy. Annu. Rev. Sociol. 30:199-220.

This review article uses evidence from patent data and discusses the debate on whether technological advances have generated more or less worker autonomy. It is useful for my research because it defines the knowledge economy and provides both sides of the debate.

VI. Appendix

This optional section will contain your complete survey instruments and full range of interview questions, or any other information you and your advisor deem essential for readers and reviewers.

Thesis proposal review process

If your thesis proposal is electronically submitted by the fifth day of a month, you will receive approval—or a request for revision—by the last working day of that month. A faculty committee will evaluate your thesis proposal. All notifications to you and your advisor will be made using WSU’s email system.

Formatting your completed thesis

All Honors College theses include these sections, arranged in the following order :

The title page will include the following: thesis title, your name, the semester in which you are giving your oral presentation, and your advisor’s name, department, and college.

Advisor Signature Approval Page

Your advisor must indicate that he/she agrees that your thesis is complete and ready to submit. This page should be placed directly after your Title Page, and include the following:

• As thesis advisor for (your name) , I have read this paper and find it satisfactory.
• Thesis advisor signature
• Date of signature

The précis represents an informative, concise summary of your thesis that is free from jargon and written in language that an academic reader outside your discipline can understand. (Note: A précis differs from an abstract, which is written for professionals in the discipline.) The précis should be no more than two pages long, double-spaced. Develop your précis after you complete the body of your Honors thesis, and place it directly after the Advisor Signature Approval Page. Include the problem, question, or hypothesis examined, an explanation of why you decided to study this problem or issue or to pursue this creative project, the approach you took, what you discovered, and avenues others might pursue in this area in the future.

Include a table of contents that guides the reader to the various sections of your paper.

List of Figures and Tables

If two or more figures or tables appear in the main body of your paper, include a list of figures/tables after the Table of Contents.

Main Body of Paper

This section of your thesis should be approximately 20 pages long, double-spaced, with page numbers at the bottom of each page. If you have chosen a creative project, your paper may be 10-12 pages long. It should be double-spaced, have page numbers at the bottom of each page, be written in English unless specific arrangements have been made in advance, and contain no spelling or grammatical errors. In all cases, the style should be appropriate for the discipline.

For organizational purposes, you may wish to use headings and sections (see below) for the main body of your thesis as they appear in your Table of Contents. Discuss the organization of your thesis with your advisor and follow a format that is typical of writing in your discipline. However, your thesis must include a Title Page, Advisor Signature Approval Page, Précis, and References Cited section. In addition, the main body of your thesis must provide the reader with a logical introduction to your project (explaining how it fits within a larger context and what your focus is), what you did for your thesis, how you conducted your work, and the significance of your work to your field of endeavor.

If you have chosen to complete a creative project, you may submit a shorter written document in which you should answer the following questions:

• What are the artistic aims of your project?
• What or who are the key influences on your work, i.e., current or historical artists with similar creative ideas?
• Is your work similar to or different from these artists?
• What methods or techniques did you use?
• Did you follow a disciplinary tradition?
• What issues and obstacles did you encounter?
• What did you learn? What are the next steps?
• What further work is needed related to your project?

Optional Headings and Sections

I. Introduction or Literature Review

This section sets the stage for your work. It gives the reader a view of the framework for your project – the particular field in which you are working – and brings the reader logically to the project at hand.

The introduction should answer two questions :

• What is the larger context (body of knowledge) for your topic?
• What is the significance of your particular topic?

The introduction or literature review should lead logically and clearly to your research question or hypothesis.

II. Thesis Activity or Creative Project

State your thesis activity/creative project succinctly in one or two sentences.

III. Methodology (Materials and Methods)

Describe the approaches you employed, and cite any relevant literature. Readers should be able to understand clearly the procedural and analytical steps you undertook.

IV. Results and Discussion

This is the real heart of your project and contains your original contribution of new knowledge in your field.

What did you discover, learn, create, or uncover? Present, interpret, and discuss the data or ideas you have collected or generated. Describe your findings in a precise and well-supported manner, as this is primarily where you can persuade your readers to adopt your perspective on the subject. Relate your work to the larger field. Cite any relevant bibliographic sources within your discussion.

The ability to view one’s own work critically and objectively is essential for all fields of scholarly research, and a thorough discussion of your findings demonstrates your potential as a scholar.

Because all projects are by their very nature limited in scope, an essential part of fully analyzing your work is to understand its limits. Think about the robustness of what you have done:

• If you had collected your materials or data differently, could you still expect to replicate your findings?
• Could you have approached your project in a different way?
• Did your assumptions lead to a certain bias that had implications for your conclusions?
• Do your findings corroborate those in the published literature?

V. Conclusions

What, briefly, did you learn or discover? What are the larger ramifications of your work?

VI. References Cited

VII. Appendix (optional)

Supplemental material such as pictures, figures, survey instruments, interview questions, and tables should be included in the Appendix.

Your thesis will be evaluated by your thesis advisor and a thesis evaluator selected by you and your advisor. The evaluator may or may not be from your discipline, so critical factors for your success are a very clear précis, a well-written introduction and discussion of your work, and an oral presentation that explains to an educated lay audience the significance of your thesis.

The reviewers will use the Thesis Evaluation Rubric and Oral Presentation Rubric to score both your written thesis document and your oral presentation. Review each rubric and become aware of how your work will be evaluated.

Your advisor and the evaluator will evaluate both your written and oral presentation/poster. Students’ work is graded as “excellent,” “satisfactory/pass,” “needs significant or minor revision,” or “fail.” Students whose thesis is…

• judged exemplary may have their theses nominated for “Pass with Distinction” designation
• graded “needs revisions” have approx. two weeks to make all corrections, get approval of the changes, and resubmit a new electronic copy of the thesis
• graded “fail” will need to redo the thesis to the satisfaction of the advisor and the Honors College, and submit a revised electronic copy of the thesis

What is pass with distinction and will I be eligible?

Exemplary theses may be nominated for “Pass with Distinction.”

Papers that merit “Pass with Distinction” reflect scholarly writing that is couched in the relevant literature and is analytical, synthetic, well-argued, well-written, and possibly publishable. Members of the Honors Council make the final determination on this designation.

The thesis advisor and evaluator must be in agreement before a thesis can receive a “Nomination for Pass with Distinction” designation. The thesis advisor then formally nominates the thesis in a written letter submitted to the Honors College. The letter must state why, in specific terms, the advisor believes the work deserves this designation.

If your thesis is nominated for Pass with Distinction, you will be asked permission to publish your paper on the Honors College website and in the Library’s Research Exchange Project. You and your advisor must both sign approval forms.

Important Note : Exceptions to regularly scheduled thesis weeks will be considered on a case-by-case basis and require a petition from the student supported by the thesis advisor. No thesis may be presented in the same semester in which the proposal was submitted and approved . Only students presenting during the scheduled periods may be eligible to receive a nomination for Pass with Distinction which will be reflected on their WSU transcript.

Most of the Frequently Asked Questions below will be answered during the 1-unit HONORS 398 course, the Thesis Preparation Course. The Honors College encourages you to take this class as soon as you have earned 45 units.

When do I do my thesis?

You should plan to initiate your thesis work as early in your academic career as you can. Thesis proposals should be submitted no later than the second semester of your junior year.

Can I do a thesis while studying abroad?

Yes, a thesis can be either initiated or completed during your time studying abroad. In this case you might wish to complete your Certificate of Global Competencies as well. Meet with an Honors College advisor to discuss your options.

How do I find an academic advisor?

An academic advisor is chosen by you. The request to advise may be based on your positive interaction with a specific professor, the professor’s expertise in the area of your research, or your interest in a professor’s teaching. You and your advisor will also pick a thesis reviewer from your department or a similar field of research. Please direct your advisor to online information “For Thesis Advisors” on the Honors College website.

Does the advisor need to be from WSU?

Yes, the principal advisor needs to be a tenure-track faculty member or senior instructor at WSU, but a co-advisor from another academic institution or the world at large can be arranged with the agreement of the Honors College at WSU.

How do I choose an academic question for my thesis?

Your academic question or hypothesis should reflect your interest or major field of study. The question may be one to which you have always wanted to know the answer, or it may reflect a question you identified from one of your classes or discussions with a professor. Ultimately you should have a passion or deep interest in the question you research. You may also choose to complete a creative project, such as creation of an art piece or musical composition, a short story, or a film. However, your thesis must include a relevant scholarly examination of its context as described above.

What is an academic question?

An academic question is one which asks the “how” or the “why” of some topic. It invites further research and deeper curiosity about an answer by engaging the relevant scholarly literature.

What is a thesis proposal?

A thesis proposal is a document that provides the necessary background and scholarly literature for your topic. It clearly identifies the question being asked, the hypothesis being tested, or the creative project to be completed. It provides the methodology you will use to answer that question or complete the project, notes what the expected results might be and what these results mean within the context of what is known. An annotated scholarly bibliography of five or six key references is needed. An appendix is required if you have human or animal studies approval, graphs, figures or charts of preliminary data, or rubrics that you will use for analysis, questionnaires or interview questions you will use. Annotating a bibliography means preparing a short commentary on each reference you use in the proposal. If you complete a creative project, your proposal will describe your work, explain how you will execute your project, the time you expect it to take, and you will place your effort in the larger context of others who have completed similar work. It will also have an annotated bibliography.

How long must the thesis proposal be?

Normally, the body of the proposal, including the literature review, the question being asked, the methodology and the expected results and conclusion sections, will not exceed five, double-spaced typewritten pages. The thesis proposal should be long enough to clearly explain what you wish to do, in language that an educated academic can understand, even if the proposal is not in his or her academic discipline.

When should the thesis proposal be completed and submitted to the Honors College for review and approval?

An electronic thesis proposal submitted by the 5th day of any month will be reviewed and the status communicated to the student via email by the last working day of that month. Reviews of proposals submitted after the 5th day of the month may take until the last working day of the following month.

Can I start my thesis research before the proposal is approved?

The thesis proposal can be turned in to the Honors College whenever it is ready, but must be approved by the Honors College before you begin the main focus of your research, and before you will be officially enrolled in HONORS 450 (Honors Thesis or Project).

Who evaluates the proposal?

The Honors Thesis Proposal Committee will review all proposals.

Are proposals accepted without alteration?

Yes, many proposals are accepted without alteration, while others may require further explanation and revision. If revision is required, the Thesis Director will inform you of specific changes or clarifications they would like to see in the revised proposal.

Are any proposals rejected? If so, why are they rejected and what does this mean?

Yes, a proposal can be rejected, but that is rare. It is much more likely that a proposal will be returned to a student for revision and explanation of critical points identified by the Proposal Committee. When the student responds to those questions with cogent answers, the revised submitted proposal will be approved and the research can begin.

May I do my research in collaboration with a fellow Honors student?

Yes, but each student’s contribution to the thesis must be stated in the proposal and be very clear to all reviewers of the thesis.

May I compile a journal and use that for my thesis?

Yes, you may compile a journal of your experiences, but you must ask and answer an academic question to fulfill the Honors Thesis requirement.

When is my completed thesis due in Honors?

There are numerous opportunities to present each semester. An electronic copy of your thesis (including the Thesis Advisor Signature Page), will be due on the Monday of the week prior to your presentation date.

When will I give my oral presentation?

Oral presentations are held during various weeks through the fall and spring semesters. You will choose a date that works for you, your thesis advisor, your chosen discipline evaluator, and the Honors College. Dates will be advertised each semester. Summer presentations are scheduled only in exceptional cases depending on the availability of the Honors faculty and WSU faculty who serve as evaluators.

What style and format do I use for my thesis?

The style (e.g. APA, MLA) should reflect that used by the major academic journals in your disciplinary area. You and your advisor will agree on which style you will follow. However, all theses must follow a specific format. See “Formatting Your Completed Thesis” on this website.

Who will attend my thesis presentation?

Anyone may attend your presentation. We encourage you to invite your family and/or friends, but that is up to you. Your thesis advisor, your chosen discipline thesis evaluator, one evaluator selected by the Honors College, and you are required to attend your presentation. The Honors-chosen reviewer may or may not be from your disciplinary area, so you must prepare an oral presentation that is accessible to the whole academic community.

How will I know if I have passed?

At the end of your 20-minute oral presentation, you can be asked questions by anyone present. When there are no more questions, you will be asked to step outside the room. Only an Honors representative, your thesis advisor, your discipline thesis evaluator, and the Honors-chosen evaluator will stay to discuss your thesis. In five to ten minutes, you will be invited to return to the room and be told whether you have passed. The total time allotted for each presentation is one hour.

What if I receive a pass contingent upon making revisions?

You will have two to three weeks to make all corrections, get your thesis advisor’s approval of the changes, and submit one new, corrected, electronic copy to the Honors College.

What if I do not pass?

All students must complete the thesis to the satisfaction of their thesis advisor and the Honors College. A “do not pass” rating may reflect a lack of effort, content, or overall performance. Each case will be dealt with on an individual basis. A completely revised thesis must be submitted electronically to the Honors College. In the case of a satisfactorily revised thesis, another oral presentation is not required. An altogether different thesis will require a new oral presentation.

What is “Pass with Distinction?”

A “Pass with Distinction” designation is considered when the major professor and the two evaluators believe the thesis and oral presentation breaks significant new ground or represents an unusual amount of care and effort by the student. Thesis evaluators and the advisor must be unanimous in their evaluation of the thesis, and a nomination letter from the advisor is forwarded to the Honors Council for final review and determination of this award.

Thesis Examples

Copies of several Honors students’ theses are online at Libraries’ Research Exchange.

Or, follow this link to view the Honors College Theses Collection.

Proposal Examples

Colville, WA, and the 1918 Influenza Pandemic

Prostate-Specific Antigen in Cancer Diagnostics*

Lake Osoyoos Investments

Awareness of Hemochromatosis*

*Final theses available in the Research Exchange.

Home > STUDENTWORK > HONORS-THESIS

Honors Thesis

An Honors thesis is the capstone project for all students who plan to graduate from the Honors Program at USD. The thesis can take many forms – from a scientific experiment or literary analysis to an original novel, play, or music composition – and allows students to explore a topic they are passionate about. Honors students have a thesis advisor, a faculty member that works closely with them throughout their thesis process, and a thesis committee made up of a small number of faculty members and other stakeholders who do work related to the thesis topic. This support network helps guide students through their thesis process to a successful defense and completion of the project.

Honors Theses from 2024 2024

Otherization and Healthcare: A Philosophical Analysis of Gender-Based Discrimination in Medicine , Rachel M. Beare

The Role of Dating Apps in the Formation of Long-Term Relationships in College , Jalani Bodidasa

The Impact of Religiosity on Students’ Experience at the University of South Dakota , Emmalee J. Bosma

"They Just Needed to be Given the Opportunity": Judicial Perspectives of Drug/DUI Courts in South Dakota , RyLeigh A. Christopherson

THE DEARTH OF KNOWLEDGE OF HEALTH INSURANCE LITERACY WITHIN THE UNITED STATES , Katherine A. Conzet

Comparison of Perceived Stress in First-Year Pre-Med Students and First-Year Medical Students at USD , Maggie Derner

Beer, Bourbon, and Bertrand: an Experimental Economics Analysis , Noah Cameron Dixon

PERCEPTIONS OF APPLIED BEHAVIOR ANALYSIS THERAPY ON CHILDREN WITH AUTISM SPECTRUM DISORDER VIA SOCIAL MEDIA , Kaitlyn Drilling

Prosecutors’ and Police Chiefs’ Perception of Crime in South Dakota , Maggie Erickson

MENTAL HEALTH AMONG COLLEGIATE ATHLETES , Stella Elise Fairbanks

BEYOND AMATEURISM: EXAMINING THE POTENTIAL LABOR EXPENSES OF NCAA STUDENT-ATHLETE EMPLOYMENT , Alayna K. Falak

THE CONSEQUENCES OF HOMOPHOBIA: ANALYSIS OF DISCRIMINATORY MEDICAL AND LEGISLATIVE POLICIES AND THEIR INFLUENCE ON HEALTH DISPARITIES , Kaiden J. Fandel

User Perception of Gender Studies in Video Games , Quinn T. Gienapp

Understanding the Importance of Dreissenid Mussel Mitigation in South Dakota , Allison P. Gross

ANALYZING HEAT GENERATED FROM ELECTRO-OSMOTIC FLOW UTILIZING COMPUTATIONAL FLUID DYNAMICS , Jordan Elizabeth Grothe

STRATEGIES OVER KNOWLEDGE: TRAINING GAPS PRESENT IN CARING FOR PATIENTS WITH AUTISM SPECTRUM DISORDER FOR PEDIATRIC AND STUDENT NURSES , Jasmine E. Johnson

Major Injuries Sustained in Towable Watersports , Elijah J. Klein

MEDIA CENSORSHIP’S DEVELOPMENT IN THE INFORMATION AGE: AUTHORITARIAN CASE STUDIES IN EUROPE DURING THE 20th AND 21st CENTURIES , Carter R. Linke

Development of Equipment Testing Hardware for the SuperCDMS Experiment , Oleksandra Lukina

Evaluating Neanderthal Depopulation with Direct Neanderthal and Châtelperronian Radiocarbon Data , Thomas K. Lyman

Measuring the Effects of Selenium Exposure on Batrachochytrium dendrobatidis (Bd) Growth in vivo in Larval American Bullfrogs (Rana catesbeiana). , Taylor Morrison

Exploring Demagoguery and Political Rhetoric’s Impact Through Social Media , Avery Palsma

A SYSTEM OF COMMUNICATION BETWEEN TWO COMPUTERS USING NOVEL FREQUENCY SHIFT KEYING TECHNIQUES , Jared Reyes

Impact of Parental Spirituality on Child Depression, Anxiety, and PTSD After a Surgical Procedure , Ashlee M. Schendel

NAVIGATING MURKY WATERS: STATE-LEVEL STRATEGIES FOR WETLAND PRESERVATION AND TILE DRAINAGE REGULATION AFTER SACKETT V. EPA , Caleb M. Swanson

A Review of the Progression of Concussion Protocols used over time in High School and College Athletics , Renee M. Thompson

STRAIGHT FROM THE SOURCE: THREE PERSPECTIVES ON BEST PRACTICES FOR HIRING PEOPLE WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITIES , Elyse Whittemore

Kicking Up Dust on Utah's Off-Road Vehicle Trails: PI-SWERL Assessment of Anthropogenic Dust Emissions , Wyatt A. Wiebelhaus

Bridging the Gap: Strategies for Enhancing WIC Participation Rates in South Dakota , Melissa K. Wyum

Recidivism in South Dakota , Allison L. Young

Honors Theses from 2023 2023

Exploring the Relationship Between Civil Legal Assistance and the Outcomes of Domestic and Intimate Partner Violence Victims: A Literature Review , Kailena E. Anderson

UNDERSTANDING DISORDERED EATING ATTITUDES AND PATTERNS IN UNIVERSITY STUDENTS AND THE RELATIONSHIP TO CAMPUS DINING SERVICES , Benjamin A. Bartling

Investigating Telomere Lengths in Chestnut-Crowned Babblers , Gabriella Rose Beberg

An Economic Analysis of the United Kingdom Given the Possible Effects of Overthrowing the Northern Ireland Protocol , Joshua P. Brink

The Migrant Communities Of South Sioux City , Graciela DeAnda

What Does the Current Research Say About Effective Strategies for Teaching Reading Fluency? , Talia E. DeWitte

Examining the Benefits of Adding Mindfulness-Based Programs in the Curriculum of Undergraduate and Graduate Social Work Programs: A Review of Literature , Sarah M. Dickerson

Physician Assistant Professional Issues: Optimal Team Practice in South Dakota , Michael J. Eggum

Disease Prevalence and Selenium Bioaccumulation in Northern Leopard Frogs (Lithobates pipiens) , Emily B. Eisenbraun

Remote Monitoring of a Dark Matter Detector Power Supply , Sedonah L. Franzen

No More Empty Stadiums: A Meta Analysis of Mega Sporting Events and Their Economic Impact , Tayte O. Gleason

Oral Health in Relation to the Covid-19 Pandemic , Anika L. Gram

Bipartisan Legislation in Supermajority State Legislatures , Ashley R. Gustafson

Genetic Influences on the Response to Neuromodulation in Craving Behaviors , Carly J. Haring

Measuring Selenoprotein Content in False Map Turtles (Graptemys pseudogeographica) Along the Missouri River , Ruby A. Hawks

HOW PHYLOGENY AND ARBOREALITY AFFECT PELVIC GIRDLE ANATOMY OF CHAMELEONS , Dakota J. John

Discrepancies in the Estimation of Vaping Rates Among College Students , Cameron J. Klug

The Relationship Between Cerebrovascular Impairment and Behavioral Abnormalities in Rats Exposed to Alcohol In Utero , Tiffany M. Knecht

HOLLOW Mn3O4 NANOPARTICLES FOR CATALYTIC OXIDATION OF ALKENES IN AIR , Nathan R. Loutsch

The Economic, Mental Health, and Social Stressors During the COVID-19 Pandemic Among Native Americans in South Dakota , Savannah E. Lukkes

Wastewater: History and Impact on Society , James H. Macy

Investigating the Effects of Sex and Carvedilol on Ischemia Preconditioning Protective Effect , Casey JC Miller

Horizontal Transmission of Salmonella typhimurium Among German Cockroaches and Possible Mechanisms , Madison Anne Mond

ESG Disclosure Scores and CEO Compensation , Zane M. Rankin

Forming a Global Citizen: Personal Development Through Study Abroad , Anna L. Reiter

Ecological and Evolutionary Drivers of Chameleon Forelimb Variation , Ellie M. Schley

DETECTION OF SARS-COV-2 MUTATIONS IN VERMILLION, SD, WASTEWATER UTILIZING PROBE-BASED RT-QPCR , Matthew J. Schmitz

Assessing Gender Differences in USD Students in the Consumption of Pornography , Abbey Selleck

Using µCT scans to create 3D skull puzzles as open-access pedagogical tools for anatomy and comparative osteology classes. , Alexis Slack

Midwest Opportunity Zones: A Regional and Comparative Analysis of Tract Selection , Breana R. Spinler

Marijuana Use During Pregnancy: Outcomes for the Pregnant Person, the Fetus, and Provider Recommendations , Anna E. Sump

COMPLEMENTARY MEDICINE AND ITS PERCEIVED EFFECTS ON CANCER PATIENTS , Madison A. Sundvold

WOMEN IN ORGANIZATIONS: LEADERSHIP AND OVERCOMING BIASES , Madison T. Witt

Honors Theses from 2022 2022

Study of Adaptive Radiation Effects on Sprint Performance in Anolis Ecomorphs , Alexander J. Bergeson

TICK SURVEILLANCE AND PATHOGEN DETECTION IN EASTERN SOUTH DAKOTA , Holly E. Black

AN ANALYSIS OF THE COVID-19 PANDEMIC ON THE STUDENTS AT THE UNIVERSITY OF SOUTH DAKOTA , Alexandra J. Buss

Memorable Messages in BRCA-positive Disclosures , Alyssa R. Cam

Analysis of Protein-Protein Interaction Networks in Aging Flight Muscle of the Male Hawk Moth, Manduca sexta , Kylie N. Christiansen

Factors Affecting Emergency Department Mental Health Visits , Logan Daul

Bare: the Modern Female Nude Uncovered , Tasha A. Determan

Investigating the Effect of Meaningful Relationships on Team Chemistry , Isabel N. Fairbanks

Bilingual Behaviors: Learning Context in Second Language Acquisition , Sydney M. Fulton

Integrating History into Healthcare: Understanding Links Between Past Traumas and Current Health Disparities within the Native American Population , Alison A. Gisi

Juvenile Solitary Confinement and the Eighth Amendment , Taylor R. Graves

Qualitative Analysis of South Dakota Community Health Needs Assessments , Rachel Greiner

Convolutional Neural Network for COVID-19 Detection in Chest X-Rays , Joshua Elliot Henderson

UNIVERSITY OF SOUTH DAKOTA FACULTY AND STUDENT PERSPECTIVES ON SUSTAINABILITY EDUCATION , Morgan A. Hughes Mrs.

ANTITRUST PHILOSOPHY AND ITS IMPACT ON RURAL INDUSTRY , Logan Gary Johnson

CONSIDERATIONS FOR SEXUAL ASSAULT DATA COLLECTION IN SOUTH DAKOTA: A CROSS-NATIONAL COMPARISON WITH IRELAND , Mattie J. Jones

Barriers for Small Businesses to Adopt Sustainable Practices in the Sioux Falls Area , Meredith King

EFFECTS OF PRE-LITERACY ON HIGH SCHOOL ENGLISH LEARNERS (ELS) IN THE RURAL UPPER MIDWEST , Maciah L. Lorang

To Live With , Serina Lund

Cognitive Task Enhancement Through Alpha Neurofeedback , Hannah L. Meyer and Douglas Peterson

EVALUATION OF ANTIBODY RESPONSE AGAINST G4 AND G1 EURASIAN AVIAN-LIKE H1N1 STRAINS WITH HA VACCINATION IN SWINE. , Callie Jo Olson

Assessing Student Utilization, Accessibility, and Awareness of Mental Health Practices at the University of South Dakota , Melissa N. Pham

The Relationship between Pro-stress and Anti-stress Receptors in the Stress-Learning Brain Regions of Female Mice , Nathan Popp

Women's Representation and Its Impact on Global Female Physical Security , Sydnee D. Pottebaum

The Impact of Sleep on Athletic Performance: A Review of the Literature , Rylan J. Pratt

Preventative Healthcare Programs , Caileb T. Reilly

TROPHISH: BUILDING A GLOBAL DATABASE OF FRESHWATER TROPHIC INTERACTIONS , Jacob M. Ridgway

Nitro-Aromatic Polymers for Conversion-Style Battery Cathodic Materials , Brady P. Samuelson

Communication Disorders and Mental Health: A Scoping Review , Haven B. Schultze

A Document Analysis of Political Rhetoric in 2021-22 South Dakota Higher Education , Carson M. Sehr

Testing for Transferred Immunity of a Universal Influenza Vaccine in Pigs , Rachel Marie Sestak

BUY-ONLINE-PICKUP-IN-STORE (BOPIS) BUSINESS STRATEGY: A MULTIVARITE STUDY OF BOPIS INFLUENCING FACTORS ON CUSTOMER SATISFACTION , Addison G. Smith

Reno-protective and Immune Effects of Growth Differentiation Factor 15 in Obesity-related Kidney Disease , Jessie T. Sullivan

Perception of the COVID-19 Vaccine Compared to Previous Historic Vaccine Programs Amongst the Influence of Modern Society , Kianna Thelen

Representation of Women & BBIA Composers in the Teaching Music through Performance in Band Series , Alicia M. Turnquist

Paleopathological Analyses of Maya Skeletal Samples to Reconstruct Childhood Health and Frailty , Kira J. Wilde

Advanced Search

• Notify me via email or RSS
• Collections
• Disciplines

Author Corner

• Copyright Guidelines
• Scholarly Communication
• Getting Started
• Submit Research
• Honors Program
• Thesis Submission Guide
• University Libraries

Home | About | FAQ | My Account | Accessibility Statement

Privacy Copyright

The Biological Sciences major is offered in both the College of Agriculture and Life Sciences and the College of Arts & Sciences . The major is administered by The Office of Undergraduate Biology.

Biological Sciences

Honors Thesis Format

Thesis format.

The Honors program encourages candidates to format their thesis following a journal in their field. Most journal websites will have Instructions for Authors that provide detailed formatting guidelines. The thesis should include the following sections with separate headings. Except for the title page, all the text should be double spaced, with a font size of 12. Consult with your research mentor

The title page should use the template provided by the Honors program and specified by the candidate’s college. It should show the title, the student author, and the mentor’s name and departmental affiliation. See template at the end of this document.

(250 words maximum) The abstract should be on its own, separate page. The abstract should summarize the results and conclusions of the paper, including the broader significance of the research. In the abstract, as well as elsewhere in the thesis, the author should use active voice and the first person singular (“I”) -- not the first person plural (“we”), except for those experiments or results that were truly obtained in collaboration with someone else. You may switch to passive voice (e.g. “xxx was measured…” as opposed to “I measured…”) only if the authorship has been clearly established in an earlier sentence, usually in the same paragraph by use of “I”. Note that the suggested use of the first person singular is in contrast to modern scientific publications, which almost invariably have multiple authors and thus use the first person plural “we”.

Introduction

The introduction should state the reason for conducting the research, the nature of the problem and/or hypotheses addressed in the paper, and outline essential background from the field. The introduction should provide enough background for a reader who is knowledgeable in modern biology, but not expert in this particular field, to understand the thesis research and the results. The introduction should explain any field-specific concepts, methodologies, or assumptions necessary to understand why the study was undertaken, and what the objective(s) of the study were (or what hypotheses were being tested). Writing a good introduction usually requires citing perhaps twenty or more published papers. Note that introductions are not comprehensive literature reviews, but rather discuss the most relevant work.

Materials and Methods

This section should explain in detail the source of the starting materials and the experimental design (i.e. how the experiments were done, data were collected, and results were analyzed). Also included in the Materials and Methods should be a paragraph explaining what statistical tests were used to analyze the data and to gauge their statistical significance. This section, which can be placed either after the Introduction and before the Results, or at the end after the Discussion (varies across journals), should be detailed enough so that someone in a different lab but with the same equipment and reagents could repeat the results. Rather than a detailed description of some experimental approaches, papers that fully describe the methods that you used may be cited. However, it is almost always appropriate also to summarize in a couple of sentences the most important methods. For example: “Proteins were purified after expression in E. coli as described in ref X. Briefly, after induction of protein expression, lysates were fractionated by ultra centrifugation to remove ribosomes and debris, and then submitted to ion exchange chromatography, with XX assay used to identify the purified protein.”

This section is the meat of the thesis. It should be organized with separate headings for the different experiments or measurements that were carried out, perhaps with one or a few paragraphs each. Every paragraph should have an easily understandable topic sentence (usually the first sentence) telling the reader what the paragraph is about. Paragraphs should not be longer than about one page (double spaced).

This section may be combined with the Results section (“Results and Discussion”) if this type of presentation makes the data and interpretations easier to follow. The Discussion often is the most challenging to write. Frequently in scientific papers the first short paragraph of this section briefly again summarizes what the Results have shown, but this is not required. The Discussion should not repeat what has already appeared in the text of the Results, but instead should take up the bigger issues raised by the data that are presented. For example: How firm are the interpretations, or what are their limitations? Are other interpretations possible, and if so, what experiments might address this in the future? How do the data and the conclusions fit with other published work? If the results contradict something that was published earlier, how could the contradictions be resolved? At the end of the Discussion, it is often suitable to write a paragraph describing how this work could be continued profitably by others. It will strengthen the thesis if the candidate spends time discussing results with lab members in advance of writing, and/or presents the results in a lab meeting and asks for feedback on the validity of conclusions.

Figures and/or Tables

These present the data collected. As the results are described, the text should refer to each figure or table. Every figure and table must be referred to at least once some place in the text, usually in the Results but perhaps also in the Materials and Methods or Discussion. The order in which the figures are mentioned in the text determines the numbering of the figure. For example, as in journal articles, one cannot refer to “Figure 4” before one has described “Figure 3”. Graphs should have error bars or some other way of indicating statistical significance. Each Figure should have a legend that describes what is in the figure. The legend should include a short sentence about statistics. For example: “Error bars indicate standard deviation from the mean, N = 6”. In some cases, e.g. pictures such as fluorescence images of a cell, it will be necessary to say that this picture is a representative example of N such pictures that were taken. The pixel size of pictures should be reduced so that they are not unnecessarily large, to keep the megabytes of the thesis to a reasonable value. The figures or tables, with their legends, may be integrated with (interdigitated with) the text, or they may be placed after the text at the end of the thesis. In most journals, figures and tables are provided at the end of the manuscript submission. However, if you choose, you can integrate figures and tables throughout the manuscript if it makes it easier for the reviewers to read.

Acknowledgements

This short paragraph after the Discussion should give credit to those who helped in the research, including financial support, technical support, and intellectual support.

Citations (Bibliography or Reference List)

Any of a variety of styles can be used for references, but the list should include all of the authors of every paper (not only the first one or two authors followed by “et al”), the date published, the full title, and of course the journal name, volume and page number. Generally it is best to use a referencing style that is common in journals in which this kind of research would be published. Whatever citation style is used, it should be the same throughout the thesis. It will be highly advantageous to use a reference manager application like EndNote or one of the similar open access applications (Mendeley or Zotero). See [http://guides.library.cornell.edu/c.php?g=412004&p=2807644 ] or the Mann workshops calendar for training sessions. Most theses have approximately two dozen or more citations, although the number may vary a lot depending on the scientific field. One common style for the reference list is that the papers appear alphabetically by first author (e.g. starting with “1. Adamson, …, and then “2. Bailey…”, etc.) Then the text refers to the paper by its number (e.g. “Cells were grown in DMEM medium as described in [3]”. Another common style is to number the references by the order in which they appear in the text. Still another common style is not to use numbers at all, e.g. “Cells were grown in DMEM medium as described in [Smith et al 2006].” Once you pick the style, the Citation Manager application will do all the formatting for you.

Submission of the thesis

The f irst submission of your thesis should be by email to your honors group leader both as a Word document and as a PDF. Please use the following convention for naming the files: “LASTNAMEfirstname thesis”, for example: “SMITHjudy thesis”. Using this convention facilitates any manual sorting of the theses. If the file size is too large for Cornell email, please use Cornell DropBox. The final version of thesis, after making revisions suggested by reviewers, should be submitted to the honors Canvas site as a PDF file using Canvas' Turnitin function.

Contribution of others to the thesis

Theses authored by more than one student are not acceptable. The thesis may include some figures or tables or diagrams from other people’s work (either published or unpublished), if the purpose is clarity of presentation of the student’s own results. But in each such case it is critically important to write an attribution in the legend, i.e. who is the author of the data and where was this published, e.g. “This figure is reproduced from Figure 2 [or perhaps ‘modified from Figure 2’] in reference 6”; or “This diagram was modified from one drawn by Nancy Smith”; or “This experiment was done by Paul Jones”; or “These data were obtained with help from Paul Jones”.

Honors Thesis General Formatting

8.5 x 11 inch pages with 1 inch margin on left side and sensible page numbering.

Title Page:

The title of each honors thesis should include the following items, centered from side to side and spaced on full page:

Thesis Title

Honors Thesis Presented to the College of Agriculture and Life Sciences (or Arts and Sciences), Cornell University in Partial Fulfillment of the Requirements for the Biological Sciences Honors Program

[ author's name , Note: the author’s name should appear as it does in the university’s official records. ] [ date , e.g., May 2020]

[ research faculty mentor name ]

Note: If you want to include your thesis in Cornell’s digital repository, eCommons, your thesis must meet accessibility standards. Use this guide to learn how to make your thesis accessible. eCommons is a great way to allow other researchers to access your work in addition to future employers, graduate schools, and friends and family.

Getting started

Preparing for the honors thesis

What is the honors thesis?

The honors thesis is the culmination of Barrett students’ honors experience and their entire undergraduate education.

The honors thesis is an original piece of work developed by a student under the guidance of a thesis committee. It is an opportunity for students to work closely with faculty on important research questions and creative ideas. The honors thesis can have either a research or creative focus, and enables students to design, execute and present an intellectually rigorous project in their chosen field of study.

The first step in the honors thesis process is the completion of a thesis preparation workshop.

These workshops are places for you to brainstorm topics, learn about the honors thesis process, gain feedback on your ideas, ask questions, and create a to-do list for your honors thesis. Completion of a thesis preparation workshop is required before enrolling in thesis credits, and we encourage you to participate in a workshop by the first semester of your junior year.

There are two options for completing a thesis preparation workshop.

Enroll in the online self-paced workshop

Or, sign up to attend a live workshop offered in the fall or spring semester:

Mon, Feb 5th 10:30 - 11:30am  Athena Conference Room UCB 201 (West Valley campus)  RSVP

Wed, Feb 7th 10:00am - 11:00am  Athena Conference Room UCB 201 (West Valley campus)  RSVP 

Thu, Feb 8th 2:30pm - 3:30pm  Athena Conference Room UCB 201 (West Valley campus)  RSVP

Fri, Feb 9th 4pm - 5pm  Hayden Library Room 236 (Tempe campus)  RSVP

Thu, Feb 15th 4:30pm - 6pm  Hayden Library Room 236 (Tempe campus)  RSVP

Thu, Feb 29th 5pm - 6:30pm  Virtual (Zoom)  RSVP

Fri, Mar 15th 4pm - 5:30pm  Hayden Library Room 236 (Tempe campus)  RSVP

Fri, Apr 5th 4pm - 5:30pm  Virtual (Zoom)  RSVP

Thu, Apr 11th 5pm - 6:30pm  Virtual (Zoom)  RSVP

Ready to take the next step?

Following the completion of a thesis preparation workshop, Barrett students should schedule a thesis advising appointment with their Barrett Honors Advisor to discuss and review the guidebook, checklist and the due dates that correspond with the semester they intend to complete their undergraduate degree.

Honors Thesis Student Guidebook

Please explore the resources available to you within this guidebook to ensure your success. Refer to the checklist on page 13 to continue moving forward in the process.

View the Student Guidebook

Student Guidebook sections

What is the honors thesis.

The honors thesis project is an original piece of work by a student, in collaboration with their thesis director and committee. Most students complete an honors thesis within their major department but may choose a topic outside of the major. Each department may set its own standards for methodology (i.e., empirical, comparative, or descriptive), project length, and so on. Review the relevant Opportunities in the Major documents created by the Faculty Honors Advisors (FHAs)  here , and contact the FHAs in your area(s) of interest for additional information.

A thesis can be:

• A scholarly research project involving analysis that is presented in written form. Represents a commitment to research, critical thinking, and an informed viewpoint of the student.
• A creative project that combines scholarship and creative work in which the primary outcome consists of something other than a written document but includes a written document that supports the creative endeavor and involves scholarly research.
• A group project that brings together more than one Barrett student to work on a thesis collaboratively. Working in a group gives students valuable experience and enables them to take on larger, more complicated topics. Students may begin a group project with approval of a Thesis Director.

Selecting a Topic

Because the honors thesis is the culmination of undergraduate studies, begin thinking about a topic early. Many students base the honors thesis on an aspect of coursework, internship, or research. Once an area of interest is identified, take two or three courses that concentrate in that specific area.  Selecting a topic should ultimately be done under the guidance of faculty. The honors thesis is a joint effort between students and faculty.

Consider these tips and resources as you begin the process of selecting a topic: 

• Reflect on past experience to determine interests.
• Talk to faculty including Faculty Honors Advisors about topics that are interesting and relevant to coursework, major, career interests, or from ongoing faculty research.
• View past honors theses through the ASU Library Digital Repository .

Thesis Pathways

Honors Thesis Pathways are unique thesis opportunities, where students can be paired with faculty on interesting and engaging topics. The pathway options provide students a structured experience in completing their thesis, while researching a topic that interests them.

The committee consists of a Director, a Second Committee Member, and may include a Third Committee Member. Ultimately, your committee must approve your thesis/creative project, so work closely with them throughout the process.  Specific academic unit committee requirements can be found here .

• Any member of ASU faculty with professional expertise in the project area. (This excludes graduate students.)
• Includes lecturer and tenure-line faculty.
• Primary supervisor of the project.
• Conducts regular meetings, provides feedback, sets expectations, and presides over the defense.

*Emeritus faculty may serve as thesis directors as approved by the FHA from the department which the thesis is to be completed. Directors are expected to be physically present at the honors thesis defense. They may not be reimbursed for travel related to attending the defense.

Second Committee Member

• Individual whom you and your Director decide is appropriate to serve based on knowledge and experience with the thesis topic.
• Credentials will be determined by the Director and the criteria of that academic unit.
• Conducts regular meetings, provides feedback, and offers additional evaluation at the defense.

Third Committee Member (optional-varies by academic unit)

• Faculty member or qualified professional.
• If required, credentials will be determined by the Director and the criteria of that academic unit.
• External Examiners are Third Committee Members.
• Offer insight and expertise on the topic and provides additional evaluation at the defense.

The prospectus serves as an action plan for the honors thesis and provides a definitive list of goals, procedures, expectations, and an overall timeline including internal deadlines for your work. This will lay the groundwork for your project and serve as a reference point for you and your committee. You and your committee should work together to solidify a topic and create project goals. 

Submit your prospectus online

Registration and Grading

To register:

• Be enrolled in Barrett, The Honors College and in academic good standing. 
• Have the approval of the faculty member who serves as the Director. 
• In-person Barrett thesis workshop
• Online (via Blackboard) Barrett thesis workshop. Self-enroll- search words “Barrett Honors Thesis Online Workshop”
• Major specific thesis preparatory workshop or course may be available in limited academic units.

Register for the honors thesis through the department of the Director .   First, obtain override permission from the department of the Director during normal enrollment periods. 

Thesis Credits (up to 6 hours)

• 492 Honors Directed Study: taken in the first semester during research and creation of the project (not offered by all departments).
• 493 Honors Thesis: taken in the second semester for defense and completion of the project.  
• 492 and 493 are sequential and may not be taken in the same semester.  
• You must register for and successfully complete at least 493 (or its equivalent) to graduate from Barrett, The Honors College.

Grading the Honors Thesis

When the honors thesis is completed and approved by the committee, the Director assigns a course grade. Criteria and evaluation for grading are determined by the Director and the standards of that academic discipline.   

If you enroll in 492, the Director has the option of assigning a Z grade until the project is completed.

The assignment of a Z grade indicates that a project is in progress and delays placement of a final grade until completion. 

Defense and Final Steps

• Presentation and summary of the honors thesis. Format, content, and length are determined by the Director and standards of the content area. Plan to review the origins of the project, its scope, the methodology used, significant findings, and conclusions. 
• Submit final draft to the committee at least two weeks before the defense. Allow time for revisions leading up to the defense.
• Work with your committee to set a defense and report to Barrett using the Honors Defense and Thesis Approval form. Once submitted, your Director will automatically be emailed an approval link on the date of your defense.
• All committee members must participate in the defense.
• Group projects: Each student is required to submit an individual Honors Defense and Thesis Approval form. All group members must participate in the defense. 
• Defenses are open to the ASU community and published to the Defense Calendar.
• Following the presentation, committee members will ask questions about issues raised in the work, choices made in the research, and any further outcomes.
• At the conclusion of the discussion, the committee will convene to provide an outcome that will determine next steps.

Thesis Outcomes

• Minor format/editorial corrections may be suggested.
• Director will report approval using the Final Thesis Approval link emailed to them on the defense date.
• Your next step is to upload your approved final project to the Barrett Digital Repository.

Provisional Approval (Common outcome)

• More significant revisions required.
• Once revisions are complete, Director will report approval using the Final Thesis Approval link emailed to them on the defense date.
• Your next step is to upload your approved final project to the Barrett Digital Repository after revisions are approved.

Not approved (Least common outcome)

• Basic design and/or overall execution of the honors thesis is significantly flawed.
• The Director and committee may continue working with the student to make major revisions. You should discuss this with committee and Honors Advisor about implications on Barrett graduation.

• Request Info
• Apply to UTSA

Honors Thesis

• Home  /  Academics  /  Experiences  /  Honors Thesis

The undergraduate Honors thesis is designed to serve as the capstone work to an undergraduate degree and are one means by which students can demonstrate their readiness to join a graduate program. Through the mentorship of a faculty committee, an undergraduate student will complete a research or creative project and is designed to add to the body of knowledge in their given major or minor. Keep in mind that theses can take a variety of forms – from conducting laboratory research or building an engineering project to arranging a portfolio of original music or writing a novel.

• Requirements Requirements - Home A Quick Guide to Completing Your Honors Requirements Graduation Paths
• Experiences Experiences - Home Service Learning Professional Development Intellectual Achievement Cultural Exploration Engaged Living Skill Development Contract Honors Thesis Experience Approval Process
• Honors Academic Counseling
• Experiential Learning Lab
• Experiential Learning Fair ELF - Home Registration and Entry Categories Award Winners and Scholarship Info View Poster Presentations FAQs
• Forms and Documents
• Honors College Peer Coaches
• Request Info Visit Apply to UTSA

Yes, you can!

The idea of working on an Honors thesis can seem overwhelming to many students. You, however, have resources and support systems which include: faculty, academic counselors, and sometimes money to see your thesis project through to completion. Most importantly, you have your undergraduate career to build upon – the skills you’ve developed, the theoretical and applied lessons learned, and the relationships you have built. You are your greatest asset!

Do I have to enroll in a class?

While enrolling in the HON 4993 course to write a thesis proposal or complete research and writing of a thesis is the most common approach (and recommended), students may elect to work on a thesis project without enrolling in a thesis course. While satisfying the hours require for your degree should remain your first priority, completing the thesis stands alone as a benefit itself. Should you find yourself concerned about going beyond the 150 credit-hour ceiling, you may elect to conduct a thesis project without enrolling in the course. Keep in mind that, unlike traditional classes, you will meet with your thesis committee at times and for durations of your choosing. Should you choose to do a departmental rather than an Honors thesis (e.g., BIO 4993 v. HON 4993), be sure to let your Counselor know so we can ensure you receive credit – the sooner the better!

Are you ready? Let's get started.

Email all required materials to Honors College.

Honors College Thesis Handbook

The Honors Thesis Handbook was developed to encourage students to write an Honors thesis that extends students’ work in a specific research project or creative endeavor. This handbook is designed to provide you with helpful information and pointers that will simplify – and de-mystify – the process of writing an Honors thesis. The answer to virtually every question ever asked about an Honors thesis can be found in the Honors Handbook (linked above). You should read this information carefully before you begin the process of developing an idea for your Honors thesis.

Recommended Thesis Proposal and Completion Dates

Opportunities within the Honors College

The Honors College offers students the opportunity to participate in a number of different programs to further expand knowledge, especially in the realms of professional development, leadership development, and public service. Special programs are fully integrated into the Honors College curriculum, making credit transfer simple and ensuring that students are working toward Honors requirements.

• UTSA Honors College | GSR 2.210
• One UTSA Circle
• San Antonio, TX 78249
• Phone: (210) 458-4106
• Email: [email protected]

Future Students

• Become an Honors Student
• Scholarships to Join Us
• UTSA Top Scholar Program
• Terry Scholars at UTSA

Current Students

• Requirements
• Scholarships
• Academic Counseling
• Forms/Documents
• About the Honors College
• Faculty & Staff Directory

Student Thesis Experiences

Amelia thibault.

An Honors Thesis Can be Anything You Want it to Be

An Opportunity to Travel the World

Set Apart from the Rest

Texture of Memory

Networking and Innovation

An Opportunity to Conduct Research that no one else is Doing

A Feeling of Accomplishment

The Honors Thesis

A thesis in Honors requires the development of 'next level' professional and academic skills.  We are here to help you develop those habits, skills, and attributes that will put you in demand with employers and post-graduate opportunities.  Through the Thesis, Honors can help you showcase the quality of your undergraduate work, and develop tangible organizational, research, and project management skills that employers are seeking in college graduates. No matter your undergraduate program or major, there is a path through the Honors Thesis process for you.

A Four Year Overview of the Thesis

Start exploring.

Use your first year to start exploring the resources at Syracuse. Attend an Honors Research Fair , other poster sessions or events in your school or college, and read a few past Honors theses that interest you.

Also, it's not too early to build connections with faculty who stand out to you. GO TO THEIR OFFICE HOURS. Head to our connecting with faculty page to read more about how to approach faculty. 

Sophomore Year

Begin Planning

Start early this year:  Use our introductory and planning resource pages to develop your interests into a topic, and make connections with faculty.  Talk to instructors and faculty in your classes; read any papers or talks they've given, and start asking questions about how undergraduates may figure into their work.  This is also a great year to focus on taking a course that covers research methods, so that you gain an understanding of the process.

Junior Year

Get Producing

This is the pivotal year that will determine whether your project's success. This year you'll want to be refining your topic and working with a faculty member to develop a plan for executing your project. If you need extra resources, this is the year you'd want to apply for Crown Thesis Funding as well.  Often this is the year students may conduct data gathering, travel, or conduct lab work in support of their project.  Your junior year is all about building on the knowledge and connections you made during your sophomore year.

Note : you will need to have an initial project proposal approved by Honors by the end of your  junior year to remain in Honors for your senior year.

Senior Year

Finalize, Present, & Submit you Thesis!

During your senior year there are deliverables and milestones you'll need to meet to achieve your goal of finishing your thesis project. 

You will need to already have an approved proposal  on file with Honors, and this is the year you'll register for your thesis course (499) , produce your written thesis and showcase your hard work at our annual presentation day in May.

Ready to find out more about the thesis in your particular field of study?

Timelines & due dates for 2024 - 2025, developing ideas & research, quick links to thesis forms, other campus offices to connect with.

Search this site

Clark honors college menu, clark honors college, the thesis project.

As a CHC student, you will complete a thesis project during your fourth year. You will apply the critical thinking and communication skills you have learned in the CHC to explore ideas, problems, approaches, and practices in your field of study. We explain the significance of the thesis project and how the process works.

Thesis Project Overview

Thesis Project Checklist

Your Defense Term

Thesis Project FAQ

What is the thesis project?

Like climbing Mt. Hood, cooking a seven-course meal or writing a book of poetry, each thesis project is a unique accomplishment.

Through your thesis project, you can explore questions, solve problems, create a portfolio, conduct original research, write a business or marketing plan, or work with professors on an issue or project related to your own career goals.

Why should I do a thesis project?

An honors thesis project is valuable not only in and of itself, but also because of how you will grow, personally and academically, throughout the process.

Your thesis project will provide you with skills employers and graduate or professional schools value: the ability to manage projects, apply your knowledge, communicate complex ideas and work both independently and collaboratively. 

“It is okay to be non-traditional! The thesis I created was nothing like a classic research paper and at the beginning I had no idea that was even allowed.”

—Angela Pelky, Class of 2023, Computer Science

 How a thesis topic is born

“I wanted to find a project that allowed me to express myself creatively. I also do a lot of self reflection in my spare time and enjoy looking inward as a way of understanding the world around me. My primary thesis advisor was very adaptive and kind, encouraging me to identify a project that I would be thrilled to work on.”

—Calvin Warner, Environmental Studies, Class of 2023 The Impact of Casual Observation on Environmental Appreciation and Personal Wellbeing

“I kind of paved my own path with this thesis project. I was combining the fields of entrepreneurship and computer science, so I thought about valuable processes that applied to both fields. As part of computer science projects, you go through a multi-step process of defining requirements, designing those requirements, and finally testing them. I used these templates as a basis for my project.”

—Angela Pelky, Computer Science, Class of 2023 A Journey to Build a Dog Walking Application

“Lean into a topic or experience that you found fascinating, like study abroad, to get the most out of that one experience and make the thesis project slightly outside your typical realm - that difference will make your project more interesting and easier to work on through the year.”

—Grace Miyoshi, Journalism, Class of 2023 Monopponom as an emerging Japansese American craft: Creating a transcultural public relations plan

Three Steps to a Successful Thesis Project

Design your project.

It's never too early to start planning!

• Take HC 277 Thesis Orientation
• Develop an idea or a question around what inspires you in your field of study
• Identify a primary thesis advisor who agrees to be on your thesis committee
• Enroll in HC 477 Thesis Prospectus

Act on your ideas.

Since every student’s thesis project is unique, the precise steps involved in completing yours will be specific to you. You might:

• Perform lab or library research, collect data in the field, engage with the community, create artwork, design, compose, choreograph...
• Take independent study credits
• Apply for funding

No matter what, make sure you stay in close contact with your primary thesis advisor.

Share the results.

Communication is the critical path to completing your thesis project. Get ready to: 

• Write up your thesis project , which may also include performance, artwork, recordings, or other digital media
• Defend your thesis project  in a 20-30 minute oral presentation
• Participate in the optional but fun Three-Minute Thesis competition (watch the 2023 3MT competition )
• Archive your thesis project

How will I be supported in the thesis project?

► Field-specific expertise  and mentorship from your chosen Primary Thesis Advisor

► General support  through the thesis project from your CHC Representative

► Required courses  dedicated to planning: Thesis Orientation and Thesis Prospectus

► Starting sophomore year, general  academic advising  from your CHC Faculty Advisor

► A curriculum designed to strengthen your  research, analysis and communication skills

► Access to faculty and  funding opportunities  via CHC's  Mentored Research Program

► Option to join Writing in Community groups that build time and accountability into your schedule

► Option to take  independent research credits  that let you focus on your thesis project

► Dedicated  thesis resource staff  ready to answer your questions

“Schedule an appointment with a librarian at the beginning of your research. They have extensive knowledge of the best databases to utilize and can guide you in using search engines and filters to your advantage. This will maximize your efficiency and empower you to start your thesis journey with confidence.” ​​​​​

—Yessica Roldan, Human Physiology, Class of 2023 Nintedanib: A New Hope for Patients with Systemic Sclerosis-Associated Interstitial Lung Disease

Thesis Resource Staff

Beyond your chosen thesis committee, the Clark Honors College also has dedicated staff to support you during your thesis process, from start to finish. 

Miriam Alexis Jordan CHC Academic and Thesis Programs Manager

Miriam Alexis Jordan  provides administrative and technical support on benchmarks and protocols as you progress through the academic and thesis process toward graduation. She believes in the importance of a liberal arts education (and lifelong learning) and is committed to your student success. When you are ready to begin the thesis process, Miriam is your guide.

Email :  [email protected] Phone : 541-346-2511

Cecilia Justina CHC Undergraduate Program Assistant

Cecilia Justina  provides support for formatting your thesis document. She can review thesis drafts at least 10 days prior to your defense date and provide feedback for corrections to be made after your defense. She is available to answer any questions about thesis formatting at her Spring term office hours, Tuesdays and Wednesdays from 9-11 a.m. and 1-3 p.m in Chapman 124.

Research Help at UO Libraries

Jeffrey Staiger is the Library Liaison for the Clark Honors College and the Humanities Librarian for the University of Oregon Libraries. Jeffrey is a research specialist who can answer any questions regarding the library or your research projects, as well as to connect you with other library services. UO Libraries has specific librarians to support research in most of the academic disciplines studied at the university. View a complete list of subject and area librarians on the library website. 

Email :  [email protected] Phone : 541-346-1897

More questions about the thesis project?

We've got answers. Students should read the Frequently Asked Questions about the CHC Thesis Project. If you are a Primary Thesis Advisor or a CHC Representative, find helpful information below. 

Primary Thesis Advisor Handbook

Committee Roles and Responsibilities

• Undergraduate Research and Honors Thesis

The Honors College, as the university-wide center for excellence in undergraduate education, plays a crucial role with undergraduate research at Georgia Southern University. Since the beginning of the College, students have been required to complete Honors Theses or Capstone Projects. These faculty mentored projects have spanned traditional research models, applied research, and creative activities in all academic colleges and majors.

Click through the links below to see honors theses submitted in recent years or to view past Honors Research Symposia.  Current students will want to click on the resources section to read about support the College can give them.

Honors Thesis

What is the honors thesis.

The hallmark of an Honors College student’s experience is the Honors Thesis. Students develop a unique research project under the guidance of a faculty mentor in their major discipline. This work gives students the opportunity to become an expert on a topic in their field, and the completed thesis a great accomplishment to share with potential employers, graduate schools, or professional schools.

Students engage in all sorts of projects that fit under the term Honors Thesis including creative, practical, and applied approaches in addition to traditional lab, field, and archival research.

Since 2014, Honors College theses have been uploaded to Digital Commons@Georgia Southern . Click on the link to see the list of majors and click on a major to see specific theses within that field.

What are the steps students need to take for the Honors Thesis?

Students typically start their thesis three to four semesters from their graduation date, and generally they follow these steps:

1. Take their major specific upper-level honors courses. For some majors, these include research hours, research seminars, and thesis seminars. Check your major’s Honors College curriculum sheet for full details.

2. Find a thesis mentor and develop an idea and questions for research. The order of these two actions may vary. Students might settle on a topic and seek a mentor who will work with them. Other students might enjoy a class and ask that professor to work with them on a thesis. And many students find a mentor in the course of doing research or through their thesis and research seminars.

3. Begin preliminary work and develop a Thesis Proposal. Students do this work in consultation with their thesis mentor or in the context of a thesis/research seminar.

4. Submit a Thesis Proposal Form one year prior to graduation. This is also done in consultation with the thesis mentor, and must be signed by the mentor in order to be approved by the Honors College. The deadlines are May 1 for spring and summer graduates of the following year, and December 1 for fall graduates of the following year.

5. Conduct the research and complete the writing. Again, this is in close consultation with the thesis mentor and is ongoing. It is very important that students develop a timeline with their mentor to ensure timely completion of their thesis project.

6. Submit final thesis and upload to Digital Commons. A final thesis must be approved by the mentor. Directions on submission may be found in the Honors Upper Division Handbook . Deadlines are April 1 for spring and summer graduates, and November 1 for fall graduates.

7. Present at the Honors Symposium (fall) or the Georgia Southern Student Scholars Symposium (spring). All graduating seniors must present their thesis research at the Honors College Research Symposium (fall graduates) or the Georgia Southern Student Scholars Symposium (spring graduates). See more details in the Honors College Symposium section below.

Important Links

The Thesis Proposal Form  must be submitted one year prior to graduation.

Students and their thesis mentors should also refer to the Honors Thesis Handbook as they prepare their final thesis for submission.

Honors College Symposium

Each fall and spring, graduating seniors in the Honors College present their thesis research to the greater Honors College and Georgia Southern community. In the fall, students will present at the Honors Symposium, and in the spring students will present at the Georgia Southern Student Scholars Symposium .

Below is a list of past symposia programs. The 2020, Fall 2020, and 2021 program links lead to video recordings for most of the presentations.

• 2022 Honors Research Symposium Program
• Fall 2021 Honors Research Symposium Program
• 2021 Honors Research Symposium Program
• Fall 2020 Honors Research Symposium Program
• 2020 Honors Research Symposium Program
• Fall 2019 Honors Research Symposium Program
• 2019 Honors Research Symposium Program
• Fall 2018 Honors Research Symposium Program
• 2018 Honors Research Symposium Program
• Fall 2017 Honors Research Symposium Program
• 2017 Honors Research Symposium Program
• Fall 2016 Honors Research Symposium Program
• 2016 Honors Research Symposium Program
• Fall 2015 Honors Research Symposium Program
• 2015 Honors Research Symposium Program
• Fall 2014 Honors Research Symposium Program
• 2014 Honors Research Symposium Program
• Fall 2013 Honors Research Symposium Program
• 2013 Honors Research Symposium Program
• 2012 Honors Research Symposium Program
• 2011 Honors Research Symposium Program
• 2010 Honors Research Symposium Program

Undergraduate Research Fund, Poster Printing, PowerPoint Template

Honors college undergraduate research fund.

Need funding for your project or to travel to a conference? Students seeking support for their research projects may apply to the Honors Undergraduate Research Fund. Monies may be spent on research supplies (ultimately owned by Georgia Southern) or for registration and travel to present research at conferences. Full details are found on the Honors Undergraduate Research Fund Application .

Printing Research Posters for Honors College Students

Presenting a poster at a conference or at the Honors College Symposium or Georgia Southern Student Scholars Symposium? We’ll print it for free!

Honors College students can submit posters to be printed on the Honors College poster plotter under the following conditions:

• The poster is to be used for a presentation of research or creative activity of the honors student in an honors course or as part of an on-campus or off-campus conference or symposium.
• Poster sizes are typically either 24×36 or 36×48.  (Posters of other sizes will need to be trimmed by student.)
• The poster must include the nameplate of the Honors College.
• Georgia Southern University and the name of the student’s department and mentor should also be listed.
• Avoid overly dark backgrounds that require a lot of ink and drying time.
• File should be saved and submitted as either PDF or PowerPoint slide.
• File should be submitted at least five business days before poster is needed. Posters needed in less than five days might not be printed.
• Send files to Dr. Francis Desiderio at [email protected]

Poster Template:  Below is a suggested template in a Google Slides file. This template contains the nameplate, title section, and headers. Feel free to use this format; however, you should develop different header titles.

Keep in mind that you may design your poster however you wish, but you should strive for a clear and readable presentation.

Honors Poster Template

PowerPoint Template and Honors College Nameplate

The Honors College nameplate should be used on posters. The nameplate also includes the University logo. Please find the Honors College nameplate in this folder:

Last updated: 3/25/2024

• Apply to the Honors College
• Apply as an Incoming Freshman
• Apply as a Transfer Student
• Apply as a Current Student
• Honors Global Scholars
• Honors Savannah Scholars
• Current Student Resources
• Honors College Requirements
• Experiential Learning
• Honors Alternative Break Trips
• Study Abroad
• The Goel Scholarship
• Nationally Competitive Scholarships
• Honors Student Organizations

Honors College

PO Box 8130, Statesboro, GA 30460

[email protected]

912-478-7926

Office Locations

Fall 2023 Honors College Research Symposium

Electronic Theses and Dissertations (ETDs): Undergraduate Honors Theses

• Graduate School ETDs
• ETDs Outside the Graduate School
• Supplemental Materials and Data for ETDs
• Undergraduate Honors Theses
• ETD Restrictions
• Emailing Permission Agreements

The Institutional Repository at UF (the  IR@UF ) includes the Undergraduate Honors Theses collection . During their graduating term*, Honors students are invited to submit their their final Honors project for inclusion in this collection. This is a free service of the UF Libraries. After students who have completed their submission graduate with Honors, the Libraries will add their works to the IR@UF and email a permanent link to them that they can include in applications, résumés, social media, or share with friends, colleagues, and family.

Honors degree requirements vary by department , so be sure to check with your advisor and/or undergraduate coordinator to see whether your department requires you to submit your thesis or other project to the IR@UF.

*Students in the Medical Honors Program complete their theses during their third undergraduate year because they start their first year of medical school during their last year as undergraduates.

Guidelines vary by degree program

Be sure to talk to your thesis or project advisor and/or your department's Honors coordinator about department-specific guidelines and their deadline for submission. Departments can set their own deadlines for Libraries submissions and we can provide them with a list of successful submissions after the department's deadline passes.

Libraries' default submission deadlines

• Spring 2024 Graduates - April 26
• Summer 2024 Graduates - August 2

Important: If your department requires you to defend your thesis or project, your Libraries submission deadline might be different. Please contact your faculty advisor or Honors coordinator if you do not already know your department's deadline for Libraries submissions.

Graduation requirements

Libraries : Deadlines to submit to the Libraries will not affect your graduation unless your department requires a completed Libraries submission .

Department : Deadlines to submit your Honors thesis/project to your department might affect your graduation.

Submission assistance

Department : Contact your academic mentor and/or your department's undergrad coordinator.

Libraries : Contact the submissions team at [email protected] or 352-294-3785.

• Honors co-author grant of permission
• Permission to exceed fair use

Submitting to the Libraries

• Do I need to submit?
• What do I submit?
• How do I submit?
• Why should I submit?
• Your faculty advisor and/or your department’s undergrad coordinator can tell you whether you must submit a thesis or other terminal project.
• For preservation purposes, you need to submit the approved version of your Honors work to the Libraries.
• You also have several options for restricting access to your thesis or project; see the document linked below for details.
• If you unfortunately fail to graduate with Honors but your faculty advisor accepted your Honors thesis or project, we can include it in our Undergraduate Works collection. Please email [email protected] to let us know that you want to take advantage of this service.
• Restriction Options for Honors Theses and Projects

Thesis or project file(s):

• "Standard" here means a plain PDF saved from Microsoft Word or another word processor.
• Do not include any departmental or college forms in your thesis or project file(s).
• Do not scan a printed copy of your work to send to us.
• Media, dataset, and other types of submissions must conform to the acceptable formats list .

If necessary, please upload a signed letter (or letters) of permission to quote or reproduce copyrighted material for all copyrighted material included beyond fair use (i.e., entire graphics and large portions of text or data where someone else holds the copyright). If you cannot get the answer you need from the copyright guide, you can email your question(s) to [email protected].

• As the (an) author of the work, you do not need to submit a Permission to Quote form.
• You also do not need to upload a grant of permission form; the online form collects your permission agreement.
• If you have co-authors who are not UF employees or graduate students, you will need a signed  Honors Co-author Grant of Permissions from them.

NOTE : For our purposes, only list co-authors who contributed substantial writing (including code) to the work. Do not include research collaborators, reviewers, or editors. Use your acknowledgements or dedication to thank them.

Please do not submit your Honors thesis or project until you have final approval of your work from your department.

Write to us at [email protected] if you have any questions while you are preparing your Honors submission to the Libraries.

• IR Accepted Formats A list of the accepted format types for inclusion in the IR@UF
• Keep copies of your work and the form(s) that you submit to your department.
• Requirements vary by department . Be sure that you understand yours well before their deadline.
• Example: Alligator_Alberta_permission_to_exceed_fair_use_archive
• After you log in with your GatorLink credentials, complete the online form at  https://apps.uflib.ufl.edu/Honors/ to submit your work to the Libraries by our deadline (see the Basics box on the left for deadlines). If you are not using a campus computer , connect to the VPN.

Note: If you see an Honors level that seems wrong to you, or no Honors level at all, please do not be concerned. The form uses the Honors pre-certification data. Not all colleges/schools enter that data and the final Honors level is occasionally different from what colleges enter for pre-certification.

• If your project file is larger than 50 MB, you will not be able to upload it to the form. Please do not compress the file; instead, send a OneDrive link to [email protected] and we will assist you. There is effectively no file size limit and we want to archive the highest possible quality version of your work.
• Overview of the Online Submission Form
• Publishing your work in the IR@UF is a free service
• Enhance résumés and applications
• Show off to friends and family
• Support ongoing scholarship by enabling others to cite your work in their own
• Prospective students can see the variety and strength of undergraduate research opportunities at UF

Who should I list as co-authors?

Items in the Honors collection are treated similarly to graduate-level theses and dissertations, except that you can work with a co-author (co-creator). Unlike articles in scientific journals, you should only list people who contributed substantially to the writing. Use your acknowledgements section to list people who helped with the research itself.

What if my mentor/advisor is not in my college? All you need to enter for a mentor is their name and their primary organizational affiliation (department or school at UF or other academic institutions; unit of government; non-profit organization; or business). When do I need to upload a signed grant of permissions form? First, you do not need to sign and upload a form yourself. The online submission form collects your permission agreement. If you have a co-author who is not a UF employee or graduate student, you need a signed form from them. If you have included enough content copyrighted by someone else that you have exceeded fair use , you need a signed form from them. What do I do if my thesis/project file is too large for my web browser to upload? Although there is no size limit for your submission, many browsers time out trying to upload files larger than 10-15 MB. If your browser is failing to upload your file, please share it with OneDrive and send the link to [email protected] . You can upload a dummy file, text, Word, or PDF to complete the form. Feel free to include a note mentioning the large file transfer, or just leave the file empty. What problems should I check for before I submit my thesis/project file? Before you upload your thesis/project file, check to ensure that:

• It is the exact version that your advisor and/or department approved.
• It is in PDF format.
• You created the PDF directly from Word or another text tool and did not scan a printout.
• No tracked changes or comments are present.
• Your margins are at least .5" (make table pages portrait orientation if needed).
• References are single-spaced.
• Your name appears as it will on your diploma.
• Your UFID is not present.

Related Links

• Institutional Repository at the University of Florida (IR@UF)
• Graduate Editorial Office thesis and dissertation resources
• Graduate School ETD Formatting
• Making your work accessible
• UF LibGuide: Copyright
• UF LibGuide: Fair Use
• UF LibGuide: Open Access
• << Previous: Supplemental Materials and Data for ETDs
• Next: ETD Restrictions >>
• Last Updated: May 7, 2024 6:58 AM
• URL: https://guides.uflib.ufl.edu/etds

Office of Undergraduate Education

University Honors Program

• Honors Requirements
• Major and Thesis Requirements
• Courses & Experiences
• Nova Series
• Honors Courses
• NEXUS Experiences
• Non-Course Experiences
• Faculty-Directed Research and Creative Projects
• Community Engagement and Volunteering
• Internships
• Learning Abroad
• Honors Thesis Guide
• Sample Timeline
• Important Dates and Deadlines
• Requirements and Evaluation Criteria
• Supervision and Approval
• Credit and Honors Experiences
• Style and Formatting
• Submit Your Thesis
• Submit to the Digital Conservancy
• Honors Advising
• Honors Reporting Center
• Get Involved
• University Honors Student Association
• UHSA Executive Board
• Honors Multicultural Network
• Honors Mentor Program
• Honors Community & Housing
• Freshman Invitation
• Post-Freshman Admission
• Frequently Asked Questions
• Faculty Fellows
• Faculty Resources
• Honors Faculty Representatives
• Internal Honors Scholarships
• Office for National and International Scholarships
• Letters of Recommendation
• Personal Statements
• Scholarship Information
• Honors Lecture Series
• Honors Recognition Ceremony
• Make a Donation
• UHP Land Acknowledgment
• UHP Policies

Thesis Style and Formatting

Style guides.

When preparing your honors thesis and citing sources, follow the style guide that is most appropriate to your field of study. For example:

• Modern Language Association (MLA) style - common in the humanities
• American Psychological Association (APA) style - common in the social sciences
• Chicago style - common in history

Check with your faculty supervisor before choosing a style. Style and citation resources are available from the University Libraries .

The following formatting parameters should be strictly followed in most cases. However, certain types of theses, such as collections of poetry, may vary from these guidelines if necessary to the integrity of the work, with the faculty supervisor's assent.

• Margins: at least 1" on all sides
• Type size: no smaller than 11 point; 12 point preferred; a smaller font may be used for footnotes or end notes
• Font:  use a standard, easily-readable font, such as Times New Roman
• Spacing: double space all main text

Sections of the thesis include (and should be sequenced as follows):

• Title Page: Prepared according to the thesis title page template
• Acknowledgements (optional)
• Abstract or Summary: No more than one double-spaced page. For thesis projects in the creative and performing arts, the summary must provide specifics about the exhibition or performance that the written thesis complements.
• Non-technical Summary: (optional) recommended in cases where the abstract and thesis are too highly technical to be easily understood by non-specialists
• Table of Contents (optional)
• Body of the Thesis
• Appendices (optional)
• Bibliography or List of Works Cited
• Summer Research Opportunities
• Global Seminars and LAC Seminars
• Honors Research in London - Summer 2024

Senior Thesis 2023-24: Honors Guidelines

• Honors Guidelines
• Formatting Guidelines
• Find Previous Honors Theses
• Citing Sources
• Find Scholarly Articles
• Find Digital Collections
• Find Historical Magazines
• Find Newspapers
• Find Statistics
• Data and Government Information

5 Steps to Submitting Your Thesis

Theses are due on Reading Day, May 8

This page details many different aspects and policies related to theses. Focus on the information in this box and continue down if you have further questions. Please follow these steps for submitting your thesis. Please don't hesitate to email or chat us.

• Download the Thesis Template for Word to get started Click "enable editing" once you open the Word document
• APA/Psychology Template
• ASA/Sociology Template
• Music/Program template Talk to Emily ([email protected]) for help combining the template with your program and formatting your program for submission.
• Thesis Template for LaTeX
• Formatting approval submission
• PDF/A Instructions

4. Once your final thesis has been approved and processed, you will receive an email to electronically sign the following:

a. A non-exclusive distribution license. Both you and your advisor must initial the license option AND embargo option you select and sign the form. See the distribution license box below for more information on your license options.

b. A certificate of approval form signed by your thesis advisor. This will be extracted from the PDF you submit. The signature line on your thesis submission copy should be blank.

Examples of both can be found in the Forms and Instructions box

Distribution License and Access

The Library acquires copies of honors theses and reports on honors research projects to serve the needs of students and faculty at Whitman College, to provide access to Whitman College student scholarship outside the Whitman community, and to ensure that these original works are available to researchers for consultation in the future. The guidelines are to be followed by the students in the preparation of their honors theses.

You are only required to submit a digital copy of the thesis and once that is accepted, you will be emailed a link to electronically sign the Non-Exclusive Distribution License and your advisor will receive an email to sign the certificate of approval page extracted from your submitted PDF/A.  Examples of both can be found in the Forms and Instructions box. The distribution license requires you to pick which level of access you are providing to your work:

• Open: Worldwide distribution via the Internet, or
• Limited: Local distribution only to authorized users of Whitman’s network (current faculty, staff, and students), or
• Opt-out: Not available to anyone (but still deposited). This is intended for cases where the topic or the treatment of the topic are sensitive or should not be shared

If the thesis is co-authored, it is the responsibility of the primary author to notify all other authors, even those not earning honors designation. It is strongly encouraged that additional authors and/or thesis advisors sign the non-exclusive distribution license. If applicable, all thesis co-authors and thesis advisor(s) should sign the same license. The non-exclusive distribution license must be submitted with signatures to the Library by May 8th.

Printed Version

If you have chosen open access to your thesis, you are welcome to choose to have your thesis bound and shelved in the Allen Reading Room. This copy will be added to the Library’s circulating collection and be made available for circulation to other libraries through interlibrary loan. Be sure that your final printed thesis conforms to the formatting guidelines. Your printed copy is due to the library by May 8th. It must be printed on archival paper, supplied by the library. Printing happens at the thesis printer on the public access computer desks by the WCTS desk.

Honors Thesis Template

• Download the Thesis Template for Word Click "enable editing" once you open the Word document
• Just the Title page and Certificate of Approval
• Formatting Explainer Video
• Formatting Guide and Help Page

For honors theses, certain structural elements are required , such as the title page, certificate of approval, table of contents, etc. These requirements are laid out on the formatting page . We recommend you use the formatted thesis template which includes the required elements and is designed to facilitate proper formatting and pagination in Microsoft Word. Please consult with librarians if departmental guidelines differ from formatting requirement.

Personal Bound Copies

No matter what distribution access you have chosen, students desiring to have personal copies of theses bound at their expense can order copies for $29 each, including tax and shipping. There is no limit to the number of personal copies you may order. Make sure that your left margins are set to 1 ½” for the printed copy, otherwise the binding might cover some of your thesis.

To order bound copies, please fill out the online order form by May 10, 2024 (form will open closer to Reading Day). Bring a printed copy (or however many you're ordering) of your thesis to Penrose 213. These are not on the special paper so you can just use Wepa to print them, but not double sided.

Payment can be made by charge to your student account or by check mailed in (made out to “Penrose Library, Whitman College”).

If you need more wepa money you should email [email protected] to add more funds to your account.

Forms and Instructions

• Certificate of Approval example
• Non-Exclusive Distribution License example
• Personal Copy Order Form Form will open toward the end of April

Instructions

• Download the Thesis Template (MS Word)
• PDF/A instructions
• Creating a Table of Illustrations/Figures in Word (optional)
• << Previous: Home
• Next: Formatting Guidelines >>
• Last Updated: May 7, 2024 1:43 PM
• URL: https://libguides.whitman.edu/thesis

• Harmful Language Statement

School Or College

• College of Social & Behavioral Science 241
• College of Science 186
• College of Humanities 173
• College of Engineering 114
• David Eccles School of Business 80
• College of Fine Arts 52
• College of Health 41
• College of Nursing 22
• College of Architecture + Planning 21
• College of Education 14
• School of Biological Sciences 14
• School of Computing 10
• College of Social Work 9
• College of Mines and Earth Sciences 8
• School of Medicine 8
• Office of Undergraduate Studies 7
• College of Mines & Earth Sciences 4
• School of Biological Science 4
• School for Cultural and Social Transformation 3
• Undergraduate Studies 3
• Academic Advising Center 2
• College of Architecture & Planning 2
• College of Social & behavioral Science 2
• College of Social and Behavioral Sciences 2
• School of Biological Scineces 2
• College of Engineering 1
• College of Humanitites 1
• College of Medicine 1
• College of Sciences 1
• College of Soical & Behavioral Science 1
• College of engineering 1
• College of fine Arts 1
• Collegey of Science 1
• David Eccles School & Busniess 1
• David Eccles School of business 1
• David Eccless School & business 1
• School for Cultural & Social Transformation 1
• School of Music 1
• Biology 101
• Psychology 71
• Political Science 59
• Chemistry 49
• Biomedical Engineering 46
• Environmental & Sustainability Studies 26
• Mathematics 26
• Communication 25
• International Studies 24
• Physics and Astronomy 23
• Economics 22
• Health, Society & Policy 19
• Computing 18
• Mechanical Engineering 15
• World Languages & Cultures 15
• Art & Art History 14
• Chemical Engineering 14
• Health & Kinesiology 14
• Accounting 13
• Electrical & Computer Engineering 13
• Sociology 13
• Marketing 12
• Urban Institute of Teacher Education 12
• City & Metropolitan Planning 11
• Film & Media Arts 11
• Linguistics 11
• Anthropology 10
• Architecture 9
• Social Work 9
• Writing & Rhetoric Studies 9
• Computer Science 8
• Family & Consumer Studies 8
• Materials Science & Engineering 8
• Philosophy 8
• Operations Management 7
• Exercise & Sport Science 6
• Health, Society, & Policy 6
• Management 6
• University Studies 6
• Communication Sciences & Disorders 5
• Entertainment Arts & Engineering 5
• Gender Studies 5
• Biological Sciences 4
• Health Promotion & Education 4
• Biochemistry 3
• Communication Studies 3
• Criminology 3
• Ethnic Studies 3
• Geography 3
• Geology & Geophysics 3
• Kinesiology 3
• Middle East Studies 3
• Religious Studies 3
• Biological 2
• Business Administration 2
• Civil & Environmental Engineering 2
• Elementary Education 2
• Entrepreneurship & Strategy 2
• Humanities 2
• Information Systems 2
• Multi-Disciplinary Design 2
• Parks, Recreation, & Tourism 2
• Pathology 2
• Peace and Conflict Studies 2
• Psychoology 2
• quantitative analysis of markets and organizations 2
• Anatomy & Physiology 1
• Art History 1
• Atmospheric Sciences 1
• Electrical Engineering 1
• Environmental Sustainability Studies 1
• Geology and Geophysics 1
• Health Society and Policy 1
• Health, Kinesiology & Recreation 1
• Health, Society & Policy and Spanish 1
• Health, Society, & Policy & Sociology 1
• Instrumental Performance 1
• Latin American Studies 1
• Markets and Organizations 1
• Materials Science and Engineering 1
• Medical Laboratory Science 1
• Multidisciplinary Design 1
• Operations & Supply Chain Management 1
• Operations and Supply Chain 1
• Peace and Conflict Studies & Writing and Rhetoric 1
• Photography & Digital Imaging 1
• Physics & Astronomy 1
• Political Science and Economics 1
• Quantitative Analysis of Markets and Organizations 1
• Quantitative analysis of Markkets and Organizations 1
• Sociology and Criminology 1
• Special Education 1
• Undergraduate Studies 1
• computer Science 1
• American fiction - 21st century 3
• Art/Art History 3
• Mice as laboratory animals - Research 3
• Psychology 3
• United States 3
• Aluminum foam materials 2
• American fiction -- 21st century 2
• American poetry - 21st century 2
• Artificial oxygen carriers 2
• Atrial fibrillation Treatment 2
• Biomedical Engineering 2
• Caenorhabditis elegans 2
• Communication 2
• Computer games - Design 2
• Dialectical behavior therapy 2
• Diffusion distance 2
• Education 2
• Electric power - Research 2
• Escherichia coli 2
• Immigrants - United States 2
• International relations 2
• Load frame 2
• Membrane homogenization 2
• Memory - Research 2
• Mindfulness-based cognitive therapy 2
• Music - Instruction and study 2
• Neural circuitry 2
• Pre-pulse inhibition 2
• Security, International 2
• Sheep as laboratory animals - Research 2
• Swim kinematics 2
• Synthetic blood 2
• Taeniopygia guttata 2
• 18th century 1
• 5-guanidinohydantoin 1
• Academic achievement 1
• Accounting standards update 1
• Accounting statements and guidelines 1
• Adaptive skiing technology 1
• Adaptive sports 1
• Addiction 1
• Adolescent behavior 1
• Adolescents 1
• Adult children - Family relationships 1
• Adult children - Psychology 1
• Adventure therapy for teenagers - Psychological aspect 1
• Affirmative action program in education - Utah - Salt Lake City 1
• Affirmative action programs - Utah 1
• African American freemasonry - History 1
• African American gay men - Identity 1
• African Americans in medicine - United States 1
• Agriculture and state - Cuba 1
• Air -- Pollution -- Utah -- Salt Lake City 1
• Air conditioning 1
• Air pilots -- Nutrition 1
• Alarm reaction 1
• Albania - Economic conditions 1
• Algorithms 1
• Alternative breaks 1
• Ambulatory blood pressure measurement 1
• American Indian education - Utah 1
• American drama - 21st century 1
• American government 1
• American literature 1
• American politics 1
• Americans - Italy 1
• Angiogenesis 1
• Anterior Cruciate Ligament - Surgery 1
• Anterior Cruciate Ligament - injuries 1
• Anterior Cruciate Ligament Reconstruction - methods 1
• Anthropology 1
• Anti-infective agents - Research 1
• Antifreeze protein 1
• Antifreeze proteins - Research 1
• Antimicrobial catheter extrustions 1
• Antimicrobial coating 1
• Antineoplastic agents - Testing 1
• Antithrombins - Therapeutic use 1
• Apostolic United Brethren 1
• Architecture 1
• Architecture - Human factors 1
• Architecture, Chinese - Exhibitions 1
• Armenian Highlands 1
• Arms transfers Arms transfers -- Political aspects Soviet Union -- Foreign relations -- 1945-1991 Small arms proliferation Kalashnikov culture 1
• Arsenic - Detection 1
• Art and history - United States 1
• Art, German - 21st century 1
• Arteries - Diseases - Diagnosis 1
• Arthurian law 1
• Asklepios 1
• Asthma - Child 1
• Athletics - Greece - History 1
• Athletics - Rome - History 1
• Attachment behavior in adolsescence 1
• Audio mixtures 1
• Austen, Jane, 1775-1817 - Criticism and interpretation 1
• Authenticity 1
• Autism -- Genetic aspects 1
• Autonomy (Philosophy) 1
• Bacterial Infections 1
• Bacterial diseases - Prevention 1
• Balance of power - Research 1
• Baldwin, James, 1924-1987 - Criticism and interpretation 1
• Bandages and bandaging 1
• Baryon Oscillation Spectroscopic Survey 1
• Basque language - Social aspects - United States 1
• Bears Ears National Monument (Utah) 1
• Beta (Firm) 1
• Bicycle lanes - United States 1
• Bicycle lanes - Utah - Salt Lake City 1
• Binary principle (Linguistics) 1
• Biochemistry 1
• Bioengineering 1
• Biology - Research 1
• Biosensors 1
• Birdsongs - Research 1
• Birdsongs -- Research 1
• Bitangents 1
• Blood - Transfusion - Research 1
• Blood platelets - Transfusion - Research 1
• Blue Zones 1
• Body surface potentials 1
• Book of Mormon - Criticism, Textual 1
• Book of Mormon - Criticism, interpretation, etc 1
• Book of watchers - Criticsm 1
• Bosch, Hieronymus, -1516. Garden of delights 1
• Brain - Localization of functions - Research 1
• Brain - Physiology - Research 1
• Brain activity 1
• Brain mapping - Research 1
• Brain stimulation - Therapeutic use - Research 1
• Breast - Cancer 1
• Breast - Cancer - Patients - Armenia (Republic) 1
• Breast - Cancer - Patients - Attitudes 1
• Breast - Cancer - Treatment - Research 1
• Breast cancer patients' writings 1
• Brown, John, 1800-1859 1
• Building materials - Arizona 1
• Building, Wooden - Design and construction 1
• Business - Valuation 1
• Business education (Internship) 1
• Cabal Process 1
• Caenorhabditis elegans - Nervous system 1
• Caenorhabditis elegans -- Spermatozoa 1
• Calcium channels 1
• Calf muscle 1
• Cancer metastasis 1
• Capitalism 1
• Cardenal, Ernesto 1
• Cardia ablation 1
• Cardiovascular system - Diseases - Psychological aspects 1
• Carter, Jimmy, 1924 - Religion 1
• Catheter shaft extrusions 1
• Catheters - Research 1
• Ceramide - Research 1
• Ceramides - Physiological effect 1
• Cheesemaking - Social aspects 1
• Chemical systems 1
• Chemoreceptors - Research 1
• Chicago Board Options Exchange. 1
• Chicano movement - Utah - History 1
• Childhood obesity - Utah 1
• Childhood trauma 1
• Children's television programs -- Social aspects 1
• Chimpanzees -- Evolution 1
• Chimpanzees -- Genetics 1
• Christian life -- History -- Early church, ca. 30-600 1
• Christianity and nature 1
• Christianity and politics - United States - History - 20th century 1
• Church history -- Primitive and early church, ca. 30-600 1
• City Planning 1
• City planning - Environmental aspects 1
• City planning - Utah 1
• Clemente Program for the Humanities - Utah - Salt Lake City 1
• Clinton, Hillary Rodham 1
• Clothing and dress -- Religious aspects -- Christianity 1
• Cochlea's basilar membrane 1
• Cochlear compression - Research 1
• Cognitive neuroscience 1
• Cognitive psychology 1
• Cohabitation 1
• Collaborationists - Europe 1
• College students - Crimes against - United States 1
• College students - emotional health 1
• College students -- Food Food preferences 1
• Color - Psychological aspects 1
• Comic books, strips, etc -- Japan 1
• Coming out (Sexual orientation) 1
• Communication and technology 1
• Communication technology - Social aspects - Middle East 1
• Communication technology - Social aspects - North Africa 1
• Community gardens 1
• Community leadership - Utah - Salt Lake City 1
• Computational Cannula Microscopy 1
• Computer music 1
• Computer sound processing 1
• Computer-assisted instruction 1
• Consumer behavior 1
• Consumer satisfaction 1
• Contraception 1
• Cooking - Health aspects 1
• Cooperative primers 1
• Corporate finance 1
• Corporations - Corrupt practices - Prevention 1
• Corporations - growth 1
• Corporations -- United States -- Valuation 1
• Cosmic rays - Observations 1
• Costume design 1
• Counseling in higher education - United States 1
• Counterfactual 1
• Couples -- Psychology 1
• Creation (LIterary, artistic, etc.) 1
• Creative writing (Secondary education) 1
• Criminal justice, Administration of - United States 1
• Cross-dressing - History 1
• Cross-dressing in art 1
• Cryomiscroscopy - Research 1
• Cuba - Commerce 1
• Cultural property 1
• Culture - South Korea 1
• Currency boards - China - Hong Kong 1
• Curves, Algebraic 1
• Curves, Quartic 1
• Customer services 1
• DNA - Research 1
• DNA repair - Research 1
• DNA split aptamers 1
• Damping (Mechanics) - Mathematics 1
• Dance - Study and teaching 1
• Deep Ecology 1
• Deep brain stimulation 1
• Deflagration phenomena 1
• Deglycosylation 1
• Democratic national convention - 1968 1
• Deportation -- United States 1
• Depression, Mental - Treatment - Research 1
• Depressive brain circuitry 1
• Depth psychotherapy 1
• Desert plants -- Ecology -- Great Basin -- Research 1
• Detonation phenomena 1
• Deuterium - Isotopes 1
• Developmental constraint - Sheep 1
• Diabetic angiopathies 1
• Diabetic retinopathy 1
• Diagnostic imaging 1
• Diaries - Authorship - Study and teaching (Secondary) 1
• Diglossia (Linguistics) 1
• Disaster relief - United States 1
• Diversification in industry 1
• Douglass, Frederick, 1818-1895 1
• Drone aircraft 1
• Drone aircraft -- Control systems 1
• Drosophila melanogaster - Embryology 1
• Drosophila melanogaster - Genetics 1
• Drosophila melanogaster - Researcher 1
• Drug control -- Afghanistan 1
• Drug control -- Colombia 1
• Drug control -- Mexico 1
• Drug loading levels 1
• Drug resistance in microorganisms -- Mathematical models Co-infections 1
• Drug testing 1
• Dublin Regulation 1
• Earnings Distribution 1
• Earthquake hazard analysis 1
• Earthquake precursors 1
• Eating disorders - Psychological aspects 1
• Education - Effect of technological innovations on 1
• Education, Elementary 1
• Elasticity (Economics) 1
• Elections - Research - United States 1
• Electoral college 1
• Electoral reform 1
• Electrocardiography - Research 1
• Electrodes 1
• Electroencephalography 1
• Electromagnetic signals 1
• Electronic surveillance - United States 1
• Elementary 1
• Elephants -- War use -- History 1
• Elite (Social sciences) 1
• Emergency management - United States 1
• Emotions and cognition Depression 1
• Endocytosis 1
• Endotoxins - Research 1
• Energetic essence 1
• Energy conservation 1
• Energy storage 1
• English language - Study and teaching - Foreign speakers 1
• English language -- Social aspects 1
• Enterocolitis, Neonatal necrotizing - Research 1
• Environmental Studies, Honors 1
• Environmental education -- Utah -- Salt Lake City 1
• Enzymatic fuel cell 1
• Enzyme inhibitors - Therapeutic use. - Research 1
• Equilibrium relationship 1
• Erthropoientin 1
• Erythropoeintin 1
• Ethics - Psychological aspects 1
• Eurupoean Union trade relations 1
• Eurypterida 1
• Event type 1
• Executive functions (Neuropsychology) 1
• Exercise - Physiological aspects 1
• Exome sequence 1
• Extragalactic origins 1
• Facebook Connect 1
• False memory syndrome 1
• Family violence 1
• Feedback control systems 1
• Female genital mutilation 1
• Female labor - South Korea 1
• Fiber tracts 1
• Filipinos - Korea (South) - Kwangu-si 1
• Financial Accounting Standards Board Financial statements -- United States Corporations -- United States Corporations -- Finance 1
• Financial market - United States 1
• Finite groups 1
• Finite-difference time-domain model 1
• Flagella (Microbiology) 1
• Flight attendants -- Nutrition 1
• Flight control 1
• Foamed materials - Testing 1
• Food access 1
• Food presentation 1
• Force fields 1
• Foreign exchange rates - China - Hong Kong 1
• Fraud - Prevention 1
• Fuel cells 1
• Fuel cells - Research 1
• Functional adaptations - Sheep 1
• G proteins - Pathophysiology - Research 1
• GLBTQIA youth 1
• Galaxies - Spectra 1
• Gamma ra sources - Observations 1
• Gamma ray astronomy - Research 1
• Gang members - Psychology 1
• Gangliar plexi 1
• Gel permeation chromatography 1
• Gender & sexualities in minds & cultures 1
• Gender differences 1
• Gender gap 1
• Gender identity in literature 1
• Gender mainstreaming 1
• Gene repression 1
• Genetic regulation - Research 1
• Genetic switch 1
• Geometry, Algebraic 1
• Glioblastoma multiforme 1
• Global Financial Crisis, 2008-2009 1
• Globalization - 21st century 1
• Globalization - Economic aspects 1
• Globalization - Political aspects - Congresses 1
• Globalization - Social aspects 1
• Glucose oxidase 1
• Grant, Ulysses S., 1852-1929 1
• Great Britain - Foreign relations - 19th century 1
• Great Salt Lake (Utah) 1
• Greek mythology 1
• Green Party (U.S) 1
• Gros Morne National Park (N.L.) 1
• Group Medical Visits 1
• Guanosine triphosphatase 1
• Halo stars 1
• Hamlet (Legendary character) - Examination 1
• Harmonizing standards 1
• Health care - United States 1
• Health care reform 1
• Health literacy 1
• Healthcare in mass media 1
• Healthcare innovation 1
• Heart - Diseases - Diagnosis 1
• Hedge funds - United States - Management 1
• Helping professions 1
• Hematopoietic stem cells 1
• Heparan sulfate 1
• Herbicides - Detection 1
• Héloïse, approximately 1095-1163 or 1164 -- Criticism and interpretation 1
• High technology and education 1
• High-frequency trading 1
• Higher education and state - United States 1
• Higher education and state - Utah 1
• Hip joint 1
• Hip joint center 1
• Hippocampus (Brain) - Research 1
• Hispanic American mothers - Utah - Salt Lake City 1
• Hispanic American teenage girls 1
• Hispanic American women 1
• Hispanic Americans - Civil rights - Utah 1
• Hispanic Americans - Medical care 1
• Homelessness - United States 1
• Homosexuality - Religious aspects - Latter Day Saint churches 1
• Hospitality industry 1
• Hospitals -- Utah -- Administration Hospitals -- Utah -- Cost control 1
• Hours of labor 1
• Howler monkeys 1
• Hoxb8 microglia 1
• Human behavior 1
• Human trafficking - United States 1
• Humanitarian assistance - United States 1
• Humanitarian intervention 1
• Hydraulic fracturing 1
• Ibsen, Henrik, 1828-1906 - Dramatic production 1
• Ibsen, Henrik, 1828-1906. Dukkehjem 1
• Ice binding proteins 1
• Identification (Religion) 1
• Idle No More (Movement) 1
• Image processing 1
• Iminoallantoin 1
• Immunohistochemical staining 1
• Incarcerated women 1
• Inclusive development 1
• Income distribution - Mathematical models 1
• Income distribution - Utah 1
• Income inequality - United States 1
• Indigenous peoples - Canada 1
• Individualism 1
• Individualized instruction 1
• Industrial productivity 1
• Inequality 1
• Infertility, Male -- Genetic aspects Drosophila pseudoobscura -- Genetics Male sterility genes 1
• Influenza A virus - Research 1
• Insurance premiums - United States 1
• Intelligence levels - Physiological aspects 1
• Inter-Tribal Coalition 1
• Intermarriage - Korea (South) - Kwangju-si 1
• Intermarriage - Philippines 1
• International accounting standard 1
• International comparisons - Finland 1
• International comparisons - United States 1
• International criminal courts - United States 1
• International relations - Research 1
• Internet literacy - Study and teaching 1
• Interpersonal relations 1
• Intimate partner violence (IPV) 1
• Intra-abdominal pressure (IAP) - Research 1
• Intravenous catheterization - Complications 1
• Intrinsically disordered proteins 1
• Ionospheric physics 1
• Iran -- Politics and government -- 1925-1979 1
• Iran -- Politics and government -- 1997- Iran -- Foreign relations -- 1997- 1
• Iraq war, 2003-2011- Afghanistan 1
• Irrigation -- Environmental aspects 1
• Islamic fundamentalism 1
• Isopentenoids 1
• Japanese language -- Social aspects 1
• Jesuits -- History 1
• Jews -- History -- To 70 A.D 1
• Joint position sense 1
• Journaling 1
• Joyce, James, 1882 -1941. Ulysses - Examination 1
• Joyce, James, 1882-1941. Ulysses 1
• Judaism -- History -- To 70 A.D 1
• Juvenile justice, Administration of - United States 1
• Kanji - education 1
• Kant, Immanuel, 1724-1824 - Ethics 1
• Keynes, John Maynard, 1883-1946 - Criticism and interpretation 1
• Kinematic parameters 1
• Kinematics - Research 1
• Kirchoff migration - Research 1
• Kirrel3 gene 1
• Knee -- Diseases -- Exercise therapy 1
• Kosovo (Republic) - Economic conditions 1
• Kwangju-si (Chŏlla-namdo, Korea) - Social conditions 1
• Laminated wood construction 1
• Land management and environmental policy - United States 1
• Language Development Disorders - in infancy & childhood 1
• Language policy - United States 1
• Learning - Evaluation - Case Studies 1
• Learning styles - Students 1
• Learning styles - Teachers 1
• Lee, Robert E., 1807-1870 1
• Legend of King Arthur 1
• Leukemia -- Genetic aspects -- Research Leukemia -- Treatment -- Research 1
• Leveraged buyouts--United States--Finance 1
• Levertov, Denise, 1923-1997 1
• Light pollution Lighting -- Environmental aspects 1
• Lightweight materials - Research 1
• Lincoln, Abraham,1809-1865 1
• Lispector, Clarice. Hora de estrela. English 1
• Liver X receptors - Research 1
• Low-income students - United States 1
• Lymphangiogenesis 1
• Lymphatics - Growth 1
• Lymphocytes 1
• MERCOSUR (Organization) 1
• Machine Learning - Technique 1
• Machine learning 1
• Machine learning - Case studies 1
• Machine learning - Study and Teaching 1
• Macrocyndization 1
• Magnetic resonance imaging 1
• Magnetic resonance imaging - Research 1
• Magnets - Experiments 1
• Male rape victims 1
• Management style 1
• Marijuana - Political aspects - United States 1
• Marital violence 1
• Market Volatility Index 1
• Marketing 1
• Marlowe, Christopher, 1564-1593. Doctor Faustus 1
• Martinez, Gilbert A -- Interviews 1
• Mathematical optimization 1
• Mathematics - Study and teaching - Social aspects 1
• Mechanical Engineering 1
• Mediation - Therapeutic use 1
• Medical care - Southeast Asia - Finance 1
• Medical care - Utah - Salt Lake Valley 1
• Medical instruments and apparatus 1
• Medical policy - United States 1
• Medical technology 1
• Medically uninsured persons - United States 1
• Medicine - Study and teaching - United States 1
• Meditations on First Philosophy 1
• Melanoma - Genetics - Research 1
• Melt pond geometry 1
• Mental Emotional complexity 1
• Mental health - Moral and ethical aspects 1
• Mental illness in literature 1
• Merton, Thomas, 1915-1968 1
• Mesenchymal transition 1
• Messenger RNA - Research 1
• Metalogue 1
• Metastasis - Genetics - Research 1
• Mexican American college students -- Utah -- Salt Lake City 1
• Mexican American newspapers -- Utah -- Salt Lake City 1
• Mexico -- Politics and government -- 2000- 1
• Mice as laboratory animals 1
• Microbial ecology - Research 1
• Microglia - Research 1
• Milky Way 1
• Milky Way - Phosphorus content 1
• Minorities - Education (Higher) - Utah - Salt Lake City 1
• Minorities - Political activity - United States 1
• Mitchell, David (David Stephen). Cloud Atlas 1
• Mitochondrial DNA 1
• Mitochondrial diseases - genetics 1
• Mitochondrial disorders 1
• Mixed ability grouping in education 1
• Monitor alarms (Medicine) 1
• Monotheism -- History 1
• Monte Carlo simulation 1
• Mormon gays 1
• Motion pictures -- Production and direction 1
• Motion;Traction 1
• Multiple myeloma -- Genetic aspects 1
• Municipal universities and colleges 1
• Muscle activity 1
• Muscles -- Physiology 1
• Music - Korea - History 1
• Music - Philosophy and aesthetics 1
• Music appreciation 1
• Nanowires 1
• Narration (Rhetoric) - Psychological aspects 1
• Narrative 1
• National Geographic peldaños 1
• Nature and nurture -- Research 1
• Navajo Tribe - Government relations 1
• Necrotizing enterocolitis 1
• Neural networks 1
• Neural networks (Neurobiology) 1
• Neural prosthetic 1
• Neural stimulation - Research 1
• Neurogenesis - physiology 1
• Neuroticism - Health aspects 1
• Newborn infants - Diseases 1
• Newspapers - United States 1
• Nonlinear optimization 1
• Nuclear nonproliferation 1
• Nuclear nonproliferation -- Iran 1
• Nuclear rockets - research 1
• Nuclear weapons 1
• Nucleic acids - Biotechnology 1
• Nurses - Attitudes 1
• Nutrition - in infancy & childhood - Punjab 1
• Nutrition in mass media 1
• Obesity - Research 1
• Obesity - Risk factors - United States - Utah 1
• Obesity - Social aspects 1
• Obesity - United States 1
• Observation (Educational method) 1
• Obsessive-compulsive disorder - Research 1
• Oil industries 1
• Old age pensions -- Russia 1
• Olympic games (Ancient) 1
• Online learning 1
• Operation Enduring Freedom - United States 1
• Operation Iraqi Freedom - United States 1
• Opposition (Political science) -- Iran 1
• Optical pumping -- Research Spin exchange -- Research Rubidium isotopes -- Research 1
• Organization change - Utah - Salt Lake City 1
• Orthopedic implants - Research 1
• Osteoarthritis 1
• Other (Philosophy) 1
• Outdoor life - Psychological aspects 1
• Ovaries -- Cancer -- Treatment 1
• Oxidation 1
• Oxidation, Physiological - Research 1
• PI3K/AKT - Chemistry 1
• Pancreas - Cancer - Research 1
• Paranasal sinuses -- Diseases 1
• Pareto dilemma 1
• Parsing (Computer grammar) 1
• Partial weight bearing 1
• Partido de la Revolución Democrática (Mexico) 1
• Pathogenic microorganisms - Detection 1
• Patient monitoring - Nursing 1
• Patriarchy 1
• Patriarchy in literature 1
• Patriot Act (U.S.) 1
• Peabody Essex Museum - Exhibitions, Hall of Abundant Shelter 1
• Pelvic girdle - Research 1
• Peptide hormones - Receptors - Research 1
• Performance -- Measurement 1
• Peripheral arterial disease 1
• Personal Records 1
• Personal data protection 1
• Peru - Economic conditions - Regional disparities 1
• Phenomenal conservatism 1
• Philosophy 1
• Photography 1
• Photography, Artistic 1
• Photography, Pinhole 1
• Physicians' malpractice insurance - United States 1
• Piano - Performance 1
• Piñon mouse -- Climatic factors -- Nevada -- Toiyabe Range 1
• Piñon mouse -- Habitat -- Nevada -- Toiyabe Range 1
• Piñon mouse -- Nevada -- Toiyabe Range 1
• Place attachment 1
• Plant ecophysiology -- Research 1
• Plants - Utah 1
• Plasmons (Physics) 1
• Poetry - 20th century 1
• Policy - South Korea 1
• Political Science 1
• Political refugees - Government policy - European Union countries 1
• Political science - Philosophy 1
• Polygamy - United States 1
• Polymer-drug conjugates 1
• Polymerase chain reaction - Research 1
• Polymeric drug delivery systems 1
• Portrait photography 1
• Portraits 1
• Post-traumatic stress disorder - Patients - Religious life 1
• Post-traumatic stress disorder - Research - United States 1
• Power (Social science) 1
• Power (Social sciences) 1
• Power system stabilizers 1
• Pratchett, Terry. Discworld series 1
• Presidential candidates - United States 1
• Presidents - United States - Election 1
• Presidents' spouses - United States - Public opinion 1
• Price elasticity of demand 1
• Printing techniques 1
• Privacy, Right of - United States 1
• Proportional representation -- Great Britain 1
• Proportional representation -- United States 1
• Prostate -- Cancer -- Genetic aspects 1
• Prostitution Women -- Identity 1
• Protein - tyrosine kinase - inhibitors - Therapeutic use 1
• Protest movements - Canada 1
• Proto-Indo-European langauge 1
• Psoriatic arthritis 1
• Psoriatic arthritis -- Patients -- Attitudes 1
• Psychoanalysis 1
• Psychological theory 1
• Psychopaths - Ethics 1
• Public law - United States - History 1
• Public opinion 1
• Public opinion - United States - History 1
• Pueblo architecture - Arizona 1
• Punctuated equilibrium (Evolution) 1
• Pyruvate kinase - Research 1
• Quasars -- Spectra 1
• Quechua language -- Social aspects -- Peru 1
• Radicalism 1
• Rats as laboratory animals - Research 1
• Ray tracing algorithms 1
• Reactive Oxygen Species - analysis 1
• Reading (Preschool) 1
• Reading (Primary) 1
• Real food 1
• Red Butte Canyon (Salt Lake County, Utah) 1
• Red Butte Garden (Salt Lake City, Utah) 1
• Red shift -- Observations 1
• Redshift evolution 1
• Refugees - Government Policy - European Union countries 1
• Refugees -- Utah -- Salt Lake Valley Resettlement 1
• Regulation of Motivation and Performance Online (RMAPO) 1
• Relationship quality 1
• Reproductive health 1
• Reproductive health services - Utah 1
• Reproductive rights 1
• Republican Party (U.S. :1854 - ) - Religion - 21st century 1
• Residential segregation - Detroit 1
• Residential segregation - New York 1
• Respiratory sinus arrhythmia 1
• Rest periods 1
• Retirees -- Russia -- Economic conditions 1
• Ribosomes - Research 1
• Right and left (Political science) -- Iran 1
• Ring formation (Chemistry) - Research 1
• Risk alleles 1
• Risk-taking (Psychology) in adolescence 1
• Running for children 1
• Sacagawea Women -- Political activity -- United States 1
• Saccaromyces cerevisaie - Cytology 1
• Sales tax - Law and legislation 1
• Same sex attraction 1
• Same-sex marriage - Law and legislation - United States 1
• Scavenger cells 1
• Science - Study and teaching (Elementary) - United States 1
• Science -- Study and teaching -- Utah -- Salt Lake City 1
• Screenplay writing 1
• Segregation in education - Texas 1
• Seismology - Research 1
• Semiconductor nanocrystals 1
• Semiotics 1
• Serpentine - Environmental aspects 1
• Serpentinizaiton 1
• Service learning 1
• Sesame Street (Television program) 1
• Sex (Biology) 1
• Sex (Psychology) 1
• Sex crimes 1
• Sex crimes - United States 1
• Sex in the theater 1
• Sex instruction -- Utah 1
• Sexual health 1
• Sexual orientation in literature 1
• Sexual violence - Military 1
• Shakespeare criticism 1
• Shakespeare, William, 1564-1616 -- Characters -- Women 1
• Sherman, William T. (William Tecumseh), 1820-1891 1
• Singing - Instruction and study - Italy 1
• Single leg counter movement jump - Research 1
• Single leg time to stabilization - Research 1
• Situation ethics 1
• Skiers, Female 1
• Skiing for people with disabilities - Research 1
• Sleep - Psychological aspects 1
• Sleep - Social aspects 1
• Sloan Digital Sky Survey 1
• Small businesses 1
• Smoke - Physiological effect 1
• Social Media 1
• Social conditions 1
• Social contract 1
• Social justice in mass media 1
• Social media 1
• Social responsibility of business 1
• Sociolinguistics - United States 1
• Socrates - Death and burial 1
• Solar cells 1
• Solar cells - Testing 1
• Solvolysis 1
• Songbirds - Behavior 1
• Songbirds -- Genetics -- Research 1
• Space vehicles -- Dynamics -- Mathematics Space flight to Mars -- Mathematics 1
• Spanish language -- Social aspects -- Peru 1
• Special Supplemental Nutrition Program for Women, Infants, and Children (U.S.) 1
• Special education 1
• Spectrograms 1
• Sperm activation 1
• Spinal muscular atrophy - Research 1
• Split integer scaling 1
• Sports - Finance 1
• Sports administration 1
• Sports injuries 1
• Staphyloccoccal infections - Prevention and control - Research 1
• Staphylococcus aureus 1
• Stem cells - Therapeutic use 1
• Stock risk 1
• Student movements - Chile 1
• Student newspapers and periodicals -- Utah -- Salt Lake City 1
• Success - Psychological aspects 1
• Success in business 1
• Superconductivity 1
• Superlattices as materials 1
• Sustainability in mass media 1
• Sustainable architecture - Arizona 1
• Synapse formation 1
• Synaptic vesicles 1
• Synthetic biology 1
• Syntrophomonadaceae 1
• Tabeland Ophiolite 1
• Tang, Nicolas Immigrants -- United States -- Biography Chinese Americans -- Biography South Americans -- United States 1
• Teachers - Training of 1
• Teaching teams 1
• Technology - Safety measures 1
• Technology - Sociological aspects 1
• Teenagers - Counseling of 1
• Tenebrio molitor 1
• Terminal care 1
• The American Revolution 1
• The United States 1
• Thermal admittance spectroscopy 1
• Thermoacoustic engine - Research 1
• Thin films 1
• Thin films - Research 1
• Tibia -- Wounds and injuries 1
• Tillich, Paul, 1886-1965 1
• Tobacco smoke - Health aspects - United States 1
• Tomography - Research 1
• Total factor productivity 1
• Trace formulas 1
• Tractography 1
• Trade regulation - Cuba 1
• Transcription factors 1
• Transgressions, cultural studies and education 1
• Transmissibility 1
• Travel - Philosophy 1
• Trio-esophageal fistual 1
• Tropical geometry 1
• Truth, Sojourner, 1797-1883 1
• Tumor suppressor proteins - Regulation 1
• Tumorigensis - Research 1
• Type 1 Diabetes 1
• Ultrasonic transducer - Mathematics 1
• Ultraviolet radiation -- Physiological effect 1
• United States - Foreign relations - 21st century 1
• United States -- Foreign relations -- 21st century 1
• United States -- Foreign relations -- Afghanistan 1
• United States -- Foreign relations -- Iraq 1
• United States -- Military policy 1
• United States -- Military relations -- Afghanistan 1
• United States -- Military relations -- Iraq 1
• United States. Trade Development. 1
• University of Utah 1
• University of Utah - Faculty 1
• University of Utah - Students 1
• University of Utah. Health Sciences Center 1
• Unmarried couples 1
• Uranium mines and mining - Environmental aspects - United States 1
• Uranium mines and mining - Waste disposal - Navajo Indian Reservation 1
• Urban agriculture 1
• Urban ecology (Sociology) 1
• Urban heat island -- Prevention 1
• Utopias -- United States City planning -- United States 1
• VEGF-C trap 1
• Vascular endothelial growth factors - Antagonists 1
• Venture Capitalism 1
• Veterans - Counseling - United States 1
• Video games production 1
• Viral titers 1
• Virtue Choice (Psychology) 1
• Virulence 1
• Virus trafficking 1
• Viruses -- Reproduction -- Mathematical models 1
• Visual perception 1
• Vitamin D deficiency 1
• Vocal folds 1
• Voice type (Singing) 1
• Voltage regulators 1
• Volunteers - Utah 1
• Voting - United States 1
• Wacker-type oxidatioin - Research 1
• Wage differentials -- Utah 1
• Wages - Utah 1
• Water-supply - Political aspects 1
• Water-supply - South America 1
• Web-based instruction -- Psychological aspects 1
• Wilderness area monitoring - United States 1
• Wildlife conservation - Utah 1
• Willa Cather 1
• Winneries - Designs and plans 1
• Women - Sexual behavior 1
• Women -- Employment -- Utah 1
• Women -- Political activity -- United States 1
• Women -- Suffrage -- United States 1
• Women in advertising 1
• Women in literature 1
• Women in medicine - United States 1
• Women legislators 1
• Women legislators -- United States 1
• Women presidential 1
• Women prisoners -- Legal status, laws, etc. -- United States 1
• Women refugees - Bhutan - Health and hygiene 1
• Women refugees - Utah - Salt Lake City - Health and hygiene 1
• Women refugees -- Food 1
• Women refugees -- United States 1
• Women's experiences 1
• Women's rights - United States 1
• World War, 1939-1945 - Collaborationists - Europe 1
• World politics -- 21st century 1
• Wounded healer 1
• Writing - Technique 1
• Writing - Technological innovations 1
• Writing centers - United States - Research - Methodology 1
• X-ray computed tomography 1
• Yoga - Therapeutic use 1
• Young volunteers - Utah 1
• Zebra danio 1
• Zebra danio - Development 1
• Zebra finch - Research 1
• Zebra finch -- Research 1
• Zebrafish (Zebra danio) - behavior 1
• Zebrafish - embryology 1
• Zebrafish - genetics 1
• Zebrafish - physiology 1
• acupuncture 1
• amniotic fluid 1
• animal models 1
• attitudes 1
• ballot measure 1
• books and reading 1
• centenarians 1
• chemical rockets 1
• child custody 1
• children's literature 1
• civic-dialogue 1
• climate change 1
• community 1
• cultural diplomacy 1
• culturally sustaining pedagogy 1
• digital printing 1
• domestic violence 1
• early development 1
• earthquake prediction - Research 1
• elections 1
• employees 1
• employment 1
• endotoxin removal 1
• evidence-based non-pharmacologic interventions 1
• first grade (Education) 1
• guanine oxidation products 1
• hyaluronic acid 1
• immigration 1
• menopausal transition 1
• mesoscale model 1
• nuclear thermal rockets 1
• pathological aggression 1
• perimenopause 1
• police response 1
• post-menopause 1
• predictive models 1
• psychological intervention 1
• public diplomacy 1
• recreational rehabilitation 1
• regenerative medicine 1
• school climate 1
• self-portraits 1
• serogroups 1
• sex differences 1

Forgot your password?

Don't have an account? Sign up

Princeton SPIA Announces Exciting Lineup for 2024 Reunions and Commencement Celebrations

The Princeton School of Public and International Affairs will supplement the University’s 2024 Reunions - and Commencement -related events with a slate of SPIA-specific gatherings and special events of its own over the next week.

“We are thrilled to enhance the University’s 2024 Reunions and Commencement festivities with a series of exclusive gatherings and special events throughout the week. It is a privilege to honor our alumni and graduating students with memorable moments and unique experiences that reflect the spirit and excellence of SPIA.” Princeton SPIA Dean Amaney Jamal

This year’s Princeton Reunions take place from May 23 to 26. As always, the SPIA alumni community will be well represented, partnering with the Association of Princeton Graduate Alumni (APGA) as the largest participating graduate department.

New for Reunions this year is the Orange and Black Oasis – alcohol-free gatherings featuring jazz, craft zero-proof drinks, mocktails, and cookies. They will be held in the Murray-Dodge Café on Friday, May 24, from 8 p.m. to midnight and on Saturday, May 25, from 4 to 6 p.m. and from 8 p.m. to midnight . Princeton SPIA is co-sponsoring along with the Office of Religious Life, Students Recover, and the Princeton Alumni Association.

SPIA-specific events include:

• The Program in Law and Public Policy reception, Friday, May 24, 1:30 – 3:30 p.m., Bernstein Gallery, Robertson Hall. P*LAW invites alumni and guests — lawyers and law-curious alike — for champagne and dessert. As part of SPIA, the program follows in the tradition of Princeton’s great law and public affairs programs engaging leading legal scholars and practitioners in the work of solving the complex policy problems of the 21st century.
• Keeping the Lights On: Global Energy and Macroeconomic Policy, Friday, May 24, 2 – 3 p.m., Bowl A71, Louis A. Simpson International Building. An alumni panel will discuss the current state of global commodity markets, the energy transition, and energy policy going forward in the face of macroeconomic challenges. Speakers include Helima Croft *01, managing director and head of global commodity strategy and Middle East and North Africa research at RBC Capital Markets, member of the National Petroleum Council, life member of the Council on Foreign Relations, and a CNBC contributor; Amy Myers Jaffe ’80, professor and director of the Energy, Climate, and Sustainable Justice Lab at New York University, co-chair of the Women in Energy Initiative at Columbia University, and former senior advisor on sustainability to the chief investment officer of the University of California Regents; and Edward Morse *69, special advisor at Hartree Partners and former global head of commodities research at Citi and deputy assistant secretary of state for energy policy. Abhiram Karuppur ’19 of Harvard Business School will moderate.
• Geopolitics to the Fore? Prospects for Globalization in an Uncertain World, Friday, May 24, 3 – 4:30 p.m., Bowl 16, Robertson Hall . An alumni-faculty forum will explore the politics of today’s global economy. Speakers include Nawaf S. Al-Sabah ’94, CEO of Kuwait Petroleum Corporation; Layna Mosley, a professor of politics and international affairs; Meicen Sun ’12, an assistant professor in the School of Information Sciences at the University of Illinois; James Vreeland, a professor of politics and international affairs; and Carl Westphal *13, deputy director of international monetary policy at the U.S. Department of the Treasury.
• SPIA All-Alumni Reception, Friday, May 24, 3:30 – 5 p.m., Schultz Cafe, Robertson Hall. Dean Amaney Jamal will offer brief remarks.
• Why Ukraine Matters: A Conversation with Ambassador Marie Yovanovitch ’80 and General Mark Milley ’80, Friday, May 23, 3:45 – 5 p.m., Room 10, McCosh Hall . This conversation on the global implications of Russia’s war in Ukraine will be moderated by Lauren Bleakney ’13, foreign service officer, with an introduction by Dora Chomiak ’91, CEO of Razom for Ukraine, and closing remarks by Lydia Zaininger ’83, executive director of the Ukrainian Institute of America.
• World in Flux: The Dynamics of Global Power, Saturday, May 25, 10:30 – 11:45 a.m., Room 50, McCosh Hall . This alumni-faculty forum features panelists Nawaf Saud Al-Sabah ’94, CEO of Kuwait Petroleum Corporation; Zeynep Zehra Dereli ’99, executive board member and CEO of the Industry Group at Calinos Holding; Jennifer Pan ’04, Sir Robert Ho Tung Professor of Chinese Studies, professor of communication, senior fellow at the Freeman Spogli Institute for International Studies and professor, by courtesy, of political science and of sociology at Stanford University; and Peter Schram ’09, assistant professor of political science at Vanderbilt University. Nadia C. Crisan, the executive director of SPIA’s Liechtenstein Institute on Self-Determination, will moderate.
• SPIA 20th, 25th, and 50th Reunion Brunch, Sunday, May 26, 10 a.m. - 1 p.m., Schultz Cafe, Robertson Hall.

Princeton’s Commencement will be held on Tuesday, May 28, at 10 a.m. at Princeton Stadium, with the student procession beginning at approximately 9:40 a.m.  SPIA-specific Commencement-related events are as follows:

• SINSI Graduation Brunch, Sunday, May 26, 10 a.m., The Atrium at Carl Icahn Laboratory
• SPIA Hooding and Awards Ceremony, Monday, May 27, 9 a.m., McCarter Theatre (open to MPP/MPA grad and guests, SPIA staff and faculty).
• SPIA Class Day ceremony, Monday, May 27, 2 p.m., Richardson Auditorium (open to all); reception to follow on Alexander Beach.

Those posting about Commencement to social media are asked to use the hashtag #SPIAProud2024. The School's handle on Instagram, Twitter, and Facebook is @PrincetonSPIA.

• Mission, Vision, & Values
• Diversity & Inclusive Excellence
• Points of Pride
• Information for Faculty and Staff
• River Basin Center
• Project Monarch Health
• Research Centers
• Areas of Expertise
• Latest Research News
• Undergraduate Programs
• Graduate Programs
• Postdoctoral Scholar Program
• Postdoctoral Associates
• Odum Lectures
• Media Inquiries
• Unit Templates
• Alumni News
• Alumni Board
• Keep in Touch
• Support Odum

Ecology’s spring 2024 convocation honors 54 graduates

The Odum School of Ecology celebrated spring 2024 graduation with a convocation ceremony and reception for graduates and their families on May 9 at UGA’s Georgia Center for Continuing Education & Hotel. Dean Mark D. Hunter, Odum Chair of Ecology, welcomed participants and introduced Michael Paul (MS ’94 zoology, PhD ’99 ecology), who delivered the convocation address. Taking inspiration from writer Louise Penny and the credo embraced by her character Chief Inspector Armand Gamache, Paul urged graduates to embrace four things.

“There are four things that lead to wisdom. There are four sentences you need to learn to say and mean,” said Paul, ecologist and National Harmful Algal Bloom Program Lead for the U.S. Environmental Protection Agency. “First, I don’t know. Second, I’m sorry. Third, I was wrong. And four, I need help. “More trouble has been created in my life when I have failed to admit I don’t know something, or that I needed help, or when I have failed to apologize or admit my fault. It takes a lot of humility to do this, but it will save you from a lot of frustration.”

Paul encouraged graduates to embrace new experiences, keeping an open mind and an open heart and paying attention to the lessons they offer. He also gave advice for how to handle failure. “Be humble. Admit when you’re wrong. You’ll get a lot of things wrong, but you often learn a lot more from getting things wrong than from getting them right,” he said. “Failing means you have the courage to at least try. You’re going to fail. You’re going to be wrong sometimes. Admit it. Own it. Learn. And then move on.” Paul’s remarks were followed by a hooding ceremony for doctoral and master’s degrees, and the recognition of Bachelor of Arts and Bachelor of Science graduates. Degrees were presented by Pejman Rohani, associate dean for academic affairs, UGA Athletic Association Professor of Ecology and Infectious Diseases, and Regents’ Professor. Graduate students were hooded by Craig Osenberg, UGA Athletic Association Professor in Ecology and graduate coordinator, and their advisors. Amanda Rugenski, lecturer and undergraduate coordinator, assisted with presentation of undergraduate degrees. Dean Hunter presented the final degree of the ceremony—a posthumous degree awarded to Birkley Leander Heynen, who died unexpectedly in March. “As you can tell, everybody knew Birkley, from Costa Rica, from the Sustainability Certificate, from UGArden, from Shell to Shore, from classes and seminars and Waffle Wednesdays,” Hunter said, following a standing ovation led by Heynen’s classmates. “Birkley was kind of everywhere. His light shone brightly, and we are a better community because of it.” Hunter concluded the ceremony by welcoming the new graduates to the Olum School alumni community. About 350 guests joined in convocation, located in Mahler Hall, and the post-ceremony celebration, which included refreshments in the Hill Atrium. Access a recording of convocation. View photos (by Jason Thrasher) of the event: Ecology Spring 2024 Convocation (link expires July 31, 2024) View the memory reel that played during the convocation ceremony: Spring 2024 Ecology Convocation Memory Reel.mp4 (link expires July 31, 2024)

Graduate Students

MICHAEL WARREN BELOVITCH Doctor of Philosophy in Ecology Dissertation: Contrasting hydraulic traits and productivity among southern African trees and grasses: Implications for community dynamics across the spectrum of water availability

DENZELL AMIR CROSS Doctor of Philosophy in Integrative Conservation with an Area of Emphasis in Ecology Dissertation: Shifting paradigms of urban watersheds: Exploring changes in stream ecosystem structure and function and patterns of community engagement in urban restoration

CAROLYN SIOBHAN CUMMINS Doctor of Philosophy in Ecology Dissertation: Temperature effects on headwater stream organic matter processing across scales from organisms to ecosystems

ROBERT DANIEL HARRIS Doctor of Philosophy in Ecology Dissertation: Contextualizing ecosystem engineering: The effects of baseline structure, legacy engineering, and co-dominant engineering on engineering outcome

LAURA CATHERINE NASLUND Doctor of Philosophy in Ecology Dissertation: Impacts of dams and their removal on carbon emissions and storage

ISABELLA GRACE RAGONESE Doctor of Philosophy in Ecology Dissertation: The response of migratory hosts and their pathogens to a warming world

ANNAKATE MARGARET SCHATZ Doctor of Philosophy in Ecology Dissertation: Host-parasite traits and vacated niche dynamics predict parasite acquisition and retention by introduced mammals

DANIEL SUH Doctor of Philosophy in Ecology Dissertation: Direct and indirect effects of abiotic factors on the transmission of generalist pathogens

MEGAN MARIE TOMAMICHEL Doctor of Philosophy in Ecology Dissertation: Aquatic disease ecology in a changing world: Temperature and harvest effects on aquatic host-parasite systems

CALI ANN WILSON Doctor of Philosophy in Ecology Dissertation: The effects of urbanization on wildlife behavior and host-parasite dynamics

NATHAN ASHLEY Master of Science in Ecology Thesis: Of trees and vines: Contrasting leaf trait responses to experimental field warming

SHELBY MARCELLA BAUER Master of Science in Integrative Conservation and Sustainability Thesis: Understanding the distribution of stream breeding salamanders in Southern Appalachia

JULIE ANN BLAZE Master of Science in Ecology

KAYLA ALLYSON BONILLA Master of Science in Ecology Thesis: Underrated understories: The relationships between ericoid mycorrhizal shrubs and soil organic matter in a temperate forest system

VIVIANA PAOLA BRAVO Master of Science in Integrative Conservation and Sustainability Thesis: Evaluation of aquatic macroinvertebrates communities comparing molecular and morphological identification tools in streams

CARLEISHA HANNS Master of Science in Integrative Conservation and Sustainability Thesis: Comparative analysis of macroinvertebrate communities in the Conasauga River and neighboring waterways

FABIOLA LOPEZ AVILA Master of Science in Integrative Conservation and Sustainability Thesis: Microbial community succession on macroplastics: The ecological effect of plastic pollution in freshwater ecosystems

CRYSTAL LYNN PENDERGAST Master of Science in Ecology Thesis: Assessing vulnerabilities in centralized wastewater treatment infrastructure: Mapping spatial and temporal patterns in unintentional sewage spills in the greater Atlanta metro region

JULIA GUL’ZIRA SHARAPI Master of Science in Ecology Thesis: Assessing environmental and socioeconomic complexities of decentralized wastewater infrastructure using machine learning

ELISE MADELINE WEBB Master of Science in Ecology Thesis: Characterizing the diversity and distribution of per- and polyfluoroalkyl substances at the Savannah River Site, a National Environmental Research Park

Bachelor of Arts in Ecology

MACKENZIE JAEGER BOSWORTH Bachelor of Arts in Ecology Certificate in Sustainability magna cum laude

CHELSEY TYLER BURKS Bachelor of Arts in Ecology Certificate in Sustainability

CATHERINE ELAINE CAMPBELL Bachelor of Arts in Ecology Minor in Biology Minor in Studio Art Certificate in Geographic Information Science magna cum laude

JOHN PATRICK D’ANTONIO Bachelor of Arts in Ecology Bachelor of Arts in Philosophy Certificate in Environmental Ethics

LOGAN ELIZABETH HALL Bachelor of Arts in Ecology Bachelor of Arts in International Affairs Certificate in Sustainability magna cum laude

BIRKLEY LEANDER HEYNEN Bachelor of Arts in Ecology Certificate in Sustainability

MALLORY ANNE LOCKETT Bachelor of Arts in Ecology Bachelor of Arts in International Affairs Certificate in Sustainability

RICARDO MANUEL MONSALVE Bachelor of Arts in Ecology Minor in Geography Certificate in Geographic Information Science

SAMUEL CRAYTON PATTERSON Bachelor of Arts in Ecology Certificate in Sustainability magna cum laude

ISABELA MARIE RIVERA Bachelor of Arts in Ecology Minor in Communication Studies cum laude

SOPHIA HANNAH RUBIN Bachelor of Arts in Ecology Minor in Social Work Minor in Plant Biology cum laude

CALLIE ELIZABETH WALLACE Bachelor of Arts in Ecology

AARON DAVIS WHITE Bachelor of Arts in Ecology Certificate in Music Business

MARGARET XIAO

Bachelor of Arts in Ecology Bachelor of Arts in Economics Certificate of Sustainability magna cum laude

Bachelor of Science in Ecology

DAVID JOHN ADLE Bachelor of Science in Ecology Minor in Wildlife Sciences magna cum laude

ALLISON PEARL BELKEIR Bachelor of Science in Ecology Bachelor of Science in Biological Science Bachelor of Science in Animal Biosciences Bachelor of Science in Biology

CAILYN ELIZABETH BOWSER Bachelor of Science in Ecology summa cum laude with Highest Honors

MADISON MITCHELL CAREN Bachelor of Science in Ecology Bachelor of Science in Environmental Resource Science Minor in Environmental Soil Science Certificate in Sustainability Certificate in Water Resources

JOSEPH WESTON CLARKE Bachelor of Science in Ecology Minor in Plant Biology

CHRISTIAN JAMES DENEKA Bachelor of Science in Ecology summa cum laude

EMMA RAE HOBBS Bachelor of Science in Ecology Minor in Biology Minor in Film Studies cum laude

CALEB JAMES JONES Bachelor of Science in Ecology Minor in English Minor in Entomology summa cum laude with Highest Honors

KATHERINE ELIZABETH KEARNEY Bachelor of Science in Ecology Bachelor of Science in Biology magna cum laude with High Honors

NISHAD BALKRISHNA KUTE Bachelor of Science in Ecology Minor in Landscape Studies

KALI EILEEN LYONS Bachelor of Science in Ecology Certificate in Geographic Information Science

JESSICA DANIELA MOCZULSKI Bachelor of Science in Ecology Minor in Geography

KELLY NGOC NGUYEN Bachelor of Science in Ecology magna cum laude

ABIGAIL MELISSA PARKS Bachelor of Science in Ecology cum laude

SAVANNAH CAITLIN PERRY Bachelor of Science in Ecology Bachelor of Science in Biology

LILIA JEAN SHORROCK Bachelor of Science in Ecology Minor in Biology Minor in Geography Certificate in Geographic Information Science summa cum laude

CHRISTIANE MARGOT SMALLEY Bachelor of Science in Ecology Certificate in Water Resources cum laude

PEYTON NICOLE WHITE Bachelor of Science in Ecology Certificate in Geographic Information Science

ISAAC CATHERINE FRANCIS WOOD Bachelor of Science in Ecology Certificate in Sustainability cum laude

VICTORIA ZHANICE WOOTEN Bachelor of Science in Ecology Bachelor of Science in Biology

Silicon nanowires as templates for hybrid plasmonics and advanced photonics

Add to collection, downloadable content.

• Affiliation: College of Arts and Sciences, Department of Chemistry
• Confining light into a small space is a key aim in many areas of photonics research. If you try to do this with traditional optics, you quickly run into a fundamental limit: the Abbe diffraction limit. This dictates that a beam of light with wavelength λ can only be confined to a size of approximately λ/2. When working with visible or even ultraviolet light, this means it is very challenging to focus that beam into a space less than ~100 nm in size, and with modern technological components getting smaller and smaller each year, other means are necessary to confine light into small spaces. Two phenomena in particular have emerged as strategies for squeezing light down to the nanoscale: plasmon resonances and optical bound states in the continuum (BICs). Plasmon resonances, which are the result of collective oscillations of surface electrons at a metal-dielectric interface, are able to confine incident light to a deep-subwavelength, or less than λ/10, scale. However, since plasmonic nanomaterials often consist solely of metals, the rapid electron motion in the particle can result in large Ohmic losses, which results in sometimes undesirable heating effects, large spectral linewidths, and short surface plasmon polariton propagation lengths. In comparison, dielectric materials like Si have much lower losses and can sustain narrow linewidths and long propagation distances, but because of their low free carrier concentration, they are not generally able to confine light on the same sub-wavelength scale as metallic plasmonic materials. If these two classes of materials were combined into a single nanostructure, such that the electric field generated by the plasmon resonance were confined into a dielectric core, it would be possible to achieve simultaneous sub-wavelength confinement and low loss. We were able to synthesize such a structure—an epitaxial Si nanowire (NW) core coated with a shell of Au— via a combination of vapor-liquid-solid (VLS) NW growth and metal sputtering. Examining these hybrid NWs using both optical simulations and experimental extinction measurements, we found that they support Mie resonances with quality factors (Q-factors) enhanced up to ~30 times compared to pure dielectric structures and plasmon resonances with optical confinement enhanced up to ~5 times compared to pure metallic structures. We also show that the spectral response of the Mie and plasmon resonances can be reproduced with temporal coupled mode theory (TCMT) and the Fano lineshapes can be attributed to the combination of the high Q-factor resonances, Mie-plasmon coupling, and phase delay of the background optical field. Our work demonstrates a bottom-up method for synthesizing free-standing, cylindrically symmetric, core-shell nanowires that efficiently trap light on a deep sub-wavelength scale, which has implications for many applications in photonics and optoelectronics. As alluded to above, Si NWs have attracted significant attention recently due to their photonic properties, such as their ability to support axially guided optical modes. By periodically modulating dopant gas flow during VLS growth and then wet-chemical etching the as-grown NWs, we can create semi-infinite geometric superlattices, or GSLs. Under specific geometric parameters, Si NW GSLs can support BICs of different orders, which have theoretically infinite lifetimes and Q-factors, and are perfectly isolated from surrounding radiation. If one purposefully detunes those idealized geometric parameters, a quasi¬-BIC (qBIC) is formed. qBICs retain the high Q-factor and lifetimes of true BICs, but are able to couple with external radiation and manifest as absorption and scattering features. This allows for the identification of trends in different qBICs and their behavior with respect to other Si NW resonances, such as Mie resonances or other qBICs and BICs. We simulated and synthesized a suite of NW GSL geometries that support several qBICs in the visible through NIR spectral regions. Through analysis of the simulated electric and magnetic field profiles, we have also developed a labeling scheme to identify and track different modes across different parameters. We then experimentally detected these qBICs with two, home-built, single-nanowire spectroscopy apparatuses: one measuring extinction and the other measuring photothermal absorption. Our work demonstrates the ability to precisely control the presence, position, and properties of qBICs in Si NW GSLs, with the potential to enhance the ability of photovoltaic Si NWs to harvest the solar spectrum.
• Nanoscience
• Chemical vapor deposition
• Spectroscopy
• Materials Science
• Nanophotonics
• https://doi.org/10.17615/rxzc-bq71
• Dissertation
• In Copyright - Educational Use Permitted
• Cahoon, James F
• Warren, Scott C
• Atkin, Joanna M
• Lockett, Matthew R
• Geil, Robert D
• Doctor of Philosophy
• University of North Carolina at Chapel Hill Graduate School

This work has no parents.

Select type of work

Master's papers.

Deposit your masters paper, project or other capstone work. Theses will be sent to the CDR automatically via ProQuest and do not need to be deposited.

Scholarly Articles and Book Chapters

Deposit a peer-reviewed article or book chapter. If you would like to deposit a poster, presentation, conference paper or white paper, use the “Scholarly Works” deposit form.

Undergraduate Honors Theses

Deposit your senior honors thesis.

Scholarly Journal, Newsletter or Book

Deposit a complete issue of a scholarly journal, newsletter or book. If you would like to deposit an article or book chapter, use the “Scholarly Articles and Book Chapters” deposit option.

Deposit your dataset. Datasets may be associated with an article or deposited separately.

Deposit your 3D objects, audio, images or video.

Poster, Presentation, Protocol or Paper

Deposit scholarly works such as posters, presentations, research protocols, conference papers or white papers. If you would like to deposit a peer-reviewed article or book chapter, use the “Scholarly Articles and Book Chapters” deposit option.

Search form

• Academic Advising & Support
• Academic Planning & Resources
• Environmental Changemakers Certificate
• Academic Opportunities & Research
• Financial Support
• Online Forms & Resources
• Calendar & Deadlines
• Career Resources
• Clubs and Organizations
• Frequently Asked Questions
• Advisors & Coordinators
• Graduate Studies Committee
• Curricular Practical Training
• New Graduate Students
• Ph.D. Milestones
• Policies & Procedures
• Teaching Assistant FAQs
• Career Development Resources
• Engineering Student Study/Meeting Space
• Free Software
• Message From Chair
• Facts & Figures
• Undergraduate
• Faculty & Staff
• Academic Employment
• Dept Events
• Discovery News
• Student Testimonials
• Give to BME
• Seminar Series
• E-Newsletter
• Message from Chair
• CEE Affiliates
• Give to CEE
• International Center Form
• MSE Business & Forms
• MSE 298 Seminars
• MSE Diversity & Inclusion
• Support MSE@UCI
• MAE Seminars
• Corporate Affiliates
• Interdisciplinary Graduate Programs
• All faculty & staff
• Dean's Office
• Development and External Relations
• Student Affairs
• Engineering Research Management
• UC Irvine Directory
• Proposal Text and Resources
• Early Career Opportunities
• Purchasing Requests
• Reimbursements
• Purchasing & Reimbursement Mission Statement
• Business Meetings/ Entertainment Guidelines
• Service Agreements
• Travel Guidelines
• Travel Tips
• UC Policies & Procedures
• Dean's Executive Office
• Chief Administrative Officers
• Personnel Unit
• Finance Unit
• Purchasing Unit
• Computing Unit
• Facilities Unit
• Curriculum, Analytical Studies, & Accreditation (CASA)
• Communications Office
• Development and External Relations Office
• Outreach Unit
• Office of Information Technology
• Faculty Websites
• Computer Labs & Laptops
• Engineering Facilities Request Form
• Safety Procedures
• Campus Evacuation Zones
• Environmental Health & Safety
• UCI Police Department
• Helpful Links
• At Your Service
• Zot! Portal
• FAQs for Engineering Instructors
• Spring Awards
• Process Improvement
• Alumni Spotlight
• Hall of Fame
• #ANTEATERENGINEER
• Ways to Give
• UCI Engineering Alumni Society
• UC Irvine Alumni Association
• Dean's Message
• Strategic Plan
• Facts and Figures
• Henry Samueli
• School Leadership
• Engineering Leadership Council
• Accreditation
• Orange County
• Got Questions?
• Enrollment and Degrees Awarded
• How to Apply
• Prospective Students
• Newly Admitted
• Majors and Minors Offered
• Programs and Concentrations
• Accelerated Status Program
• International Fellowships
• Meet Us on the Road
• Anteater Voices
• Ph.D. and Master's Inquiry Form
• Message from the Associate Dean
• UCI Engineering-LANL Graduate Fellowships
• Research Thrusts
• Research by Department
• Research Centers, Institutes and Facilities
• Undergraduate Research
• Interdisciplinary Science and Engineering Building (ISEB)
• Contracts & Grants / ERM
• Research and Proposal Development
• Annual Membership Levels
• Connect with Students
• Prototyping Services
• Sponsored Research
• External Relations Office
• Community College
• International
• IDEA - Inclusion, Diversity, Equity, Access
• Stacey Nicholas Office of Access and Inclusion
• Inclusion in Engineering Education
• Samueli Shoutouts
• Media Watch
• Dean's Report
• Social Media
• Style Guide

Engineering Students Showcase Musical Inventions

May 23, 2024 - The Creophone, Wube Tubes and Saxatars were just some of the cool creations by engineering students who had to meet a challenge: invent a new musical instrument for a UCI contest. Their inspirations included harnessing brainwaves, capturing the wind and upcycling instrument parts. That was the ingenious imaginative spirit on display at the first Engineering-Symphonic Orchestra New Instrument Competition (E-SONIC) on May 20.

“This new instrument competition is all about having the courage to go after new and wild ideas,” says Samueli School of Engineering Dean Magnus Egerstedt who together with Pacific Symphony President John Forsythe conceived of the contest over lunch. “I want our students to have creative confidence – the confidence to embrace a new problem or stand in front of an empty scoresheet and imagine something that didn’t exist before.”

The Pacific Symphony welcomes these inventions as there hasn't been a new instrument added to the orchestra in a century. “The idea that there could be a new color or texture introduced to orchestral music through an invented instrument would be an amazing addition to our ability to create beautiful art,” said Forsythe. Winners not only received a cash prize ($1,000 and $500) but will also have the chance to work with the Pacific Symphony to compose and perform a piece around their instrument.

Six teams of engineering students spent months designing and creating their musical inventions. The rules were simple. The instruments had to meet three criteria: it had to be new, playable with notes and have some physical manifestation. The teams all had a faculty advisor, also a hybrid engineer-musician, and received one academic credit for the project.

At E-SONIC, the teams explained the technology behind their designs and performed music with their instruments. The jury included experts from the Pacific Symphony, Claire Trevor School of the Arts and the Samueli School of Engineering.

The six entries included three synthesizers. The Creophone, worn over the head, is an EEG-controlled synthesizer that detects specific brainwave thresholds to evoke enchanting chords.  Pulstar is an electronic synthesizer while the May Organ is an amplified electromechanical instrument that fuses concepts from the Hammon organ and digital wavetable synthesizers.

The Wube Tubes is a fusion of recycled wind and string instruments that’s played by blowing into the tubes while plucking the strings. The Saxatar, the winner of the People’s Choice Award, harnesses the wind through the science of fluids and vibrations. 

Taesung Hwang, a senior who majors in both computer engineering and music, created the jury’s top choice - the Inductus - which he affectionately calls a “cool big stick.” The three-foot long rod exudes an extraordinary array of ethereal sounds as a magnet slides inside, passing through coils of wire that send electronic impulses to a microcontroller that transforms the signals into music.

“There’s definitely a deep connection between the arts and STEM fields,” Hwang says, “We can use computer algorithms to generate melodies, harmonies and rhythms. It’s fun putting the two together.”

In addition to the debut of these novel instruments, the evening was graced with performances from a band comprised of Dean Egerstedt and four engineering faculty musicians. They all rotated instruments as they sung engineering-themed tunes like “Another Brick in the Wall,” “Rocket Man” and “The Scientist.”  The band included Herdaline Ardoña, Pim Oomen, Maxim Shcherbakov and Ali Moraz, who were also advisors to the student teams.

As for the student inventions, the Pacific Symphony president was impressed. “I was amazed at the synthesis between music, design and math and everything that came together,” Forythe said. “It was beautiful.”

“I loved hearing the technical aspects during the presentation of the instruments,” said Claire Trevor School of the Arts Dean Tiffany Ana López. “The exploration and discovery - it was magical.”

The audience delighted at the unforgettable fusion of engineering, art and innovation on display that evening at Winifred Smith Hall at the Claire Trevor School of the Arts. And it doesn’t stop there. E-SONIC will be an annual contest and project that UCI students can participate in for academic credit. “This is only the beginning,” said Egerstedt, “Next year will be bigger, shinier, with even more instruments.”

- Natalie Tso

News & Events