honours thesis student

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

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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.

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All Honors Students end their program with an Honors Thesis: a sustained, independent research project in a student’s field of study. Your thesis must count for at least 4 credits (some majors require that the thesis be completed over 2 semesters, and some require more than 4 credits). The thesis is an opportunity to work on unique research under the guidance of a faculty advisor. It often provides a writing sample for graduate school, and is also something you can share with employers to show what kind of work you can do. 

What is an Honors thesis?

Most of your work in college involves learning information and ideas generated by other people. When you write a thesis, you are engaging with previous work, but also adding new knowledge to your field. That means you have to know what's already been done--what counts as established knowledge; what's the current state of research; what methods and kinds of evidence are acceptable; what debates are going on. (Usually, you'll recount that knowledge in a review of the literature.) Then, you need to form a research question that you can answer given your available skills, resources, and time  (so, not "What is love?" but "How are ideas about love different between college freshmen and seniors?"). With your advisor, you'll plan the method you will use to answer it, which might involve lab work, field work, surveys, interviews, secondary research, textual analysis, or something else--it will depend upon your question and your field. Once your research is carried out, you'll write a substantial paper (usually 20-50 pages) according to the standards of your field.

What do theses look like?

The exact structure will vary by discipline, and your thesis advisor should provide you with an outline. As a rough guideline, we would expect to see something like the following:

1. Introduction 2. Review of the literature 3. Methods 4. Results 5. Analysis 6. Conclusion 7. Bibliography or works cited

In 2012 we began digitally archiving Honors theses. Students are encouraged to peruse the Honors Thesis Repository to see what past students' work has looked like. Use the link below and type your major in the search field on the left to find relevant examples. Older Honors theses are available in the Special Collections & Archives department at Dimond Library. 

Browse Previous Theses

Will my thesis count as my capstone?

Most majors accept an Honors Thesis as fulfilling the Capstone requirement. However, there are exceptions. In some majors, the thesis counts as a major elective, and in a few, it is an elective that does not fulfill major requirements. Your major advisor and your Honors advisor can help you figure out how your thesis will count. Please note that while in many majors the thesis counts as the capstone, the converse does not necessarily apply. There are many capstone experiences that do not take the form of an Honors thesis. 

Can I do a poster and presentation for my thesis?

No. While you do need to present your thesis (see below), a poster and presentation are not a thesis. 

How do I choose my thesis advisor?

The best thesis advisor is an experienced researcher, familiar with disciplinary standards for research and writing, with expertise in your area of interest. You might connect with a thesis advisor during Honors-in-Major coursework, but Honors Liaisons  can assist students who are having trouble identifying an advisor. You should approach and confirm your thesis advisor before the semester in which your research will begin.

What if I need funds for my research?

The  Hamel Center for Undergraduate Research  offers research grants, including summer support. During the academic year, students registered in credit-bearing thesis courses may apply for an  Undergraduate Research Award for up to $600 in research expenses (no stipend).  Students who are not otherwise registered in a credit-bearing course for their thesis research may enroll in INCO 790: Advanced Research Experience, which offers up to $200 for research expenses.

What if I need research materials for a lengthy period?

No problem! Honors Students can access Extended Time borrowing privileges at Dimond Library, which are otherwise reserved for faculty and graduate students. Email [email protected] with note requesting “extended borrowing privileges” and we'll work with the Library to extend your privileges.

Can I get support to stay on track?

Absolutely! Thesis-writers have an opportunity to join a support group during the challenging and sometimes isolating period of writing a thesis. Learn more about thesis support here .

When should I complete my thesis?

Register for a Senior Honors Thesis course (often numbered 799) in the spring and/or fall of your Senior year.

This “course” is an independent study, overseen by your Thesis Advisor. Your advisor sets the standards, due dates, and grades for your project. It must earn at least a B in order to qualify for Honors.

What happens with my completed thesis?

Present your thesis.

All students must publicly present their research prior to graduation. Many present at the  Undergraduate Research Conference  in April; other departmentally-approved public events are also acceptable.

Publish your thesis:

Honors students are asked to make their thesis papers available on  scholars.unh.edu/honors/ . This creates a resource for future students and other researchers, and also helps students professionalize their online personas.

These theses are publicly available online. If a student or their advisor prefers not to make the work available, they may upload an abstract and/or excerpts from the work instead.

Students may also publish research in  Inquiry , UNH's undergraduate research journal.

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Honors Thesis Guide

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An honors thesis is required of all students graduating with any level of Latin honors. It is an excellent opportunity for undergraduates to define and investigate a topic in depth, and to complete an extended written reflection of their results & understanding. The work leading to the thesis is excellent preparation for graduate & professional school or the workplace.

• Sample timeline
• Requirements and evaluation criteria
• Supervision and approval
• Style and formatting
• Submitting your thesis
• Submitting to the Digital Conservancy

Thesis Database

The thesis database is a searchable collection of over 6,000 theses, with direct access to more than 4,000 full-text theses in PDF format. The database—fully searchable by discipline, keyword, level of Latin Honors, and more—is available for student use in the UHP Office, 8am–4:30pm, Monday–Friday.

Thesis Forms & Documents

• Thesis Title Page template
• Thesis work is reported using the "Thesis Proposal" and "Thesis Completion"  WorkflowGen processes found in the Honors Reporting Center.
• Summer Research Opportunities
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Department of Economics

Honors thesis.

• Undergraduate

Junior year is the time to start thinking about eligibility requirements, topics of interest, and potential advisors for an honors thesis.

An Honors Info Session is held each spring to answer junior’s questions about their senior year, and interested students must fill out the  honors thesis form  by the end of junior year.

We strongly encourage students to write an honors thesis. This is very valuable for students interested in graduate school or careers requiring independent research skills, as well as for students interested in tying together their academic experience with an in-depth investigation of one topic.

More than a good course paper

An honors thesis is more than a good course paper. It must represent a substantial effort in research and exposition. A thesis must be an original contribution to knowledge, beyond a simple replication exercise. The department does not specify page lengths, methods, or topics. Instead, an honors thesis candidate should establish his or her goals – and a timeline to meet those goals – in an understanding with the thesis advisor. To see the range of topics and methods prior students have pursued, take a look at  examples of past honor theses here  or by visiting the academic office in person. To find a faculty advisor who would be a good match for your topic of interest, see their research questions  here. 

Requirements

To graduate with honors, students must satisfy the following requirements  by the   end of junior year ,

• Complete at least 70% of the courses required for the concentration.
• Have earned a grade of “A” or “S with distinction” in at least 70% of grades earned in the economics concentration, or 50% in the joint concentrations in APMA-Econ, CS-Econ, and Math-Econ (excluding courses transferred to Brown without a grade, and those taken Spring 2020).
• Economics Concentrators  must find a faculty thesis advisor in the economics department.
• Joint Concentrators  must find a primary faculty thesis advisor in either economics or the partner department. CS-Econ concentrators must have a secondary reader in the other department by the fall of senior year. APMA-Econ and Math-Econ do not require a secondary reader, unless the primary advisor deems it necessary. Joint concentrators need to satisfy the honors requirements of the economics department if their thesis advisor is in the economics department; while they need to satisfy the honors requirements of the partner department if their thesis advisor is in the partner department.

During senior year , thesis writers must:

• Enroll in ECON 1960 in the fall & spring semesters (Note that 1960 does not count as a 1000-level elective for your concentration). A requirement of ECON 1960 will be attendance at one of two lab sessions each week. 
• Submit a thesis proposal to both your thesis advisor and the Undergraduate Programs Coordinator Kelsey Thorpe, [email protected]  (see below for due date).
• Submit their work in progress to their thesis advisor and Kelsey (see below for due date).
• Depending on the nature of the thesis work, the thesis adviser may require the student to successfully complete one or more courses from among the  data methods ,  mathematical economics  and/or  financial economics  course groups in the fall of senior year, if they have not already done so.
• Complete an honors thesis by the deadline agreed upon with their primary advisor and obtain the final approval of their advisor(s) (see below for due date).
• Thesis writers are encouraged, but not required, to participate in the departmental Honors Thesis Presentation session held in May, with a brief presentation of their work and findings.

For students graduating  Spring 2024 :

• Proposal - September 18, 2023
• Work in Progress - December 18, 2023
• Final Draft - April 19, 2024

For students graduating in  Fall 2024*:

• Proposal - February 2, 2024
• Work in Progress - April 25, 2024
• Final Draft - December 10, 2024

For students graduating  Spring 2025 :

• Proposal - September 16, 2024
• Work in Progress - December 16, 2024
• Final Draft - April 18, 2025

For students graduating  Fall 2025 *:

• Proposal - February 7, 2025
• Work in Progress - April 24, 2025
• Final Draft - December 9, 2025

*Note that for the Requirements listed above, "by end of senior year" means by the "end of Fall semester 2023" for Fall 2024 graduates and "end of Fall semester 2024" for Fall 2025 graduates.

More information

For students interested in finding out more, please attend the information session on honors theses that will be given in the middle of every spring semester. For students interested in undertaking research, but not wanting to pursue honors, the department offers  senior capstone options .

Honors & Theses

The Honors Thesis: An opportunity to do innovative and in-depth research.  

An honors thesis gives students the opportunity to conduct in-depth research into the areas of government that inspire them the most. Although, it’s not a requirement in the Department of Government, the honors thesis is both an academic challenge and a crowning achievement at Harvard. The faculty strongly encourages students to write an honors thesis and makes itself available as a resource to those students who do. Students work closely with the thesis advisor of their choice throughout the writing process. Approximately 30% of Government concentrators each year choose to write a thesis.

Guide to Writing a Senior Thesis in Government  

You undoubtedly have many questions about what writing a thesis entails. We have answers for you. Please read  A Guide to Writing a Senior Thesis in Government , which you can download as a PDF below. If you still have questions or concerns after you have read through this document, we encourage you to reach out to the Director of Undergraduate Studies, Dr. Nara Dillon ( [email protected] ), the Assistant Director of Undergraduate Studies, Dr. Gabriel Katsh ( [email protected] ), or the Undergraduate Program Manager, Karen Kaletka ( [email protected] ).  

Honours Thesis Handbook

This handbook,  effective September 1, 2016 , is the course outline for PSYCH 499A/B/C (Honours Thesis) from Fall 2016 and onward.

Table of contents

• What is an honours thesis ?
• Who should do an honours thesis ?

Prerequisites for admission to PSYCH 499

Selecting a topic for the honours thesis, finding a thesis supervisor.

• Research interests of the Psychology faculty and recent honours thesis supervised

Class enrolment for PSYCH 499A/B/C

Warnings regarding a decision to discontinue psych 499.

• Course requirements for PSYCH 499A progress report and thesis reviewer nominations
• Course requirements for PSYCH 499B - oral presentation of the thesis proposal

Course requirements for PSYCH 499C - completing the thesis and submitting it for marking

Obtaining ethics clearance for research with human or animal participants, evaluation of the honours thesis, honours thesis award, annual ontario psychology undergraduate thesis conference, avoid academic offences, computing facilities, honours thesis (psych 499a/b/c), what is an honours thesis.

Psychology is a scientific approach to understanding mind and behaviour. Honours Psychology students all learn about the body of knowledge that exists in psychology as well as the scientific procedures for making new discoveries. The honours thesis course (PSYCH 499A/B/C) is an optional course for those who have a strong interest in conducting original research and wish to gain greater experience in research design, data analysis and interpretation.

Students carry out the honours thesis project under the supervision of a faculty member and present the findings in a scholarly paper. An honours thesis can be an empirical research project or more rarely a thesis of a theoretical nature. For an empirical project, the student develops a testable hypothesis and uses scientific procedures to evaluate the hypothesis. For a theoretical project, the student integrates and evaluates existing evidence to offer new interpretations and hypotheses. The difference between the two types of projects is basically the same as the difference between an article in Psychological Review or Psychological Bulletin , and an article in any of the experimental journals. A regular journal article typically reports the result of some empirical investigation and discusses its significance. A Psychological Review paper on the other hand, offers a theoretical contribution (e.g., suggesting a new theoretical approach or a way of revising an old one and showing how the new approach may be tested). A Psychological Bulletin article usually offers a review of an evaluative and integrative character, leading to conclusions and some closure about the state of the issue and future directions for research.

Students who plan to apply for admission to graduate school in psychology are typically advised to do an empirical research project for the honours thesis. Students who choose to do a theoretical paper should discuss their decision with the PSYCH 499 coordinator  (see below) early in the PSYCH 499A term.

The topic of investigation for the honours thesis will be based on a combination of the student's and the supervisor's interests .

Students in year two or three who are considering whether or not they want to do an honours thesis can learn more about what is involved in doing an honours thesis by doing any of the following:

• attending an honours thesis orientation meeting. The meeting is typically the first week of classes each academic term. The official date and time of the meeting will be posted on the PSYCH 499 website .
• attending PSYCH 499B oral presentations by other students. 
• reading a few of the honours thesis samples that are available  online PSYCH 499 SharePoint site  (site only accessible to students currently enrolled in PSYCH 499) or via our Learn shell (only available when enrolled).

In addition to the student's honours thesis supervisor, another resource is the PSYCH 499 course coordinator . The PSYCH 499 coordinator conducts the thesis orientation meeting at the start of each term and is available to discuss any course-related or supervisor-related issues with potential students and enrolled students . If students have questions or concerns regarding the procedures for doing an honours thesis that cannot be answered by their thesis supervisor, they should contact the PSYCH 499 coordinator.

The honours thesis course (PSYCH 499A/B/C) is worth 1.5 units (i.e., 3 term courses). The final numerical grade for the thesis will be recorded for each of PSYCH 499A, 499B, and 499C.

Who should I do an honours thesis?

Honours Psychology majors are not required to do an honours thesis.

Good reasons for doing an honours thesis include:

• An honours thesis is a recommended culmination of the extensive training that honours Psychology majors receive in research methods and data analysis (e.g., PSYCH 291, 292, 389, 390,  492). PSYCH 499 is a good choice for students who have a strong interest in, and commitment to, conducting original research and wish to gain greater experience in research design, data analysis and interpretation.
• An honours degree in Psychology that includes a thesis is typically required for admission to graduate programs in Psychology.
• Thesis supervisors are able to write more meaningful reference letters for students' applications for further studies, scholarships, or employment.

The prerequisites for PSYCH 499 are all of the following:

• enrolment in honours Psychology or make-up Psychology
• successful completion of PSYCH 291, 292, 391, and at least one of: PSYCH 389, 390, 483, 484
• 60% cumulative overall average
• 82% cumulative psychology average

* calendar descriptions as well as course outlines

The course prerequisites for enrolment in PSYCH 499A are strictly enforced because the courses provide essential background for success in PSYCH 499, and it is necessary to restrict the number of students enrolling in PSYCH 499. Appeals to enrol in all 3 of the following courses concurrently will not be accepted:

• Advanced research methods course (PSYCH 389, 390, 483, 484)

In addition to the above formal prerequisites, we assume that all students who are enrolling in PSYCH 499 will have completed at least 4 of the "discipline core courses" (i.e., PSYCH 207, 211, 253, 257, 261) prior to the PSYCH 499A enrolment term.

See " Class enrolment for PSYCH 499A/B/C " below for further details regarding course enrolment, and the PSYCH 499 Application for students without the course prerequisites (e.g., PSYCH average between 81%-81.9%).

The topic of the honours thesis will be based on a combination of the interests of the student and his/her thesis supervisor. One approach for selecting an honours thesis topic is for the student to first find a thesis supervisor who has similar interests to his/her own, and then for the student and the thesis supervisor to develop an honours thesis proposal which compliments the faculty member's current research. Alternatively, some students have more specific research interests and will seek an appropriate thesis supervisor. Students are advised against developing an honours thesis project in too much detail before securing a thesis supervisor.

Review some of the honours thesis titles recently supervised by our faculty members.

See research interests of individual faculty members in the next section.

Each student who enrols in PSYCH 499 must find their own supervisor for his/her honours thesis project. A thesis supervisor must be finalized by the eighth day of classes for the PSYCH 499A term.

Full-time faculty members in the UW Psychology Department, and the four Psychology faculty members at St. Jerome's are all potential thesis supervisors. Think carefully about what you want to tell faculty members about yourself before making contact (think 'foot-in-the-door'). For example, inform a potential supervisor of the following:

• for which school terms you are seeking a thesis supervisor (If not planning to do PSYCH 499 over back-to-back school terms, please explain why, e.g., co-op work term).
• why you are interested in doing an honours thesis
• the program that you are enrolled in (e.g., BA versus BSc, co-op versus regular stream)
• your year of study and target date for graduation
• when you will complete the prerequisites for enrolment in PSYCH 499A
• your cumulative overall and psychology average (highlight improvement if applicable)
• your grades for research methods and statistics courses
• your educational and career goals
• your volunteer/work experience that you have had previously and with whom
• Did you work in his/her lab as a volunteer or paid research assistant?
• Did you take a course with him/her previously?
• Have you read articles that he/she wrote?
• Do his/her interests relate to your interests for studies at the graduate level and/or future employment?
• Were you referred by someone and why?

The search for a thesis supervisor will be easier if you establish rapport during second and third year with faculty members who are potential thesis supervisors. Ways to network with faculty members include the following:

• get involved in the faculty member's lab. See ' Research experience ' on the Psychology undergraduate website for further details
• the Associate Chair for Undergraduate Affairs - currently Stephanie Denison
• faculty members who attended the school(s) you are interested in applying to in the future. See the Psychology Department's Faculty listing for details
• faculty members who have interests that relate to your future plans. See Research interests of faculty members in our department.
• faculty members whose labs you worked or volunteered in
• be an active participant in the class discussions for the advanced research methods courses (PSYCH 389, 390) and honours seminars (PSYCH 453-463).
• enrol in a directed studies course (PSYCH 480-486) where you will receive one-on-one supervision from a faculty member. See the course application form for further details
• read articles that the faculty member has written and discuss the material with him/her
• attend departmental colloquia and divisional seminars where students can engage in discussions with faculty members about the material presented. Postings appear on the right sidebar of the Psychology Department home page

You may find that some faculty members that you approach will have already committed to supervising as many honours thesis projects as they feel able to handle for a given year. Be persistent in your search for a thesis supervisor and do not feel discouraged if you need to approach several (i.e., six or eight) people.

If you are unable to obtain a thesis supervisor, please speak to the PSYCH 499 coordinator .

Faculty members other than the thesis supervisor can also be very useful resources during the course of the thesis project. Feel free to discuss your thesis work with any relevant faculty (or graduate students).

Research interests of the faculty members in the Psychology Department and recent honours theses supervised

For research interests of faculty members please refer to the "Our People" page in the main menu and click on the faculty member's name. You can sort the list by "Name" or "Area of Study". Note that faculty members may not be available to supervise honours theses during sabbatical dates indicated on the web site.

For recent honours theses supervised by individual faculty members please refer to the honours theses supervised website.

Refer to the course enrolment information/instructions on the PSYCH 499 website.

The honours thesis (PSYCH 499A/B/C) is worth 1.5 units (i.e., 3 term courses). Students may not enrol for all of PSYCH 499A/B/C in one term. Students should consult with their thesis supervisor regarding the appropriate class enrolment sequence for PSYCH 499. Students can spread the class enrolment for PSYCH 499A, 499B, and 499C over three terms beginning in the 3B term or over two terms beginning in 4A. Those choosing to do the honours thesis over two terms will enrol in PSYCH 499A/B in 4A and PSYCH 499C in 4B. Alternative sequencing (e.g., 499A/B/C over three terms) should be discussed with the thesis supervisor. Although students can start an honours thesis in any term, the Fall term is typically recommended.

Factors that students should consider when deciding which terms to enrol for PSYCH 499A/B/C:

• When will the prerequisites for PSYCH 499 be completed? For example, Honours Psych & Arts and Business Co-op students will not enrol in PSYCH 499A until the 4A term because the prerequisites for PSYCH 499 won't be completed until the 3B term.
• Will the thesis supervisor be available to supervise the project during the terms that the student proposes to enrol for PSYCH 499A/B/C (e.g., is the supervisor planning a sabbatical leave or to retire)?
• For co-op students, how will the work/school sequence interfere with the project?
• The amount of time necessary to obtain ethics clearance varies depending on the participants required and research design.
• When is the optimal timing for data collection? For example, if PSYCH 101 students will be participants for the study, one has to consider the ratio of PSYCH 101 students to researchers that are available in a given term. The Fall term is typically the best time to collect data from this population, Winter term second best, and the Spring term the poorest.
• What other responsibilities does the student have (e.g., course selections, personal circumstances) in a given term?
• The thesis supervisor requires a sufficient amount of time to get to know the student before he/she is asked to write the student reference letters (e.g., for applications for graduate school, scholarships, or employment).

Details are provided in the next 3 sections regarding the course requirements for each of PSYCH 499A, 499B, and 499C.

Students should be diligent about their responsibilities for the honours thesis. Procrastination leads to delays in firming up the research proposal, doing the oral presentation, obtaining ethics clearance, and beginning data collection. Ultimately procrastination can lead to poor quality work and/or a postponement of graduation.

Students should consult with their thesis supervisor and the Psychology undergraduate advisor before dropping any of PSYCH 499A, 499B, or 499C.

• If a student wants to drop any of PSYCH 499A, 499B, and 499C in the current term, the individual course requests are governed by the same course drop deadlines and penalties (e.g., WD and WF grades) as other courses. Refer to important dates on Quest.
• Dropping PSYCH 499B and/or PSYCH 499C in the current term does not remove PSYCH 499A or PSYCH 499B from earlier terms.
• If a student does not complete the honours thesis, any INC (incomplete) grades for PSYCH 499A/B/C will be converted to FTC (Failure to Complete = 32% in the average calculations). Further, any IP (In Progress) grades for PSYCH 499A/B/C will be converted to FTC (=32%).
• Honours students with INC and/or IP grades will be unable to graduate (e.g., with a General BA in Psych) until those grades are replaced by a final grade(s) (e.g., 32%) and the grade(s) has been factored into the average calculation. In such cases, the student must meet all graduation requirements, including overall average, Psychology average and minimum number of courses required.
• Those who want any grades (e.g., INC, IP, WD, WF, FTC, 32%) for PSYCH 499 removed from their records are advised to submit a petition to the Examinations and Standings Committee. Before doing so, they should consult with the Psychology undergraduate advisor.

Course requirements for PSYCH 499A - progress report and thesis reviewer nominations

Students should attend the honours thesis orientation meeting during the PSYCH 499A term even if they attended a meeting during second or third year. The meeting is usually the first week of classes each academic term. The official date and time will be posted on the PSYCH 499 website . At the meeting, the PSYCH 499 coordinator will describe what is involved in doing an honours thesis and answer questions. Students will also receive information regarding library resources and procedures for obtaining ethics clearance.

Students must report the name of their thesis supervisor to the PSYCH 499 course administrator in the Psychology Undergraduate Office by the eighth day of classes for the PSYCH 499A term. During the PSYCH 499A term, students must

• conduct background research on the thesis topic (e.g., formulate a research question, review relevant literature, formulate major hypotheses)
• nominate potential thesis reviewers
• submit a progress report to the PSYCH 499 coordinator .

Progress reports

Progress reports are due the last day classes for the PSYCH 499A term. The thesis supervisor must sign the progress report before it is submitted to the PSYCH 499 coordinator . Submit the progress report directly to the course coordinator's mailbox in PAS 3021A or via email, cc'ing the course administrato r and your supervisor to give confirmation that they have "signed off" on your progress report (this can pose as the signature). Students should keep a copy of their progress report because the reports will not be returned. The PSYCH 499 coordinator will contact individual students by email if there is a problem with their progress report.

The progress report should be about 5-10 pages in length and include the following information:

• a title page identifying the document as a "PSYCH 499A Progress Report", with the proposed title of the project; student's name, address, telephone number, and email address; the student's ID number, the name of the honours thesis supervisor; and the signature of the supervisor indicating that he or she has read the report and approved it;
• a statement of the general topic of the proposed research;
• a brief account of the background literature the student has read, together with a brief explanation of its relevance for the project;
• a clear statement of the research questions and/or the major hypotheses that the study will address;
• a brief statement of the further steps that will be necessary to complete (e.g., settling on a research design, etc.) before the student will be ready to submit a research proposal and do an oral presentation.

PSYCH 499A students who are not concurrently enrolled in PSYCH 499B typically do not have a fully developed research proposal by the end of the first term of PSYCH 499. The progress reports should be submitted on time and should include as much detail regarding the research proposal as possible (see next section for further details).

Some PSYCH 499A students who are not concurrently enrolled in PSYCH 499B will firm up their research proposals earlier than expected and will want to do, and are encouraged to do, the oral presentation of the research proposal in the first term of PSYCH 499 (see next section for further details). In these cases, the IP (In Progress) grade for PSYCH 499B will be applied to the academic term in which the student formally enrols for PSYCH 499B.

Students who submit progress reports will receive an IP (In Progress) grade for PSYCH 499A; those who do not will receive an INC (Incomplete) grade for PSYCH 499A. INC and IP grades for PSYCH 499 do not impact on average calculations and students with either of these grades can be considered for the Dean's honours list. However, students with INC grades are not eligible for scholarship consideration. Note that INC grades convert to FTC (failure to complete = 32%) after 70 days.

Thesis reviewer

The thesis reviewer is due by the last day of classes for the term for students who enrol in PSYCH 499A only and they are due by the end of the third week of the term for students who enrol concurrently in PSYCH 499A/B.  You will work with your supervisor to decide who would be a strong reviewer and will plan this out with that reviewer. Once your reviewer is determined, please email the course administrator . The thesis reviewer’s duties will include reading the thesis proposal and attending the oral presentation in the PSYCH 499B term and reading and grading the final thesis at the end of the PSYCH 499C term.

Full-time faculty members in the UW Psychology Department and the four Psychology faculty members at St. Jerome's are all potential thesis reviewers. (Note: the student’s thesis supervisor cannot be the thesis reviewer). Students may consult with their thesis supervisors for advice about which faculty members to request as potential thesis reviewers. Several types of considerations might guide whom students seek as potential reviewers. For example, a student may seek a reviewer who has expertise in the topic they are studying, or they may seek breadth by requesting a reviewer with expertise in a quite distinct area of study, or they may seek a reviewer who has expertise in a relevant type of statistical analysis. It is up to the student, in consultation with their supervisor, to determine what factors to prioritise in selecting potential reviewers.

Course requirements for PSYCH 499B - oral presentation of the thesis proposal

During the PSYCH 499B term, students must finalize the research proposal for their honours thesis project and present this information orally to their thesis reviewer and the student’s thesis supervisor. Although the presentation is not graded, it is a course requirement that must precede the completed thesis. The presentation gives the student an opportunity to discuss their research proposals with a wider audience and to receive feedback regarding their literature review and the scope, design, testing procedures, etc., for their projects.

It is also essential that students who are doing an empirical research project involving human or animal participants formally apply for ethics clearance, and that they receive ethics clearance before beginning data collection (see 'Obtaining Ethics Clearance for Research with Human or Animal Participants' for further details).

Students should contact the   PSYCH 499 course administrator in the Psychology Undergraduate Office early in the PSYCH 499B term to book the date and time for their oral presentation. When booking, students are asked to indicate if they will be presenting virtually, or in-person and should mention if the presentation is open to other students to attend. Students are asked to book their presentation as early as possible to ensure space is available The thesis reviewer will attend and conduct the presentation. Presentations occur during the first three months of each term (available dates/times and current presentation schedule are posted on the PSYCH 499 website ). The presentation should be 25 minutes in length followed by a 25 minute period for discussion and questions. Students are encouraged to attend other students' presentations when available.

A written version of the research proposal must be submitted to the mailbox or email of the thesis reviewer at least two business days prior to the scheduled date of the student's oral presentation of the proposal (meaning no later than 4:30pm Thursday for a Tuesday presentation). For empirical research projects, the proposal must include the following: a title page identifying the document as a "PSYCH 499B Research Proposal"; a brief review of the relevant scientific literature; a clear statement of the research question and major hypotheses to be examined; the planned method, including the number and types of participants, the design, the task or tests to be given, and the procedure to be used; the statistical tests and comparisons that are planned; and the expected date for beginning data collection. For a theoretical research project, the proposal must include a clear review of the issues, theories, or constructs to be analyzed; a description of the scholarly database to be used (including a list of important references); and a clear account of the intended contribution of the work (i.e., how it will advance understanding).

The research proposal must be approved and signed by the student's thesis supervisor before the proposal is submitted to the thesis reviewer . Students can get a better idea of the content and format required for the research proposal by referring to the methods section of completed honours theses. Students should keep a copy of their research proposal because the copy that is submitted to the  thesis reviewer will not be returned.

All PSYCH 499 students must complete the ' TCPS 2 Tutorial Course on Research Ethics (CORE) ' before the research ethics application on which they are named is submitted for approval. In addition, all PSYCH 499 students must complete a "Researcher Training" session with the REG Coordinator .

Students who have completed the oral presentation requirement will receive an IP (In Progress) grade for PSYCH 499B; those who have not will receive an INC (Incomplete) grade for PSYCH 499B. INC and IP grades for PSYCH 499 do not impact on average calculations and students with either of these grades can be considered for the Dean's honours list. However, students with INC grades are not eligible for scholarship consideration. Note that INC grades convert to FTC (failure to complete = 32%) after 70 days.

Students who enrol in PSYCH 499A and 499B in the same term and satisfy the oral presentation requirement that term will not be required to also submit a progress report.

On-line surveys

Honours thesis students who require assistance regarding research software and the development of on-line surveys, beyond advice from the honours thesis supervisor, may wish to seek advice from Bill Eickmeier (Computer Systems Manager and Research Programmer; PAS 4008; ext 36638; email  [email protected] ). Students are expected to manage much of this process independently and will be given access to a self-help website. Most students will be able to work independently using a Qualtrics account provided by the thesis supervisor, or using the  web form template notes  Bill has posted on the web. However, Bill is available to provide additional guidance if he is given at least three to four weeks advance notice.

Caution regarding off-campus data collection

If you are planning to collect data off-campus, please read carefully the " Field Work Risk Management " requirements provided by the University of Waterloo Safety Office. "Field Work" refers to any activity undertaken by members of the university in any location external to University of Waterloo campuses for the purpose of research, study, training or learning.

We assume that insurance for private vehicles is up to the owners and that insurance for rental vehicles, if applicable, would be through the rental company. Further details of University of Waterloo policies regarding travel .

Please discuss your plans for off-campus data collection with your thesis supervisor and the  PSYCH 499 coordinator in advance to ensure that all bases are covered with regards to waivers, insurance, etc.

In the PSYCH 499C term, students will complete the data collection for their project (see the previous paragraphs if using on-line surveys or doing off-campus data collection), analyze/evaluate the data, and finish writing the honours thesis. The honours thesis must be written in the form indicated by the American Psychological Association (APA) Publication Manual (available at the Bookstore), but may be more abbreviated than a regular journal article. Sample honours theses can be found in the Learn shell.

For an empirical research project, the following sections are required in the thesis:

• introduction (literature review and the hypothesis)
• methods (participants, design, task or test to be given, testing procedures, measures)

It is not necessary to append ORE application forms to the completed honours thesis. However, a copy of the formal notification of ethics clearance is required.

The sections and subsections required for theoretical papers will be slightly different than for empirical research projects, and will vary according to the topic being studied. If possible, students should plan the layout for the theoretical paper in the PSYCH 499B term because the plan may guide their literature review. Students should consult with their thesis supervisor and the  PSYCH 499 coordinator  about the layout.

Normally students will receive feedback from their thesis supervisor on at least one or two (and often more) drafts of the thesis before the final paper is submitted for marking. Be sure to leave adequate time for this process.

Submitting the thesis for marking

The final version of the thesis is due the last day the class period for the PSYCH 499C term.  However, due dates do change each term dependent on grade submission deadlines held by the registrar’s office, so it is important to follow the due date on our official due date page.  See 'Extensions on the thesis submission deadline' below regarding requests for extensions.

In order for the Psychology Department to track theses that are submitted for marking and ensure that marks are forwarded to the Registrar's Office as quickly as possible, students must submit an electronic copy of the honours thesis to  the PSYCH 499 course administrator  who will coordinate grading by the thesis supervisor and the thesis reviewer , and will submit PSYCH 499 grades to the Registrar's Office. The honours thesis does not need to be signed by the thesis supervisor. The marking process is as follows:

• Receipt of the thesis will be recorded and an electronic copy of the thesis will be forwarded to the student's thesis supervisor and reviewer with a grading form for comments.
• The thesis supervisor will return the grading form with comments and a grade recommendation to the PSYCH 499 course administrator and the thesis reviewer.
• The thesis reviewer will be responsible for assigning the final grade and will return the completed grading form to the PSYCH 499 course administrator .
• T he PSYCH 499 course administrator will notify the student and the Registrar's Office of the final grade. The final numerical grade for the thesis will be recorded for each of PSYCH 499A, 499B, and 499C.
• Page 2 of the grading form will be returned to the student.

Extensions on the thesis submission deadline

We will do our best to ensure that students graduate at the preferred convocation date; however, we cannot guarantee that students who submit honours theses for marking after the deadline will be able to graduate at the preferred convocation date.

Students should refer to the PSYCH 499 website on a regular basis for information regarding PSYCH 499 deadlines that may affect the target date for submitting the honours thesis for marking (e.g., for getting one's name on the convocation program, for sending transcripts and/or letters regarding completion of the degree to other schools for admission purposes, to be considered for awards, etc.).

We strongly advise that students submit the thesis for marking at least four to six weeks prior to the date of convocation. Further, they should confirm that their thesis supervisor will be available to grade the thesis within a few days following submission of the thesis.

Students who do not submit an honours thesis for marking by the end of the examination period for the PSYCH 499C term require approval for an extension from their thesis supervisor. After speaking with the thesis supervisor, the student must report the revised date of completion to the PSYCH 499 course administrator . They will be given an IP (In Progress) grade for PSYCH 499C if they have done the oral presentation for PSYCH 499B and if they are making reasonable progress on the thesis. Otherwise, an INC (Incomplete) grade will be submitted for PSYCH 499C. INC and IP grades for PSYCH 499 do not impact on average calculations and students with either of these grades can be considered for the Dean's honours list. However, students with INC grades are not eligible for scholarship consideration. Note that INC grades convert to FTC (failure to complete = 32%) after 70 days.

Notes: 1. Honours students with INC and/or IP grades for PSYCH 499ABC will be unable to graduate (e.g., with a General BA in Psychology) until those grades are replaced by final grades (e.g., 32%) and the grades have been factored into the average calculation. In such cases, the student must meet all graduation requirements, including overall average, Psychology average, and minimum number of courses required. 2. If IP grades for all of PSYCH 499ABC remain on the record for 12 months following the PSYCH 499C term, the Registrar's Office will convert the IP grades to FTC (failure to complete = 32%). If this occurs, consult with the Psychology undergraduate advisor regarding your options.

Capture your thesis on video!

As of Fall 2012, we are asking honours thesis students if they'd like to take part in a voluntary "video snapshot" of their work. This is a great way to tell others about your thesis, and your experience at the University of Waterloo.

Upon completion of your thesis and submission of your 499C document, we are asking students to arrange for someone from their supervisor's lab to take a short 1-2 minute video clip of you the student.  In that video, we'd like to hear a 'grand summary of what you researched, and what you found out'. We'd also love to hear about 'what you learned in the honours thesis course'.

These video clips can be taken with a smartphone (or other video camera), then emailed to the PSYCH 499 coordinator  or the PSYCH 499 course administrator . Alternatively you can arrange a time to be videotaped by the course administrator (ideally when handing in your 499C final thesis document).

Completing a video is optional, and should be done ideally within two weeks of submission of your thesis. Whether or not you choose to capture your thesis on video will in no way affect your grade in the 499 honours thesis course. Once we have reviewed the video we will upload it to our Psychology website for general viewing by the public. Permission forms to release your photo/video on the Department of Psychology’s website will be available from the  PSYCH 499 coordinator . The Model Release Form can also be found on Waterloo's Creative Services website.

Convocation awards

Each year the Psychology Department nominates a student(s) for the following awards: Governor General Silver Medal (university level), the Alumni Gold Medal (faculty level), and the Psychology Departmental convocation award. These awards are only given at the June convocation. Typically, only honours students who have final grades for all course work, including the honours thesis, by the first week of May can be considered for these awards. Students whose overall and Psychology averages fall in the 88-100% range are strongly encouraged to adhere to the thesis submission deadlines noted above.

The Office of Research Ethics (ORE) at the University of Waterloo is responsible for the ethics review and clearance of all research conducted on and off-campus by University of Waterloo students, staff, and faculty that involves human and animal (live, non-human vertebrates) participants.

Research involving human or animal participants must not begin until notification of full ethics clearance has been provided by the ORE.

Information regarding the application and ethics review process for research involving human participants is available on the Office of Research Ethics web site. However, specific information regarding the ethics application process for Honours thesis research is provided below.

Information regarding the application and ethics review process for research involving animals is also available on the Office of Research Ethics web site.

For individual contacts in the ORE, see 'Contacts' in this handbook.

Ethics Application: Once the rationale and hypotheses for the thesis project have been formulated and basic design and procedures have been determined, the student may submit the project for ethics review and clearance.

In order to ensure that students have a good understanding of the ethics review process and guidelines they are required to complete the TCPS2 -2022 CORE Tutorial (described below) prior to preparing your ethics application.

Upon completion of the CORE Tutorial, the student may begin the ethics application by signing onto the Kuali System for Ethics located at UWaterloo Ethics either starting the application on their own, or having the Thesis Advisor begin it. Please note that the student will need to have accessed the Kuali system in order for the Advisor to add them to the protocol. The advisor should be listed as the Principal Investigator and the level of research should be Senior Honours Thesis.

All Thesis projects require new ethics unless alternative arrangements have been made to make use of a currently running project. This should be discussed with the thesis advisor and approval should be obtained from the department to create an amendment for the project.

Upon receipt of Full Ethics Clearance, and if the student and supervisor are sure that there will be no revisions to the design or procedures, then data collection may begin. Whenever possible though, we encourage you to complete the Research Proposal and Oral Presentation before you begin data collection.

Note that procedures for applying for ethics clearance vary according to the type of sample -- for example, university students versus children in the Early Childhood Education Centre, etc. Further details are provided below.

Study Modifications: Based on feedback provided at the student’s Oral Presentation, the student and thesis supervisor may decide to make some modifications to the research plans. If the ethics application has not yet been submitted for review, then the changes can be incorporated into the application. If you have received ethics clearance, then you will need to submit an amendment by logging into Kuali and selecting the amendment option from the right hand side.

Human Participants in Research

Honours Thesis students must read and be familiar with the University of Waterloo guidelines and procedures for conducting research with human participants before submitting their applications for ethics clearance to conduct research.

The following is an excerpt from the guidelines:

“The ethics review process is intended to offer a level of assurance to research participants, the investigators and the University that research participants will be involved in ethically sound and well-designed research, and will be engaged in a prior consent process that is fully informed and voluntary. The ethics review process also ensures adequate protection of individuals’ privacy as well as confidentiality of information they provide. In addition, the ethics review process increases the probability that all known and anticipated risks associated with the research are identified and adequately communicated to participants prior to participation. Moreover, it ensures that the known and potential risks are judged to be outweighed by potential benefits from conducting the research. Procedures used to recruit participants are examined to ensure they are free of explicit or implicit coercion and enable participants to withdraw their consent at any time without fear of reprisal.”

Research conducted in the Psychology department follows the ethical guidelines set out in the Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans, 2nd edition (TCPS 2 - 2022).

Please note that effective January 1, 2024 you will need to be up to date with your TCPS to include the 2022 version. If you have only completed the TCPS2 you will need to renew your certification.

Associated with the TCPS 2-2022 is an online tutorial called Course on Research Ethics (CORE). CORE is comprised of 9 modules, is self-paced and includes interactive exercises and multi-disciplinary examples. A certificate of completion is provided. CORE replaces and updates the earlier TCPS Tutorial. In order to ensure that you have a better understanding of the ethics review guidelines you are required to complete the CORE Tutorial prior to submitting your ethics application. Please note that if you have already completed the CORE Tutorial as an RA for example, you are not required to complete it again. Upon completion of the CORE Tutorial please send a copy of the Completion Certificate to the DERC Officer . The link to CORE is: http://pre.ethics.gc.ca/eng/education/tutorial-didacticiel/

The particular procedures for applying for ethics clearance for research with human participants depends on the population from which participants are obtained; however, all projects require the submission of an application form to the Office of Research Ethics (ORE).

Note : All research ethics applications must include:

• REG (Sona Description), PSYCPool (email/phone scripts), SLC (Flyer/Poster)
• Information/Consent Letter (+ Post-debriefing Consent if deception)
• Feedback/Appreciation Letter (+ Oral Debriefing if deception)
• Survey/Questionnaire/Interview items/Stimulus Appendices
• Research Proposal

Thesis supervisors and reviewers are given the following guidelines when they are asked to recommend a final grade for the honours thesis:

Each year, the Psychology Department recognizes the achievement of a small number of students who have produced the most outstanding honours theses. Theses will be considered for a thesis award if the thesis supervisor nominates the student and the thesis receives a final grade of 93 or above. Theses submitted for marking after the second Friday in May will not be considered for a thesis award. Nominated theses will be reviewed to select the award recipients and the recipients will be notified by the Psychology Undergraduate Office.

The thesis conference is an informal forum for students to present (orally or in poster format) a summary of their honours thesis to a friendly and enthusiastic audience of their peers and to discuss their work with others who have similar interests.

Registration is required. There is no registration fee for presenters or thesis supervisors and lunch is provided. Participants report that the event is very worthwhile and enjoyable. Clearly a great way to end fourth year!

The conference is typically held at the end of April or early May. If you will be presenting at the conference, data collection for the thesis should be completed by March. You are not required to present a complete analysis of your thesis results at the conference.

Further details about the thesis conference

Failing to adhere to established standards in the conduct of research is a serious offence. Please refer to "Obtaining ethics clearance for research" above for further details.

Students should also familiarize themselves with Policy 71 (Student Academic Discipline Policy) as well as the advice from the Faculty of Arts regarding avoiding academic offences .

Please check the Information Systems & Technology (IST) Department website for information regarding setting up your University of Waterloo computer account, accessing the internet, costs for printing, accessing your account from off-campus, etc. If you are enrolled in the Faculty of Arts, please also check the Arts Computing Office website for information.

The University of Waterloo computer accounts give students free access to applications such as word processing, statistical and graphics packages, spreadsheets, and electronic mail. Students also have access to the internet which allows them to use Waterloo's Electronic Library including the electronic journal article databases. Students are charged for printing and can put money for printing on to their resource account at various locations across campus including PAS 1080 using their WatCard.

It is critical that the University (e.g., administration, instructors, academic advisors, etc.) can reach you reliably by email (e.g., regarding academic standing, degree requirements, deadlines, etc.). If you are using a web email account such as Hotmail or Yahoo, we strongly encourage you to consider using a more reliable email account such as your Waterloo account. Your Waterloo account is just as easy to use from off-campus as other free web accounts but is more secure. You can access your Waterloo account from the " mywaterloo " website.

If you are using an email address other than your Waterloo email address you should do one of the following two things:

• change the email address that you want posted on the university directory, or
• activate your Waterloo account and arrange for the email from your Waterloo account to be forwarded to your alternate email address. The alternate email address will not appear on the university directory.

Intent to Graduate Forms and general convocation information is available on the Registrar's Office website. Students who want to graduate in June must submit an Intent to Graduate Form to the Registrar's Office before March 1. The deadline to apply for  October convocation is August 1. Students who apply to graduate, but do not complete their honours thesis in time to graduate at the preferred convocation must submit another Intent to Graduate Form for the next convocation.

Those who submit their thesis for marking beyond the end of the final examination period for the PSYCH 499C term should refer to " Extensions on the thesis submission deadline " for further details regarding graduation deadlines.

Office of research ethics

Psychology department.

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Understanding honours

Honours is an additional qualification where you can build on your undergraduate studies by completing a supervised research project and disciplinary or research-focused coursework. This may be embedded in your undergraduate degree or require an additional year of study.

Overview and types of honours

• Eligibility and preparing for honours
• Honours awards and classes

You can undertake honours through an appended honours degree after your undergraduate degree. Some professional or specialist degrees also have embedded honours study options.

Honours provides an opportunity to work on an independent but supervised research project and is usually completed as one year full-time study (some disciplines offer part-time options).

Under the guidance of an academic supervisor, you will choose a thesis topic, create a reading list and identify your method of research.

Academics in your faculty or school will provide supervision as you write your thesis. This thesis will document your research from proposal through to conclusion.

Why study honours?

Completing honours shows you have achieved high academic standards and gives you a Bachelor (Honours) qualification. 

An honours degree can open the door for further research study, equipping you with the prerequisite research skills to undertake a research degree such as the PhD.

Alternatively, if you decide to complete an honours degree without pursuing further research, you will graduate with a robust set of transferrable skills including:

• time management and research skills
• project management and delivery
• showing future employers that you can investigate independently and achieve more complex goals.

What’s involved

Generally, honours will consist of two components:

• an independent research project, under the supervision of an academic staff member
• additional honours units in research design and technical training.

You will usually complete a dissertation or thesis and attend regular meetings with your supervisor to discuss your research.

Once you complete the requirements for your honours, you will graduate with a Bachelor (Honours) degree.

You can contact the faculty or school honours coordinator from the area of interest you are considering, for more information about honours. We also hold honours information sessions (usually in September) where you can discuss your options.

Types of honours

The type of honours you undertake depends on your individual study circumstances.

Appended honours

Appended honours is an additional qualification that you complete after you have finished your undergraduate degree. Generally, appended honours is available to both current University of Sydney students and external applicants. You’ll find information and eligibility criteria for most appended honours degrees in Find a course .

As a current student, often you'll need to apply through Find a course in the same way that external applicants apply, but may also need to submit an additional application form to your school or discipline. When searching for these on Sydney Courses (Find a course) these degrees will look like the Bachelor of Arts (Honours).

If you enrolled in a combined Bachelor of Advanced Studies program prior to Semester 2, 2024, and plan to apply for honours, we will advise you during your candidature of your appended honours degree options.

Embedded honours

Some bachelor’s degrees have an honours program embedded within them. You will complete your honours study during your current undergraduate degree by completing specific units. Honours will not increase the overall time taken to complete your studies.

Joint honours

Joint honours is when you complete one honours thesis in two subject areas closely related to each other. A special program of study is designed that allows you to complete the course concurrently in one year.

To apply for joint honours, you need to meet the eligibility requirements for both honours.

Contact the honours coordinator in your faculty or school to discuss your options.

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College of Social & Applied Human Sciences

Honours Thesis Guide

In completing an Honours degree a student may want to complete the Honours thesis sequence (POLS*4970/4980) which takes place over two consecutive semesters.

In order to fully benefit from the thesis process you need to:

• be self-motivated
• choose a topic of high interest
• establish a good working relationship by meeting regularly with your supervisor
• plan the project carefully

Students who have at least a solid “B” average or above (75%+) likely have demonstrated abilities to undertake the Honours thesis project, which will be a longer and more sophisticated research and writing project than students have experienced previously.

While it is the most sophisticated piece of writing required by the program and involves in-depth research, it does not necessarily require field work. However, some limited form of primary research such as interviews or research of primary documents may be undertaken depending on the topic.

When research involves interaction with human subjects the supervisor must get formal approval on ethics which is a lengthy process and would have to be undertaken in the first semester.

Student Considerations

Students who have a research question that fits at least somewhat with the research interests of a faculty member and who are interested in gaining practical knowledge of research and writing methods, learning how to organize and edit a major paper, and working with a professor on a project should consider the Honours thesis process.

Students interested in pursuing a graduate or professional degree (such as law) and who have realistic odds of being admitted to such programs may want to consider writing an Honours thesis, though it is not necessary to gain admittance to graduate or professional programs.

Faculty Considerations

Professors consider whether the student has a research interest that is at least somewhat related to their own teaching and research interests. They look for a student who has at least a “B” average or above (75%+). If not, they look to see if the student has shown improvement over time in terms of grades and/or can reasonably explain their lower grade averages.

They also take into consideration whether the student would be a good student to work with (does the student appear organized, committed and enthusiastic?). In order to give appropriate attention to each Honours thesis student, faculty members can only supervise a limited number of thesis students so this will also be taken into consideration.

The Administrative Process

Students should consult the faculty webpage and determine which professors have research and teaching interests in the general area that interests them and approach them about the possibility of supervision. Students will need to obtain the supervisor’s signature for instructor’s consent on a Course Waiver Request Form available at the BA Counselling Office in order to register.

Within the first week of class in which the student is enrolled in both POLS*4970 and POLS*4980, the student and his or her supervisor must complete the Honours Political Science Research Agreement form, a copy of which must be submitted to the co-ordinator of the undergraduate committee in the Department of Political Science.

The Research Agreement form and additional information about the honours thesis can be found in the Department of Political Science Honours Research Paper Regulations booklet which is available at the main office from the undergraduate secretary.

A typical assignment is a literature review. Before you begin a project you will want to know what has already been written about your research question in order to build upon that knowledge. A literature review accomplishes this.

In a literature review you analyze and synthesize the literature by looking at: the key themes in the literature, how the question has been studied and analyzed, what conclusions have been reached and why, where the disagreements are in the literature and what questions or issues require further exploration.

Talk with your supervisor and make sure you are clear on content, length, due date and how your grade will be assigned for POLS*4970.

In the second semester the student will complete a thesis – which is a paper approximately 50-pages long double-spaced. While it is the most sophisticated piece of writing required by the program and involves in-depth research, it does not necessarily require field work.

Some limited form of primary research such as interviews or research of primary documents may be undertaken depending on the topic. Students and supervisors must agree on a clear final deadline since the defense needs to be arranged, the thesis needs to be read and grades need to be handed in during the exam period.

The grade for POLS*4980 is determined after an oral defense of your thesis before your supervisor and a second-reader agreed upon by the student and supervisor. At the end of the examination (about 45 minutes) the supervisor and the second reader will decide on the mark.

Although there is no set formula, the bulk of your POLS*4980 will be determined by your written work, with the oral defense playing a more supplementary role.

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• Honors Thesis Examples

EBIO student's Honors Thesis submissions from past years are archived here with abstracts from the student's respective papers. Peruse several of the submissions to get a sense of the area's of study our students delve into for their Honors Thesis projects.

Landscape Patterns of Litter Decomposition in Alpine Tundra - H. A. O'Lear and T. R. Seastedt - 1994

Effects of Mobile Tree Islands on Soil Carbon Storage in Tundra Ecosystems - Sheridan J. Pauker and T. R. Seastedt - 1996

Effects of Sequestered Iridoid Glycosides on Prey Choice of the Prairie Wolf Spider,  Lycosa carolinensis  - Demetri Hilario Theodoratus and M. Deane Bowers - 1998

Effects of Soil Nitrogen Reduction on Nonnative Plants in Restored Grasslands - K.J. Reever Morghan & T. R. Seastedt - 1999

Phylogeny of hammerhead sharks (Family Sphyrnidae) inferred from mitochondrial and nuclear genes -  Douglas D. Lim, Philip Motta, Kyle Mara, Andrew P. Martin - 2010

Beyond immunity: quantifying the efects of host anti-parasite behavior on parasite transmission -  Elizabeth W. Daly & Pieter T. J. Johnson - 2011

Land Use and Wetland Spatial Position Jointly Determine Amphibian Parasite Communities - Richard B. Hartson,  Sarah A. Orlofske,  Vanessa E. Melin,  Robert T. Dillon Jr., and Pieter T. J. Johnson - 2011

Effects of fuels reductions on plant communities and soils in a Piñon-juniper woodland - M.R. Ross, S.C. Castle, N.N. Barger - 2012

Investigating the dispersal routes used by an invasive amphibian, Lithobates catesbeianus , in human-dominated landscapes - Anna C. Peterson & Katherine L. D. Richgels & Pieter T. J. Johnson & Valerie J. McKenzie - 2012

Incorporation of an Introduced Weed into the Diet of a Native Butterfly: Consequences for Preference, Performance and Chemical Defense - Angela Knerl & M. Deane Bowers 

Quantifying the biomass of parasites to understand their role in aquatic communities - Jason Lambden & Pieter T. J. Johnson - 2013

Conceptual Revision and Synthesis of Proximate Factors Associated with Age-Related Improvement in Reproduction - Rachel J Bradley & Rebecca J. Safran - 2014

Patterns and ecological predictors of age-related performance in female North American barn swallows,  Hirundo rustica erythrogaster    -  R. J. Bradley & J. K. Hubbard & B. R. Jenkins & R. J. Safran - 2014

Assessing The Harmful Impacts Of Increased Commercial Shipping On Arctic Marine Mammals: A Systematic Literature Review - Hayley Wuestenberg - 2021

June 27, 2021

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Harmful Algal Blooms As A Possible Cause Of Late Cretaceous Vertebrate Mortality Events In Northwestern Madagascar - Christopher Mulligan - 2021

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Population Structure Of The Endangered Mud Shrimp Upogebia Pugettensis - Madeleine Horan - 2021

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Exploring The Biogeographic Relationship Between Variation In Parasites And Pathogens And Host Plant Dispersal Traits - Patrick Heffernan - 2021

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Flowering Time And Related Genes In Cannabis - Zachary Girard - 2021

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May Physical Activity Ameliorate Symptoms And Comorbidities Associated With Human Immunodeficiency Virus (Hiv) Infection? - Elizabeth Enichen - 2021

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Nest Insulative Capacity Varies Between Chickadee Species But Not Along An Elevation Gradient - Shay Ding - 2021

Read more about Nest Insulative Capacity Varies Between Chickadee Species But Not Along An Elevation Gradient - Shay Ding - 2021

The Impact Of Early Snowmelt, Warming, And Microtopography On In Situ Geum Rossii Germination Rates In The Alpine - Nyika Campbell - 2021

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Entomology Education Since 2000: Methods, Outcomes, Challenges, and Suggestions for Practice - Elizabeth Woolner - 2020

Dec. 3, 2020

Read more about Entomology Education Since 2000: Methods, Outcomes, Challenges, and Suggestions for Practice - Elizabeth Woolner - 2020

Loss of Microbial Biodiversity: Implications for Human Health and Food Security - Shannon Ross - 2020

Dec. 2, 2020

Read more about Loss of Microbial Biodiversity: Implications for Human Health and Food Security - Shannon Ross - 2020

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Honours Thesis in Psychology

Honours Thesis –  PSY 4276

Eligibility criteria

Honours b.a. with specialization in psychology.

• Completion of the courses PSY 2106/2506, PSY 2116/2516 and PSY 2174/2574
• Completion of the course PSY 3307/3707 (Note: this course may be taken concurrently with the Thesis). (It is recommended to register to  PSY 4130  in 4 th year)
• Have completed a minimum of 81 credits after the Winter 2024 trimester.
• Have a Cumulative Grade Point Average (CGPA) of at least 8.0 after the Winter 2024 trimester.

* The Thesis may be replaced by 6 optional PSY course units at the 4000 level.

PLEASE NOTE:  No exception will be granted

Honours B.Sc. with Specialization in Psychology

• Completion of the courses PSY 2106/2506, PSY 2116/2516, PSY 2174/2574
• Completion of the course PSY 3307/3707 (Note: this course may be taken concurrently with the Thesis).
• Completion of all 1 st and 2 nd -year science courses.
• The Thesis may be replaced by 6 optional PSY course units at the 4000 level.

Registration procedure

Registration is not accessible through your student center. Please submit a  Modification/Cancellation of Enrolment  form through the online form portal.  You have from May 30 th  to June 30 th  2024 to submit your enrolment form for registration to the 2024-2025 academic year. 

Finding an Honours Thesis supervisor

You will find below the list of full-time professors who are available to supervise 4 th -year undergraduate honours thesis students. This list also includes cross-appointed faculty members, emeritus professors, and clinical professors who have been approved.  To be able to monitor and ensure training of high quality, only professors appearing on this list will be authorised to supervise the honours thesis.  The maximum number of Honours theses that a professor can supervise in 2024-2025 appears in italics. Once the maximum number of students that we can supervise in 2024-2025 is achieved, that is 90, students will not be able to register anymore.  

Please note, that the students who are officially registered will have until August 14 th to find a supervisor and to communicate the name of their supervisor to the Honours thesis Coordinator, Charles Collin ( [email protected] ). The students should include their supervisor in their message so that they can confirm that have agreed to supervise their Honours thesis.

Students who are not successful in finding an Honours Thesis supervisor by August 14 th will have to withdraw from the Thesis.

Finding an Honours Thesis supervisor should be done only when all eligibility criteria are fulfilled. 

• Consult the list of Honours Thesis supervisors for 2024-2025.
• Approach the professor(s) who have an area of research that interests you, by communicating with them via e-mail, to ask for an appointment. During that meeting, you will have to establish the modalities and the research to begin. This approach is normally done starting in June.

2024-2025 Information Session

• Powerpoint Presentation (English)
• Powerpoint Presentation (French)
• Information Session Recording (English)
• Information Session Recording (French)

Additional Information – Brightspace

When you are registered to the course, you will have access to Brightspace developed for the Honours Thesis in Psychology.

Award for the best Honours thesis in French - 2022-2023

L'effet d'une stimulation du système endocannabinoide de l'hypothalamus latéral de rats pubères sur le comportement alimentaire.  Vincent Francoeur Supervisors: Dr. Hélène Plamondon and Emmanuelle Person

Award for the Best Honours thesis in English - 2022-2023

Who Feels Happier Right Now?: The Impact of Temporal Distance on Children's Judgements of Emotional Intensity.  Mohamed Ebeid Supervisors: Dr. Cristina Atance and Bronwyn O'Brien

Honours Thesis Coordinators

Charles Collin , PhD School of Psychology University of Ottawa VNR 3090, 136 Jean-Jacques Lussier Ottawa, Ontario K1N 6N5 Canada Tel: 613-562-5800 (4296) [email protected]  

Hélène Plamondon , PhD School of Psychology University of Ottawa VNR 2082, 136 Jean-Jacques Lussier Ottawa, Ontario K1N 6N5 Canada Tel: 613-562-5800 (4098) [email protected]

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Conclusions in Honours Theses

So, you’ve done most of the hard work, and now it's time to write the conclusion. You will probably have a few questions, along the lines of:

• What should (and should not) be in the conclusion?
• How long should it be?

What am I trying to say in my conclusion?

What should be in the conclusion.

• Conclusions: concise statements about your main findings, related to your aims/objectives/hypothesis.
• Contributions to your field of research , stating/restating the significance of what you have discovered. Can include limitations.
• Future research: where to go from here (can include where NOT to go, if your research demonstrated that a particular approach or avenue was not useful).

What should NOT be in the conclusion?

• Discussion. This should be in the Discussion section. If your thesis combines the two, use sub-headings to distinguish between them.
• Any points that have not been mentioned in the Discussion section: your conclusions should be based only on points already raised.
• References: it is quite unusual to include references in this section, as it is mainly a review of what has already been said.
• Unnecessary information: your conclusion should be concise.

How long should my conclusion be?

The length of your conclusion will depend on a number of variables, including the School in which you are studying and the number of elements you are expected to include.

Some Schools ask for Conclusions to be combined with Discussion, while others will expect you to combine Conclusions with Future Directions. Check with your supervisor and with highly regarded past theses.

For a brief overview of the length and type of information in an Honours thesis Conclusion see examples of conclusions .

What you are trying to say is:

• What did I learn?
• What am I proudest of?
• What was the hardest part?
• How did I solve the difficulty?

Or, in other words:

• To what extent you achieved your aims/objectives OR not: if not, why not?
• How important and significant your results are, as well as any limitations of your research (e.g. small sample size; other variables)
• Where the research should go from here: what are some interesting further areas to be explored based on what you have discovered or proven?

 Exercise: What goes where in a conclusion?

Engineering & science.

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Undergraduate

Honours thesis.

Your opportunity to engage in research under the supervision of an expert in the field.

Complete a substantive research project over the course of an academic year under the supervision of a faculty member. Students can conduct a project in biological, natural, or social science research focused on health sciences.

Students will learn the theoretical, technical, analytical, and communication skills needed to address knowledge gaps in their areas of expertise by designing and conducting original research of suitable quality to present at conferences and for publication in peer-reviewed scientific journals.

Admission of students to the Honours Thesis will be on a competitive basis. A limited number of students will be accepted each year based on compatibility with research interests of potential supervisors and supervisor availability. Further details and application are typically sent out directly to students in March including information on deadlines.

This program will follow a mentorship model. Admission requires a faculty member’s agreement to act as a research supervisor.

Students must meet the following requirements to apply:

• Fourth-year standing;
• Minimum weighted average of 80% from all Human Kinetics courses;
• Minimum weighted average of 80% over the last 60 credits;
• Acceptance by a supervisor approved by the Director;
• Completion of HES 340 (Methods of Data Analysis) and HES 240 (Health Research Methods) with a minimum grade of 80% in each.
• All general program requirements for the BHK degree;
• Satisfy all course requirements for chosen area of concentration;
• HES 492: Honours Thesis (6 credits)

Philip Ainslie, Brian Dalton, Greg duManoir, Neil Eves, Tanya Forneris, Glen Foster, Heather Gainforth, Jennifer Jakobi, Mary Jung, Jonathan Little, Meaghan MacNutt, Kathleen Martin Ginis, Ali McManus, Chris McNeil, John Sasso, Sally Stewart, Paul van Donkelaar

Learn more here

• Students should contact an appropriate HMKN faculty member to discuss a potential project, faculty expectations, completion date, and evaluation. It is highly suggested that this be done at least 3-4 months prior to the expected enrollment. Enrollment occurs in June of each year.
• Complete the Honour’s application form (see Student forms) should then be signed by the supervising faculty member and the student.
• Once the Contract has been signed, the student will be registered by emailing the signed contract (both supervisor and student) to the School Assistant ( [email protected] ).

Student Contact

HES Undergraduate Office Email: [email protected] Office:  ARTS 360

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Published on 02 May 2024

What is an honours degree?

Have you ever heard someone talking about an honours degree and didn’t know what they meant? We’ve compiled this helpful guide with everything you need to know about studying honours at university.

An honours degree includes an extra year of study at the end of your undergraduate program that sees you completing a thesis or dissertation on a chosen topic. Usually, students pick a question they’re excited to explore and conduct research over the year.

• Honours is an extra year of study added to the end of your undergraduate degree.
• For your honours year, you must pose a research question and find a research supervisor.
• Studying an honours degree is an excellent pathway to postgraduate study and a career in academia or to demonstrate your independence to employers.

What is a university honours degree?

The first thing to understand is that an honours program is available across disciplines and degrees. Chances are, there is an honours program you can enter if you’re planning to study or currently studying for an undergraduate degree at ANU.

A university honours degree expects more independence and self-direction than a typical undergraduate degree. Towards the end of your undergraduate degree, you need to have a concept you want to explore through a lengthy research project during an honours year, then refine all that research into a thesis or dissertation by year’s end.

An honours program is often appended to your undergraduate program as an extra year of study.

Honours is typically added to an undergraduate program as an extra year of study.

What does studying an honours degree involve?

The first thing you need is a question relating to your discipline. You should want to explore this since answering the question will be the main thrust of your honours year.

After you’ve figured out your proposal, you should take it to academics working in the relevant discipline and find a research supervisor, like you would if you were to study for a postgraduate research degree. You’ll work closely with your supervisor throughout your honour’s year, so it’s best to find someone who’s just as interested in your project and has the expertise to guide you.

Then, under your supervisor’s guidance, you’ll work to investigate your question and create a dissertation or thesis answering it.

You’ll work closely with a research supervisor during your honours degree program.

Why study a university honours degree?

But you might wonder why you’d want to study an extra honours year. First, it’s a great pathway to further academic study: if you’re considering undertaking a master’s and a PhD, then honours will be fantastic preparation.

But even if you don’t plan to pursue further study after your degree, completing an honours degree shows employers that you’ve attained high academic standards and the skills to manage yourself and complete an ambitious project independently. Writing (Honours) in brackets next to your degree name on your resume will also impress!

The other reason is that it’s fun and an opportunity to dig deeper to explore something you’re interested in. Getting to research and write about something for a whole year is a rare opportunity, and you might be surprised by how much you enjoy it.

Completing an honours year shows employers that you’ve attained high academic standards and the skills to complete an ambitious project independently.

How to apply to do honours

To apply for an undergraduate honours degree program, look at the programs and courses section of the ANU website to find the discipline for you. Check out the admission requirements: you may need to demonstrate a good GPA or that you met other academic requirements during your bachelor’s degree to go on to study for an honours year.

Then, find a research supervisor. This should be easy if you do honours after completing an undergraduate degree at ANU – you’ll have met academics from across the department over the years and know if any of them would be a good pick. If you’re coming to ANU for an honours year after completing an undergraduate degree elsewhere, discuss your proposal with the academic college that teaches your program and see if they can recommend any good supervisors.

Once you’ve found a supervisor, you can apply for the honours program. You’ll need to upload copies of your academic transcript, graduation certificate and proof of English language competency. Suppose you’re currently studying for your undergraduate degree. In that case, you can upload your most recent academic transcript to your application, but we may require you to upload the final version before making you an offer. Learn more about applying for an undergraduate honours degree program at ANU on our website.

Many ANU degrees have a designated honours year available, so you could plan and apply for one of these degrees and then for the honours year when you’ve completed it.

Finding a supervisor for your honours year is fairly straightforward, whether you’ve studied for your undergraduate degree at ANU or another university.

If you’re ready to learn more about studying for an undergraduate or undergraduate honours degree program, head to the ANU Study site .

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Political Science Undergraduate Honours Research Projects 2024

May 8, 2024

On April 17, our graduating honours students successfully presented their undergraduate theses.

Over the course of the two-year program, these students researched a range of political topics based on their personal interests, from the role of instrumental music in diplomacy to the Small Island Developing States (SIDS) advocacy for the Paris Agreement.

Through their projects, these students gained expertise in their topic, experience with carrying out social science research, and contributed new research to the scholarly community.

2024 Honours Thesis Abstracts

Orientalism for a Superpower? Theorizing a New Orientalism for 21st Century China by Qiu Guan

Despite China’s recent ascendancy to a world superpower and its rapid economic and technological development, several writers have referred to discourse on China as ‘Orientalist’. There seems to be a fundamental mismatch between Edward Said’s 1978 articulation of Orientalism as seeing the Orient as backwards, static, and inferior with the modern conditions of China.

This paper attempts to provide a provisional understanding of what this ‘New Orientalism’ is. Drawing on the work of Edward Said and Michel Foucault, it traces new Orientalist discourse on China to its pre-19th century origins, noting the ways discourse has both changed and remained the same. By exploring changes in discourse that arise out of China’s increasing claims to economic and technological power, an idea of discourse on China moving towards objectivity is challenged.

Rather, discourse seems to be mediated in the West’s own self-construction by making China its lagging opposite and reinforcing Western claims to a ‘normal’, universal development. To cope with China’s changing material circumstances, New Orientalist rhetoric has shifted to a concentration on China’s moral lagging to characterize its inferiority to the West.

This thesis aims to fill a knowledge gap in the diaspora studies scholarship by evaluating the impact of the diaspora strategies of the full member states of the Caribbean Community (CARICOM) on the Caribbean Canadian diaspora. It employs a mixed-methods approach that includes a survey of ten Caribbean diasporans from across Canada and eight semi-structured interviews with this same group of diasporans.

Through these methods, the study provides insights into 1) diasporans levels of economic, political and cultural engagement with their home countries; 2) the ways in which Caribbean Canadians engage with their countries of origin; 3) the barriers to engagement faced by diasporans and 4) the ways in which the diaspora strategies of CARICOM governments could be improved.

The findings from this study point to a strong desire from the diaspora to remain more engaged with the region, despite the barriers they face in doing so (such as a lack of awareness of existing diaspora strategies and political and economic stability of home countries). The thesis also makes recommendations on how Caribbean diaspora engagement strategies could be improved.

Transcending Political Dissonances: Music as an Instrument of Diplomacy by Uno Kakegawa

While the intersection of music and politics has garnered some attention in scholarly discourse, the role of instrumental music as a soft power tool in diplomacy remains underexamined. This thesis bridges this gap by exploring the transformative capacity of instrumental music in influencing socio-political norms and international relations in both state sponsored and non-state sponsored contexts.

Using a critical aesthetic approach that synthesizes Adorno’s understanding of music and Said’s concept of “the Other”, my research examines the powerful potential of music as a diplomatic tool. To further my analysis, I adopt a mixed-methods approach to apply my theoretical framework to two case studies: the state-sponsored American Jazz Ambassadors and the non-state-sponsored West-Eastern Divan Orchestra. These examples demonstrate how music can operate as an agent of cultural exchange and foster understanding among politically divided groups, ultimately shaping socio-political norms and influencing power dynamics.

By transcending cultural and linguistic boundaries, instrumental music emerges as a unique artistic medium that facilitates cross-cultural exchange and transforms the diplomatic landscape. My analysis and findings demonstrate the multifaceted nature of musical diplomacy and contribute to an in-depth understanding of international relations and soft power discourse. Consequently, my research advances the existing literature by integrating critical aesthetic theory into contemporary diplomatic practices and analyzing how instrumental music can be utilized as a diplomatic tool for societal transformation and cross-cultural dialogue.

Transforming Perceptions: The Role of Perspective-Taking in the Canadian Policy Context by Eylul Kara

This study investigates the role of empathy and perspective-taking in shaping policy support toward oil and gas pipelines in Canada, with an applicable focus on the Trans Mountain Pipeline (TMX) project. Conducted through an online survey experiment with 442 participants, the study examines the influence of a perspective-taking exercise on policy support and political behaviour.

By prompting participants to imagine themselves in the situation of those directly impacted by Canadian pipeline policies, this research aims to assess the potential of empathy, induced through perspective-taking, to foster a more inclusive approach to policy evaluation. The results indicate that perspective-taking significantly decreased the likelihood of support for pipeline policies. However, it did not have a significant effect on participants' willingness to engage in actions like signing a petition against the TMX expansion to the Canadian government.

The study further revealed that participants who underwent the perspective taking exercise reported higher levels of emotional intensity (concern, sympathy, anger, activism), which in turn, significantly correlated with a decrease in policy support. In this context, emotional response is understood as an important mechanism between perspective taking and changes in policy support, suggesting a need for further research on their impact on policy attitudes and behaviors.

Why (New) Institutions Resist Gendered Change: A Feminist Institutionalist Study on Resistance to Gender Equality in South Korea by Christy Lim

Building upon contemporary trends in feminist institutionalist (FI) thinking that address how institutions serve as sites of resistance to gender-positive movements, my paper examines how informal institutions (unwritten norms, practices, and beliefs) can obstruct formal efforts to improve gender inequality, often in subtle and less overt ways. I am particularly interested in the case of South Korea, where divisive and symbolic discourses on gender issues are prevalent in political campaigns, legislative debates, and even formal policy language. They harbor ambiguous and contested notions of gender equality, particularly concerning what it means specifically in the national context, who its intended beneficiaries are, and who is included/excluded from protection.

Notably, I apply Fiona Mackay's (2014) concept of “nested newness” to the Ministry of Gender Equality and Family, to analyze how political rhetoric shapes the ministry's functions and legitimacy according to different political agendas. Moreover, I find that ideological-discursive tensions surrounding the terms “gender” and “sex” equality in Korea illustrate how intersecting inequalities are perpetuated and reproduced by resistance actors’ conflicting interests. Furthermore, through a case study of national gender quotas that developed against the backdrop of soft international mandates, I contend that the term, “women's representation” frequently used in formal policy language, remains inadequately defined and growingly susceptible to resistance driven by a new norm that prioritizes meritocracy.

Dasein Beyond Humanity: A Heideggerian Justice for Non-Human Animals by Micah Matsuno

This thesis critically reevaluates Martin Heidegger's concept of Dasein, expanding its scope to include non-human animals (NHAs), thereby challenging the deep-seated anthropocentrism prevalent in contemporary philosophical and political theories. Traditional frameworks typically confine justice and moral consideration to humans, characterized by their capacity for rational thought and public reasoning, thereby excluding NHAs from discussions of rights and justice.

Drawing on Heidegger’s existential analytics, this work argues that NHAs, much like humans, experience Being-in-the-world and Being-towards-death, which are central to Heidegger’s definition of Dasein. This recognition pushes the boundaries of conventional justice systems that overlook the complex lives and intrinsic value of NHAs. By proposing a model of interspecies justice that acknowledges NHAs as active participants in their existential projects, this thesis advocates for a radical restructuring of ethical frameworks to accommodate the authentic modes of being of all sentient creatures. It suggests a shift from viewing NHAs as passive subjects within human-centric practices to recognizing their distinct existences and modes of being, thus calling for justice practices that genuinely respect and uphold the authenticity of all forms of life.

The Alienated Albertan: Regional Populism and Subject Formation in Alberta, Canada by Anya McKercher

In this thesis, I ask: How should we understand the recent resurgence of regional populism in Alberta? Within this issue, I am interested in the intersecting cases of the election of Danielle Smith, the Alberta Sovereignty Act, Take Back Alberta (TBA), as well as the broader trend of an increase in anti-establishment populism, in which being “Albertan” is considered an important political identity, with connotations of being pro-oil and gas, pro-free market, anti-environmentalist, anti-intellectual, and anti-Ottawa.

To understand this phenomenon, I begin by briefly defining Alberta’s regional populism and establishing it as a phenomenon that has had an impact on Albertan politics, with a marked resurgence in recent years. From the literature, I identify a dominant explanation that highlights Western alienation and reliance on fossil fuels as significant forces driving this surge. While I find the insights from this work to be helpful – or even crucial –– in making sense of why Alberta’s populism has taken on some of its idiosyncrasies, I find that this explanation leaves much unanswered. Specifically, I find a gap in the literature regarding the ideational and discursive role which power has played in the emergence of this movement. As such, I further existing analysis by highlighting the influence of dominant paradigms on understanding of what it means to be Albertan. Specifically, I understand these paradigms to be sites of power –– both upheld by and upholding existing hierarchies and modes of governance.

In other words, building off existing literature, I argue that we must go beyond highlighting the idiosyncrasies of the province in isolation. Instead, I assert that Alberta's regional populism is best understood in the context of neoliberalism and petro-hegemony, as political rationales that are on the one hand dominant in the province, but on the other hand, increasingly face challenges and instability. As such, in developing my analysis I draw on a variety of critical theorists, putting them in conversation with authors who have examined political and spatial imaginaries in Alberta. I then go on to analyze the recent developments in Alberta politics related to regional populism, to both support my theory and provide further analysis. Ultimately, I conclude that the province's regional populism can be more thoroughly understood with an eye towards hegemony and its impact of subject formation, and that this lens offers valuable insights in how we can effectively engage in counter-hegemony.

Charting Climate Discourses: The Power of Ideas and the Role of SIDS in Crafting the 1.5°C Norm in International Climate Negotiations by Logane Rolland

The 2015 Paris Agreement marked a significant milestone in global climate negotiations, establishing a commitment to limit global warming to below 1.5°C above pre-industrial levels. This research focuses on Small Island Developing States’ (SIDS) advocacy for the 1.5°C target within the United Nations Framework Convention on Climate Change (UNFCCC) leading up to the agreement. Despite traditional international relations literature often overlooking small states’ power, emerging constructivist scholarship underscores SIDS’ critical impact in climate negotiations through normative power. Accordingly, this study investigates how SIDS strategically contributed to the construction and diffusion of the 1.5°C goal as a norm, reframing climate discourse within the UNFCCC.

Drawing on norm diffusion literature and frame theory, I argue that they played a significant role in advocating for the 1.5°C goal as an international norm. This claim is supported by a qualitative examination of SIDS' contribution to the UNFCCC from 2007 until 2015, using content analysis on daily Conference of Parties newsletters, along with SIDS’ submissions to climate change conferences. I find that, by leveraging their moral leadership, climate vulnerabilities, and invoking scientific evidence, SIDS effectively influenced negotiations leading up to the 1.5°C target adoption in 2015. These findings are complemented by a discourse analysis of the framings used by SIDS in their coalitions’s statements. By shedding light on SIDS' contribution to constructing and disseminating the 1.5°C norm, this study demonstrates their transformative impact in shaping the current normative dialogue and foundation around the 1.5°C norm in climate governance.

Expanding Into Climate Governance: An analysis of the IMF’s climate-related surveillance and secretariat composition by Eduardo Rosales

Despite the IMF setting benchmarks to increase staffing diversity, recent IMF staffing compositions still need to be more researched. This thesis investigates the International Monetary Fund’s (IMF) expanded role in climate change, focusing on how the nationality compositions of secretariat staff interact with climate-related economic assessments. This explores the internal dynamics of international organizations, adding to the theoretical and empirical research exploring theory and observations of staff member nationality’s influence in agenda orientations and organization authority enhancements. The findings reveal a modest increase in staff shares from climate-vulnerable states, occurring in tandem with climate integration. This study contributes to the literature on international organizations by identifying that the emergence of climate integration at the IMF was likely not influenced by changes in secretariat staffing compositions, and sets a foundation for future analysis of IMF authority enhancing processes.

A Typical Canadian Constitutional Story: The Mechanization of the Notwithstanding Clause as a Tool for Decentralization by Siavash Salamatian

The individual rights override provision (the notwithstanding clause) included in the 1982, Canadian Charter of Rights and Freedoms had traditionally been viewed as a mechanism that outside of Quebec was too politically costly to use. This understanding of the clause has rapidly shifted in recent years with provincial leaders having musings about a more frequent use of the clause. This paper employs a mixed-methods approach in its study.

I first measured public opinion since 1988 on who Canadians believe should adjudicate Charter disputes. I then employ an original theoretical table to compare the discourse of the drafters of the 1982 Constitution with the current provincial leaders who have used the clause to track changes on how permissive elites believe a use of the notwithstanding clause should be and for what uses it can be invoked. Finally, to empirically test whether a ‘federalism’ use of the clause is actually reflected in public opinion, I identified several invocations of the clause and tested provincial sentiments towards those particular issues in comparison to the national values.

Ultimately, I find that there is increasing trust in the provinces over the federal government; elite discourse suggests that there is now a more permissive understanding of using the clause for federalism purposes; and when the clause is invoked there is a difference in preferences between that province and the rest of Canada. However, the findings of the last theory may not be entirely due to provincial differences. The key contribution of this research is to look at the notwithstanding clause as a mechanism that is being used to express provincial differences in the federation, rather than solely a political choice to avoid accountability.

The News about the News: Exploring the Impact of Meta’s Social Media News Ban on the Quality and Quantity of Online News in Canada by Henry Waatainen

Little has been written about the effects that social media news bans (SMNBs) have on journalism and, as a potential consequence, democracy. This paper provides an initial assessment of whether SMNBs—in particular, those that are isolated to specific countries and social media platforms—incentivize online news organizations to shift their publication patterns in ways that could be detrimental to citizen participation in democracy.

More specifically, an original dataset of Canadian newspaper headlines from before and after Meta’s 2023 SMNB is analyzed for correlations between the existence of an SMNB and the amount of sensationalized and foreign news published. The results indicate no observable effect on either outcome. Therefore, this study does not find that SMNBs pose significant consequences for the quality and quantity of domestic journalism in the sample examined. However, further research is necessary in order to determine what broader impact such bans may have on individuals’ capacity to make informed democratic decisions.

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'Best of the best': Grad students bring big ideas to 3-minute thesis challenge

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Lakehead University's Orillia campus hosted the Three Minute Thesis (3MT) final for Ontario graduate students yesterday.

The competition brought more than 20 university students from across the province to the University Avenue campus May 8. Each student had just three minutes to present their research project to peers and adjudicators. It was the first time Lakehead's Orillia campus hosted the event.

Linda Rodenburg, the interim principal of the Orillia campus, says graduate students bring important components to university campuses.

"They're a really important part of our culture of innovation," she said. "I think this showcase just shows that Lakehead graduate students and the Lakehead graduate student community are also an important and central community within the larger grad student population in Ontario."

Dr. Chander Shahi, the dean of the faculty of graduate studies, says the 3MT competition originally began in Australia.

"It has spread to all over the world," he said. "After this provincial competition, we'll have the national competition where we'll pick up the winner who will go on to represent us in the international competition."

Shahi says he's enjoyed spending the day with university students and staff from across the province.

"We're very proud to host it because we want to give a boost to graduate education in local university," he said.

There are about 1,800 graduate students at Lakehead University between the Thunder Bay and Orillia campuses.

"Orillia has been a main attraction for graduate students," Shahi said. 

Rodenburg says visiting students enjoyed the "warm" environment in Orillia.

"They love the community," she said. "There's something really special about Lakehead in Orillia and we are feeling that as part of this competition."

Lakehead students were excited to share their ideas with a diverse audience, Rodenburg said.

"The key to this competition is that they are presenting their research in a way that is accessible to all people," she said. "That is a really important thing for graduate students to learn to do."

Students have been preparing to present their ideas at Lakehead for the past six months.

"The solutions to the big, real-world problems we have today often come from the work of graduate students," Rodenburg said.

"This is very important for the professional development of regular students and the entire research culture of the province," Shahi added.

Madeline Fabiano is a Master of Science and Kinesiology student at Lakehead University. She presented her SHINE Program thesis, which fosters physical activity among female undergraduate students.

"As a female myself and an undergraduate student as of last year, I would go to the gym and, suddenly after COVID(-19), notice that there weren't as many females there anymore," she said. "So, I created my honours thesis based on this to try to identify what were the barriers and facilitators to physical-activity engagement for females within the gym."

Fabiano identified that a lot of female students didn't feel comfortable returning to the gym and because of the pandemic, they lacked the knowledge to engage in physical activity. Presenting her ideas in 180 seconds was challenging, she said.

"It's challenging to try to make sure you have all your wording in there and all the important parts," she said. "I really had to make sure that it's in lay terms so that everybody can understand because not everyone knows about female undergraduate students’ physical activity levels."

Fabiano, who started preparing her presentation in December, has been going over her speech multiple times a day since February. She says finally presenting her ideas was nerve-wracking.

"I was among the best of the best in Ontario," she said. "It was a super fun experience. I like public speaking and sharing my research and hearing about others was really cool."

Being a part of 3MT today gave Fabiano a new sense of confidence.

"It really gave me the ability to share my research and to inform others about what's going on," she said. "It helped me improve my public speaking and my presentation skills."

Fabiano finished in third place. The winner was Julia Tropk of Queen's University for her presentation, "Bacteria: Friend or foe?" Jordan Carrillo Zurita of Toronto Metropolitan University finished second for his presentation, "Building better processed foods, block by block."

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CBC Outstanding Thesis Awards for 2024

CBC congratulates Shinhye Chloe Park, Rei Ellsworth, and Clare Hotze as this years CBC Outstanding Thesis Award recipients!

Shinhye Chloe Park – First Place Read more about Chloe at this page .

Rei Ellsworth – Second Place "I've been very fortunate to grow up in the Tucson community and have an incredible experience with the University of Arizona. I've gotten to meet some really amazing people during my time in college and am grateful for all of the support of my friends and family. I came into undergrad thinking I would be going into healthcare, but during my time on and off campus have realized that I was much more interested in a research setting.

I'm excited to continue working with my lab after graduation and I'm open to any opportunities that will come my way in the future!"

Clare Hotze -Third Place "I have worked in the Tomasiak Lab for the past four years. My research mainly concerns membrane transport protein structure and function. For my senior thesis, I worked alongside a graduate student to investigate the molecular basis of substrate transport by a membrane protein in yeast that helps to  confer resistance to toxic heavy metals to the yeast cell.

Throughout this project and my time in the CBC Department, I learned a lot about biochemistry applications and techniques. I am so grateful for my time in the Tomasiak Lab and the people that mentored me along the way. After graduation, I am attending the University of Kansas Medical School, where I hope to combine my love of research with patient care."

2024 Honors Convocation Honorees

Carroll College's Honors Convocation celebrates the induction of students into academic honor societies and recognizes additional academic accomplishments of Carroll students.

FORENSICS AWARDS

The Talking Saints shared the Northwest Conference Championship, the 34th consecutive year the team has won or shared the regional title. 

Monsignor R. Vincent Kavanagh Memorial Debate Award Catherine Dudley June LePage Spencer McDonald Charlie Said

Thomas A. Clinch Memorial Forensics Award "Most Inspirational": Anna Brown

Dean McSloy Symbols Cup Mary Knight

Michael Ingram Short Prep Award Honoring Excellence in Extemporaneous and Impromptu Speaking Anna Brown Katy Keim

Oscar A. Provost Memorial Oratory Award Anna Brown

Harry A. Smith Award for Excellence in Interpretation Emily Mowat Olivia Smith

SIGMA THETA TAU

International Honor Society in Nursing The Zeta Upsilon At-Large Chapter of Sigma Theta Tau (Sigma) was formed through the joint efforts of the nursing faculty at Carroll College and Montana State University School of Nursing to encourage and recognize superior scholarship and/or leadership achievement in nursing at either the undergraduate or graduate level in the State of Montana. Sigma is an international community of nurses, dedicated to the advancement of knowledge, teaching, learning, and service through the cultivation of communities of practice, education, and research.

Maile Allzer Addie Butler Taylor Costales Mikayla Hert Elias Hill Tessa Hoover Alexzandria Hutchinson Sonia Karbowicz Sophia Kohler Laura Ley Mattie Grace McGreevey Erik Muskett Elaina Patten Jasmine Pearson Halee Skogen Lorenzo Sobolewski Avery Tripp Emilie Turpen Caitlyn Vermulm Stephanie Westlund Allison Winslow

ALPHA KAPPA DELTA

International Sociology Honor Society Alpha Kappa Delta is the International Sociology Honor Society.  Founded in 1920, the purpose of the society is to acknowledge and promote excellence in scholarship in sociology, the research of social problems, and other social and intellectual activities that lead to improvement in the human condition.  The Delta Chapter of Carroll College joins over 660 chapters dedicated to the ideal of “investigating humanity for the purpose of service.”

Grace Arend Anika Bjornson Isaac Goudy Anna McGill Bersabeh Mekonnen Zellele

PHI ALPHA THETA

National History Honor Society The Omega-Eta chapter of Phi Alpha Theta is located at Carroll College.  Phi Alpha Theta, established in 1921, is the international honor society in history.  With chapters located at colleges and universities in the 50 states, Washington, D.C., Puerto Rico, Canada, and the Philippines, Phi Alpha Theta is one of the highest rated departmental honor societies in existence.  Members of the society may participate in a wide range of historical activities, including the annual Regional Phi Alpha Theta History Conference.

Hoke Bell Alyx Gage Hunter  Irish Kyra O'Reilly James Peruzzi Slone Rexin Jonathan Rose

ERIK PRATT AWARD

Best Political Science/International Relations Senior Seminar Paper Delaney Boyle

LAMBDA PI ETA

National Communication Honor Society Carroll College holds the Alpha Alpha Eta chapter of Lambda Pi Eta, the national communication honor society.  Membership is granted based on academic excellence.  The goals of Lambda Pi Eta are to (a) recognize, foster and reward outstanding achievement; (b) stimulate interest in the field of communication; (c) promote and encourage professional development; (d) provide an opportunity to discuss and exchange ideas about the field; (e) establish and maintain close relationships and understanding between faculty and students; and (f) explore options for further graduate studies.

ROBERT HOPPER MEMORIAL COMMUNICATION ACHIEVEMENT AWARD

This award recognizes superior performance in the Department of Communication Studies and Public Relations' Senior Oral Comprehensive Exam.  The award is named in honor of the late Robert Hopper, Charles Sapp Centennial Professor, University of Texas at Austin, a distinguished scholar, author and teacher, in the field of communication studies.

Chase Coyle

CLASS OF 2024 HONORS SCHOLARS

The Carroll College Honors Scholars Program fosters excellence in academic scholarship, personal character, and social commitment.  The Honors Scholars Program is proud to recognize its graduating class of 2023.

Macie Holmes Sonia Karbowicz Nicole Morgen Ava Sargent Elliot Wald David Wassmuth

International Honor Society in Psychology The Carroll College Psychology Department holds the charter for the Carroll Chapter of Psi Chi, the international honors society in psychology.  Psi Chi aims to foster cooperation in the investigation and cultivation of the mind.  According to the Psi Chi bylaws, the purpose of Psi Chi is to encourage, stimulate and maintain excellence in scholarship and to advance the science of psychology.  Nominations to Psi Chi are based on demonstrated academic excellence as well as involvement in and service to the department and the broader Carroll community.

Kadie Baney Nate Hicks Carlin Lechner Anna McGill

PHI SIGMA IOTA

International Foreign Language Honor Society In 1996, Carroll College's Department of Languages and Literature was granted the Gamma Rho chapter from the Phi Sigma Iota International Honor Society, the first to be chartered in Montana.  Phi Sigma Iota is the highest academic honor in the field of foreign languages.  The Honor Society recognizes outstanding accomplishment in the study or teaching of any of the academic fields related to foreign language, literature, or culture.  This international society has as its ideals and purpose the recognition of outstanding ability and attainments in the study and teaching of foreign languages, the stimulation of advanced pursuits and individual research in this discipline, and the promotion of cultural enrichment and a sentiment of international amity derived from the knowledge and use of foreign language.

SIGMA BETA DELTA

International Honor Society for Business, Management, and Administration Sigma Beta Delta is an international honor society for students majoring in business, management and administration.  Sigma Beta Delta’s lifetime membership is a prestigious honor recognizing high academic achievement, promoting honorable service to mankind, and encouraging lifelong personal and professional improvement.  The Greek letters Sigma Beta Delta reflect the society’s principles of wisdom, honor and pursuit of meaningful aspirations.

Megan Baxter Delaney Boyle Andrew Denegar Kaitlyn Fellows Roi Kedar James Lang Keel Potter Savannah Rydalch Isaac Schilter Madalen Shipman

MATHEMATICS, ENGINEERING, & COMPUTER SCIENCE OUTSTANDING GRADUATE AWARDS

These awards recognize graduating seniors who have made significant academic achievements during their years at Carroll.  A selection committee of department faculty considers students’ academic performance, development of strong personal character, and contributions to and support of fellow students and Carroll College.

Tom Stewart Award—Computer Science Dustin Gardner

Alfred J. Murray Award—Mathematics Nicole Morgen

Eric R. Sullivan Award For demonstrated excellence and scholarship in Data Science Ryan Johnson

John L. Scharf Outstanding Engineer Award Chloe Gallagher David Wassmuth

MANION SCHOLARS AWARD

The Manion Scholars Award was established in 1998 to honor Dr. James J. Manion, whose more than 30 years of teaching at Carroll College instilled in students an appreciation for the value of hard work, perseverance, and commitment to excellence.  This merit-based award is given annually to junior and senior biology or biochemistry/molecular biology majors in recognition of their academic achievement and promise of success.

Belle Anselmo Kiki Bourekis Marrin Chapman Geri Cutler Benjamin Held June LePage Kelsyn Lohr Elliot Wald

OUTSTANDING ANTHROZOOLOGY SENIOR AWARD

Zoey M. Barrett Audrey E. Brown Allie Bullman Grace A. Carter Grady E. Case Sydney F. Gannon Kaitlyn R. Hansen Kira K. Hegg Lily C. Hoelscher Aileen C. Jones Sydnee M. Paul Slone I. Rexin Dayana O. Rosas-Guzman Madelyn J. Showalter Lisa C. Sipes Miriam E. Skari Kelli N. Stone Sophie M. Thomas

PHI SIGMA TAU

International Honor Society in Philosophy Carroll College holds the Montana-Alpha chapter of Phi Sigma Tau, international honor society in philosophy.  Phi Sigma Tau awards distinction to students having high scholarship and personal interest in philosophy.  In addition, the society aims to promote and popularize interest in philosophy among the general collegiate public.

AsherCasey Andrew Devine Ryan Frampton Julia Hackl Annika McCulloch Jack Snouwaert Christopher Szpilka Sheerley V. Ugarte-Arostegui

PI SIGMA ALPHA

National Political Science Honor Society The Department of Political Science holds the charter for Alpha Epsilon Xi, a chapter of Pi Sigma Alpha.  Pi Sigma Alpha is a national honor society for graduate and undergraduate students of political science.  Founded in 1920, Pi Sigma Alpha claims over 600 chapters in North America.  It is the only nationally recognized college honor society in the discipline and is one of the largest constituent members of the Association of College Honor Societies.

Anna Brown Jonathan HagEstad Sheerley Ugarte Arostegui

Associated Students of Carroll College (ASCC) Honors

Students receiving ASCC Honors have served as a member of the Student Government for two or more years, and graduate with a GPA of 3.2 or higher. The Honor Cords are given out to celebrate the dedication of those students to both their academics and the student body.

Kiki Bourekis Liam Lynch Guillermo Perez-Ochoa Ryan Rector Miriam Skari Jack Snouwaert

HEALTH SCIENCES DEPARTMENTAL AWARD

This award recognizes juniors and seniors majoring in Health Sciences or Public Health who have demonstrated excellent scholarship at Carroll and in their required major courses.

Addison Ekstrom Robert Jackson Hague Danica Lerch Tegan Mauldin

JOHN SNOW HEALTH SCIENCES AWARD

Named for the pioneering English physician who is widely considered to be the founder of epidemiology, this award is presented to graduating Health Sciences or Public Health seniors, who, in addition to excellence in scholarship, have demonstrated outstanding commitment to research and/or community service.

Robert Jackson Hague

ARMY RESERVE OFFICERS’ TRAINING CORPS AWARDS 

These awards are determined on a yearly basis by the Cadre of the University of Montana and Carroll College ROTC.  Awards are based on academic achievement, ROTC excellence, and leadership qualities.

American Legion Gold Award Coulter Cloninger

American Veterans of World War II (AMVETS) Award Bryce Hall

Association of the United States Army (AUSA) History Award Tristan Pyette

Association of the US Army Award Weston Mitchum

Daughters of Founders and Patriots Award Allie Eaves

Daughters of the American Revolution Award David Luhmann

Major General Robert Frederick Special Forces Award Jonathan Goodman

Military Officers Association of America (MOAA) Award Edouard Karleskind

Military Order of the Purple Heart Award Aidan Jarvis

Military Order of World Wars (MOWW) Bronze Award Jacob Bates

Reserve Officer Association Award Madelyn Eggers

Sons of the American Revolution Award Davis Greenwood

The Department of Army Superior Cadet Award Landen Conner

The Department of Army Superior Cadet Award Jerny Crawford

Veterans of Foreign Wars Award Jerny Crawford

CLASS OF 2024 THESIS GRADUATES

The thesis is designed to encourage creative thinking and to stimulate individual research.  Thesis graduates may be eligible for special graduation honors.

Kiki Bourekis Noah Lohar Nicole Morgen Hank Rugg Elliot Wald

STUDENT-ATHLETE ACADEMIC HONORS

All students listed received academic all-conference honors from the Frontier or Cascade Collegiate Conference.

Women's Soccer

Emma Barron Natalie Brown Emily Funseth Courtnie Gagnon Zoie Koci Ella Kuenzli Deanna Lord Molly Molvig Makinlee Naffziger Myah Rietze Jaymee Sheridan Stephanie Smith Olivia St. Marie Grace Wagner

Men’s Soccer

Caleb Hoxie Walker Jump Michael  Klooster David Macy Ryan Quinn Adam Webster

Abbie Amend Kaitlynn Ayers Ellie Koerber Sammie Labrum Alyssa Lybbert Kati Slater Kenna Thomas Kennedy Venner

Women’s Cross Country

Erika Arthur Sydney D. Lamb Nicole Morgen Hannah Sempf Madalen Shipman Emma Stachofsky

Men’s Cross Country

Zackary Gacnik Daniel Koralewski James Normandeau Zachary Rector Peter Rehberger

Women’s Golf

Echo Anderson Megan Baxter Makayla Bury Stella Claridge Katie Fagg Abby Smith

Sam Conner Kyle Pacake Caleb Spangler

Julia Carr Elizabeth Gleasman Sidney Gulick Bellicia Hawk Elizabeth Heuiser Avery Kelly Mara Lynch Jaden Mueller Molly O'Connor Hannah Schweikert Lauren Sehenuk Isabella Sweet

Women’s Basketball

Willa Albrecht Clare Converse Addi Ekstrom Isabelle Erickson Sadie Filius Maddie Geritz Elliot Hencz Kyndall Keller Danica Lerch Erica Nessan Ava Oakland Jamie Pickens

Men’s Basketball

Andrew Cook Derek Kramer James Lang Aidan McGarvin Isaiah Moore Guilherme Pedra

Women’s Track and Field

Erika Arthur Kayla Botkin Alexis Cooney Chloe Gallagher Rakiah Grende Kailen Herbstritt Madison Lewis Sophie Loveless Sydney Miller Nicole Morgen Kylie Munsinger Crisha Polk Chloe Raats Sorren Reese Hannah Sempf Madalen Shipman Emily Shumaker Emma Stachofsky

Men’s Track and Field

Cormac Benn Landen Conner Connor Curnow Zack Gacnik Elias Hill Reuben Hornby Daniel Koralewski Abraham Montalvo James Normandeau Zach Rector Peter Rehberger Kaiden Romney Tim Sellars Josh Smalley

Chris Akulschin Nick Anderson Dayne Barbie Cormac Benn Spencer Berger Nicholas Clouse Chase Coyle Connor Curnow Nolan Deleon Andrew Devine Jack England Kaden Gardner Gunner Giulio Daxon Graham Mason Greene Jonathan HagEstad Jaden Harrison Benjamin Held Ty Henson Bryan Holland Hunter Irish Simon Jansezian Lucas Jensen Tucker Jones Duncan Kraft Benjamin Larsen Max Lehman Joseph Martin Thomas McGree Hunter Mecham Benjamin Melhaff Peyton Morton Mitchell Muralt Hunter Peck Keel Potter Jack Prka Tristan Pyette Ryan Rickman Camron Rothie Hank Rugg Wyatt Sandford Luke Schabot Kade Schlepp Timothy Sellars Tug Smith Quinn Stamps Forrest Suero Jacob Sweatland Baxter Tuggle Jake Walk Chayton Winkle Braeden York Tucker Zanto Colter Zink

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The School honours the remarkable research work of 2023

Awards and prizes for the msc program and the phd program.

May 8, 2024

The MSc in Administration program and the PhD in Administration program presented the best doctoral thesis award, the best Master’s thesis award, and the Esdras Minville Award for 2023, during a ceremony held at Le Cercle on April 30.

3 awards were given for the best doctoral thesis defended in 2023:

• Best thesis in Human and Social Sciences : Théophile Demazure , under the co-supervision of Professors Pierre-Majorique Léger and Marc Fredette.
• Best thesis in Natural Sciences : Mehran Poursoltani , under the co-supervision of Professors Erick Delage and Angelos Georghiou.
• Best thesis written in French : Mireille Mercier-Roy , under the supervision of Professor Chantale Mailhot.

The best Master’s thesis award was presented to Laurie-Anne St-Pierre whose thesis entitled “ L’effet du quartier; une analyse de la microgéographie des processus d’échange de connaissances ” was co-supervised by Professors David Doloreux and Anthony Frigon.

Lastly, the 2023 Esdras Minville Award was presented to Xin Wang for an article that was accepted for publication in Transportation Science .

A $2,000 prize was awarded to the winner of the best Master’s thesis award, and a $3,000 prize was awarded to the other winners.

Théophile Demazure

Theophile Demazure’s PhD thesis is entitled: “ Dual Perspective on Mental State Inferences in Human-Computer Interaction: A three-essay thesis proposal ”.

It explores various methodologies for assessing mental state constructs of Information Systems users during Human-Machine Interaction (HMI).

Several challenges related to estimating these mental states were identified, by adopting the NeuroIS approach. This in-depth research proposes two distinct approaches for addressing them: the first one utilizes a data-driven methodology, employing advanced machine learning techniques for mental state decoding, and the second one takes a more hypothetico-deductive perspective and draws on the current understanding of multisensory integration and its interplay with attention.

By adopting both these methodologies, this thesis contributes to advancing the field of NeuroIS and the measure of mental state during IS use.

Consult Théophile Demazure’s thesis

From left to right: Pierre-Majorique Léger, Théophile Demazure, Camille Grange and Guy Paré

Mehran poursoltani.

Mehran Poursoltani’s thesis is entitled “ Regret Minimization in Multistage Decision Problems ” and explores the concept of regret minimization from a computational perspective for multistage decision contexts.

Through this research work, the author was able to develop novel modeling paradigms, advance solution methods and identify an interesting phenomenon in the contexts of inventory, routing, and financial portfolio management.

Despite computational challenges, this thesis proposes algorithmic approaches based on robust optimization to address these problems and apply them to various practical areas like inventory management, portfolio selection and the shortest path problem.

Consult Mehran Poursoltani’s thesis

From left to right: Erick Delage, Mehran Poursoltani and Guy Paré

Mireille mercier-roy.

Mireille Mercier-Roy’s thesis is entitled “ L’organisation des relations multiespèces au temps de l’Anthropocène – Une approche compositionniste ”.

Consisting of two scientific articles, this research work focuses on the organizational challenges linked to the involvement of other species, particularly animal species, which are conducive to the complexification of management efforts.

The author critiques the anthropocentric nature of conceptual frameworks in organizational studies. As a result, she relies on the work of philosophers Donna Haraway and Vinciane Despret to formulate a research approach that better accounts for the presence and participation of other species, particularly animal species, in organizational processes.

She thus develops a perspective that she calls “compositionist”. This considers organizations as multispecies communities and shifts the focus away from humans and their doings, thus offering an alternative for understanding and managing interactions between different living entities.

The author illustrates this approach by reconceptualizing grand challenges as processes of arbitration between modes of existence and by analyzing a controversy over the management of an urban park to highlight the political work and organizational dynamics and define the modalities of inclusion and exclusion of species in the shared space.

Consult Mireille Mercier-Roy’s thesis

From left to right: Chantale Mailhot, Mireille Mercier-Roy, Jean-François Soublière and Guy Paré

Laurie-anne st-pierre.

Laurie-Anne St-Pierre’s Master’s thesis is entitled “ L’effet du quartier; une analyse de la microgéographie des processus d’échange de connaissances ”.

This research deals with the role of microgeography in knowledge exchanges, focusing on two Montréal neighbourhoods, Mile-End and Chabanel. The comparative study seeks to understand the role of the neighbourhood and geographical proximity in bringing together different stakeholders and promoting exchanges. Its purpose is also to explore how third places in neighbourhoods promote knowledge exchanges between actors from different industries.

Consult Laurie-Anne St-Pierre’s Master’s thesis

From left to right: David Doloreux, Laurie-Anne St-Pierre, Charlotte Cloutier and Sihem Taboubi

The paper, which is co-authored by Xin Wang and Professors Erick Delage and Okan Arslan, is entitled “ Crowdkeeping in Last-mile Delivery ”. It was published in Transportation Science.

In order to improve the efficiency of the last-mile delivery system when customers are possibly absent for deliveries, the research team advocates the idea of employing the crowd to work as keepers and to provide storage services for their neighbours. Crowdkeepers provide extra flexibility, more availability, and lower costs than fixed storages such as automated lockers and improve the overall efficiency of the delivery system. A bi-level program is proposed to optimize the assignment, routing, and pricing decisions, while considering customer preferences, keeper behaviors, and operational efficiency.

Results based on a real-world dataset from Amazon show that the crowdkeeping delivery system has the potential to generate higher profits due to its ability to consolidate deliveries and to eliminate failed deliveries.

Consult Xin Wang’s article

From left to right: Erick Delage, Xin Wang and Guy Paré

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