honors thesis repository

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.

• Harmful Language Statement

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• Post-traumatic stress disorder - Patients - Religious life 1
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• Power (Social science) 1
• Power (Social sciences) 1
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• Pratchett, Terry. Discworld series 1
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Honors Theses

Selected Facets

• Honors Theses (987)

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Thesis Advisor

• Elmore, Donald E. (23)
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• Radhakrishnan, Mala L. (18)
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• Suzuki, Yuichiro (16)
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• MacDonald, Paul K. (13)
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• Armstrong, Justin (12)
• Darling, Louise E.O. (12)
• Goss, John W. (12)
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• Rivera, Daniela (12)
• Rosenwald, Lawrence A. (12)
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• Klepac-Ceraj, Vanja (11)
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• Arumainayagam, Christopher R. (10)
• Battat, James B.R. (10)
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• Kolodny, Nancy H. (10)
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• Wiest, Michael C. (10)
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• Hickey, Alison (9)
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• Murphy, Craig (9)
• Park, Kyung H. (9)
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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 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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Emory Theses and Dissertations

The Emory Theses and Dissertations (ETD) Repository holds theses and dissertations from the Laney Graduate School, the Rollins School of Public Health, and the Candler School of Theology, as well as undergraduate honors papers from Emory College of Arts and Sciences.

Emory University theses and dissertations submitted before the launch of the ETD repository can be found by searching the Emory Library Catalog . The theses and dissertations of the Wallace H. Coulter Department of Biomedical Engineering, a joint degree program by Emory University and Georgia Tech, are available in SMARTech , Georgia Tech’s repository, and in the Emory Library Catalog .

Terms of Use

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Etd copyright workshops.

Visit the Emory Libraries' Scholarly Communications workshop page for upcoming and recorded ETD copyright workshops for your thesis or dissertation.

Submission Forms For All Participants

All students depositing their thesis or dissertation must complete the ETD Submission form:

• College Honors Program submission form
• Candler School of Theology submission form
• Rollins School of Public Health submission form
• Nell Hodgson Woodruff School of Nursing submission form

This form WHICH REQUIRES THE SIGNATURE OF YOUR ADVISOR gives the library permission to publish your thesis or dissertation on the web; confirms access restrictions -- if any; and certifies that you have secured rights to all content that you will be publishing.

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Translingual, transgressive, transnational: queer lala feminism in the sinophone world.

Depositor: DIAN DIAN

Keywords: Lala , Queer Feminism , Oral History , Activism , Lesbian , Sinophone

Ancestral Sequence Reconstruction as a Lead Optimization Approach in Gene Therapy Drug Development

Depositor: Christopher Coyle

Keywords: gene therapy , protein engineering , ancestral sequence reconstruction , factor ix

Advancing novel ligand-based cellular therapies for the treatment of pediatric acute myeloid leukemia

Depositor: Gianna Branella

Keywords: CAR , chimeric antigen receptor , γδ T cell , ligand-based

Fundamental Disagreement and Ethical Self-Consciousness

Depositor: Owen Alldritt

Keywords: Modernity , Williams , Ethics , Self-Consciousness , MacIntyre , Cavell , Disagreement

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Honors Thesis

The Honors Thesis is a personalized experience that serves as a stepping stone toward the next stage of your academic or professional career. It allows you to work one-on-one with a faculty member to create a long-term, in-depth project in an area that you’re passionate about.

VIEW THE THESIS GUIDEBOOK

You sought new ideas, perspectives, and experiences; you connected with faculty, peers, community members, and industry partners—now what? 

You create. .

Your Honors Thesis is a large final project and, depending on your major, might take the form of a capstone, design project, research paper, or creative work—we’ve even had students write novels. No matter the final format of your thesis, you’ll incorporate the knowledge and investigative techniques you learned during your undergraduate career in new directions. That can make the project both intimidating and exciting!

The Honors Thesis is a two-semester commitment that demands a minimum of six units of work.

Students may complete an Honors Thesis and graduate with honors in their major or minor. Students may graduate with honors in more than one major or minor by completing two distinct theses.

How much time should you spend preparing, planning and executing your thesis?

Faculty Mentor

Your mentor will help you outline your goals and develop a plan of action.

Completing the Thesis/Capstone Prospectus is a mandatory step in order to graduate with honors.

What form will your final project take?

This spring event showcases the work of graduating seniors and Quest students through poster sessions and videos. 

Get inspired by previous students’ completed work.

Submitting Your Thesis

Stay on track to graduate and follow the thesis submission.

Questions about the Honors Thesis? Attend an upcoming virtual info session!

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Home > ETDS > Honors Theses

Undergraduate Honors Theses

W&M ScholarWorks is the official repository for W&M Honors Theses. Digital theses became William & Mary's standard format beginning in 2016. Students are required to submit their thesis in electronic form, commonly called an ETD (electronic theses and dissertations) to W&M ScholarWorks.

Instructions to Submit Your Honors Thesis

Access to honors theses.

Honors theses from 2021 - onwards may have restricted access for a set time period or be restricted to On-Campus Access Only based on the author's choice. Honors theses prior to 2021 are restricted to On-Campus Access Only.

You may contact W&M Scholar Works with inquires on access to individual honors theses.

Honors Theses from 2009 2009

Synthesis and Luminescent Behavior of Piperazinium Chlorocuprates(I) and Copper(I) Iodide and Bromide Complexes of Aliphatic Diamine Ligands , Jacob Edwin Kuperstock

Geology and Structural History of the Blue Ridge Basement Complex, Albemarle County, Virginia , Graham Lederer

Design and Construction of the MTest Detector , Andrew Leister

Negotiating 'Popular' Religion: Clerical and Lay Culture in Thirteenth-Century Exempla , Jaimie Lewis

Structure and Luminescence of Copper(I) Cyanide Networks Incorporating Monoamine, Diamine, and Monoimine Ligands , Amanda Noelle Ley

Software Engineering of a Direct Search Package for Nonlinear Optimization , Charles Michael Liarakos

Mining the Movie Museum: The Mutoscope Collection at the National Museum of American History , Ryan Lintelman

American-educated Chinese Students and Their Impact on U.S.-China Relations , Joshua A. Litten

Genetic Variation in Food Intake and GnRH Neurons in Female White-footed Mice (Peromyscus leucopus) , Tara Penny Florina Mahoney

Duesenberg, America's Premier Historical Automobile , Jeffrey Carter Mason

The Undeserving Other: A Study of Service and Healthcare Providers' Perspectives on "Latino-ness" in Williamsburg , Kim Mason

Spirituality or Savagery? How the term jihad has been manipulated by political actors throughout Islamic history , Alexander Charles Mayer

Phylogenetic relationships and morphological changes in Venericardia on the Gulf Coastal Plain during the Paleogene , Kate McClure

"Lifting As We Climb": An Exploration of Older Black Men's Willingness to Help Younger Black Men Seeking Work , Franklin D. McFadden

Spontaneous Amide Bond Formation of Amino Acids in Aqueous Solution , Sarah Joan Milam

The Role of the US Forest Service Amidst Change: A Framework for Effective Ecosystem Management in the Face of Climate Change , Aubrey David Miller

Helium-3 Density Measurements Using Atomic Pressure Broadening , Sara Elizabeth Mohon

The Development of Merchants Square: Colonial Imagery and the Consequences of Redevelopment in Williamsburg, Virginia and Other Small Towns, 1910-1955 , Matthew Morrill

Preserving, Displaying, and Insisting on the Dress: Icons, Female Agencies, Institutions, and the Twentieth Century First Lady , Rachel Morris

Hemispheric Interaction in Simple and Complex Tasks: A Study of Interlimb Coordination , Kevin Jacob Mutch

Emotion and the perception of biological motion , Dillon Niederhut

Consuming Fictions: Trauma and Ideology in Irish Famine Literature , Sean O'Mealia

Increasing Knowledge and Consumption of Fruits and Vegetables in Children: Does the Type of Exposure Matter? , Chelsea Osborne

Investigating Computational Aspects of the Coincidence Condition for Substitutions of Pisot Type , Brian Paljug

Attitudes Toward Mental Disorders , Meghan Marie Posey

The Nucleocytoplasmic Shuttling of Thyroid Hormone Receptor [alpha] in Neuronal and Non-Neuronal Cell Lines , Jeremy Michael Powers

Hill House, Not Sane: Shirley Jackson's Subversion of Conventions and Conventionality in The Haunting of Hill House , Ryen Christopher Rasmus

The New Romantics: Romantic Themes in the Poetry of Guo Moruo and Xu Zhimo , Shannon Elizabeth Reed

A Word Game: Trends of Associative Processing in Individuals with Schizotypal Characteristics , Kathryn Tierney Roberts

Going with the Flow: Identifying a Single Commonality in Written and Performed Acting Theory , Katharine A. Schellman

Unveiling the Unconscious: The Influence of Jungian Psychology on Jackson Pollock and Mark Rothko , Amy Elizabeth Sedivi

Telling the People's Truth: Soviet Fairy Tale Film and the Construction of a National Bolshevik Film Genre , Vadim Shneyder

William Wells and the Old Northwest, 1770-1812 , Cameron Michael Shriver

The Ethereal System: Ambience as a New Musical Identity , Daniel Siepmann

Bismuth(III) Catalyzed Cyclic Ether Syntheses , Lee Colyer Speight

Portraits of Professional Men in the Gilded Age: An Investigation of the Life and Art of Thomas Eakins , John Eric Starcher

Specialization Methods and Cataphoricity in Coreference Resolution , Robert Staubs

Oral Morphology of the Suspension-feeding American Shad, Alosa sapidissima , Timothy James Storm

Secure Passwords Through Enhanced Hashing , Benjamin Strahs

I Declare War on Typology: Breaking the Silence of Borderland Peoples through Case Study Archaeology at the Fall Zone , Jessica Taylor

Alongshore Variations in Foreshore Morphology, Grain Size, and Wave Dissipation at a Shore Line Erosional Hotspot , Ethan John Theuerkauf

Braid Groups and Evolution Algebras , Carolyn Elaine Troha

Mutualism between Clownfish and Sea Anemones: A Computational Model , Elizabeth Carroll Truelove

Subfloor Pits as Shrines: A Critical Look at the Creation of a Creolized Religious Society by the Enslaved of the Chesapeake During the Colonial Period , Jessica Unger

Practice Makes Perfect: An ERP Analysis of the Effects of Physical Practice on Cortical Signal As Evidenced by the N500 , Jessica Van Sciver

Instrument of Enlightenment: A Cultural History of the Pipe Organ in Pre-Revolutionary Eighteenth-Century France , Laura Frances Wagstaff

Education and Islamic Radicalization in the Arabian Peninsula , Rachel Walsh

Bare Bedrock Erosion Rates in the Central Appalachians, Virginia , Jennifer Whitten

Agile Radio Frequency Source for Hyperfine Manipulation of Ultra-Cold Atoms , Justin Winkler

Reproduction Rate Strategies in White-Footed Mice , Niha Zubair

Honors Theses from 2008 2008

The Blood Jet of Poetry: Muse myths, poetic influence, and the common text of Sylvia Plath and Ted Hughes , Nathaniel Scott Amos

Space, Secularism, and the Expansion of Forced Child Begging in Senegal, 1850-2008 , Hannah Brown Ayers

Molecular Hydrogen: A theoretical investigation into the one electron densities of the first three 1Σ+g states , Jefferson Bates

The Mega-, Melo-, and Meta-Drama in Adaptations of The Phantom of the Opera , Kristin Boos

Prostitution and the Representation of Anxiety in London, 1723-1870 , Maria Dale Booth

Effect of Emotion on Achievement Goal Performance , Elizabeth Bott

Boys Don't Make Passes at Girls Who Wear Glasses: Gender, Vision Aids, and Persona in the Early American Republic , Laura E. Brandt

Targeting of Thyroid Hormone Receptor Variants to Aggresomes , Abigail Brunner

Combining Field Data and Computer Modeling to Improve Designs for Two Wet Detention Ponds in James City County, VA , Nathan Alan Burgess

Bone Breakage and the Taphonomy of Cooking: An Actualistic Study , Graham Callaway

Constructing an Ethnic Identity: A Study of the Gravestones of Catholic German-Americans , Lenore Cebulski

Damned Woman , Christopher Lamont Chaulk

Race, Wealth, and Charter Schools , Constance Margarete Clark

Effect of Interstitial Impurities on the Residual Resistivity of Niobium Thin Films , Justin Connell

Classical Liberal Stunt Men: Lord Acton, Herbert Spencer, and the Development of Liberalism in Nineteenth-Century Britain , Kelly Creed

A Study of Genetic Code by Combinatorics and Linear Algebra Approaches , Tanner Jennings Crowder

From Color Line to Colorblind: Changing African American Perceptions of the Japanese during World War II , Jennie Anne Davy

Harmful Offense to Others: A New Liberty-Limiting Principle and the 'New' Child Pornography , Devin DeBacker

Mode-Locked Diode Laser for Precision Optical Frequency Measurements , Brian DeSalvo

The Syntax and Semantics of Tongan Noun Phrases , Melissa Devane

"Unhappy Differences:" The American Revolution and the Disruption of the Course of Theatre in Virginia , Allison Finkelstein

Exploring Informality: An Empirical Analysis of the Informal Economy , Sadie Gardner

Deconstructing the Gender Card: An Examination of Femininity Performance in US Elections , Lauren Garrett

Simultaneous Presence and Absence: Representation of the Holocaust at the Jewish Museum Munich , Emily Geizhals

"Beauty, Enlightenment, and Comfort at Top Speed" : Cognitive spaces and blending in the fictional universes of Kurt Vonnegut and Gabriel García Márquez , James Michael Gertzog

The Effect of Diet on Reproductive Inhibition in Photoresponsive White-Footed Mice (Peromyscus leucopus) , Connie Gibbons

The Convergence of Science and Art: Conserving a Print of Hannah Snell , Sarah Gowen

Discursive Opposition to Symbolic Violence in the Nobel Lectures of Latin American Laureates , Olga Grosh

The Economics of Roadside Bombs , Matthew Hanson

From Brown v. Board to Parents v. Seattle: The Future and Constitutionality of Desegregation in American Public Schools , Jeree Harris

Newly Discovered Mesozoic Basins in the Virginia Blue Ridge: Sedimentology, Provenace, Structure, and Tectonics , Ari Hartmann

From Maiden to Matron: Victorian Heroines and the Creation of Domestic Identity , Margaret Patricia Harvey

"Spreekt, Schilderij"¦Swijgt, Schilderij" : Some Thoughts on Thomas de Keyser's 1627 Portrait of Constantijn Huygens and His Clerk , John Hawley

Community Supported Agriculture as Revitalization: Reconnecting the Farm and the Dinner Table , Jordan P. Howell

An Analysis of COX-2 Derived Prostaglandin E2 (PGE2) in the Alpha-1 and Alpha-2 Adrenoreceptor-Mediated Responses of Thermally Classified Neurons in the Anterior Hypothalamus , Terence Edward Imbery

Toward Biologically Active 2,6-Disubstituted Dihydropyran Ring Systems Using an Environmentally Benign Bismuth Catalyst and Mukaiyama Aldol Reaction , Lauren Katkish

American Missionaries in Turkey and Northern Syria and the Development of Central Turkey and Aleppo Colleges, 1874-1967 , Judd W. Kennedy

Institutions and Economics: The Effectiveness of Reconstruction Efforts in Bosnia , Ashley Kramer

Can Foreign Aid Give an Incentive for Good Governance? The Case of the Millennium Challenge Corporation in Jordan , Robert R. Landicho

Lithologic and structural control on the evolution of a knickzone on the James River, central Virginia Piedmont , Karl Lang

Creating Time: Rhythmic Processes and Metrical Forming in Schoenberg's Opus 22, "Vier Orchesterlieder" , Olivia Lucas

Mental Rotation and its Relationship with Motoric Accessibility: An ERP study assessing the effects of a physical barrier on spatial discrimination. , Andrew M. Lupo

Use of Non-Native Macroalgal Habitat by Hatchery-Reared and Wild Blue Crab Juveniles , Kristin Mahalak

Plugging into Worship: How Contemporary Christian Music Is Impacting Church Musicians , David McClendon

Multiplicity Lists for Classes of Hermitian Matrices whose Graph is a Certain Tree , Paul McMichael

A Survey of Social Choice Failures: Majority and Borda Rules , Lauren Nicole Merrill

Strategy-Proofness on the Condorcet Domain , Lauren Nicole Merrill

I'm Not a Monk, but I'm a Bodhisattva: Green Gulch Farm and the Expression of Zen Buddhism in America , Natasha Mikles

A Million Little Pieces, Incorporated: How Oprah Winfrey Maintained Her (Non)Capitalist Media Empire , Adam Jason Miller

Broad and Narrow Cultural Comparisons of Children's Emotion Regulation: Studies of Ghana and the United States , Diana Morelen

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Submitting your Thesis

Explore the digital repository, submitting your thesis to the archives.

After acceptance, a copy of the thesis is deposited in the Wellesley College Archives. It then becomes the property of the College and, as such, is made available to requestors in accordance with the policies governing the use of the Archives. (Articles of Government, Book II, Article IV, Section 2).

For information on an embargo of your work, please visit this webpage .

Please address any questions to  [email protected] .

See an  example of what your title page should look like  (also linked from the Honors Thesis Process page below). 

See the Honors Thesis Process page from the Office of the Registrar for Spring 2024 dates. 

Submitting an Honors Thesis

Honors theses are archived electronically in the  Wellesley College Digital Repository . See the Policy below for more information.

BEFORE YOU BEGIN: To complete the submission of your thesis, you will need: 

• the correct spelling of the name of your advisor(s)
• your abstract (if any) available to type or paste into the form
• embargo approval (if applicable)
• a digital copy of your completed thesis, saved in pdf format, on your local computer. Rename your thesis file as follows:

WCTC_2024_LastnameFirstname_FirstFifteenLettersOfTitleWithoutSpaces.pdf

(for example: WCTC_2024_WellesleyWendy_MyAmazingThesis.pdf)

To submit your thesis succesfully, you will need to do two things:

1) Upload the pdf version of your thesis to  this Google Form , completing all the required fields.

2) Email the pdf version of your thesis as an attachment to all oral examination committee members.

The identical version should be used for both steps. This version is considered to be the final version unless any revisions are required. 

The deadline to submit your thesis to the repository and your oral exam committee for Spring 2024 is  12 noon on Monday, April 8, 2024 . All repository submissions will be timestamped and all students are expected to submit no later than the established deadline.

Revision Process:

If (and only if) you have been instructed by your committee to submit a revised version of your thesis, please upload it using the same form as above, indicating that it is a revision. You will be able to submit revisions until  12 midnight on Monday, May 13, 2024 .

Questions about thesis registration and deadlines can be addressed to:  [email protected]

Questions about the submission process can be addressed to:  [email protected]

Thesis Policy:

Occasionally a student may feel that distribution of her thesis will jeopardize the privacy or safety of the author or other individuals or groups. In such a case the author, in consultation with her advisor, should submit to the Committee on Curriculum and Instruction [CCAP], no later than the tenth week of the semester the thesis is due, a request for exception to the Archiving requirement. The Committee on Curriculum and Instruction will advise the student and her advisor, the College Archives and the student’s department/program if an exception has been granted. (Articles of Government, Book II, Article IV, Section 2).

In unusual circumstances the student, in consultation with her advisor, may request that thesis be embargoed (made unavailable through the institutional repository) for a period of up to 2 years. The primary reason to embargo is to prevent the dissemination of data concerning an ongoing research project.

Find past theses

Wellesley College Honors Theses from 2012 on are available online in Wellesley's digital repository . You can contact the Archives to make an appointment to view theses written before 2012.

All theses (currently around 4,000) are listed in the Library catalog . You can click "Edit this Advanced Search" to add a keyword to the search to find topics of interest.

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• Last Updated: Apr 4, 2024 5:21 PM
• URL: https://libguides.wellesley.edu/thesis

ASU Dissertations and Theses

• Introduction
• How to Get a Copy
• Doctoral Dissertations
• Masters Theses
• Honors Theses

Honors Theses: Introduction

Honors theses: fall 2012 to the present, honors theses: 2006 to mid-2012, honors theses: 1962-2005.

Undergraduate students in the honors program must produce a thesis before graduation. This is just one of several requirements the students must meet;  therefore, the existence of a thesis does not automatically mean a student did graduate with honors. The Honors Theses collection starts in 1962 although Barrett, the Honors College, did not form until 1988. The Libraries' collection of honors theses ends in 2005; Barrett continues to maintain their own collection of the theses. Details are below.

• Fall 2012 to the present
• 2006 to mid-2012 

Starting with Fall 2012, Barrett is adding copies of the honors theses to the ASU Digital Repository under the  Barrett, The Honors College Thesis/Creative Project Collection .  Although the bibliographic information is freely available, the College has requested that access to the full text be restricted.

• ASU employees (faculty and staff) and currently enrolled students may access the full text by clicking on the "Sign In" link in the upper right corner of the repository screen; input your asurite id/password and once authorized, the pdf link(s) in the right-hand column for each thesis will now be active.
• For non-ASU individuals or ASU alumni, please email the College at [email protected] or use their Contact Barrett  form to check on the availability of a specific thesis.   
• These theses are not available for Interlibrary Loan. 

Barrett, the Honors College, maintains a print collection of ASU Honors Theses; their collection starts in 1970 and goes to the present. Barrett's collection is the only place where the Spring 2006 through the Spring 2012 theses are available. Please email the College at  [email protected]  or use their  Contact Barrett  form to check on the availability of a specific thesis. These theses are not available for Interlibrary Loan.   

The ASU Library maintains a print collection of the Honors Theses from 1962 to 2005; the collection is not complete and none of the theses are available in electronic format. Use the  ASU Library's Catalog  to identify the availability of a specific thesis.  

• With very few exceptions, the collection contains only one, archival copy of each thesis. The collection is housed in the Library's high-density storage; users must contact the Wurzburger Reading Room (480-965-4932 or [email protected] ) in advance to set up a time to view a thesis; archival material may not be checked out or loaned to other libraries.  
• For the few titles that have a second copy, this copy may be checked out and may be loaned to other libraries. Second copies from 1962 to 1998 are kept in the High-Density Collection; from 1999 to 2005, the second copies are kept in Hayden stacks, call number LD179.145  [year] [cuttered by author]
• << Previous: Masters Theses
• Last updated: Jan 2, 2024 8:27 AM
• URL: https://libguides.asu.edu/asudissertations

The ASU Library acknowledges the twenty-three Native Nations that have inhabited this land for centuries. Arizona State University's four campuses are located in the Salt River Valley on ancestral territories of Indigenous peoples, including the Akimel O’odham (Pima) and Pee Posh (Maricopa) Indian Communities, whose care and keeping of these lands allows us to be here today. ASU Library acknowledges the sovereignty of these nations and seeks to foster an environment of success and possibility for Native American students and patrons. We are advocates for the incorporation of Indigenous knowledge systems and research methodologies within contemporary library practice. ASU Library welcomes members of the Akimel O’odham and Pee Posh, and all Native nations to the Library.

Honors Theses

SCUA is the repository for a nearly complete run of undergraduate honors theses, arranged chronologically by year and then alphabetically by author. Theses, whether paper or electronic, can only be viewed on site in the SCUA reading room and cannot be copied except with the approval of the author. SCUA does not have access to information about the quality or final grades of theses.

High demand and limited space and staff time mean we cannot accommodate class visits for the sole purpose of reviewing archived theses as examples for students preparing to create their own theses. We encourage individuals to conduct this research on their own. If you are interested in a different kind of class visit or engagement, please see our full list of offerings and more information on our Teach & Learn page .

To view honors theses, please review our online spreadsheet of theses , and then email SCUA with your requests: include the year, author’s full name, and the title for each thesis requested. SCUA will contact researchers once theses are ready to view in our reading room on the 25th floor of the Du Bois Library.

• Paper honors theses (pre-2019) may take up to two business days to retrieve.
• Please note that SCUA has only one computer station for viewing digital archival material, and there may be a queue when visiting. Use of personal computers for viewing theses is not permitted.

Masters theses and dissertations written by UMass Amherst students are not a part of the University Archives, but most are available in electronic form through the university’s institutional repository, ScholarWorks .

Home > Honors College > Honors Theses

Honors Theses

All requests to extend embargos and/or remove theses/dissertations from eGrove must be approved by the Honors College. We will remove the digital object upon their notification, but the metadata description will remain.

If your thesis did not appear in the original Honors Thesis Repository , but you would like for it to be digitized for inclusion in eGrove, please send us an email ([email protected]), and it will be added to our digitization queue.

SMBHC Seniors can find submission instructions here .

Photo by Nathan Latil/Ole Miss Communications

Theses/Dissertations from 2024 2024

Scared to Give? A Look into how Terrorism Affects the Flow of Foreign Aid , Madelyn Jarjoura

Theses/Dissertations from 2023 2023

College Esports: Grassroots Hobby Turned Unregulated Industry , Grace Ann Alexander

Evaluating the impact of temperature and artificial light at night on the growth, swimming performance, and corticosterone levels of southern leopard frog (Lithobates sphenocephalus) tadpoles , Skylar Alexander

County-Level Unemployment Dynamics Following The Covid Recession: The Effects Of PPP Loan Take Up , Preston Antes

Trauma Informed Practices in the Elementary Classroom: Training Modules for Pre Service Teachers , Savannah Lynn Armistead

All the RAGE: Assessing the AGE/RAGE Signaling Pathway’s Effects on Healthspan and the Physiological Processes of Aging , Brandon Ashmore

Links Between Mental Health and Employment Outcomes among Adults with Autism Spectrum Disorder , Emma Atkinson

Functional and Location Context Effects on Reading Sentences in Healthy Young Adults: Evidence from Eye Tracking Methods , Elizabeth Baird

Catholicism Online: How the Church is Communicating in the Visual Field , Alexandra Barfield

2021-2022 Accounting Practicum: A Sequence of Financial Accounting Case Studies , Virginia Barksdale

Financial Accounting Case Studies , John A. Batson Jr

Determining the Effect of Cuff Deflation on Post-Exercise Arterial Occlusion Pressure , John Benton

Comparing the Evolution, Form, and Function of Russian and Chinese Information Operations , Briana Berger Slowinski and Marissa J. Skulsky

Differences in French Law Pertaining to Refugees from Former Colonies: A Case Study of North Africa and Indochina , Lauren Bergin

The Efficacy of Leadership Training: A Case Study of the Sullivan Foundation's INSPIRED Leadership Workshop , Rachel Berry

Redesigning Nasogastric Feeding Tubes to Prevent Dislodgement , Shelby Lynn Berry and Sydney Ruth Rester

Examining the relationship between Misophonia and Depression , Mary Bishop

A Comprehensive Analysis of Financial Accounting Through Case Studies , Will Bounds

A Culture of its Own: The Story of the Sally McDonnell Barksdale Honors College , Mary Boyte

A Marketing Analysis on Disney Cruise Line , Erin Bradley

Arbitrariness and Accountability in Plea Bargaining , Emma Brewer

Historical Archaeology at the Chalmers Institute, Mississippi's First University , Antosia Briggs

Design and Synthesis of Dinucleating Phthalazine-based Ligands Toward Bimetallic Ruthenium Catalysts for Water Oxidation , Alex Bromley

Provider Perspectives on Mississippi's Child Care Payment Program , Katherine Broten

Telepractice-Based Language Intervention Training for Parents of Children with Autism Spectrum Disorders , Sarah Bryan

Investigating Reactivity of Artificial Copper Peptides with Small Molecules , Allyson Bryant

Black Male Educator Shortage in the Mississippi Public School System: Impact, Challenges, and Intervention Strategies , Jilkiah Bryant

What Happens When a Company's Marketing Strategy No Longer Mirrors the Shopping Trends of the American Consumer: A Case Study of Sears, Roebuck and Company , Savannah Burnett

Sharing My Story Through Public Speaking: Young People and Mental Health , Alexandra Isabella Bush

Associations between TikTok Use, Mental Health, and Body Image Among College Students , Alexz Carpenter

Directed Forgetting , Anna Case

Aging an Ancient Maya Population from Actuncan, Belize using Dental X-Rays , Kaitlyn Nicole Cash

FAFSA Completion Trends and How State Initiatives Impact High School Student FAFSA Completion Rates , Joseph Cecil

Can Uruguay Have Its Steak and Eat it Too? "Greening" a Red Meat Economy , Michael Chepolis

The Adventures of a Right-Handed Debitor , James Aubrey Christian

The Effects of Acute Exercise on Memory: Considerations of the Testing Effect , Philip Christian

Medical Cannabis in Mississippi: Practitioner Education and Continuing Research , Andrea Cleveland

Southern Sustainability: An Examination of Waste Management Mechanisms within the University of Mississippi Community , Haley Clift

Allowing and Using Low Nutritional Value Foods for Celebrations, Rewards, and Motivators in K-12 School Classrooms: Teacher Candidates’ Beliefs at the University of Mississippi , Chandler Cohn

Personal Thoughts, Reflections, and Accounting , Caleb Colley

The Impact of a Lower Body Positive Pressure Treadmill on Exercise Regulation , Camille Couey

Student Perception of COVID-19 Mitigation Strategies and Correlation to Demographics at the University of Mississippi , Anna Couhig

A Cost-Benefit Analysis of Preserving the Great Barrier Reef , Taylor Cox

From Concept to Completion: The Multifaceted Process of Designing, Manufacturing, and Problem-Solving in the Development of a Horizontal Bumper Plate Rack , Wallace Crain

Women in Dentistry at the University of Mississippi: Increasing the Confidence and Skills of Future Women Dentists , Lakin Cramer

Alphabet Books Aren't For Babies: The Use of the Alphabet Book in the Secondary Classroom , Chloe Skye Crane

Analysis of Financial Accounting Principles through Case Studies , Mary Lauren Crane

Early Life Δ9-Tetrahydrocannabinol Exposure of F0 Zebrafish Causes Hyperactivity in F1 Offspring , Jenna Cripe

Scoping Review of the Best Practices in Drug Courts in the United States , Elise Crumrine and Blakely Camille Culp

The Design Estimate of a Warehouse Refrigeration System , Jackson Dear

Prescription Drug Misuse among Graduate Students: Prevalence and Links to Mental Health and Academic Burnout , Madison de Gruiter

Reframing Culture: The Decolonization and Repatriation Process in the Italian Museum System , Leila de Gruy

A Collection of Financial Accounting Case Studies , Madison J. Demus

Study Budgets In Human Anatomy and Physiology Students: Assessments of Time On Tasks As Affected By Student Motivation and Assessment Weighting , Mattie C. Derivaux

An Analysis of the Production of Pharmaceutical-Grade Acetone via the Dehydrogenation of Isopropanol (IPA) , Jordan Desplas

The Measurement and Treatment of Overt Stuttering in Handwriting , Preston Dubberly

The Role of Narrative Medicine in Patient Healing and Meaningful Clinical Practice , Elizabeth Gray DuPerier

Buy the Rumor; Sell the News: Predicting Growth in the Shanghai Stock Exchange Resulting from the 2020 Foreign Investment Law , Jonathan Dwyer

Language Laws and Regional Identity: A Case Study of Euskera in the Basque Country , Jenna Ebel

Neuronal Effects of Cocaine in an Animal Model of Social Stress: Analysis of Neuronal Recordings , Eboni Eddins

Analyzing the Unique Role of Repetitive Negative Thinking on Insomnia in College Students , Lara Fair

Does VDAC2 Have A BH3 Domain? , Lillian Ferkany

The Use of Scattering Cancellation to Cloak and Decouple Slot Antennas and Antenna Arrays , Daniel Ferro

Impact of Nutritional Knowledge on Student Purchase Intention of Sugar-Sweetened Beverages , Mary Claire Ford

Meet Them Where They Are: Investigating the Feasibility and Acceptability of Artificial Intelligence-Avatar-Delivered Community-Based Psychological First Aid Programming in a University Setting , Sarah Ryann M. Fortner, Joshua Semko, and Stefan E. Schulenberg

The Importance of Informal and Formal Spaces in the Development of Policy in Washington DC: How Actors in Policy Interact to Create Legislation , Andrew Harrison Foxworth

Key Barriers to University-Enrolled Student Parents Enhanced by the COVID-19 Pandemic , Khadeejah Franklin and Alexa Saval

The Effects of Acute Exercise Intensity on Memory: State-Dependent Learning , Lauren E. Fuglaar, Rylie S. Mangold, and Sierra N. Petty

Los Pedrenses: Alternative Tourism, the Spectacle of Youth, and Struggles for Local Authority in La Pedrera, Uruguay , Gwendelyn Gardner

Mental Health Among D1 Female College Athletes: Prevalance and Links to Athletic and Academic Performance , Mary Goebel

The Role of the PCC and ACC in Autism Spectrum Disorder: A Functional Connectivity Study , Claudia Gonzalez

Para Todes: ¿Sí o No? The Use of Inclusive-Language Alternatives in the Spanish Language in Montevideo, Uruguay , Gabrielle Goulet

The Engineering Challenges of Designing and Manufacturing a Tensegrity Cup Stand , Yaniv Goulet and Daniel Ferro

Trauma Informed Teaching Practices for Indigenous Children , Raegan Gourley

The Value of an Integrated Marketing Campaign to Grow Interest in Visiting the U.S. National Parks , Hermine Granberry

Financial Accounting Case Studies , Warren Spence Graves

At the End of Life: Conceptualizing Human Dignity and Assisted Suicide Debates in Contemporary Germany , Edith-Marie Green

Odyssey of a Renegade Queen , Annabelle Harris

Diverse Analyses of Accounting: A Series of Case Studies , Hannah Harris

Speak Now to Forever Hold Your Piece: On Aesthetic Ownership and Interpretation , Spencer Heitman

Un País Invertido: The Current Immigration Regime of Colombia , Magdalena Hendrickson

The Effect of Bike Share Expansion on Bay Area Rapid Transit Ridership , Jacob Holifield

Development of an Immunoblot Assay to Detect Antibodies to SARS-CoV-2 Spike and Nucleocapsid Antigens in Serum of COVID-19 Patients , Christian Hollis

“The Product of that Finer Mould”: The Role of Chinese Porcelain in the Making of Early American Images of China , Emily Meryn Hospodor

Pharmacists’ Perceptions and Knowledge of the Legalization of Medical Marijuana in Mississippi , Faith Houston

Loneliness and Pain in Individuals with Migraine , Marie-Josée Hymel

Combatting Consolidation in the United States Banking Industry: An Analysis of Performance and Strategy of First National Bank of Clarksdale , Lydia Johnsey

Hungry for Student Food Security: A Comparative Analysis of University Food Pantry Policies , Anastasia Jones-Burdick

Access Granted: A Demographic Analysis of How The Pandemic Has Disrupted the Monocentric City , Jaylin Terreau Jones

An Investigation into the Common Problems of Lagoon Wastewater Treatment in Kentucky , Kaylee A. Jones

Sleep Duration is Associated with Caudate Volume and Executive Function , Nicole Jones

Execution By Alien (A Collection of Poetry) , Sara Emma Kahane

The Power of Mission Statements: A Comparative Analysis of SEC AND BIG 10 Environmental Verbiage , Julia Kienzler

Experimenting with Colors in Music: Making and Breaking Rules in The Butterfly Effect , Chloe King

The Existence of Stuttering-Like Disfluencies in American Sign Language , Katherine King

The Auditory Radiations and Migraines: A Diffusion Tensor Imaging Study , Eva Kiparizoska

A comparison of regional food systems and food security in rural Mississippi and Italy , Reinhard Matthew Knerr

Exploration of Feature Selection Techniques in Machine Learning Models on HPTLC Images for Rule Extraction , Bozidar-Brannan Kovachev

Photophysical and Photochemical Processes in Small Molecules and Materials for Solar Energy Conversion , Ethan Lambert

« Iel Dit Quoi ? » : A Study of the Origins and Evolution of Francophone Gender-Neutral Pronouns and Inclusive Language and a Discussion of French versus Canadian Acceptance , Alyssa Claire Langlois

Page 1 of 31

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Welcome to SMBHC Thesis Repository

SMBHC Thesis Repository supports OAI 2.0 with a base URL of http://thesis.honors.olemiss.edu/cgi/oai2

• UNC Libraries
• Subject Research
• Finding Theses and Dissertations
• Finding UNC Theses & Dissertations

Finding Theses and Dissertations: Finding UNC Theses & Dissertations

Dissertations, master's papers, undergraduate honors theses.

• Finding Other Theses & Dissertations
• Borrowing & Purchasing

The North Carolina Collection in Wilson Library has paper copies of MOST UNC Chapel Hill theses and dissertations, including many of those from Health Affairs, and also the only copies of some pre-1930 dissertations and theses. The NCC's copies do not circulate and are not in an area open for browsing. You can assume that the NCC will probably have a copy of a UNC-Chapel Hill dissertation or thesis even if the catalogs do not reveal this.

Davis Library has circulating copies of many theses and dissertations completed at UNC-Chapel Hill. The Health Sciences Library has copies of the theses and dissertations completed in Health Affairs departments. Some dissertations and theses are also located in the Library Service Center and can be requested through the Carolina BLU Campus Delivery Service . Most UNC-Chapel Hill theses and dissertations can be found in the online catalog .

• Dissertation - Presents original research and is written as part of the requirements for obtaining a doctorate.
• Thesis - Presents original research and is written as part of the requirements for obtaining a master's degree.
• Master's Paper - Some master's programs at UNC do not have an official "thesis" but rather require a major paper or report.
• Undergraduate Honors Thesis - Written and defended by Honors Carolina undergraduate students in order to graduate with Honors or Highest Honors.

The Carolina Digital Repository also provides access to digital copies of theses and dissertations completed at UNC-Chapel Hill. It is an open-access source that houses user-submitted theses and dissertations and also other works by instructors and researchers affiliated with UND-Chapel Hill. However, as it houses works besides theses and dissertation and is relatively new, it may not pull up older works.

• ProQuest Dissertations & Theses Global Indexes US dissertations from 1861 with full text available from 1997; masters theses covered selectively including some full text. Citations for dissertations from 1980 include 350-word abstracts, while masters' theses from 1988 have 150-word abstracts. Selectively covers dissertations from Great Britain and other European universities for recent years. In addition to this database, the full text of the majority of UNC theses and dissertations from 2006, and all beginning in 2008, are freely available electronically from the UNC Library: Dissertations | Theses more... less... Access: Off Campus Access is available for: UNC-Chapel Hill students, faculty, and staff; UNC Hospitals employees; UNC-Chapel Hill affiliated AHEC users. Coverage: 1861 to present
• Dissertations & Theses @ University of North Carolina at Chapel Hill Dissertations & Theses@University of North Carolina at Chapel Hill provides indexing and some full text access to dissertations completed here at Chapel Hill and submitted to the Dissertations Abstracts database. more... less... Access: Off Campus Access is available for: UNC-Chapel Hill students, faculty, and staff; UNC Hospitals employees; UNC-Chapel Hill affiliated AHEC users. Coverage: 1920s to present

Most UNC dissertations are in the UNC-CH catalog. If searching for a known author or title, searching the  online catalog  is the most efficient way to search: A sample search: title =  "Chaucer's relative constructions"

You can also use the  Boolean Search  feature of the  Advanced UNC-CH Catalog  to perform Keyword Searches for UNC dissertations.

Conducting a Keyword Search for Dissertations

Although most dissertations are in the online catalog, dissertations before 1964 have no subject headings. Searching for key words in the titles will help get at "subjects" for these items. Do not use ONLY standard LC Subject Headings. Be creative with appropriate key words, synonyms, and variants as well.

You will be searching for "thesis phd or thesis ph d" , which will appear as a note in the catalog record. You can use subject headings, title words, an author's last name, etc., and add "and thesis phd or thesis ph d". It is advisable to enter the "phd" both ways because of spacing variations. A sample search:

shakespeare and (thesis phd or thesis ph d) and "north carolina"

However, as noted above, Dissertations & Theses is the most efficient way to search for dissertations on a topic. If you do search for dissertations in the online catalog, you should add  "and north carolina" to try and weed out dissertations from other schools, but this can lead to false drops and omissions.

Finding Theses

While some theses may be found in Dissertations & Theses , thesis coverage is not nearly as comprehensive as dissertation coverage in that database.

Most UNC theses are in the UNC-CH catalog. If searching for a known author or title, searching the online catalog is the most efficient way to search. A sample search: title = Spenser and the diction of allegory : some uses of wordplay in the Faerie Queene

The online catalog does not offer an easy way to limit a subject search to master's theses. There is no group subject heading or subheading like "theses" for them. You can also use the Boolean Search feature of the Advanced UNC-CH Catalog to perform Keyword Searches for UNC theses.

Conducting a Keyword Search for Theses

Although most theses are in the online catalog, theses both before 1967 and after around 1990 have no subject headings. Searching for key words in the titles will help get at "subjects" for these items. Do not use ONLY standard LC Subject Headings. Be creative with appropriate key words, synonyms, and variants as well.

You will be searching for "thesis ma" or "thesis m a," which will appear as a note in the catalog record. You can use subject headings, title words, an author's last name, etc., and add "and thesis ma or thesis m a". It is advisable to enter the "ma" both ways because of spacing variations. A sample search:

shakespeare and (thesis ma or thesis m a) and "north carolina"

Finding Master's Papers

Some departments do not have an official thesis but instead require a major paper or report. These papers and reports are not in Davis Library or, for the most part, in the North Carolina Collection or the Libraries' online catalog. Some departments and departmental libraries have online lists. Contact the department, or, if there is one, the departmental library for information.

Environmental Sciences and Engineering Master's level students in the Department of Environmental Sciences and Engineering can opt for one of four tracks: a Master of Science degree, which requires a thesis; and the Master of Science in Public Health, Master of Public Health, and Master of Science in Environmental Engineering, which require a technical report. Theses are uploaded as digital copies to the Graduate School, and technical reports are uploaded to the Carolina Digital Repository.

Public Administration Copies of the Master of Public Administration papers from 1976-1994 are in the North Carolina Collection . For copies of papers completed since 1994, contact the Manager of the Master of Public Administration Program (Knapp-Sanders Bldg., CB# 3330, Chapel Hill, NC 27599-3330, Phone: 919-966-5381, Fax: 919-962-0654, Email Contact Form ).

UNC-Chapel Hill Master's Paper Collection Full-text copies of master's papers can be found:

• UNC-Chapel Hill Master's Paper Collection more... less... Access: No restrictions.

This database contains papers completed for the following departments:

• City & Regional Planning: Coverage from May 2002 - present
• Information & Library Science: Coverage from May 1999 - present*
• Maternal & Child Health: Coverage from December 2010 - present
• Public Health & Public Health Leadership: Coverage from August 2011 - present

*Print copies from 1963 - present are available in the  SILS Library .

Finding Undergraduate Honors Theses

Undergraduate Honors Theses (through 2012) are in the North Carolina Collection. They can be found using the card catalog located in that collection or the online catalog. They do not have subject headings unless they are about North Carolina. They do not circulate. Some departmental libraries also have copies but these are also non-circulating. To determine if a copy of an honors thesis can be obtained, contact the North Carolina Collection .

Electronic Submission of Senior Honors Theses:

Beginning in Fall 2013, students will no longer submit paper copies of their senior honors theses for archiving in the North Carolina Collection in Wilson Library. Instead, they will submit theses electronically via the Carolina Digital Repository (CDR). Submissions are due by the last day of class in the semester in which students complete their theses. The University Library will catalog electronic theses and make them available to the public.

To find Undergraduate Honors Theses in the catalog you can also use the Boolean Search feature of the Advanced UNC-CH Catalog to perform Keyword Searches. Do a keyword search for "honors essay" (with quotation marks) and then limit your search results to "North Carolina Collection" using the "Location" category in the left-hand column. A sample search: shakespeare and "honors essay" – then limit to North Carolina Collection Remember that Honors Theses lack subject indexing, so Keyword principally searches title and author fields. A thesis about Shakespeare may not have Shakespeare in the title. You can also do a catalog search for a specific title or author if known. A sample search: title = Broken emblems : allusion, irony, and utility in David Jones' In parenthesis

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• Next: Finding Other Theses & Dissertations >>
• Last Updated: May 16, 2023 12:44 PM
• URL: https://guides.lib.unc.edu/disthesis

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Maddali__Honors_Thesis_Final_Version.docx Public

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

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

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

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