example honours thesis

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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Economics Undergraduate Honors Theses

Examples of honors theses written by economics undergraduate students.

Posted with permission of the author. © 2019-2022 by the individual author. All rights reserved.

• "The Causal Effect of ACA Subsidies on Insurance Coverage Status Among California Adults"  - William Vereyken
• "Economic Impacts of Immigration Detention Centers Built Between 1990-2016 on U.S. Commuting Zones"  - Ekaterina Yudina

Spring/Summer 2022

• "The Impact of Indiv. Mandate on High-Income, Non-elderly Indiv. Health Insurance Coverage Rates and Racial/Ethnic Disparities"  - YeJin Ahn
• "An Economic Analysis of the 1997 Amhara Land Redistribution in Ethiopia"  - Ezana Anley
• "Affirmative Action's Effect on Educational and Wage Outcomes for Underrepresented Minorities"  - Vishnu G. Arul
• "Are the Effects of Racism Really That Black and White? A Study on the Effect Racism Has on the Productivity of Black   Footballers in the Premier League"  - Advik Banerjee
• "An Empirical Analysis of Industrial Concentration and Prices: Can We Blame Inflation on Corporate Greed?"  - Anton Bobrov
• "Tax Revenue Cyclicality and Income Inequality: Evidence from U.S. Counties From 1989 to 2019"  - Yiyang Chen
• "The Impact of Economic Opportunities on African American Migration Patterns in Oakland"  - Fernando Cheung
• "Impact of Tech Companies on Wages in the Local Economy"  - Niki Collette
• "Warm Welcome: Evidence for Weather-based Projection Bias in College Choice"  - Maria Cullen
• "Impact of the Belt and Road Initiative on Bilateral Trade with China"  - Pedro de Marcos
• "Renaissance of the Black Homeowner: Impact Evaluation of Michigan's Renaissance Zones"  - Rupsha Debnath
• "Lockdown Blues: The Effect of Social Norms on the Psychological Cost of Unemployment During the COVID-19 Pandemic"  - Dylan Hallahan
• "How Education Affects Health Outcomes Across Genders"  - Jessica Li
• "Is Increasing Diversity Inclusion Effective in Improving Companies' Performance in the Financial Services Industry?"  - Miranda Li
• "The Future Financial Status of the Social Security Program"  - Chloe Manouchehri
• "Does Recreational Marijuana Legalization Affect Hard-Drug Use? - Evidence from Cocaine Prevalence and Treatment Admissions"  - Arthur Weiss
• "Relationship Between Economic Status and Money Spent on Private Education Leading to Economic Inequality in South Korea"  - Jiho Lee
• "The Impact of Migrant Remittances on Rural Labor Supply: Evidence from Nepal"  - Amanda Wong
• "Confirmation Bias: The Role of Messages and Messengers"  - Hongyu (Randol) Yao

Spring 2021

• "Gender Equality and Economic Growth: Solving the Asian Puzzle"  - Zoya Ali
• "Women in STEM: Moving Up or Falling Off the Academic Career Ladder?"  - Sophia J. Bai
• "Time Dependence in Okun's Law at the State Level" - Sarah Baig
• "Labor Regulation and the Impact on Firm Behavior in India" - Vatsal Bajaj
• "Gender Representation in Academia: Evidence from the Italian Education System Reform" - Oyundari Batbayar
• "Money & Marriage on the Elementary Mind: A High-Level Analysis of Inequitable Child Development in LA County" - Matthew J. Chang
• "Unanticipated Unemployment Rate News on the Stock Market" - David Chi
• "Should Physicians Be More Collaborative? Determining the Relationship Between Patient Participation and Treatment Plan Confidence Across a Spectrum of Illness Severity in the State of California" - Saif Chowdhury
• "Modeling Optimal Investment and Greenhouse Gas Abatement in the Presence of Technology Spillovers" - Sabrina Chui
• "Understanding the Influence of Marginal Income Tax Rates on Retirement Investment Habits"  - Daniel Cohen
• "Infrastructure in India's Internal War: A District-Level Analysis of the Naxalite-Maoist Conflict" - Krunal Desai
• "Do Eucalyptus Trees Increase Wildfires?"  - Lila Englander
• "Understanding the Labor Outcomes of Hurricane Sandy" - Kevin Fang
• "Does TikTok Show Viewers the Content Relevant to them?" - Ekaterina Fedorova
• "The Impact of the Affordable Care Act Dependent Care Provision on Long-term Young Adult Labor Market Choices" - Anne Fogarty
• "Orchestra Sex Disparity: Experimental Evidence from Audience Members" - Richard Gong
• "The Big Three Medical Price Indexes: A Comparative Review and Analysis"  - Robert Hovakimyan
• "Effect of Value-Added-Services on Customer Reviews in a Platform Marketplace" - Shankar Krishnan
• "COVID19 Recession: Gender Layoff Gap Explodes" - Ember Lin-Sperry
• "The Gender Wage Gap in China: Learning from Recent Longitudinal Data" - Donghe Lyu
• "Local Graduation Policies as a Tool for Increasing College Eligibility: Evidence from Los Angeles" - Dan L. Ma
• "Trust in Government and Lockdown Compliance in Sub-Saharan Africa" - Charles McMurry
• "I Do (or Don't): The Impact of Same-Sex Marriage Laws on International Tourism" - Oliver McNeil
• "International Shipping Consequences of a Navigable Arctic" - Jack Melin
• "Investigating Dollar Invoicing Trends Using United Kingdom Export Data" - Aneesh Nathani
• "Micro-Level Impact of Initial Public Offerings on Bay Area Housing Inflation" - Mina Nezam-Mafi
• "Explaining EU's Oil Dependency Through the Response of the Portuguese Sector Indexes to Brent Oil Prices Fluctuations" - Pedro S. Nunes
• "Dynamic Incentives and Effort Provision in Professional Tennis Tournaments" - Ruiwen Pan
• "Examining the Effects of Minimum Wage Laws on Part-Time Employment" - Odysseus Pyrinis
• "The Great Indian Identity Crisis? Exclusions & Intersectionality in the Indian Aadhaar System" - Aditi Ramakrishnan
• "The 'Clutch Gene' Myth: An Analysis of Late-Game Shooting Performance in the NBA"  - Can Sarioz
• "Estimating the Impact of Artificial Intelligence on Jobs Within the Healthcare Industry" - Sidharth Satya
• "Factors Influencing Telehealth Utilization: Evidence from California" - Emily Schultz
• "Cash and Conflict: Evidence from the Indian Banknote Demonetization" - Nachiket Shah
• "Determinants of the Number of Anti-Government Demonstrations: Evidence from OECD Countries" - Nina Singiri
• "Hygiene Heroes: A Process Evaluation of Promoting Hygiene Practices in Tamil Nadu Schools" - Malika Sugathapala
• "Exploring the Labour Patterns of Women and Mothers Through the COVID-19 Pandemic: The Impact of School Closures and a New Kind of Recession"  - Renee Isabel Utter
• "How Have Socioeconomic Achievement Determinants Changed in the Past Decade for First-Generation Chinese Immigrants in the U.S." - Haolin Wang
• "The Impact of Quarantining on School Enrollment: Evidence from the Ebola Epidemic in Sierra Leone" - David Willigrod
• "Weeding out Needy Households and Welcoming the Better Off? Impacts of Transactional Barriers on SNAP Participation Rates" - Kevin Woo
• "Are Soccer Teams Being Inefficient? An Analysis of Sunk Cost Fallacy and Recency Bias Using Transfer Fee" - Junru Lyu
• "The Effects of Access to Family Planning Facilities on Female Labor Market Outcomes"  - Marcus Sander
• "Macroeconomic Volatility at the Zero Lower Bound: Evidence from the OECD" - Anthony Swaminathan
• "How are Society's Conditions and Demographics Related to the Popularity of Chief Executive Carrie Lam  and the Hong Kong Government"  - Peter To

Spring/Summer 2020

• "Parental Involvement: The Differential Impacts of Consent and Notice Requirements for Minors' Abortions" - Angela Ames
• "Examining Local Price Levels and Income Distribution Over Time" - Josh Archer
• "Estimating the Effect of Grandparent Death on Fertility" - Jason Chen
• "Democracy in the Face of COVID-19: Have Less Democratic Countries Been More Effective at Preventing the Spread of This Pandemic ?" - Yi Chen
• "Understanding the Effects of Conditional Cash Transfers on Indigenous People in Mexico" - Arushi Desai
• "Microfinance and Payday Lending: Are they Solving a Problem or Creating One?" - Sophia Faulkner
• "The Risk-Taking Channel of Monetary Policy and Foreign Banks" - Noah Forougi
• "Ride of Die? Metropolitan Bikeshare Systems and Pollution" - Sean Furuta
• "Internet's Important Involvement in Information Industry Integration in Idaho, Iowa, Illinois, Indiana (and others): How the emerging internet affected the economic geography of the information industry" - Keming (Alex) Gao
• "The Relationship between Economic Crises and Long-Run Wealth Inequality" - Renuka Garg
• "Voter Bias in the Associated Press College Football Poll : Reconducting a 2009 study with new data in a $1 Billion-dollar industry that has seen significant changes in the past decade"  - Brent Hensley
• "Monopsony Exploitation in Major League Baseball: Using Wins Above Replacement to Estimate Marginal Revenue Product" - Jacob C. Hyman
• "The Relationship Between Currency Substitution and Exchange Rate Volatility" - Jewon Ju
• "Efficiency, Bias, and Decisions: Observations from a Sports Betting Exchange" - Alexander Kan
• "The Effect of Medicaid Expansion on Substance Use Disorder Treatment Utilization: Evidence from the Affordable Care Act" - Christy Kang
• "Analyzing the Relationship between Personal Income Tax Progressivity and Income Inequality" - Gevorg Khandamiryan
• "The Effects of Occupancy Taxes on the Short-Term Rental Market: Evidence from Boston" - Alan Liang
• "Corporate Types and Bank Lending in Contractionary Era: Evidence from Chinese Listed Companies" - Zishen Liu
• "Financial Constraints on Student Learning: An Analysis of How Financial Stress Influences Cognitive Function in Children" - Simone Matecna
• "The Effect of Workplace Inspections on Employment and Sales - A Regression Discontinuity Analysis" - Jeseo Park
• "Lending Sociodynamics, Economic Instability, and the U.S. Farm Credit Crisis" - Erfan Samaei
• "The Effect of Intangible Assets on Value Added: Evidence from microdata across small and large firms in Europe" - Tamara Sequeira
• "Price Efficiency Differences Between Public and Private Utilities: An Empirical Analysis of US Electric Utilities" - Yechan Shin
• "Effect of Campus Shootings on Academic Achievement: Examination of 2014 Isla Vista Killings" - Min Joo (Julie) Song
• "First-Degree Price Discrimination: Evidence from Informal Markets in India" - Rishab Srivastava
• "Who Benefits From Gentrification? A Case Study of Oregon Public High Schools" - Namrata Subramanian
• "Estimating the Economic Impacts of Wealth Taxation in France" - Jeffrey Suzuki
• "Transit-Oriented Development or Transit-Oriented Displacement? Evaluating the Sorting Effect of Public Transportation in Los Angeles County" - Yeeling Tse
• "How State Abortion Policy Restrictiveness is Associated with Unintended Pregnancy Outcomes in the United States from 2014-2018" - Ruhee Wadhwania
• "Global Food Security and the El Niño-Southern Oscillation"  - Aidan Wang
• "The Relationship Between Pharmaceutical R&D Spending and NME Development" - Taylor Wang
• "The Role of Individual Risk Attitude in Occupational Inheritance" - Yi Wang
• "Labor Market Segmentation: Evidence from U.S. Janitorial Jobs Advertised in English and Spanish" - Zijun Xu
• "Bias on the Brain: How Patient Gender Influences Use of Emergency Room Diagnostic Imaging" - Abigail Zhong
• "Age Effects, Irrationality and Excessive Risk-Taking in Supposedly Expert Agents" - William Aldred
• "Pricing Disparities for Minority Communities in Chicago: Rideshares and Taxis" - Matthew Cleveland
• "Where My Negros At? Evaluating the Effects of Banning Affirmative Action on Black College Enrollment" - Ellie Koepplinger
• "Race and Recession: How Minorities May Affect Downturns" - Alexander Szarka
• "Understanding the Effects of Canadian International Food Aid on Production and Trade" - Patrick D. Tagari
• "Urban Property Rights and Labor Supply in Peru: Heterogeneity Analysis by Gender and Educational Attainment" - Juan Sebastián Rozo Vásquez
• "Effect of High-Speed Rail on City Tourism Revenue in China: A Perspective on Spatial Connectivity" - Lingyun Xiao

Archives (2009-2019)

Sample Honors Proposals and Theses

Sample honors proposals.

The following represent a sampling of outstanding English honors project proposals.

Disrupting Stereotypes: A Usability Report on Inclusive Design for Invisible Disabilities, including ADHD and Anxiety (PDF)

Author: Abby Wing Thesis Type: Independent Thesis Approved By: Janine Solberg, English Department Published: Spring 2023

Sir Lancelot Portrayed in Thomas Malory's Le Morte Darthur , Chretien de Troyes's Lancelot du Lac and T.H. White's The Once and Future King (PDF)

Author: Taylor Wise Thesis Type: Independent Thesis Approved By: Jenny Adams, English Department Published: Expected Spring 2017

Jane Austen’s Male Characters Through A Feminist Critical Lens (PDF)

Author: Anastasia Armstrong Thesis Type: Independent Thesis Approved By: Heidi Holder and Suzanne Daly, English Department Published: Expected Spring 2017

Sample Honors Theses

The following represent a sampling of outstanding English honors thesis projects.

Author: Abby Wing Thesis Type: Independent Thesis Approved By: Janine Solberg, English Department Published 2023

Abstract: In the Spring 2023 semester, I recruited students and faculty members with disabilities to test the usability of UMass Amherst financial aid web pages. The purpose of my testing was to learn more about the accessibility needs of people with disabilities. I conducted six remote usability tests with participants using Zoom. Each participant completed five tasks and shared their responses to a series of open-ended questions at the end of each test. These tasks involved finding information related to the cost of attending UMass Amherst for prospective students (i.e., total cost of attendance, net cost of attendance, housing costs, dining costs, and scholarships). Afterward, I generated inclusive personas that reflected the diverse characteristics of the participants. These personas, which are further discussed in the conclusion, offer insights into the accessibility needs of students with disabilities.

What I found: while participants are able to complete all tasks, they wished that information was more consolidated for greater navigability. Most of the time participants spent completing tasks involved trying to locate the appropriate pages to complete the tasks. Participants also wished that there was a stronger information hierarchy on cost pages for improved readability.

“This Is Hardly the Happy Ending I Was Expecting”: NIER ’s Rejection of the Heteronormative in Fairy Tales (PDF)

Author: Emily Cerri Thesis Type: Independent Thesis Approved By: Caroline Yang and TreaAndrea Russworm, English Department Published 2019

Abstract: Despite the perception they are just entertainment, video games have the potential to present criticisms on aspects of culture such as race, gender, and sexuality. Games such as Gone Home and The Missing: J.J. Macfield and the Island of Memories subvert stereotypes of gender and sexuality or highlight the struggles of sexually marginalized groups in a heteronormative society. However, games often miss the opportunity to subvert expectations or represent racially marginalized communities. The game NIER both creates and overlooks critiques of this lack of attention through its use of the fairy tale genre. NIER ’s destabilization of binaries and refusal to conform to gender roles and performance present a critique of heteronormativity and the gender binary of the fairy tale canon. And yet, NIER also misses the opportunity to fully present criticisms on the topics of race, gender, and sexuality. The game’s presentation of race is especially lacking, particularly through its tacit assumption of whiteness as the “unmarked” race. Though attempts to it dismantle some stereotypical racial imagery, it shuts out the possibility of nonwhite people persisting through the apocalypse. Furthermore, while its portrayal of nonheteronormative characters destabilizes the stereotypes of these characters in other media, censorship and pandering to the male gaze ultimately hinder the representation of these marginalized characters. That is, the localization explicitly alters characters’ identities in favor of heteronormativity and the game uses clothing and camera angles to hypersexualize the female protagonist. Its use of fairy tales, which are typically European tales, sometimes highlights their normalized gender and sexual stereotypes and expectations and sometimes subvert them. In other cases, it misses the opportunity to destabilize these notions and instead maintains the status quo. In such ways, NIER also fails to completely queer the fairy tale canon even as it tries to subvert the genre. Nonetheless, while NIER falls short of being a queer critique, it provides the opening for the critical player to do so.

Using Genre Theory to Understand the Way Opinion Journalism is Changing in Today’s Digital World (PDF)

Author: Tess Halpern Thesis Type: Independent Thesis Approved By: Donna LeCourt and Janine Solberg, English Department Published 2019

Abstract: As an editor of opinion journalism during my college years, I have always struggled to not only articulate but also determine which texts constitute opinion journalism and which are simply opinion. As opinions become more ubiquitous with the rise of the digital era, and as they can now be published on platforms like blogs, podcasts, and social media with no regulation or editorial review, this distinction has become even harder to make. Unfortunately, the blurring of the line between opinion journalism and opinion has happened at the precise moment that the legitimacy of journalism has also begun to be questioned more than ever before in my lifetime. The purpose of this research was to definitively draw that line, separating opinion journalism from opinion. To do this, I first determined the genre norms of opinion journalism by studying the texts, the writers, and the publications that define the genre. Following, I then determined where the genre set of opinion journalism ends by studying articles written for non-reputable, digital-only platforms, and platforms that were self-publishing or otherwise had minimal editing and regulation processes. A total of 63 articles from The New York Times , The Wall Street Journal , The Washington Post , The Huffington Post, Buzzfeed, Odyssey Online , and personal blogs were analyzed for this research. The results of this study allowed me to track the transformation that opinion journalism, and journalism in general, is currently undergoing. Additionally, it clarified the distinction between opinion journalism and ordinary opinion, allowing me to better understand the genre and the texts that are excluded from that genre.

"You Can Be Useful to Us in a Hundred Different Ways”: A Study of Stage and Screen Adaptations of Dickens’s Nicholas Nickleby (PDF)

Author: Emma Piscia Thesis/Project Type: Independent Honors Thesis Approved By: Heidi Holder and Suzanne Daly, Department Of English Published 2016

Abstract: Charles Dickens’s Nicholas Nickleby has been adapted since 1839, when it was still in the midst of its initial serialized publication. It has since been adapted into plays, films, and television miniseries over 250 times, and the number continues to grow. This thesis investigates the history of Nickleby as adapted for stage and screen from 1838 to the present. While there has been much scholarly consideration of adapted Dickens, there has been little in the way of examination of any particular work across periods and genres; Nickleby, with its varied history on stage and screen, certainly merits such critical examination. Works discussed here range from Edward Stirling’s early farce Nicholas Nickleby: or, Doings at Do-The-Boys Hall (1838), through David Edgar’s marathon stage adaptation The Life and Adventures of Nicholas Nickleby (Royal Shakespeare Company 1980), to David Innes Edwards’s and Joy Wilkinson’s The Life and Adventures of Nick Nickleby (a 2012 miniseries). This thesis explores the cultural uses and revisions of Dickens’s text. Key topics of discussion include the highly varied representation of the orphan Smike; the portrayal of physical, sexual, and financial violence; and the sociopolitical and economic themes of the novel that allow it to resonate with contemporary audiences down through the centuries. Using reviews, historical context, literary and film criticism, performance history, and gender theory, this thesis endeavors to explain the persistence of an early Victorian novel in popular culture.

Eye on Research (PDF)

Author: Alexandra Foley Thesis/Project Type: Capstone Thesis Approved By: David Toomey and Janine Solberg, Department Of English Published 2012

Abstract: A collection of the newest discoveries and breaking edge research taking place on the University of Massachusetts Amherst campus. Here is a list of some of the research published in this thesis: a new synthetic material called “Geckskin” which mimics the adhesion power of Gecko feet developed in Polymer Science department; UBot, a robot designed by UMass’s Laboratory for Perceptual Robotics, can learn by interacting with its environment; Gregory Tew, of the Polymer Science department, has found a way to look inside their previously impenetrable membranes of T cells; and Dr. Caitlyn Shea Butler of the Environmental Engineering department has designed a “Microbial Fuel Cell Latrine” that purifies human waste and produces electricity at the same time.

“How could the body politic be made to work in the absence of its head?”: Beheadings, Gender, and Power In Malory’s Morte Darthur (PDF)

Author: Kerry Ditson Thesis/Project Type: Independent Honors Thesis Approved by: Jen Adams, English Department and Sonja Drimmer, Art History Program Published: 2015

Abstract: The Wars of the Roses were without a doubt one of the most transformative and traumatic events of medieval England. This bloody conflict called into question commonly accepted notions of nobility, masculinity, kingship, governance, and violence. The deposition of Richard II in 1399 set into motion aftershocks that would be felt half a century later, as the notion of divinely anointed kingship was called into question—in a world where kings could be gotten rid of, who had the right to rule? The answer came down, in many ways, to one issue: blood.

Closets and Transylvanian Castles: Vampires and Queerness in the Nineteenth-Century Literature and Beyond (PDF)

Author: Maxwell Heath Thesis/Project Type: Independent Honors Thesis Approved by Heidi Holder and Jenny Spencer of the Department of English Published 2015

Abstract: My thesis examines how vampires have been used in literature to depict queer people and explore issues of queerness. Focusing primarily on the nineteenth century with a brief foray into the twentieth, I analyze seven key texts, both well known and relatively obscure, from John Polidori’s groundbreaking “The Vampyre” (1819) to G.S. Viereck’s The House of the Vampire (1907). This wide range is significant: previous work in the field has tended toward individual studies. I track how the depictions of vampirism and queerness evolved over time, focusing especially on the tropes of disorientation of space and narrative structure, complex patterning of relationships between characters, and conflict between humans and vampires for control of narrative. To this end ideas drawn from theorists such as Eve Kosofsky Sedgwick have been deployed in my analysis. I have discovered that from the first there is a degree of sympathy for queerness which is often occluded by gothic tropes. While the vampires themselves only begin to shift from villains towards more ambiguous figures at the end of the nineteenth century, their victims are often figured as queer and portrayed sympathetically. This suggests that vampires have been used as a way to mask queerness in metaphor so that it could be explored and discussed during a time when any explicit examination was forbidden.

Transplanted (PDF)

Author: Michael Sirois Thesis/Project Type: Independent Honors Thesis Approved by John Hennessy, Department of English Published May 2015

Abstract: My honors thesis project is a manuscript consisting of twenty-four poems. This collection of poetry reflects my transition from a working-class upbringing to completing my degree at the university. The many years I spent working in agriculture influence my poetry significantly, so natural settings and elements serve as a prism for my themes of work, the working-class, and the family. The introduction to my thesis project is included to show the departures from my literary influences.

For more information, see  499Y Honors Research (Part I) or  499T/P Honors Research (Part II) .

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Honors Program

Thesis examples.

• Thesis Supervisor
• Online Submission Instructions
• Online Approval Instructions
• Thesis Extensions
• Publishing in Open Commons

At this point in your college career you are probably most used to projects that can be completed in the span of one semester. Your thesis project will likely span multiple semesters and may be larger than any project you’ve taken on in the past. For those reasons alone, it’s important to look at examples.

Examples can also help you:

• Learn about potential topics
• Think creatively and reflectively about your interests and how you will contribute to your field
• Determine scope and scale of an Honors thesis (as opposed to a Master’s thesis or Doctoral dissertation)
• Identify potential thesis supervisors
• Understand methods that may be beneficial in completing your thesis

There are two ways to search:

• UConn’s Open Commons contains many recent Honors theses.
• by author’s last name
• by author’s major
• by thesis supervisor
• by the thesis supervisor’s department

If a thesis is available in Open Commons, the title will be hyperlinked within the above PDF files.  Hard copy theses from and 2019 are currently stored in the Honors Program office but are moving soon to the Archives.  Theses from 2018 and older are in the University Archives located at the Dodd Research Center. If you wish to see an older thesis, you must make arrangements through Betsy Pittman at the University Archives Office.

Thesis from 2020 and newer are not available for viewing. They would only be available if the author posted it to Open Commons and it was linked in the PDF’s above.

Note: Questions about the PDFs may be directed to the Honors Program Office .

Honours Thesis Handbook

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

Table of contents

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

Prerequisites for admission to PSYCH 499

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

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

Class enrolment for PSYCH 499A/B/C

Warnings regarding a decision to discontinue psych 499.

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

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

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

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

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

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

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

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

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

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

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

Who should I do an honours thesis?

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

Good reasons for doing an honours thesis include:

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

The prerequisites for PSYCH 499 are all of the following:

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

* calendar descriptions as well as course outlines

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Progress reports

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

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

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

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

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

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

Thesis reviewer

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

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

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

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

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

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

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

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

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

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

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

On-line surveys

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

Caution regarding off-campus data collection

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

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

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

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

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

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

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

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

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

Submitting the thesis for marking

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

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

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

Extensions on the thesis submission deadline

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

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

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

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

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

Capture your thesis on video!

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

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

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

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

Convocation awards

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

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

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

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

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

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

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

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

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

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

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

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

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

Human Participants in Research

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

The following is an excerpt from the guidelines:

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

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

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

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

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

Note : All research ethics applications must include:

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

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

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

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

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

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

Further details about the thesis conference

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

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

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

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

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

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

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

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

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

Office of research ethics

Psychology department.

Writing an Honors Thesis

An Honors Thesis is a substantial piece of independent research that an undergraduate carries out over two semesters. Students writing Honors Theses take PHIL 691H and 692H, in two different semesters. What follows answers all the most common questions about Honors Theses in Philosophy.

All necessary forms are downloadable and may be found in bold, underlined text below.

Who can write an Honors Thesis in Philosophy?

Any Philosophy major who has a total, cumulative GPA of at least 3.3 and a GPA of at least 3.5 (with a maximum of one course with a PS grade) among their PHIL courses can in principle write an Honors Thesis. In addition, students need to satisfy a set of specific pre-requisites, as outlined below.

What are the pre-requisites for an Honors Thesis in Philosophy?

The requirements for writing an Honors Thesis in Philosophy include

• having taken at least five PHIL courses, including two numbered higher than 299;
• having a total PHIL GPA of at least 3.5 (with a maximum of one course with a PS grade); and
• having done one of the following four things:
• taken and passed PHIL 397;
• successfully completed an Honors Contract associated with a PHIL course;
• received an A or A- in a 300-level course in the same area of philosophy as the proposed thesis ; or
• taken and passed a 400-level course in the same area of philosophy as the proposed thesis .

When should I get started?

You should get started with the application process and search for a prospective advisor the semester before you plan to start writing your thesis – that is, the semester before the one in which you want to take PHIL 691H.

Often, though not always, PHIL 691H and 692H are taken in the fall and spring semesters of the senior year, respectively. It is also possible to start earlier and take 691H in the spring semester of the junior year and PHIL 692H in the fall of the senior year. Starting earlier has some important advantages. One is that it means you will finish your thesis in time to use it as a writing sample, should you decide to apply to graduate school. Another is that it avoids a mad rush near the very end of your last semester.

How do I get started?

Step 1: fill out the honors thesis application.

The first thing you need to do is fill out an Honors Thesis Application   and submit it to the Director of Undergraduate Studies (DUS) for their approval.

Step 2: Find an Honors Thesis Advisor with the help of the DUS

Once you have been approved to write an Honors Thesis, you will consult with the DUS about the project that you have in mind and about which faculty member would be an appropriate advisor for your thesis. It is recommended that you reach out informally to prospective advisors to talk about their availability and interest in your project ahead of time, and that you include those suggestions in your application, but it is not until your application has been approved that the DUS will officially invite the faculty member of your choice to serve as your advisor. You will be included in this correspondence and will receive written confirmation from your prospective advisor.

Agreeing to be the advisor for an Honors Thesis is a major commitment, so bear in mind that there is a real possibility that someone asked to be your advisor will say no. Unfortunately, if we cannot find an advisor, you cannot write an Honors Thesis.

Step 3: Fill out the required paperwork needed to register for PHIL 691H

Finally, preferably one or two weeks before the start of classes (or as soon as you have secured the commitment of a faculty advisor), you need to fill out an Honors Thesis Contract and an Honors Thesis Learning Contract , get them both signed by your advisor, and email them to the DUS.

Once the DUS approves both of these forms, they’ll get you registered for PHIL 691H. All of this should take place no later than the 5th day of classes in any given semester (preferably sooner).

What happens when I take PHIL 691H and PHIL 692H?

PHIL 691H and PHIL 692H are the course numbers that you sign up for to get credit for working on an Honors Thesis. These classes have official meeting times and places. In the case of PHIL 691H , those are a mere formality: You will meet with your advisor at times you both agree upon. But in the case of PHIL 692H , they are not a mere formality: The class will actually meet as a group, at least for the first few weeks of the semester (please see below).

When you take PHIL 691H, you should meet with your advisor during the first 5 days of classes and, if you have not done so already, fill out an Honors Thesis Learning Contract  and turn in to the Director of Undergraduate Studies (DUS) . This Contract will serve as your course syllabus and must be turned in and approved no later than the 5th day of classes in any given semester (preferably sooner). Once the DUS approves your Honors Thesis Learning Contract, they’ll get you registered for PHIL 691H.

Over the course of the semester, you will meet regularly with your advisor. By the last day of classes, you must turn in a 10-page paper on your thesis topic; this can turn out to be part of your final thesis, but it doesn’t have to. In order to continue working on an Honors Thesis the following semester, this paper must show promise of your ability to complete one, in the opinion of your advisor. Your advisor should assign you a grade of “ SP ” at the conclusion of the semester, signifying “satisfactory progress” (so you can move on to PHIL 692H). Please see page 3 of this document for more information.

When you take PHIL 692H, you’ll still need to work with your advisor to fill out an Honors Thesis Learning Contract . This Contract will serve as your course syllabus and must be turned in to and approved by the DUS  no later than the 5th day of classes in any given semester (preferably sooner).

Once the DUS approves your Honors Thesis Learning Contract, they’ll get you registered for PHIL 692H.

At the end of the second semester of senior honors thesis work (PHIL 692H), your advisor should assign you a permanent letter grade. Your advisor should also change your PHIL 691H grade from “ SP ” to a permanent letter grade. Please see page 3 of this document for more information.

The Graduate Course Option

If you and your advisor agree, you may exercise the Graduate Course Option. If you do this, then during the semester when you are enrolled in either PHIL 691H or PHIL 692H, you will attend and do the work for a graduate level PHIL course. (You won’t be officially enrolled in that course.) A paper you write for this course will be the basis for your Honors Thesis. If you exercise this option, then you will be excused from the other requirements of the thesis course (either 691H or 692H) that you are taking that semester.

Who can be my advisor?

Any faculty member on a longer-than-one-year contract in the Department of Philosophy may serve as your honors thesis advisor. You will eventually form a committee of three professors, of which one can be from outside the Department.  But your advisor must have an appointment in the Philosophy Department. Graduate Students are not eligible to advise Honors Theses.

Who should be my advisor?

Any faculty member on a longer-than-one-year contract in the Department of Philosophy may serve as your honors thesis advisor. It makes most sense to ask a professor who already knows you from having had you as a student in a class. In some cases, though, this is either not possible, or else there is someone on the faculty who is an expert on the topic you want to write about, but from whom you have not taken a class. Information about which faculty members are especially qualified to advise thesis projects in particular areas of philosophy can be found  here .

What about the defense?

You and your advisor should compose a committee of three professors (including the advisor) who will examine you and your thesis. Once the committee is composed, you will need to schedule an oral examination, a.k.a. a defense. You should take the initiative here, communicating with all members of your committee in an effort to find a block of time (a little over an hour) when all three of you can meet. The thesis must be defended by a deadline , set by Honors Carolina , which is usually a couple of weeks before the end of classes. Students are required to upload the final version of their thesis to the  Carolina Digital Repository  by the final day of class in the semester in which they complete the thesis course work and thesis defense.

What is an Honors Thesis in Philosophy like?

An Honors Thesis in Philosophy is a piece of writing in the same genre as a typical philosophy journal article. There is no specific length requirement, but 30 pages (double-spaced) is a good guideline. Some examples of successfully defended Honors The easiest way to find theses of past philosophy students is on the web in the Carolina Digital Repository . Some older, hard copies of theses are located on the bookshelf in suite 107 of Caldwell Hall. (You may ask the Director of Undergraduate Studies (DUS) , or anyone else who happens to be handy, to show you where it is!)

How does the Honors Thesis get evaluated?

The honors thesis committee will evaluate the quality and originality of your thesis as well as of your defense and then decides between the following three options:

• they may award only course credit for the thesis work if the thesis is of acceptable quality;
• they may designate that the student graduate with honors if the thesis is of a very strong quality;
• they may  recommend  that the student graduate with highest honors if the thesis is of exceptional quality.

As a matter of best practice, our philosophy department requires that examining committees refer all candidates for highest honors to our Undergraduate Committee chaired by the Director of Undergraduate Studies. This committee evaluates nominated projects and makes the final decision on awarding highest honors. Highest honors should be awarded only to students who have met the most rigorous standards of scholarly excellence.

Department of Economics

Honors thesis.

• Undergraduate

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

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

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

More than a good course paper

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

Requirements

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

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

During senior year , thesis writers must:

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

For students graduating  Spring 2024 :

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

For students graduating in  Fall 2024*:

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

For students graduating  Spring 2025 :

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

For students graduating  Fall 2025 *:

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

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

More information

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

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Honours Thesis Writing for Engineering and Science Students

Here you will find online thesis writing support and advice for honours students in the faculties of engineering and science including advice (from supervisors), examples (from past honours theses) and exercises to help you improve your thesis writing skills.

You won't find here anything to do with the content of your thesis. The content is between you, your research group and your supervisor.

• Thesis structure

Find out more

• Writing tools

Acknowledgements

We express our gratitude to the many students and staff who provided experience, ideas, examples, interest and support prior to and during the development of the site.

• This resource was developed as a project by The Learning Centre at UNSW.  The aim is to provide online support for students who are writing an extended piece of research at undergraduate or Honours level, especially in the fields of Science and Engineering .
• The site was designed to respond to the key writing needs that were identified in a survey of supervisors and Honours students, which asked them what their main priorities were for writing a thesis. This project is funded by the UNSW Learning and Teaching Fund.
• This site was written by Rosalie Goldsmith with extensive input from Pam Mort.
• The website was built by Tracey-Lee Downey .
• Beanland, C, Scneider, Z, LoBiondo-Wood, G & Haber, J 1999 Nursing Research , Mosby, Sydney.
• Burns, R 2000, Introduction to Research Methods , Pearson Education, Frenchs Forest.
• Craswell, G 2005, Writing for Academic Success , SAGE Publications, London.
• Eggins, S 1994, An Introduction to Systemic Functional Linguistics , Pinter Publishers, London.
• Evans, D & Gruba, P 2002, How to Write a Better Thesis , Melbourne University Press, Carlton Vic.
• Kamler, B & Thomson P 2006, Helping Doctoral Students Write , Routledge, Abingdon Oxon.
• Silyn-Roberts, H 2000, Writing for Science and Engineering , Butterworth, Heinemann Oxford.
• Weissberg, R & Buker, S 1990, Writing up Research , Prentice Hall Regents, Englewood Cliffs, New Jersey.

Engineering & science

• Report writing
• Technical writing
• Writing lab reports
• Case study report in (engineering)
• ^ More support

Study Hacks Workshops | All the hacks you need! 7 Feb – 10 Apr 2024

Discover your Library: Main Library 21 May 2024

University of Tasmania

Please Note:

The has moved to a new authentication system as of the 1st of November .

Account holders will now be able to login using their University of Tasmania credentials. If you have trouble logging in please email us on so we can assist you.

Public users can still access the records in this repository as normal

• Repository Home
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Browse by theses type Honours

Abdul-Rahman, J 2010 , 'Spatiotemporal characteristics and causes of damage to Azorella macquariensis cushions' , Honours thesis, Unversity of Tasmania.

Agius, JT 2006 , 'Tephra and ecological studies of Limnopolar Lake, Byers Peninsula, Livingston Island.' , Honours thesis, University of Tasmania.

Ainsworth, C 2022 , 'Stigmatisation associated with genetic test results for psychological disorders' , Honours thesis, University of Tasmania.

Aitken, P 2009 , 'The study of resilience within rural general practitioners' , Honours thesis, University of Tasmania.

Aitken, MM 2022 , 'Eliciting an in-group/out-group facial recognition bias based upon falsified, trivial groupings' , Honours thesis, University of Tasmania.

Alcock, J 1998 , '"The Middle People" A History of the Launceston Chinese Community' , Honours thesis, University of Tasmania.

Alger, S 2001 , 'The Politics of madness: government in the reigns of Charles VI and Henry VI' , Honours thesis, University of Tasmania.

Allan-Eames, F 2013 , 'Techniques in David Popper's Hohe Schule des Violoncello-Spiels, op. 73' , Honours thesis, University of Tasmania.

Allchin, R 2010 , 'Threatened species legislation and the Swift Parrot' , Honours thesis, University of Tasmania.

Allen, C 2016 , 'Mood and maladaptive behaviour: the effect of emotional intelligence, personality, and mood on emotional manipulation' , Honours thesis, University of Tasmania.

Amos, JJ 1968 , 'The physiology of flowering and some aspects on the regulation of flowering in peas' , Honours thesis, University of Tasmania.

Andrusko, K 2010 , 'Place attachment and visitation of Fern Tree Park and Bower' , Honours thesis, University of Tasmania.

Anstee, SJ 2000 , 'The morphology and long term shoreline changes of Long Beach, Sandy Bay' , Honours thesis, University of Tasmania.

Ashdown, Neil Clifford 1944 , 'Production of alumina from Ouse bauxite by the Bayer process.' , Honours thesis, University of Tasmania.

Atkinson, AK 2003 , 'Coalescing Idle Workstations as a Multiprocessor System using JavaSpaces and Java Web Start' , Honours thesis, University of Tasmania.

Aziz, AA 1968 , 'Genetical studies of the phenomenon of meiotic drive with reference to the effect of temperature' , Honours thesis, University of Tasmania.

Badcock, AB 2007 , 'André Jolivet's Chant de Linos : spiritual dimensions and performance perspectives' , Honours thesis, University of Tasmania.

Bailey, AR 2021 , 'A gender in-group effect on facial recall' , Honours thesis, University of Tasmania.

Bailey, L 2018 , 'The mere presence effect of smartphones on decision-making performance' , Honours thesis, University of Tasmania.

Bain-Williams, ZJ 2018 , 'Stop talking : inhibiting the production effect' , Honours thesis, University of Tasmania.

Banks, J 2006 , 'Ecological impacts of pollution on marine soft-sediment assemblages' , Honours thesis, University of Tasmania.

Barnes, CD 1994 , 'Mechanism of selectivity of diquat solutions in poppy. (Papaver somniferum L.)' , Honours thesis, University of Tasmania.

Barnes, A 1992 , 'Mount Wellington and the sense of place' , Honours thesis, University of Tasmania.

Barrett, ND 2007 , 'Was Australian Antarctica Won Fairly?' , Honours thesis, University of Tasmania.

Bath, A 2005 , 'Petrography and geochemistry of the mesoproterozoic Gawler Range volcanics, South Australia' , Honours thesis, University of Tasmania.

Batt, N 1962 , 'Bishop Nixon and conflicts within the church of England in Tasmania in the 1850s' , Honours thesis, University of Tasmania.

Beaman, RJ 2000 , 'Origin of the Mertz Drift, George V Basin, East Antarctica' , Honours thesis, University of Tasmania.

Beattie, RD 1967 , 'The geology of the Royal George area' , Honours thesis, University of Tasmania.

Bedford, M 2013 , 'Prey-field use by top predators of the Southern Ocean: understanding foraging dynamics of macaroni penguin (Eudyptes chrysolophus) near Heard Island' , Honours thesis, University of Tasmania.

Bell, RS 1977 , 'Feeding biology of the starfish Conscinasterias calamaria (Gray), 1840 (Asteroidea : Asteriidae)' , Honours thesis, University of Tasmania.

Bell, CN 2021 , 'Trait anxiety and attention : behavioural and ERP measures of attentional networks' , Honours thesis, University of Tasmania.

Benedetti Vallenari, PF 2021 , 'The development of a model for flystrike resistance management' , Honours thesis, University of Tasmania.

Berry, RF 1979 , 'Deformation and metamorphism of the Aileu formation, East Timor' , Honours thesis, Flinders University of South Australia.

Besterwitch, JLS 2018 , 'Top-down and bottom-up : cognitive mechanisms in drug dependence and treatment outcomes' , Honours thesis, University of Tasmania.

Bierens, Kali 2008 , 'The Captain’s Lady: Mary Ann Bugg' , Honours thesis, University of Tasmania.

Bindoff, IK 2005 , 'An Intelligent Decision Support System for Automated Medication Review' , Honours thesis, University of Tasmania.

Bird, LA 2018 , 'The cognitive load of lies' , Honours thesis, University of Tasmania.

Black, GJ 1993 , 'T.J.K. Bakhap (1866-1923), a Chinese-Australian? : The significance of his public and political life in relation to prevailing Australian attitudes to China, the Chinese, and Australia's place in the world' , Honours thesis, University of Tasmania.

Bladel, FM 1969 , 'British-Tasmanian relations between 1803-1828' , Honours thesis, University of Tasmania.

Blowfield, HL 2018 , 'Actions speak louder than words : the production and enactment effects on recall and recognition memory of verbs' , Honours thesis, University of Tasmania.

Boas, Erika 1999 , 'Leading Dual Lives, Lithuanian Displaced Persons in Tasmania.' , Honours thesis, University of Tasmania.

Bolger, P 1964 , 'John Morgan: colonial middle class recruit' , Honours thesis, University of Tasmania.

Bones, S 2017 , 'Empirical validation of a model predicting depression, anxiety, and stress in the parents of children with autism' , Honours thesis, University of Tasmania.

Bonner, FJ 1969 , 'The effects of the Spanish Civil War on the writers of the British left : an investigation of political and literary interaction' , Honours thesis, University of Tasmania.

Bosworth, AM 2019 , 'The effects of mindfulness meditation on spectral measures of EEG activity' , Honours thesis, University of Tasmania.

Boyer, M 1996 , 'Investigation of a Venturi as a pump application to an Antarctic Sublimation system' , Honours thesis, University of Tasmania.

Boyles, RG 1971 , 'The Tasmanian tourist industry the measurement of tourist expenditure' , Honours thesis, University of Tasmania.

Bradley, A 1997 , 'The geology and genesis of the chlorite-carbonate alteration in the footwall of the Hellyer Volcanichosted Massive Sulphide (VHMS) deposit' , Honours thesis, University of Tasmania.

Brady, JJR 2019 , 'The effect of mindfulness meditation on ERP measures of attention' , Honours thesis, University of Tasmania.

Brinken, L 2015 , 'The effect of handwriting on cortical excitability : a TMS study' , Honours thesis, University of Tasmania.

Bromfield, HR 2016 , 'The effects of alcohol mixed with energy drinks on risk-taking behaviour' , Honours thesis, University of Tasmania.

Brown, EG 2017 , 'Predicting the content of Facebook status updates with an extended theory of planned behaviour' , Honours thesis, University of Tasmania.

Brumby, LE 2016 , 'The metacognitive monitoring and study decisions of incremental theorists' , Honours thesis, University of Tasmania.

Bruno, B 2005 , 'Secure Mobile Device Integration for Automotive Telematics' , Honours thesis, University of Tasmania.

Bryan, S 2010 , 'After Copenhagen: climate change and global responsibility in the new media environment' , Honours thesis, University of Tasmania.

Bryan, RF 2016 , 'Tasmanian Initial Teacher Education (ITE) students’ musical backgrounds and their perceived readiness to include music in their future practice' , Honours thesis, University of Tasmania.

Calder, J 2007 , 'Spatial and temporal variation in the health of an endemic Tasmanian tree, Eucalyptus gunnii Hook.f.' , Honours thesis, University of Tasmania.

Calvert, CLE 2022 , 'Text messaging, textese, and age differences : an exploration of fourteen consecutive undergraduate cohorts' , Honours thesis, University of Tasmania.

Campbell, B 2004 , 'The Fourth Unaccompanied solo Violoncello Suite of J.S.Bach : An interpretive comparative study' , Honours thesis, University of Tasmania.

Campton, J 2000 , 'Knowledge strategies in the Tasmanian legal profession' , Honours thesis, University of Tasmania.

Cantlay, NP 2022 , 'Attentional differences among adults with high symptoms of Attentional Deficit Hyperactivity Disorder (ADHD) : an ERP study' , Honours thesis, University of Tasmania.

Cantwell, AJ 2012 , 'Schopenhauer: an evaluation of his theory of will' , Honours thesis, University of Tasmania.

Carnes, AL 2017 , 'The contribution of parents in childhood anxiety treatment : a meta-analytic review' , Honours thesis, University of Tasmania.

Carnes, CS 1977 , 'The Spanish influenza pandemic in Tasmania, 1919 : a study of the impact and effect of influenza in Tasmania' , Honours thesis, University of Tasmania.

Cashion, SP 1989 , 'Electron spin resonance and optical studies of doped copper (II) Tetrahedral complexes' , Honours thesis, University of Tasmania.

Castles, G 1986 , 'Handcuffed volunteers: a history of the scenery preservation board in Tasmania 1915-1971' , Honours thesis, University of Tasmania.

Catchpole, DJ 2004 , 'The ecology of vascular epiphytes on a Ficus L. host (Moraceae) in a Peruvian cloud forest' , Honours thesis, University of Tasmania.

Chakouch, KL 2015 , 'Academic self-handicapping : prevalence and its impact on engagement with academic supports in a tertiary environment' , Honours thesis, University of Tasmania.

Chapman, T 2016 , 'Investigating the effect of subsoil manuring on soil arthropods in the northern midlands of Tasmania' , Honours thesis, University of Tasmania.

Chapple, DG 2000 , ''Costs' of caudal autotomy in the metallic skink, Niveoscincus metallicus' , Honours thesis, University of Tasmania.

Charles, MR 2018 , 'No influence of background music on face recognition' , Honours thesis, University of Tasmania.

Chooi, TL 2019 , 'Exploring the interaction between Schizotypy personality and working memory on speech illusions' , Honours thesis, University of Tasmania.

Claessens, MJ 1984 , 'A cost benefit analysis for the treatment and detection of mild hypertens in Australia' , Honours thesis, University of Tasmania.

Clancy, TF 1982 , 'Aspects of the behaviour of the red-bellied pademelon Thylogale billardierii (Desmarest 1822) in captivity' , Honours thesis, University of Tasmania.

Clingeleffer, KL 2015 , 'Posttraumatic growth, empowerment, and volunteering : cultural and religious perspectives' , Honours thesis, University of Tasmania.

Coad, HM 2022 , 'The effects of increased soil temperature on Phosphorus (P) availability in Tasmanian soils' , Honours thesis, University of Tasmania.

Cochrane, AG 2017 , 'Sex differences in multi-tasking : Stroop effects on movement symmetry' , Honours thesis, University of Tasmania.

Cocker, CM 2016 , 'The protective effect of mindfulness after meaning threat: controlling implicit racial biases' , Honours thesis, University of Tasmania.

Colbeck, DF 2003 , 'Perceptions of E-Learning within Primary Education in Tasmania with regards to future design, direction and policies' , Honours thesis, University of Tasmania.

Coleman, PJ 2022 , 'Real time effects of mobile phone radiation on working memory : a systematic review & meta-analysis' , Honours thesis, University of Tasmania.

Connolly, CE 2019 , 'Helping those who help us : examining the effect of mental training programs on resilience in first responders' , Honours thesis, University of Tasmania.

Cook, D 2005 , 'Catching Spam Before It Arrives' , Honours thesis, University of Tasmania.

Cooke, DR 1985 , 'The geology and geochemistry of the Naringla Monzodiorite, and the mineralization and alteration of the associated Porphyry Copper Deposits, Yeoval, Central-Western N.S.W.' , Honours thesis, La Trobe University.

Cooke, HBM 2005 , 'Applying Expert System Technology in a Distributed Monitoring System: An Efficient Response Mechanism for Unknown Threats' , Honours thesis, University of Tasmania.

Cox, RJ 2001 , 'Could e-Marketing be utilised in the Tasmanian organic growers industry?' , Honours thesis, University of Tasmania.

Cragg, KJ 2018 , 'The psychological health and wellbeing of Australian healthcare professionals' , Honours thesis, University of Tasmania.

Crawford, A 2013 , 'Synthesis: a violist's approach to preparing a program for performance' , Honours thesis, University of Tasmania.

Cumming, GV 2005 , 'Analysis of volcanic facies at the Chatree gold mine and in the Loei-Petchabun Volcanic belt, central Thailand' , Honours thesis, University of Tasmania.

Cure, S 2014 , 'Error in outdoor education : the risk to learning' , Honours thesis, University of Tasmania.

D'Alton, S 2005 , 'A Constructive Neural Network Incorporating Competitive Learning of Locally Tuned Hidden Neurons' , Honours thesis, University of Tasmania.

Dale, PH 2012 , 'The Nature of Justice: A critical evaluation of the nature of Socratic justice in Books I and II of Plato's The Republic' , Honours thesis, University of Tasmania.

Dalton, JSE 2022 , 'Sensitivity to an untaught spelling pattern : do adults use double final consonants more in surnames than common nouns?' , Honours thesis, University of Tasmania.

Dalvean, MC 2006 , 'Targeted election campaigning: an Australian case study' , Honours thesis, University of Tasmania.

Davey, M 1976 , 'The role of Tasmanian general practitioners in the provision of contraception, abortion and sexual counselling services' , Honours thesis, University of Tasmania.

Davie, HR 2019 , 'Benny or Benno? : Our Aussie lingo' , Honours thesis, University of Tasmania.

Davis, AE 2008 , 'The Empire at war: British and Indian perceptions of empire in the First World War' , Honours thesis, University of Tasmania.

Dazeley, R 2001 , 'Investigations into Playing Chess Endgames using Reinforcement Learning.' , Honours thesis, University of Tasmania.

De Angelis, OJ 2016 , 'The effect of modafinil on behavioural and ERP correlates of inhibitory control in healthy, non-sleep deprived individuals' , Honours thesis, University of Tasmania.

Dean, S 2000 , 'Our children the orphans' , Honours thesis, University of Tasmania.

Decker, M 1997 , 'The demand for gaming in Australia: An application of quaids' , Honours thesis, University of Tasmania.

Delany, SM 2022 , 'Mr Vot or Mr Vott? iImplicit knowledge of surname spelling' , Honours thesis, University of Tasmania.

Denny, EG 2021 , 'Deficits in social cognition following acquired brain injury : the role of facial emotion recognition and metacognition' , Honours thesis, University of Tasmania.

Dobbin, FH 2022 , 'Geology and genesis of the Kingswood porphyry Cu-Au prospect, NSW' , Honours thesis, University of Tasmania.

Dolzan, RS 2017 , 'Vanity versus art : exploring the effects on Instagram self-presentation' , Honours thesis, University of Tasmania.

Donaldson, J 1992 , 'The Union Reefs prospect, N.T.: Structure and geochemistry of a turbidite hosted gold deposit' , Honours thesis, University of Tasmania.

Dong, Y 2018 , 'The effect of alternate row sowing method on the establishment of legumes' , Honours thesis, University of Tasmania.

Doniz, IL 2022 , 'Stop! that toy is broken : validity and sensitivity of toy factory, a brief, gamified measure of response inhibition' , Honours thesis, University of Tasmania.

Donnelly, K 2020 , 'Symptoms, function and quality of life in myalgic encephalomyelitis/chronic fatigue syndrome : an Australian based, cross-sectional study' , Honours thesis, University of Tasmania.

Dredge, PD 1981 , 'Ecology and feeding behaviour of the Tasmanian tiger snake Notechis ater humphreysi' , Honours thesis, University of Tasmania.

Duerden, PB 1999 , 'Lithostratigraphy and Lithochemistry of Ordovician volcano-plutonic rocks in the Blayney area, central Molong Belt, NSW' , Honours thesis, University of Tasmania.

Duffy, KE 2022 , 'Intolerance of uncertainty and reinstatement' , Honours thesis, University of Tasmania.

Duggan, EI 2021 , 'Factors associated with interest in using genetic testing to identify predisposition for psychological and physical health conditions' , Honours thesis, University of Tasmania.

Dunbabin, R 1996 , 'Velocity distributions within an undular hydraulic jump' , Honours thesis, University of Tasmania.

Duncan, R 1997 , 'Greenhouse economics: the Australian Government mobilises the numbers in the lead up to Kyoto' , Honours thesis, University of New South Wales.

D’Amico, NJ 2021 , 'The influence of video game reward structure on player risk-taking' , Honours thesis, University of Tasmania.

Edgar, SC 2011 , 'Influences of climate, landscape and vegetation proximity on the spatial distribution of the Tasmanian Eucalyptus leaf beetle, Paropsisterna bimaculata in Tasmanian Eucalyptus plantations' , Honours thesis, University of Tasmania.

Edmunds, CM 2015 , 'Working mother’s psychological well-being : a qualitative study investigating experiences across multiple domains of life' , Honours thesis, University of Tasmania.

Eiszele, JS 2013 , 'Viewing the ‘Lower Class’ through Today Tonight: An analysis of Housos re-representation' , Honours thesis, University of Tasmania.

Elliot, CM 1963 , 'Frederick Maitland Innes. A study in liberal conservatism' , Honours thesis, University of Tasmania.

Elliston, KG 2015 , 'Individual and situational predictors of snacking in overweight and obese adults' , Honours thesis, University of Tasmania.

Emery, H 2019 , 'The effects of alcohol-intoxication on emotion perception and online awareness' , Honours thesis, University of Tasmania.

Evans, JD 2015 , 'Children’s morphological awareness: can the use of apostrophes and capital letters be improved through intervention?' , Honours thesis, University of Tasmania.

Evans, LJ 2017 , 'The role of satire in the media : Stephen Colbert and John Oliver in the 2016 US election' , Honours thesis, University of Tasmania.

Everts, TJ 2004 , 'Using Formal Concept Analysis with a Push-based Web Document Management System' , Honours thesis, University of Tasmania.

Fancourt, B 2010 , 'Spatial and temporal variation in declining eastern quoll (Dasyurus viverrinus) populations in Tasmania' , Honours thesis, University of Tasmania.

Fearn, RC 2004 , 'The Generalisation Ability of Neural Networks' , Honours thesis, University of Tasmania.

Febey, K 2002 , ''Who'll come a Waltzing Matilda with me?' Stock theft and colonial relations in Van Diemen's Land.' , Honours thesis, University of Tasmania.

Figg, G 2016 , 'Does socioeconomic status moderate the association between theory of planned behaviour variables and health promoting dietary behaviour? A systematic review and meta-analysis.' , Honours thesis, University of Tasmania.

Fish, LR 2018 , 'Exploring the motivations underlying the use of paralinguistic digital affordances on Facebook' , Honours thesis, University of Tasmania.

Fitzgerald, AK 2016 , 'Domain specificity of disgust on political ideology in Australia' , Honours thesis, University of Tasmania.

Fletcher, Luke 2002 , 'A Dynamic Networked Browser Environment for Distributed Computing' , Honours thesis, University of Tasmania.

Flynn, SF 2015 , 'Behavioural and neural correlates of orienting and executive control in high and low spider fear groups' , Honours thesis, University of Tasmania.

Foreman, LS 2022 , 'Attitudes towards avatars and in-game behaviours' , Honours thesis, University of Tasmania.

Fox, SJ 2022 , 'Perceived child vulnerability and overprotective parenting in caregivers of twin children' , Honours thesis, University of Tasmania.

Franja, S 2017 , 'Effect of mindfulness versus self-talk on dart throwing' , Honours thesis, University of Tasmania.

Fraser, CJ 2022 , 'The effects of sleep quality on cognition in Multiple Sclerosis : a longitudinal pilot study' , Honours thesis, University of Tasmania.

Frazer, BJ 2018 , 'The influence of personality on the making of snap decisions and change of mind' , Honours thesis, University of Tasmania.

Galea, LM 2003 , 'Response of small mammals to site characteristics in the northern midlands of Tasmania' , Honours thesis, University of Tasmania.

Gallagher, TM 2022 , 'The emplacement processes of the St Marys porphyry in eastern Tasmania' , Honours thesis, University of Tasmania.

Geddes, MA 1977 , 'Japanese business practices and their significance for Australians' , Honours thesis, University of Tasmania.

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Gee, Dennis 1962 , 'Structure and petrology of the Raglan Range' , Honours thesis, University of Tasmania.

George, MD 2017 , 'Acquired brain injury : social cognitive ability as a predictor of psychosocial functioning and the influence of sex' , Honours thesis, University of Tasmania.

Gerke, L 2005 , 'Investigating COBIT for information technology audit in the Tasmanian public sector' , Honours thesis, University of Tasmania.

Gerrard, OC 1996 , 'The enlistment of undergraduate entry band Officers in the Australian Defence Force' , Honours thesis, University of Tasmania.

Giacon, LD 2015 , 'Examining the role of motivation and cognitive change in predicting long-term exercise adherence in community populations' , Honours thesis, University of Tasmania.

Gibbons, DJ 2001 , 'A geophysical investigation of the Derwent Estuary' , Honours thesis, University of Tasmania.

Giffard, MC 2022 , 'Achievement unlocked : the effects of meta-rewards on gamers’ experience' , Honours thesis, University of Tasmania.

Gillespie, WJ 2002 , 'Content based video indexing and retrieval using motion features' , Honours thesis, University of Tasmania.

Gleadow, JL 2015 , 'Get moving in maths : engaging students in active mathematical experiences' , Honours thesis, University of Tasmania.

Gleeson, LG 2016 , 'The effect of theories of intelligence on immediate and delayed JOLs' , Honours thesis, University of Tasmania.

Goldsworthy, ME 2022 , 'Inhibitory control in a combined motor and perceptual inhibition task : a study in young and older adults' , Honours thesis, University of Tasmania.

Gower, LK 2012 , 'What do you need a whitefella’s education for? : A yarn about Aboriginal philosophy' , Honours thesis, University of Tasmania.

Graham, JA 2017 , 'The influence of textese on adolescents’ perceptions of message writers' , Honours thesis, University of Tasmania.

Grayston, TI 2006 , 'A Simplified Fuzzy-Logic Control System Approach to Obstacle Avoidance combining Stereoscopic Vision and Sonar' , Honours thesis, University of Tasmania.

Green, GR 1971 , 'Geology and mineralisation of the Cape Horn - Lyell Comstock area, Mt Lyell' , Honours thesis, University of Tasmania.

Green, WM 2022 , 'MDMA-assisted psychotherapy rapidly decreases PTSD symptoms, dissociation, depression, and functional disability : a systematic review and meta-analysis' , Honours thesis, University of Tasmania.

Gregg, AJ 2005 , 'Convict labour at Brickendon : the diary of William Archer Senior' , Honours thesis, University of Tasmania.

Gregory, TE 2012 , 'Killing machines' , Honours thesis, University of Tasmania.

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Hall, DJ 2005 , 'Flexible Robot Platform For Autonomous Research' , Honours thesis, University of Tasmania.

Hall, AJ 2007 , 'The adaptive significance of maternal effects : a study of two geographically distinct populations of the spotted snow skink, Niveoscincus ocellatus' , Honours thesis, University of Tasmania.

Hameed, A 2007 , 'Parallelization of the AAE algorithm' , Honours thesis, University of Tasmania.

Hamilton, GF 2021 , 'Testing a model predicting distress in caregivers of children with ASD and/or ADHD' , Honours thesis, University of Tasmania.

Hand, RE 1993 , 'Physiological effects of cadmium on juvenile Pacific Oysters, Crassostrea gigas, Thunberg' , Honours thesis, University of Tasmania.

Hand, RE 2002 , 'Commercialisation of Triploid Sydney Rock Oysters Saccostrea Glomerata in New South Wales growth survival and meat condition' , Honours thesis, University of Tasmania.

Harman, KE 2004 , 'Ice dreaming : reading whiteness in Kim Scott's 'Benang: from the heart'' , Honours thesis, University of Tasmania.

Harrington, TA 2022 , 'Ignore that! Does highlighting a misleading cue improve recall memory for climate change science?' , Honours thesis, University of Tasmania.

Harris, Simon 1986 , 'Power politics and progress : the evolution of Tasmania's Hydro-Electric Commission 1914-1930' , Honours thesis, University of Tasmania.

Harris, CJ 2016 , 'The acute effects of modafinil on behavioural and ERP measures of attention' , Honours thesis, University of Tasmania.

Hateley, I 2021 , 'The relationships between jurors’ thinking styles and their evaluations of expert evidence' , Honours thesis, University of Tasmania.

Hawkes, C 2016 , 'Time-dependent mood fluctuations in Antarctic personnel : a meta-analytic review' , Honours thesis, University of Tasmania.

Hawkey, EK 2021 , 'He gave Rose a rose : the use of cues to capitalisation by children and adults' , Honours thesis, University of Tasmania.

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Hayde, KA 1992 , 'Ecology of the feral cat felis catus on Great Dog Island' , Honours thesis, University of Tasmania.

Hayward, DCE 2016 , 'Students’ affective experience of connection with nature : an Australian university case study' , Honours thesis, University of Tasmania.

Healey, R 2019 , 'The effect of siRNA-mediated Shank3 knockdown on Immunocytochemistry staining and motility in dorsal root ganglia growth cones' , Honours thesis, University of Tasmania.

Heather, MJ 2017 , 'Investigating the effects of the BDNF Val66Met polymorphism and physical activity on executive functioning, short-term memory, long-term memory and learning in older adults' , Honours thesis, University of Tasmania.

Hickey, E-JT 2017 , 'The effects of snap decision making on episodic recognition memory' , Honours thesis, University of Tasmania.

Hine, RD 1995 , 'Mafic-hosted zinc mineralisation, High Point, western Tasmania' , Honours thesis, University of Tasmania.

Hislop, IM 2022 , 'ERP correlates of interference and inhibitory control in adults with high and low-level subclinical ADHD symptoms' , Honours thesis, University of Tasmania.

Hitchcock, LA 2014 , 'Reading indigeneity in children's literature : what are the implications?' , Honours thesis, University of Tasmania.

Holloway, E 2017 , 'Confidence : a mechanism for the dissociation of biases in binary decision-making tasks' , Honours thesis, University of Tasmania.

Hopwood, AF 2021 , 'State empathy and the kill-save ratio effect in moral decisions' , Honours thesis, University of Tasmania.

Horton, M 2003 , 'Graceful Trees: Statistics and Algorithms' , Honours thesis, University of Tasmania.

Howlett, A 2015 , 'Predictors of academic achievement, motivation and student disengagement in university students' , Honours thesis, University of Tasmania.

Hoysted, IHT 2015 , 'Sex differences in the attentional networks: ERP components and behavioural indices' , Honours thesis, University of Tasmania.

Hu, S 2007 , 'Citation and Download Analysis' , Honours thesis, University of Tasmania.

Hughes, Amanda Rose 2010 , 'Determining the unknown in Southern Ocean squid : distribution and diet of Histeoteuthis eltaninae and Martialia hyadesi' , Honours thesis, University of Tasmania.

Imlach, AR 2015 , 'Effect of the 5-HTTLPR genotype on memory performance in older adults' , Honours thesis, University of Tasmania.

Ingram, J 2009 , 'Density estimates and relative indices: the current status of macropod populations on Maria Island National Park' , Honours thesis, University of Tasmania.

Ingram, JM 2008 , 'Volunteer Tourism: Does it have a place in development?' , Honours thesis, University of Tasmania.

Innes, AG 1999 , 'Condition monitoring of induction motors : The detection of broken rotor bars in variable speed induction motor devices' , Honours thesis, University of Tasmania.

Ireland, T 2001 , 'Lateral variability of sedimentology, mineralogy, and geochemistry in the HYC Zn-Pb-Ag deposit, Northern Territory, Australia; implications for ore genesis' , Honours thesis, University of Tasmania.

Irvine, NM 2022 , 'Protective behavioural strategies : gender, context, and the health belief model as predictors of use' , Honours thesis, University of Tasmania.

Jabbour, S 2007 , 'Where the dust settles: a spatial investigation of respiratory disease and particulate air pollution in the Tamar Valley (1992-2006)' , Honours thesis, University of Tasmania.

Jackson, ERV 2015 , 'Sex differences in attentional bias before and after stress induction : an event related potential study' , Honours thesis, University of Tasmania.

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Jakimowicz, S 2012 , 'Patients’ subjective experience of nurse-led clinics : a qualitative systematic review' , Honours thesis, University of Tasmania.

Jakimowicz, MD 2012 , 'The effect of crisis resource management training on error in the emergency department : a systematic review' , Honours thesis, University of Tasmania.

James, C 2017 , 'The effect of alcohol-intoxication on emotion perception and emotion perception ability: investigating possible gender differences' , Honours thesis, University of Tasmania.

James, FLJ 2019 , 'Therapeutic-like effects of trace amine-associated receptor 1 (TAAR1) activation in models of alcohol abuse' , Honours thesis, University of Tasmania.

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Jensen, RE 2015 , 'Effects of Second Language Learning on First Language English Skills: Southern Tasmanian Teacher Perceptions' , Honours thesis, University of Tasmania.

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Jervis-Bardy, N 2010 , 'Structural and thermal investigation of the Eneabba region of the Perth Basin, Western Australia' , Honours thesis, University of Tasmania.

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Johnson, ML 2022 , 'University life and wellbeing : the association between financial factors and students’ academic aspirations' , Honours thesis, University of Tasmania.

Johnstone, ASV 2015 , 'Hypervigilance and Disengagement Difficulties in Spider Fear: An Event-Related Potential Study' , Honours thesis, University of Tasmania.

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Jones, TA 2002 , 'Fostering engagement with the first R and the ELs : teachers' practices withstanding the test of time' , Honours thesis, University of Tasmania.

Jones, KH 2016 , 'Trust in politics : the effects of stealing thunder' , Honours thesis, University of Tasmania.

Jordan, W 2010 , 'Our place, or mine? : sense of place, social impact assessment and coal mining in Gloucester, NSW' , Honours thesis, University of Tasmania.

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Jurasovic, EM 2019 , 'You’re a wizard, Ari : bias due to rewards in binary decision-making' , Honours thesis, University of Tasmania.

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Kamenetsky, D 2005 , 'A Comparison of Neural Network Architectures in Reinforcement Learning in the Game of Othello' , Honours thesis, University of Tasmania.

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Kelsall, A 2005 , 'Flexible Shape Models for Marine Animal Detection in Underwater Images' , Honours thesis, University of Tasmania.

Kennedy, CE 2014 , 'Learning to spell: An examination of Year 4 teachers’ beliefs, knowledge and practices for the teaching of spelling' , Honours thesis, University of Tasmania.

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Knight, EP 2022 , 'The geochemistry and minerology of estuarine sediments : implications for Rice Grass removal in the Rubicon Estuary' , Honours thesis, University of Tasmania.

Knights, MS 2007 , 'Flexible Shape Models for Image Analysis in an Automated Lobster Catch Assessment System' , Honours thesis, University of Tasmania.

Knights, MS 2007 , 'Flexible shape models for image analysis in an automated lobster catch assessment system' , Honours thesis, University of Tasmania.

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Kozlowski, RM 2017 , 'The effects of feedback on item-by-item and global judgments of learning' , Honours thesis, University of Tasmania.

Kucina, TM 2017 , 'Metacognition for well-learned information' , Honours thesis, University of Tasmania.

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Lambert, T 2005 , 'Digital Enhancement Techniques for Underwater Video Image Sequences' , Honours thesis, University of Tasmania.

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Muir, BR 2019 , 'The influence of genetic information and crime-type on juror decision making' , Honours thesis, University of Tasmania.

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Newton-Bennett, II 2022 , 'Maternal wellbeing and posttraumatic growth following preterm birth' , Honours thesis, University of Tasmania.

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Nichols, S 2015 , 'Red and threat : influences of colour on motor performance during bimanual tasks' , Honours thesis, University of Tasmania.

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Russell, DW 1977 , 'The biogeochemistry and pedogeochemistry of the West Hercules area, Rosebery, western Tasmania' , Honours thesis, University of Tasmania.

Sault, DM 2015 , 'The influence of videogame reinforcement schedules on game play duration' , Honours thesis, University of Tasmania.

Saward, JR 2022 , 'Resilience in volunteer animal care professions : does the stress shield model fit?' , Honours thesis, University of Tasmania.

Scavone, MC 2014 , 'Teacher and learner perceptions of student-initiated active citizenship in primary schools' , Honours thesis, University of Tasmania.

Schmidt, MS 2006 , 'Young People's Subjective Understandings of Early School Leaving in Rural Areas' , Honours thesis, University of Tasmania.

Schröder, F 1998 , 'The creation of a new Australian repertoire for the saxophone utilising multiphonics' , Honours thesis, University of Tasmania.

Schwarz, E 1995 , 'Habitat use in a population of mainland Tasmanian feral cats, Felis catus' , Honours thesis, University of Tasmania.

Scott, CM 1997 , 'Sedimentology of the Arthur River area, Northwest Tasmania' , Honours thesis, University of Tasmania.

Scott, H 2000 , 'The character, origin and significance of the Howards Basalt, within the Cambrian Tyndall Group, Western Tasmania' , Honours thesis, University of Tasmania.

Scott, GK 2022 , 'Diversity of fear responses : investigating a broader fear behaviour repertoire in mice' , Honours thesis, University of Tasmania.

Scott, SL 2018 , 'Testing a model to predict depression, anxiety and stress in parents of children with attention-deficit/hyperactivity disorder' , Honours thesis, University of Tasmania.

Shackel, PJ 1968 , 'Conservation: A study in the growth of public interest. (With special reference to bushwalkers and their clubs).' , Honours thesis, University of Tasmania.

Shand, TA 2022 , 'Investigating risk factors for internet gaming disorder: impulsivity, ADHD, behavioural inhibition / activation, weekly gameplay and inhibitory control' , Honours thesis, University of Tasmania.

Sharpe, R 1991 , 'The distribution, mineralogy and paragensis of the Hellyer Baritic and Siliceous Caps' , Honours thesis, University of Tasmania.

Sharples, C 1980 , 'The Ordovician system in the Ida Bay area' , Honours thesis, University of Tasmania.

Shaw, HM 2018 , 'The effect of Modafinil on behavioural and ERP measures of attention and associated sex differences' , Honours thesis, University of Tasmania.

Shepherd, CM 2010 , 'Danger: keep away! : moral panics and the banning of heavy metal music to protect young people' , Honours thesis, University of Tasmania.

Shore, PDB 2022 , 'The production effect and semantic relatedness : encoding the complex – definitions to words' , Honours thesis, University of Tasmania.

Siggins, GT 2000 , 'Issues associated with the relationship between HR and ITS of the DSD' , Honours thesis, University of Tasmania.

Sinclair, BJ 1994 , 'Geology and geochemistry of the Que River shale, Western Tasmania' , Honours thesis, University of Tasmania.

Sinclair, TJ 2015 , 'Staying connected : mechanisms related to the wellbeing of older adults online' , Honours thesis, University of Tasmania.

Skerratt, SS 2018 , 'N2pc modulation as an electrophysiological marker of output-based inhibitory cueing effects' , Honours thesis, University of Tasmania.

Skromanis, SA 2016 , 'The effect of alcohol intoxication on emotion perception and perceptions of ability' , Honours thesis, University of Tasmania.

Sloane, TR 2001 , 'The distribution, biogeography and habitat preferences of Tasmanian dytiscidae (Coleoptera)' , Honours thesis, University of Tasmania.

Smith, SE 1998 , 'Acid mine drainage in the Bakers Creek waste rock dump, Hercules, Western Tasmania' , Honours thesis, University of Tasmania.

Smith, B 2010 , 'Gardening Australia:Substance and sustainability: The evolution of a national television phenomenon and gardening Celebrity' , Honours thesis, University of Tasmania.

Smith, HK 2022 , 'Disorder-related characteristics associated with interest in genetic testing for psychological disorders' , Honours thesis, University of Tasmania.

Smith, Margaret D 2001 , 'Wasted away in drunkenness and neglect? : Clarence Plains and Cambridge land grants 1810-1820' , Honours thesis, University of Tasmania.

Soin, J 2007 , 'Hoax exterminator' , Honours thesis, University of Tasmania.

Spicer, LC 2018 , 'Exploring the relationship between alexithymia and empathy : the role of emotion recognition and metacognitive ability' , Honours thesis, University of Tasmania.

Stabb, DJ 1965 , 'Substitution of pyridine into cobalt (III) conplexes' , Honours thesis, University of Tasmania.

Stabb, GI 1965 , 'Local Government by commission with special reference to Clarence and Kingboough Municipalities' , Honours thesis, University of Tasmania.

Staite, S 2008 , 'Behind anime lines' , Honours thesis, University of Tasmania.

Stanton, SC 2002 , 'Validation and Verification of Software Design using Finite State Process' , Honours thesis, University of Tasmania.

Stanton, EJ 2019 , 'Uncertainty in medical decision making : the impact of icon arrays and graph literacy' , Honours thesis, University of Tasmania.

Stephens, KH 2019 , 'Academic resilience, academic buoyancy and the motivation and engagement scale : a construct validity approach' , Honours thesis, University of Tasmania.

Stevenson, DG 2005 , 'Resolving a taxonomic ambiguity : variation in the pycnogonid Pseudopallene ambigua (Stock 1956)' , Honours thesis, University of Tasmania.

Stevenson, K 2018 , 'Optimising grass seeding rates for improved establishment of perennial legumes in cocksfoot (Dactylis glomerata) swards' , Honours thesis, University of Tasmania.

Stokes, HJW 1965 , 'The settlement and development of the Van Diemen's Land Company's grants in North-western Van Diemen's Land, 1824-1860' , Honours thesis, University of Tasmania.

Stone, CJ 2018 , 'The effects of acute stress on behavioural and ERP measures of human attentional networks' , Honours thesis, University of Tasmania.

Summers, A 2011 , 'Bridging the science-policy gap: An examination using case studies on sea level rise in Tasmania' , Honours thesis, University of Tasmania.

Taylor, AC 1990 , 'Gold bearing skarns from the Moina area northwest Tasmania' , Honours thesis, University of Tasmania.

Taylor, AR 1974 , 'Mrs Henry Dobson : Victorian 'do - gooder' or sincere social reformer : an analysis of her charitable and public welfare work in the 1890's' , Honours thesis, University of Tasmania.

Teen, MT 1996 , 'Silicification and base metal mineralisation within the Earaheedy basin, Western Australia' , Honours thesis, University of Tasmania.

Temple-Smith, PDM 1969 , 'Some aspects of the biology of the spurwinged plover - Vanellus miles novaehollandiae (Stephens, 1819)' , Honours thesis, University of Tasmania.

Thomas, JE 2015 , 'The influence of ratio-reinforcement on video-gaming behaviour' , Honours thesis, University of Tasmania.

Thomas, LT 2019 , 'Predicting miscalibration of academic self-efficacy in first-year university undergraduates' , Honours thesis, University of Tasmania.

Thompson, D 2000 , 'The geology of the sideling range' , Honours thesis, University of Tasmania.

Thomson, AJM 2015 , 'Analysis of the DRAO 26 m telescope rotation measure synthesis survey of galactic polarised emisson' , Honours thesis, University of Tasmania.

Thongnoppakun, C 2018 , 'Are gamers better at anticipatory responding and anticipatory response inhibition?' , Honours thesis, University of Tasmania.

Thorne, K 1977 , 'Holiday homes in Tasmania' , Honours thesis, University of Tasmania.

Thorpe, ML 2014 , 'Effect of a drawing task on cortical excitability' , Honours thesis, University of Tasmania.

Tilley, LA 2015 , 'Does importance carry weight? How thinking about the future influences human movement' , Honours thesis, University of Tasmania.

Tischler, JA 2010 , 'Brutal thrill-kill slaughter fests : video games and moral panic from 1992 to 2009' , Honours thesis, University of Tasmania.

Tkaczuk, WJ 1976 , 'Communists and the great depression in Tasmania 1930 – 1935' , Honours thesis, University of Tasmania.

Tomkins, K 2003 , 'Occupational masculinity and bouncers' , Honours thesis, University of Tasmania.

Tompson-Mennitz, A 2022 , 'A pilot longitudinal examination of biomarkers and social cognition in Multiple Sclerosis' , Honours thesis, University of Tasmania.

Trebilco, J 2002 , 'Estimating characteristic length scales of dynamic biological systems : removing the need for long time series' , Honours thesis, University of Tasmania.

Tritton, AE 2009 , 'A colonial palimpsest : Benjamin Duterrau's portrayals of Aboriginal people' , Honours thesis, University of Tasmania.

Tumney, B 2010 , 'Textual Gamekeepers: The importance of fans in television revivals ' , Honours thesis, University of Tasmania.

Turner, A 2016 , 'The influence of exercise-induced arousal on processes of memory and metamemory' , Honours thesis, University of Tasmania.

Turner, CE 2016 , 'Examining cognitive fatigue in multiple sclerosis : can self-reported fatigue predict deteriorating test performance?' , Honours thesis, University of Tasmania.

Turner, JA 2017 , 'The effect of acute alcohol intoxication on the ability to detect sarcasm, and metacognitive judgements of sarcasm detection ability' , Honours thesis, University of Tasmania.

Turner, NH 2017 , 'An investigation of emotion recognition ability and metacognitive judgements of emotion recognition performance in trait narcissism' , Honours thesis, University of Tasmania.

Uren, PJ 2004 , 'Investigation of Distributed and Parallel Performance of a Genetic Algorithm' , Honours thesis, University of Tasmania.

Van Der Hek, JM 2018 , 'Testing a model predicting depression, anxiety and stress in parents of children with Down syndrome' , Honours thesis, University of Tasmania.

Van Der Kley, EM 2019 , 'Validation of a new mobile and openly available processing speed test' , Honours thesis, University of Tasmania.

Van Drunen, SF 2019 , 'A tauopathy model of Alzheimer's disease in Drosophila melanogaster' , Honours thesis, University of Tasmania.

Van de Geer, G 1972 , 'Marion Bay shoreline morphology' , Honours thesis, University of Tasmania.

Viyakornvilas, K 1974 , 'Some algae in lakes Hume and Mulwala 1974 Victoria' , Honours thesis, University of Tasmania.

Vuister, JJT 2022 , 'Are you impaired? Developing a task sensitive to the impairing effects of alcohol and drugs using a combined compensatory tracking and dual attention task' , Honours thesis, University of Tasmania.

Wade, A 2017 , 'The underlying mechanisms related to social connectedness derived from Facebook' , Honours thesis, University of Tasmania.

Walker, PF 1987 , 'The United Tasmania Group' , Honours thesis, University of Tasmania.

Walker, AR 2016 , 'Emotion in politics : disgust and empathy in a mediating model of Australian political ideology' , Honours thesis, University of Tasmania.

Walker, CS 2015 , 'Facing up to a new way of coping : development and psychometric evaluation of a scale to measure engagement in coping strategies facilitated by Facebook' , Honours thesis, University of Tasmania.

Walker, CT 2016 , 'Investigating the pedagogical content knowledge of outdoor education teachers' , Honours thesis, University of Tasmania.

Walters, LK 2022 , 'Effect of risky alcohol use on performance and brain activity in a flanker go/no-go task' , Honours thesis, University of Tasmania.

Watchorn, EM 1989 , 'The housing strategies of sole mothers in inner city Hobart' , Honours thesis, University of Tasmania.

Watt, EJ 1999 , 'The morphology and sediment transport dynamics of the Seven Mile Beach spit' , Honours thesis, University of Tasmania.

Watts, VSE 2022 , 'The role of familial relatedness and associated factors in interest in genetic testing for depression' , Honours thesis, University of Tasmania.

Waugh, CG 2021 , 'Personality constructs affiliated with loot box engagement' , Honours thesis, University of Tasmania.

Welch, A 1991 , 'The role of metaphor in design education pedagogy' , Honours thesis, University of Tasmania.

Welch, SJ 2006 , 'Interactive visualisation techniques for data mining of satellite imagery' , Honours thesis, University of Tasmania.

Wells, MJ 2021 , 'Response inhibition : neural correlates and the impact of ageing' , Honours thesis, University of Tasmania.

Whitaker, PB 1992 , 'Microclimatic aspects of retreat site and basking site selection by the Tasmanian tiger snake, Notechis ater sp. (Serpentes: Elapidae)' , Honours thesis, University of Tasmania.

Whitaker, R 2001 , 'Modelling of three-dimensional field around lightning rods' , Honours thesis, University of Tasmania.

White, R 2017 , 'Searching for rainforest understorey in wet Eucalyptus forest' , Honours thesis, University of Tasmania.

White, RJ 2017 , 'Searching for rainforest understorey in wet Eucalyptus forest' , Honours thesis, University of Tasmania.

Williams, AJ 2017 , 'Plain packaging- can we do better than grisly images? : Effects of plain packaging and efficacy beliefs on smoking behavior and cognitions amongst individuals with high and low levels of education' , Honours thesis, University of Tasmania.

Williams, ME 2016 , 'Behavioural and ERP correlates of hypervigilance and inhibitory control in spider fear' , Honours thesis, University of Tasmania.

Wilson, JR 2021 , 'Determination of the native floral virome in Mt Wellington Park' , Honours thesis, University of Tasmania.

Wilson, NR 2018 , 'P1 event-related potential component modulations and behavioural inhibitory cueing effects in the presence of a distractor stimulus' , Honours thesis, University of Tasmania.

Wilson, SA 2021 , 'The effect of snake and spider images on the oculomotor system : an eye-tracking study' , Honours thesis, University of Tasmania.

Wilson, TL 2019 , 'Developing a brief and valid measure of delay discounting' , Honours thesis, University of Tasmania.

Woolford, E 2005 , 'Residual Reinforcement Learning using Neural Networks' , Honours thesis, University of Tasmania.

Worth, JRP 2003 , 'Cryptic Glacial Refugia' , Honours thesis, University of Tasmania.

Yasin, M 1967 , 'The ecology of a temporary and a permanent pond in Tasmania' , Honours thesis, University of Tasmania.

Yorke, AJ 2010 , 'Teachers : hands up for CCTV in schools' , Honours thesis, University of Tasmania.

Young, MR 2019 , 'Don’t touch that drink! : Making serious cognitive testing more engaging for use in substance consumer contexts' , Honours thesis, University of Tasmania.

Zehmeister, MS 2005 , 'Development of an Illumination Identification System for the AIBO Robot' , Honours thesis, University of Tasmania.

Zengerer, M 1999 , 'Gravity and magnetics of the West Tamar district, Northern Tasmania' , Honours thesis, Universtiy of Tasmania.

de Deuge, JK 2015 , 'Exploratory study of factors that influence parental adaptation during the autism spectrum disorder diagnostic process' , Honours thesis, University of Tasmania.

de Little, JV 2006 , 'Geological setting, nature of mineralisation, and fluid characteristics of the Wang Yai prospects, central Thailand' , Honours thesis, University of Tasmania.

de la Motte, L 2004 , 'Professional Access Control' , Honours thesis, University of Tasmania.

name, XX 2022 , 'honours tempalte' , Honours thesis, University of Tasmania.

richards, ZPT 2021 , 'Emotion regulation in sacrificial moral choice dilemmas' , Honours thesis, University of Tasmania.

van der Wetering, E 2008 , 'Anxiety, absence, anger and archetypes. The domestic familial and feminism in The Orchard Thieves and Camille's Bread.' , Honours thesis, University of Tasmania.

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• Undergraduate
• Honors Thesis Examples

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

June 27, 2021

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

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

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

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

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

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

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

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

Read more about Flowering Time And Related Genes In Cannabis - Zachary Girard - 2021

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

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

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

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

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

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

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

Dec. 3, 2020

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

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

Dec. 2, 2020

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

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Honors Theses

• Honors Theses - Examples

1.   A Carne e a Navalha :  Self-Reflective Representation of Marginalized Characters in Brazilian Narrative by Clarice Lispector, Eduardo Coutinho, and Racionias MCs by Corina Ahlswede, 2018

2.   The Travel of Clear Waters: A Case Study on the Afterlife of a Poem by Kaiyu Xu, 2019

3.   Examining Blurring: An Anti-anthropocentric Comparative Study of European Vampirism and Shuten Dōji by Yisheng Tang, 2018

4.  The Revolutionary Potential of Mythology  by Zachary Morgan, 2017

5.  “Use your authority!”: Pedagogy in William Shakespeare’s The Tempest by Wesley Boyko, 2018

6.  Train of Thought by Yana Zlochistaya, 2017

7.   “Between here and there”:  Assertion of the Poetic Voice in the Poetry of Rita Bouvier and Marilyn Dumont by Molly Kearnan, 2020

8.  Unveiling the Invaluable:  Female Voices, Affective Labor, and Play in Reḵẖtī Poetry by Elizabeth Gobbo, 2020

9.  The Prospect Garden of Forking Paths: Reading Jorge Luis Borges’s Fiction through Cao Xueqin’s Honglou meng and Buddhism by Jenny Chen, 2023

10.  La Politisation du Féminisme Littéraire et de la Différence Sexuelle chez Woolf et Cixous by Samantha Bonadio, 2023

11.  AENEAS’ EMPIRE AND CÉSAIRE’S EVASION: BLACK POETICS AS REFUSAL AND REDACTION IN CAHIER D’UN RETOUR AU PAYS NATAL   by des jackson, 2023

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Guidelines to writing a personal statement for an honours thesis application.

A personal statement for an Honours thesis (PS499) application is an important document that helps you introduce yourself to the professor who might supervise your thesis. It's an opportunity to convey your passion, motivation, and suitability for the proposed research and to stand out among other candidates.

Remember, there's no one-size-fits-all approach to writing a personal statement. It's a highly personal document that should reflect your genuine interest and aptitude for your chosen field of study. While we provide some general suggestions below on what to include, feel free to adapt these guidelines to best represent your unique experiences and aspirations.

Before You Start Writing

Before you embark on the writing process, it is important to clarify your thoughts and ideas. Consider the following questions to help guide your reflection:

• Why are you interested in doing an honours thesis in Psychology?
• What has inspired your general area of interest?
• What unique perspectives or skills can you bring to this thesis?
• How do your academic and personal experiences support your research interests?
• What are your long-term academic and career goals, and how does completing a thesis align with them?

Consider Your Audience

Remember, it takes a lot of time for professors to mentor students, so they want to work with someone who will be committed to the research process and will grow and benefit from the course in different ways be it learning new skills or learning what working in a lab is like.

Your personal statement is primarily intended for the professor(s) you are hoping will supervise your thesis – you will indicate up to 8 professors of interest and 3 broad topic areas of interest (I.e., social psychology, cognitive neuroscience, behavioral neuroscience, community psychology, developmental psychology, and clinical psychology. Because they are an expert in psychology and your areas of interest, your statement should showcase your knowledge, respect, and enthusiasm for psychology in general, and describe some of the broad areas in psychology that you would be most excited to learn more about and conduct research in. Remember though – in this letter you don’t need to specify specific labs or projects you want to focus on. In the application survey, you will have other spaces to select up to 8 labs of interested give a brief explanation for why you are interested in those labs specifically

Writing Your Personal Statement

Here is a checklist of some key elements you might consider including in your personal statement:

• Introduction: Begin by introducing yourself and expressing your interest in taking part in the PS499 course. Explain why the course appeals to you and how it aligns with your goals.
• Academic Achievements: Highlight any academic achievements that are relevant to the completion of your thesis. This could include relevant courses or previous research projects
• Work Experience: If you have work or internship experience relating to your interests, detail this experience and the skills you've gained that would be beneficial for your thesis.
• Personal Experiences: If personal experiences have shaped your interests, share these stories. This can be an effective way to demonstrate your motivation and dedication. This could also help your letter stand out as a unique reflection of who you are
• Skills and Abilities: Discuss the skills and abilities you have that would make you a good candidate for the thesis. This could include skills, such as critical thinking or time management.
• Future: Describe your goals and aspirations for doing the course and how it will prepare you for further studies or career opportunities in the field.
• Conclusion: Conclude your statement with a courteous and professional tone, expressing your excitement about the possibility of working on your honour's thesis.

Writing Tips

Some things to remember and consider when writing your statement include:

• Being concise and clear. Avoid jargon or overly complex sentences.
• Ensure your statement is free of grammatical errors and typos.
• Most importantly, be genuine, honest, and don't be afraid to let your personality shine through! Remember, the personal statement is just that – personal. It should reflect who you are, your passion for the field, and your commitment to your proposed research.

Below are some more resources to help guide your personal statement writing.

If/Then Statement Templates

To help you structure your personal statement, here are some "if-then" statement templates that you can tailor to your specific experiences and goals. These templates can serve as a starting point to express your interests, experiences, and aspirations in a clear and compelling way.

Relating Your Academic Achievements to general research area of interest:

• If: You have excelled in coursework relevant to your area(s) of interest.
• Then: "My strong performance in [relevant courses x, y, and z] has equipped me with a solid foundation in [general research area of interest]."

Linking Work Experience to general research area of interest

• If: You have work or internship experience related to your general area(s) of interest.
• Then: "My experience as [job/internship title] at [organization name] has provided me with practical insights into [general research area of interest]."

Applying Personal Experiences to Research Interests

• If: Personal experiences have shaped your general area(s) of interest.
• Then: "My personal experience with [specific experience] has motivated my interest in exploring [Research Interests] in greater depth."

Highlighting Relevant Skills and Abilities

• If: You possess skills and abilities relevant to the thesis.
• Then: "My skills in [specific skills] and my ability to [specific ability] make me a strong candidate for conducting research.

Linking Academic Performance to general research area(s) of interest

• If: You have achieved high grades or awards in courses related to your area of interest.
• Then: “My academic performance in [course name(s)] has demonstrated my aptitude and interest in [general research area of interest]. I have received [grade/award] for [course/assignment/project].”

Linking Extracurricular Activities to general research area(s) of interest

• If: You have participated in clubs, societies, competitions, or events related to your area of interest.
• Then: “My involvement in [extracurricular activity name] has exposed me to various aspects of [general research area of interest]. I have learned [skill/knowledge] and contributed to [outcome/impact] through [activity/task].”

Linking Future Plans to general research area(s) of interest

• If: You have a clear vision of what you want to do after completing the course.
• Then: “My future plans are aligned with [general research area of interest]. I aspire to [goal/objective] and pursue [opportunity/pathway].”

Remember, these are just examples. It is essential to personalize your personal statement to reflect your unique experiences, interests, and aspirations. Keep in mind that the personal statement is your opportunity to showcase who you are, your passion for your chosen field, and your commitment to the possibility of conducting research.

Example Personal Statement

A finished personal statement might look something like this:

Dear potential supervisor, I am writing to express my interest in enrolling in the PS499 Honours Thesis Course for the upcoming academic year. I am currently a third-year student majoring in Psychology at the Wilfrid Laurier University. (Introduction: Provides your name, major, university and expresses your interest in the honours thesis).

I want to do the PS499 Honours Thesis Course because I am passionate about conducting original research in psychology and contributing to the advancement of knowledge in the field. I hope to gain valuable skills and experience in designing, conducting, analyzing, and presenting a research project under the guidance of a faculty supervisor. I also hope to develop a deeper understanding of a specific topic of interest within psychology and prepare myself for further studies or career opportunities in the field. (This paragraph answers why the student wants to do the PS499 Honours Thesis Course, what they hope to get from it, and where it will lead them. It shows the student's motivation, goals, and aspirations for doing the course).

I think I would be a good fit for the PS499 Honours Thesis Course because I have a strong academic background and a keen interest in research. I have completed several courses that have prepared me for the research process, such as PS394 Linear Models, PS373 Close Relationships, and PS367 Research in Cognitive Neuroscience. Parallel to my academics, I have volunteered at a local daycare. This experience has helped me develop my skills in communicating with a diverse range of individuals, particularly young children. (Highlights relevant courses and work experience and how they have built a foundation for your research interest)

In addition to my academic and research qualifications, I also possess several personal strengths that I believe will help me succeed in the PS499 Honours course. I am a curious and motivated learner who enjoys exploring new questions and topics in psychology. I am also an organized and self-disciplined student who can manage my time and resources effectively and meet deadlines. Furthermore, I am a creative and innovative thinker who can come up with original and feasible ideas for research projects. Moreover, I am a collaborative and respectful team player who can work well with my supervisor and peers and seek and provide constructive feedback. Lastly, I am an adaptable and resilient individual who can cope with challenges and uncertainties that may arise during the research process. (This paragraph lists some of the student's personal qualities and attributes that are beneficial for the course. It shows the student's positive attitude and traits that will enable them to work independently and collaboratively on a research project).

I appreciate your consideration of my application and I look forward to hearing from you soon.

Sincerely, [Your Full Name] [Your Student ID]

You Are Not Alone. Contact Writing Services

Crafting a compelling personal statement can seem like a daunting task, but remember, you are not alone in this process. Laurier's Writing Services are here to support you every step of the way.

The Writing Services at both Waterloo and Brantford are dedicated to helping undergraduate and graduate students enhance the writing skills necessary for academic success. They provide an accessible, supportive, and student-focused environment where ideas can flourish, and students can hone their writing through critical thinking.

Here's what Writing Services offers:

• One-on-One Writing Appointments: You can schedule appointments (both online and in-person) with student or professional staff members. They can provide you with personalized feedback and guidance on your personal statement.
• Writing Workshops: The Writing Services organize on-campus, in-class, and online writing workshops. These workshops can equip you with valuable writing techniques and strategies.
• Online Writing Resources: You can access a wealth of online resources that provide tips and advice on various aspects of academic writing.

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• Honors Undergraduate Thesis
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Thesis Proposal Examples

The Honors Undergraduate Thesis program requires students to submit a research proposal to the Office of Honors Research prior to advancing to the Thesis semester.

Generally, a scientific research proposal will include a brief introduction to the research topic, a literature review, and a methodology that will explain how the student plans to meet the objectives of the research. A proposal in the Arts and Humanities will generally include an introduction and a creative work (e.g. screenplays, short stories, artwork) or theoretical analysis.

Students will create a signature cover page for the thesis proposal that will list the entire committee and HUT Liaison. The Thesis proposal cover page template can be found here .

The following are examples of substantially researched, properly formatted research proposals and their respective signature pages. These examples should be used for reference only and not necessarily as templates. Students should his or her Thesis Chair and committee regarding the structure of the proposal, information that should be present, and documentation style.

What is a Thesis Proposal?

A thesis proposal is a document that outlines the thesis topic, defines the issues that the thesis will address, and explains why the topic warrants further research. It should identify a problem and provide a proposed solution to that problem.

Proposals representative of the sciences (both hard sciences and social sciences) should generally include the following:

• A brief introduction, which will define the thesis topic and explain the purpose of the thesis.
• A literature review that outlines the most relevant readings and theories which pertain to the thesis topic.
• A methodology section, which should include the research questions, hypotheses, participants, materials, and procedures.
• A bibliography or reference list. Most of the sources should be from peer reviewed articles or books. As with other academic papers, the use of internet sources should be limited.

For students conducting more theoretical or comparative analyses, the structure could also take the form of chapters that define and specify each concept, and a concluding chapter that brings all of these ideas together.

For students in the arts, a proposal and thesis may take the form of a creative project. In this instance, the proposal may include:

• A brief introduction, which includes the thesis statement, general intent of project, what the project should accomplish, and justification for considering the project a legitimate endeavor.
• A literature review, which includes any supporting literature that justifies the intention of the project.
• A method for accomplishing the project. Include any necessary background or equipment needed for the project, where the project will be conducted, and a proposed timeline for completion.
• A bibliography or reference list.

An alternative structure would be for students who are writing their own short stories, novellas, or screenplays.

Here, the thesis should include a clear mastery of the skill set by producing chapters of the novella, poetry selections, or the working/final screenplay. [/accordion-item][/accordion]

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Honor Thesis'

Examples of Pass Honors Thesis

School of Criminology

Congratulations to Zena Rossouw on successfully defending her MA thesis

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Big congratulations to Zena Rossouw, who successfully defended her MA thesis entitled “Stranger Danger: Analyzing Offender Behaviours Based on Victim Approach Tactics in Sexual Homicide”

Perpetrators using a ruse in sexual homicide may experience delayed detection and provide the offender with an opportunity for a subsequent attempt if the initial effort fails. This study explores associations between victim characteristics and offender behaviours in sexual murderers targeting stranger victims using a "con" approach versus alternative methods (blitz or surprise). The results from the logistic regression revealed that "con" approach offenders had more male victims, targeted vulnerability, and displayed post-crime organization. Their crimes more often

involved fellatio and lower rates of victim beating when compared to other approaches. The

cluster analysis identified three groups: "Abandoners," "Relocators," and "Eclectic." "Abandoners" don't move the victim's body and sometimes use a con approach. "Relocators" always move the body and occasionally target vulnerability. "Eclectic" offenders target both genders, exhibit diverse behaviours, prey on vulnerability, almost half involve fellatio, and often use a con approach. The implications for investigations are discussed.

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