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University of Southern Maine Honors Program
Honors Thesis Guide
Table of Contents
I. Before You Start – Introduction to Honors Thesis Writing 2
II. Your 1st Semester – Honors Thesis Workshop (HON 311) 3
III. Working Independently to Draft Your Thesis (HON 411 or comparable course) 4
IV. Nearing the end: Final Draft and Thesis Defense 6
V. Thesis Format & Publication 7
VI. Thesis Grades in HON 411 and HON 412 9
APPENDIX A: USM Honors Thesis – Overview for Thesis Committee Members 10
APPENDIX B: Sample Title Page for Thesis 12
APPENDIX C: Sample Signature Page (adjust as needed) 13
USM Theses/Dissertations Bindery and Content Release Form for USM Digital Commons 14
I. Before You Start – Introduction to Honors Thesis Writing
A USM Honors Thesis represents a unique opportunity for students to undertake an independent research project or creative endeavor.
What is a thesis? A “thesis” is a substantial piece of academic writing that contributes new knowledge on a given topic. A thesis differs from a “research paper,” which collects the ideas, theories, and research of others. Both include a thorough investigation of previous scholarship on a topic, but a thesis also includes your own insights and unique contributions to the topic. Hence, an Honors Thesis differs from a research paper in scope and purpose: USM Honors students are expected to do more than assemble the ideas of others; they are expected to enter into the academic conversation and make a unique contribution in their field of inquiry.
Creative Endeavor Alternative: For students in the fine arts, a ‘thesis’ can be centered on a creative project or performance. A student who creates artwork or delivers an artistic performance also submits written work expanding upon the creative endeavor.
Why write a thesis? Writing an Honors Thesis will be one of the most exciting, fulfilling, and rewarding experiences of your undergraduate career. It’s an opportunity for you to undertake a self-directed project (with plenty of guidance) on a topic of your choosing. Writing a thesis is a significant endeavor: in addition to becoming an expert in your chosen topic, you will improve your writing and research abilities, build important academic and professional skills, and gain a level of confidence that will support you in graduate school and your future career. It’s no surprise that prospective employers and graduate schools are impressed by the dedication and intellectual independence demonstrated by thesis writing.
Thesis Topics: We encourage all thesis writers to select a topic that appeals to them while also drawing upon the knowledge and skills they have cultivated in their major field of study. Most students focus on questions within their major or minor discipline(s). Other students pursue an interdisciplinary research project, perhaps engaging with a community partner in what is called “action research”[1]. While the Honors Program encourages students to challenge themselves, we recognize that your final year of collegiate study is not an ideal time to attempt to master a new field or discipline.
Tip: Starting your first semester at USM, use a small notebook to record ideas that particularly interest you and could become the focus of your thesis.
Thesis Process and Coursework: A completed thesis reflects six or more credits of academic work, typically undertaken over two semesters. Some students require a third semester, while students in some majors may need only one semester because they build upon prior course work.[2]
Students earn credit by enrolling in honors courses (HON 311/411/412) and/or departmental independent study courses (BIO 441, PHI 491, WGS 486, etc.). Students typically begin the Honors thesis process by taking our thesis workshop (HON 311), which is facilitated by the Honors Directors.[3] The thesis workshop is designed to provide structured support to students in early stages of the thesis process: students identify a viable research topic, develop a formal research statement, review the academic literature on their topic, form a thesis committee, and produce a formal thesis prospectus, which serves as a concrete plan for thesis completion. HON 311 is a 3-credit workshop, but if you are already working under the guidance of your primary thesis advisor in another course, you might be able to simultaneously enroll in the HON 311 workshop on a 1-2 credit basis.
After completion of HON 311, students pursue independent work in HON 411 or similar course under the guidance of their Thesis Advisor. Students complete their research and work through several drafts of their thesis with their Thesis Advisor and thesis committee. This work culminates in a formal presentation or oral “defense” of the thesis and submission of a final, publishable version of the written thesis. HON 412 is available if a student needs a third semester.
When should I enroll in HON 311? Despite the expression “senior thesis,” consider enrolling in HON 311 toward the end of your junior year. This gives you a safety semester if you need more time. It’s also helpful to have a summer between HON 311 and 411 to collect data or make progress on your own. If your department offers a research methods class, take that course before or concurrent with HON 311.
Tip: Ask yourself when you will have the time necessary for thesis work. Each thesis course represents 3 credits, so we expect students to spend 10 hours per week working on their projects, each and every week of the semester. Academic writers do not binge-write; they integrate reading, research, and writing into their daily lives. Setting aside regular intervals of time for these tasks will make your thesis project manageable and enjoyable (we promise!).
II. Your 1st Semester – Honors Thesis Workshop (HON 311)
Course Description: HON 311 is the first course in the Honors Program’s thesis sequence. It is intentionally designed as a writing workshop to support students in the beginning phase of their thesis projects. The work we do in this course will help students form good reading, research, and writing habits that will carry them through to the successful completion of their theses.
HON 311 Course objectives:
· Forge a strong, viable research statement that is grounded in your academic and/or community work.
· Thoughtfully select your primary thesis advisor and thesis committee readers.
· Develop strong research techniques.
· Identify, if needed, Office of Research Integrity requirements for human-subjects research.
· Write, workshop, and revise a thesis prospectus with the following elements:
o Working Title,
o Abstract,
o Description of methodology and approach,
o Detailed chapter-by-chapter summary,
o Research and writing timeline, and
o Bibliography of primary and secondary sources.
· Set a submission date for a “first chapter” to your advisor. This must be a substantial section of your thesis, edited for clarity and appropriately formatted. Subsequent submission dates will be chosen in coordination with your primary advisor.
Choosing a topic: Ideally, students begin HON 311 with a general idea of their subject matter and their mode(s) of inquiry. To make the process easier, select a topic you are passionate about and which draws upon the knowledge and skills you’ve acquired in your major. The first month of the workshop focuses on helping you refine your project ideas into a workable research statement. With the help of classmates, HON 311 instructors, thesis advisors and committee members, you will revise and refine your initial statement into a strong, viable research statement that will guide subsequent inquiry.
Forming a thesis committee – selecting the Thesis Advisor and Readers: All students are advised by a primary thesis advisor (a full-time faculty member, usually in the student’s discipline) and two or more thesis readers; together, these advisors form the student’s thesis committee. The Honors thesis process at USM is decentralized: we recognize that the faculty best equipped to advise and evaluate thesis projects are our colleagues within thesis disciplines. Students undertaking interdisciplinary projects are encouraged to recruit thesis committee members to ensure knowledgeable guidance in all disciplines related to their particular project.
Primary Thesis Advisors: One of the most important decisions you will make in the thesis process will be choosing your primary thesis advisor. Because you will work closely with this individual over the course of an entire year, your choice should be based on both the scholarly expertise of the faculty member and your ability to work well with this person. Often students find that they are most comfortable choosing a primary advisor with whom they have already taken one or several classes. This is also more comfortable for the faculty member, who has a sense of the student before agreeing to become the primary advisor.
Regardless of prior relationship, it is crucial that both the student and the advisor have a shared understanding of their roles [See Appendix A, “Overview for Thesis Committee Members”]. Students should discuss expectations with their primary advisor early in the process—ideally, as part of the process of formalizing the advising relationship. Setting expectations for forms of communication, acceptable methods of submission of work, timelines, meeting structure and agendas, turn-around time for feedback and revision, etc. will facilitate a healthy and productive relationship.
Tip: The relationship you build with your advisor should be one of mutual respect: as you rely on your advisor for support and encouragement, you must demonstrate a serious and scholarly commitment to your work.
Thesis Readers: Readers are members of your thesis committee who serve as secondary or tertiary advisors. Readers typically include a faculty member in a relevant discipline and one of the Honors directors. Readers can also include a member of the community, possibly a mentor solicited through the Honors Program’s Thesis Support Network [See Part III, “Thesis Support Network”].
You can expect to meet occasionally with your thesis readers, and they may comment on occasional drafts of your work, especially toward the end of your thesis work. The committee should meet at the beginning of your second semester of thesis work to formalize a common set of expectations. Subsequent committee meetings will occur at the discretion of those involved.
Bear in mind that your committee members are volunteering to assist you with your thesis. If they agree to help, it is not because they have any obligation to do so but because they want to support you in a worthwhile endeavor. As with your primary advisor, treat your thesis readers with respect. Be sure to give them enough time to read over and comment on the materials you give them. Remember that the thesis is an independent project and that the function of your thesis readers is to provide general guidance and advice along the way.
Schedule 1st Thesis Committee Meeting: The Honors Program expects ALL students to organize a thesis committee meeting near the end of the first semester or the beginning of the next semester of thesis work. Out-of-town readers may use electronic means to attend. Meeting between semesters may make it easier to find a time when everyone can meet. A week before the meeting, send everyone a copy of your latest draft (this can be the final prospectus from HON 311, or your latest piece of thesis writing). This meeting enables everyone to touch base, get a sense of where you are, and agree on what needs to be done. During this first full committee meeting, it is important to establish a set of common expectations and review the roles of primary advisors, readers, etc. [See Appendix A, “Overview for Thesis Committee Members”].
III. Working Independently to Draft Your Thesis (HON 411 or comparable course)
Students use their Thesis Prospectus (developed the previous semester in HON 311) as a guide to complete their thesis project through independent work. Regular meetings with primary advisors, and occasional meetings with thesis readers, provide support and guidance for students during the independent phase of the thesis project. Credit is earned by enrolling in HON 411 (HON 412 if a third semester is needed) or departmental independent study courses (BIO 441, PHI 491, WGS 486, etc.).
The independent work phase of your thesis project is dominated by writing-and-revising various sections of your thesis. The thesis experience culminates in a formal presentation or oral “defense” of the thesis to the full thesis committee and submission of a final, publishable version of the written thesis. The latter are described in Parts IV and V.
Description of Independent Study in HON 411(412) – Honors Thesis II (III): Students independently execute the plan developed in HON 311, under the guidance of the thesis committee. The second semester includes in depth reading, field work as applicable, and completion of the introductory thesis chapter and literature review. Second semester students (or third, if necessary) also draft their remaining chapters; substantially revise that work based on feedback; and present their work in an oral, public defense.
Thesis Objectives: By the end of the Honors thesis process, students are expected to be able to
· Demonstrate Honors Program learning outcomes such as the ability to address an issue from an array of perspectives, acknowledge complexities, identify conflict and common-ground among these, develop understanding, and create new insight;
· analyze, interpret, summarize, and evaluate existing scholarship through reading, writing, and critical thinking;
· use research databases and draw on multiple sources of information;
· form and maintain professional relationships with the Primary Thesis Advisor and Thesis Readers;
· complete a sustained, self-directed thesis project that is developed through distinct phases, including planning, reading/note-taking, generative writing, drafting, and revising;
· produce writing at a publishable level that has been substantively revised based on feedback, which properly acknowledges, cites, and formats sources, and is bound, archived, catalogued and made available to other researchers in URSUS and World Cat databases;
· organize and deliver a public presentation (a thesis defense), field questions, and lead a discussion;
· develop the capacity to deepen and sustain thinking analytically, critically, reflectively, and imaginatively; and