thesis seminar

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• BA Thesis Process

The BA Thesis Seminar is for students who are interested in pursuing independent study and deepening their research skills. This seminar is well suited for students who plan to pursue graduate degrees.

The BA Thesis Seminar guides students engaged in research design, data collection and analysis, and thesis writing. For students pursuing the thesis capstone option, registration for the BA Thesis Seminar PBPL 29800 is required in Autumn Quarter of the final year of study in the major, though the thesis process continues through Spring Quarter.

Successful completion of the BA Thesis capstone option involves passing PBPL 29800, while also meeting related thesis requirements, including participation in the BA Thesis Symposium in February, and the timely submission of an acceptable polished draft in March and final BA paper in April.

Only students who successfully complete a BA thesis are eligible for honors.

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Expectations for the ba thesis.

• BA Thesis FAQ

BA Thesis Process, 2023-2024

Enroll in the BA Seminar: Public Policy (PBPL 29800) for credit in autumn. Although you only register in the autumn quarter of your final year, the seminar meets once per week throughout Autumn, and then in small group meetings with a preceptor, and/or one-on-one in winter and spring quarters. Grades for the course will be calculated on the basis of performance and progress through Autumn, Winter, and Spring, and will be assigned in the Spring, following the submission of the BA Thesis.

• Double majors, joint students, and students on extended status can opt out of their Autumn BA seminar registration with a waiver approved by the PBPL department (non-enrolled students will be paired with a Public Policy preceptor). To substitute for the PBPL Thesis Track, students must submit the waiver, a policy-relevant thesis and earn a full credit and a quality grade in a thesis seminar, There are no substitutes for the PBPL Project Track.
• Double majors writing one BA for two majors should also submit the Single Bachelor's Paper for Two Majors petition and obtain the signature of both majors' directors
• Consider recruiting a Second Reader from UChicago faculty for the Public Policy BA Thesis as additional support; other experts can be approved as Second Reader on a case-by-case basis

Important Deadlines  

Autumn 2023

Early fall: Submit IRB protocols for human subjects research (please see IRB handout for details about the process and about human subjects research). In order to collect data with human subjects, it is highly recommended you submit this protocol as early as you can.

Mid-December:  BA Thesis Long Write-Up, formerly Autumn Draft, due (about 15 pages).

The College Center for Research and Fellowships provides opportunities for research funding and other supports. Please, visit their webpage for additional information.

Winter 2024

Students do not register for the BA Seminar in the Winter quarter , but continue to meet with their preceptors on a regular basis. Students on extended status must inform the Public Policy Administrator about their change of status and must continue to meet regularly with their preceptors and submit assignments. 

Important Deadlines

Early February: Annual Senior BA Symposium

• This is a required academic conference at which students will present their research to faculty and peers in 10 min presentations followed by Q&A

Early March:  Polished Draft and Second Reader Forms due to preceptor

• Polished Drafts (and final theses) tend to range between 35-60 pages

Around 1-2 weeks after submission:  Preceptors will provide feedback on Polished Drafts 

Spring 2024

Mid-April:  Final Draft of BA Thesis due

• BA theses need title page, including name of preceptor (& second reader if you have one), date of submission, and abstract, and are submitted electronically
• Following thesis submission, determinations are made for honors & the Taub Thesis Prizes
• In order to receive honors, student must have an overall GPA of 3.4 or higher, and receive honors recommendation on the BA Thesis
• The preceptor and second reader can both make nominations for honors and the Taub prize; the Public Policy faculty committee then makes the final determinations
• The thesis evaluation is based on extent and originality of research, argumentation, writing quality, etc.

Mid-May:  Celebration! Senior Public Policy Dinner, Speaker Presentations, & Capstone Prizes

Note: If you are planning to graduate prior to Spring quarter please contact the Public Policy Administrator for your BA draft due dates.   

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BA theses should be more comprehensive in both information gathering and analysis than a term paper. As distinct from a term paper, the BA thesis requires primary data collection and analysis . We emphasize developing a good policy question, settling on an appropriate methodology and utilizing analytical tools to answer the question.

Honors Papers & Honors Eligibility

To be eligible for honors, students must satisfy two requirements:

• Have an overall GPA of 3.4 or higher to be considered eligible for honors initially
• Receive honors recommendation from the Public Policy faculty committee

The Albert C. Svoboda Fellowship

The Albert C. Svoboda Fellowship provides summer research fellowships for rising fourth-year College students majoring in Public Policy to engage in faculty-guided research in the Chicago area on Chicago-based topics.

Awards are for various amounts, typically between $1,000 and $4,000, based on the research proposal and proposed budget. Svoboda Fellows are responsible for submitting a post-research report at the end of the summer.

BA Thesis FAQ

Your thesis can build upon work you have done elsewhere. However, the BA thesis should be an original paper.

You cannot double count a paper you have written for another course (this also means that you cannot just extend a paper written for another course). Whatever is being used from previous work should be disclosed and cited as such in the thesis. Please note that failure to do so will be considered a violation of academic integrity (i.e., plagiarism). It should be clear that the BA thesis develops new insights that are distinct from those developed in previous work.

Keep in mind that the BA thesis should be structured around the analysis of primary research . Given that most of the papers you have written are based on secondary data, it is likely that papers you have written for other courses would be primarily useful for background, and for helping to develop your research question. If you are considering building on work done for another class, please consult your preceptor.

Public Policy majors writing a BA thesis are strongly encouraged to link their specialization with their BA thesis, though such a link is not formally required.

No. A second reader/faculty adviser is beneficial for providing additional support for your BA thesis work, but they are not required to receive honors for your BA paper.

Note:  All Public Policy BA papers are eligible for honors whether or not students work with a second reader.  Students have successfully graduated with honors in Public Policy without having a 2nd reader/faculty adviser. 

Students having second readers are required to complete the  Second Reader Information and Confirmation form . 

• All University of Chicago Faculty
• Harper-Schmidt Collegiate Assistant Professors
• University of Chicago Lecturers
• University of Chicago Graduate Students (approved on a case by case basis)
• Faculty from other colleges or universities (approved on a case by case basis)

Your BA thesis is read by your preceptor and your second reader/faculty adviser who evaluates your paper as 1) acceptable; 2) not acceptable: or 3) acceptable with an honors recommendation.

A student who satisfactorily completes the BA Thesis Seminar (autumn and winter) but does not complete a BA thesis receives 100 course credit, but is not eligible to graduate unless the student completes the BA Project Seminar (PBPL 29500).

Learn more about the BA Project Seminar.

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Thesis Seminar

You may initiate your Honors Thesis through a one- or two-semester Thesis Seminar.

The Thesis Seminar provides a structured framework, giving you the opportunity to work alongside fellow Honors College students as you develop your proposal and your Honors Thesis, as well as orally present the work within the class or at the Massachusetts Undergraduate Research Conference , or otherwise determined by the instructor. The format of the Honors Thesis will be similar to that required for the Individually Contracted Honors approach , but the exact requirements will be specified in the syllabus for the Thesis Seminar.

• Current Honors Seminar Course Descriptions

Honors Thesis Formats

Creative portfolio.

The Creative Portfolio format involves a written document coupled with a creative artifact, such as a performance, musical score, architectural project, engineering invention, screenplay, business case study, collection of original poetry, or art exhibition.

Research Manuscript

The Research Manuscript is the customary format for presenting extended investigation and research.

Final Presentation

The final presentation for a Thesis Seminar usually takes the form of a presentation to the entire class or at the Massachusetts Undergraduate Research Conference . The instructor will indicate the specific presentation format and expectations.

Credits and Scheduling

All Thesis Seminars are small courses focused on exploring a specific topic in a classroom setting with other Honors Thesis students. Seminars are graded by the course instructor; you do NOT have to submit a thesis proposal on CHC PATHS , but you will have to submit your final thesis document via PATHS.

The Honors Thesis is traditionally completed over two semesters in the senior year, divided into two 499 Thesis Seminar courses of 3+ credits each, informally referred to as Honors Thesis Part 1 and Honors Thesis Part 2. In the first semester (Honors Thesis Part 1), you will develop the Honors Thesis proposal. In the second semester (Honors Thesis Part 2), you will complete the Honors Thesis. You will find the Thesis Seminar course descriptions online in the  Honors Course Guide .

Registration

You can register for most Thesis Seminars directly on SPIRE . Occasionally, you might need to get the instructor’s permission beforehand. You will find this information noted in the course descriptions online in the Honors Course Guide .

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• Knowledge Base
• Dissertation

How to Write a Thesis or Dissertation Introduction

Published on September 7, 2022 by Tegan George and Shona McCombes. Revised on November 21, 2023.

The introduction is the first section of your thesis or dissertation , appearing right after the table of contents . Your introduction draws your reader in, setting the stage for your research with a clear focus, purpose, and direction on a relevant topic .

Your introduction should include:

• Your topic, in context: what does your reader need to know to understand your thesis dissertation?
• Your focus and scope: what specific aspect of the topic will you address?
• The relevance of your research: how does your work fit into existing studies on your topic?
• Your questions and objectives: what does your research aim to find out, and how?
• An overview of your structure: what does each section contribute to the overall aim?

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Table of contents

How to start your introduction, topic and context, focus and scope, relevance and importance, questions and objectives, overview of the structure, thesis introduction example, introduction checklist, other interesting articles, frequently asked questions about introductions.

Although your introduction kicks off your dissertation, it doesn’t have to be the first thing you write — in fact, it’s often one of the very last parts to be completed (just before your abstract ).

It’s a good idea to write a rough draft of your introduction as you begin your research, to help guide you. If you wrote a research proposal , consider using this as a template, as it contains many of the same elements. However, be sure to revise your introduction throughout the writing process, making sure it matches the content of your ensuing sections.

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Begin by introducing your dissertation topic and giving any necessary background information. It’s important to contextualize your research and generate interest. Aim to show why your topic is timely or important. You may want to mention a relevant news item, academic debate, or practical problem.

After a brief introduction to your general area of interest, narrow your focus and define the scope of your research.

You can narrow this down in many ways, such as by:

• Geographical area
• Time period
• Demographics or communities
• Themes or aspects of the topic

It’s essential to share your motivation for doing this research, as well as how it relates to existing work on your topic. Further, you should also mention what new insights you expect it will contribute.

Start by giving a brief overview of the current state of research. You should definitely cite the most relevant literature, but remember that you will conduct a more in-depth survey of relevant sources in the literature review section, so there’s no need to go too in-depth in the introduction.

Depending on your field, the importance of your research might focus on its practical application (e.g., in policy or management) or on advancing scholarly understanding of the topic (e.g., by developing theories or adding new empirical data). In many cases, it will do both.

Ultimately, your introduction should explain how your thesis or dissertation:

• Helps solve a practical or theoretical problem
• Addresses a gap in the literature
• Builds on existing research
• Proposes a new understanding of your topic

Perhaps the most important part of your introduction is your questions and objectives, as it sets up the expectations for the rest of your thesis or dissertation. How you formulate your research questions and research objectives will depend on your discipline, topic, and focus, but you should always clearly state the central aim of your research.

If your research aims to test hypotheses , you can formulate them here. Your introduction is also a good place for a conceptual framework that suggests relationships between variables .

• Conduct surveys to collect data on students’ levels of knowledge, understanding, and positive/negative perceptions of government policy.
• Determine whether attitudes to climate policy are associated with variables such as age, gender, region, and social class.
• Conduct interviews to gain qualitative insights into students’ perspectives and actions in relation to climate policy.

To help guide your reader, end your introduction with an outline  of the structure of the thesis or dissertation to follow. Share a brief summary of each chapter, clearly showing how each contributes to your central aims. However, be careful to keep this overview concise: 1-2 sentences should be enough.

I. Introduction

Human language consists of a set of vowels and consonants which are combined to form words. During the speech production process, thoughts are converted into spoken utterances to convey a message. The appropriate words and their meanings are selected in the mental lexicon (Dell & Burger, 1997). This pre-verbal message is then grammatically coded, during which a syntactic representation of the utterance is built.

Speech, language, and voice disorders affect the vocal cords, nerves, muscles, and brain structures, which result in a distorted language reception or speech production (Sataloff & Hawkshaw, 2014). The symptoms vary from adding superfluous words and taking pauses to hoarseness of the voice, depending on the type of disorder (Dodd, 2005). However, distortions of the speech may also occur as a result of a disease that seems unrelated to speech, such as multiple sclerosis or chronic obstructive pulmonary disease.

This study aims to determine which acoustic parameters are suitable for the automatic detection of exacerbations in patients suffering from chronic obstructive pulmonary disease (COPD) by investigating which aspects of speech differ between COPD patients and healthy speakers and which aspects differ between COPD patients in exacerbation and stable COPD patients.

Checklist: Introduction

I have introduced my research topic in an engaging way.

I have provided necessary context to help the reader understand my topic.

I have clearly specified the focus of my research.

I have shown the relevance and importance of the dissertation topic .

I have clearly stated the problem or question that my research addresses.

I have outlined the specific objectives of the research .

I have provided an overview of the dissertation’s structure .

You've written a strong introduction for your thesis or dissertation. Use the other checklists to continue improving your dissertation.

If you want to know more about AI for academic writing, AI tools, or research bias, make sure to check out some of our other articles with explanations and examples or go directly to our tools!

Research bias

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The introduction of a research paper includes several key elements:

• A hook to catch the reader’s interest
• Relevant background on the topic
• Details of your research problem

and your problem statement

• A thesis statement or research question
• Sometimes an overview of the paper

Don’t feel that you have to write the introduction first. The introduction is often one of the last parts of the research paper you’ll write, along with the conclusion.

This is because it can be easier to introduce your paper once you’ve already written the body ; you may not have the clearest idea of your arguments until you’ve written them, and things can change during the writing process .

Research objectives describe what you intend your research project to accomplish.

They summarize the approach and purpose of the project and help to focus your research.

Your objectives should appear in the introduction of your research paper , at the end of your problem statement .

Scope of research is determined at the beginning of your research process , prior to the data collection stage. Sometimes called “scope of study,” your scope delineates what will and will not be covered in your project. It helps you focus your work and your time, ensuring that you’ll be able to achieve your goals and outcomes.

Defining a scope can be very useful in any research project, from a research proposal to a thesis or dissertation . A scope is needed for all types of research: quantitative , qualitative , and mixed methods .

To define your scope of research, consider the following:

• Budget constraints or any specifics of grant funding
• Your proposed timeline and duration
• Specifics about your population of study, your proposed sample size , and the research methodology you’ll pursue
• Any inclusion and exclusion criteria
• Any anticipated control , extraneous , or confounding variables that could bias your research if not accounted for properly.

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Thesis Seminar

In the summer before your final year, students in the Biostatistics , Epidemiology and Social & Behavioral Sciences concentrations in the MPH program must complete an Applied Practice Experience (APE); MS Epidemiology students must complete an Applied Research Experience (ARE). You will engage in hands-on public health research under the mentoring of a research professional addressing a specific public health topic.

The internship can then inform your MPH Thesis, which will be completed in your final year.

What Is the Thesis?

The thesis is a paper addressing a specific public health topic, with the general expectation that the finished product demonstrates concentration competencies, meets academic and professional standards, and is of a quality useful to some external audience (e.g., journal readers, practitioners, advocates, other researchers).

With faculty support, you’ll identify your topic and population of interest, preferably based on your work in the site where your applied practice hours are undertaken, which serve as the basis of the thesis.

Your internship can be based in the greater New York City area, elsewhere in the United States, or overseas, but must be completed no later than the summer before enrolling in your first thesis course.

What Does the Thesis Entail?

The thesis experience is complemented by a two-semester course Thesis Seminar (GPH-GU 2686 Thesis I: Practice and Integrative Learning Experience and GPH-GU 2687 Thesis II: Practice and Integrative Learning Experience) during which students complete the thesis:

• Thesis I: Students across tracks will study together to learn about the elements of the thesis, how to identify a mentor, and how to write a comprehensive review of the literature and an annotated outline of the project.
• Thesis II: Students apply what they have learned to prepare this thesis as well as a presentation associated with the thesis.

The thesis is an original research inquiry to answer a testable question and is presented as a journal-style manuscript reporting results of data analyses (typically secondary analysis of an existing dataset) about a specific public health topic.

**any questions regarding the thesis format may be directed to Nina S. Parikh, PhD, Clinical Associate Professor .

How Do I Enroll in the Thesis Seminar(s)?

All students must secure an Applied Practice Experience (APE) and submit a Practice Learning Contract (PLC) for review and approval by the Office of Public Health Practice before they will be allowed to enroll in the Thesis I course.

Once your PLC is approved, notification will be sent to the GPH Registrar about your clearance to register for the APE seminar.

As a reminder, students should not begin APE hours before receiving approval from the Office of Public Health Practice . Hours completed before approval will not count toward the required hours.

For more information about this process, please visit the Completing the APE page. 

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Ph.D. Thesis Seminar

Prior to writing their Ph.D. thesis, the Doctoral student is required to give a formal Thesis Seminar, during which they will explain the background and rationale for their research, and present and explain their findings. While social distancing remains in effect, your seminar can take place via zoom .

• At least two weeks prior to the desired schedule for the seminar, the student is responsible for arranging the date, time and venue of their Thesis Seminar, and in ensuring that their Advisory Committee members and Supervisor can attend (the mentor does not have to attend). This should be done using a doodle poll .
• When the poll is decided, the student must send an electronic calendar invitation on the McGill Exchange System to their supervisor, exam committee members, and ipn [at] mcgill.ca . The student will then attach the thesis seminar-related documents to this calendar invite.

The Ph.D. Thesis Seminar must be attended by all members of the student's Advisory Committee, and must be chaired by the student's supervisor. The seminar can be attended by other interested individuals as well.

Template to be used:

Dear Members of my Ph.D. Seminar Committee,

This is to confirm that my Ph.D. Thesis Seminar will take place on:

Full date and time

The meeting will take place on zoom: insert the meeting link that you have set up.

Attached you will find my:

• Student  Transcript
• Ph.D. Seminar Poster

You will find more information on the Ph.D. seminar presentation on the following site: https://www.mcgill.ca/ipn/current-students/program-requirements/phd-thesis-seminar .

Following the presentation, the committee members will indicate that the student has successfully completed the Thesis Seminar by signing the Seminar Approval Form, which will go into the student's file. Please email the completed form to ipn [at] mcgill.ca .

Form: https://www.mcgill.ca/ipn/files/ipn/ph.d._seminar_approval_v2018.2pdf.pdf .

The presentation should be approximately forty-five minutes, and will be followed by a question and answer period. Following the seminar, the Advisory Committee and the supervisor will meet in closed session to review the student's file, the student's performance in the seminar, and whether sufficient and satisfactory data is available to write a successful thesis. 

The decision of the committee will be made by consensus on a pass/fail basis.  

Satisfactory/Unsatisfactory

If the student is considered to have failed in the performance of the thesis seminar, one repeat will be permitted.  

Seminars should not be scheduled during the summer season (July & August).

Department and University Information

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Theses and Dissertations

Defense and submission.

Below is an overview of the main steps in preparing, defending, and submitting your thesis or dissertation. For detailed instructions on each step, see The Graduate School's  Guide for Electronic Submission of Thesis and Dissertation (PDF) , in addition to this video recording from a workshop given on the subject. 

• Schedule your defense and apply for graduation in DukeHub ( defense and graduation deadlines ).  
• At least 30 days before your defense: Confirm or update your defense committee.  
• Give your thesis/dissertation to your advisor for inspection, and prompt your advisor to send a letter to [email protected] stating that it is complete and ready to defend. Note: For students in School of Medicine Ph.D. programs, their advisor letters are generated through T3.  
• Request your DGSA to send a departmental defense announcement to  [email protected] . Note: For students in School of Medicine Ph.D. programs, their departmental defense announcements are generated through T3.  
• At least 2 weeks before your defense: Submit your complete, correctly formatted dissertation/thesis to ProQuest (initial submission). Also provide it to each member of your committee.  
• Optional: After you receive an email through ProQuest from the Graduate School administrator who reviewed your thesis/dissertation format, you may make an appointment for a brief, virtual meeting with the administrator to discuss any questions you have about the defense process or the recommended formatting revisions.  
• A few days before your defense, The Graduate School will generate your final examination certificate and email it to the chair/co-chair(s) of your examination committee and the DGSA of your department. Note:  For students in School of Medicine Ph.D. programs, their final examination certificates are generated and released through T3.  
• Defend your dissertation. After your final examination, your committee members will vote on whether you passed or failed. Your chair and DGS will record the votes on your final examination certificate, sign it, and submit it to The Graduate School. Your committee may vote that you passed but still require minor edits or corrections before final submission.  
• As soon as possible after your defense, submit to [email protected] the Non-Exclusive Distribution License and Thesis/Dissertation Availability Agreement (“embargo agreement”) signed by yourself and your thesis/dissertation advisor.  
• Within 30 days after your successful defense, or by the established final submission deadline (whichever is first): Submit the final version of your dissertation/thesis to ProQuest.

Guide for Electronic Submission of Thesis and Dissertation (PDF)

We provide the following templates for your convenience and to help you eliminate common formatting errors. However,  all submitted theses and dissertations must meet the specifications listed in the ETD guide . The manuscript must be a completed document, formatted correctly, with no sections left blank.

• Word Template for Thesis/Dissertation (Word)
• LaTeX Template for Thesis/Dissertation (ZIP)

Notes about the LaTeX Template

• This LaTeX template is for both master's and Ph.D. students. Master's theses must also have an abstract title page.
• Neither The Graduate School nor OIT supports LaTeX beyond providing this template.

Ph.D. and master’s students are required to apply for graduation in  DukeHub  by the established application deadline for the semester in which they plan to graduate.

Review the full graduation guidelines on the  Graduation Information and Deadlines  page. 

When you submit your thesis or dissertation electronically, you will also permit Duke University to make it available online through  DukeSpace  at Duke Libraries. See the pages below for more information about ETDs:

• ETDs Overview
• ETD Availability
• ETD Copyright Information 
• ETD Technical Help 

Check out the writing support  offered by The Graduate School, such as writing spaces, consultations, and access to online writing workshops, communities, and resources.

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How to Write a Seminar Paper

Last Updated: October 17, 2023 Fact Checked

This article was co-authored by Christopher Taylor, PhD . Christopher Taylor is an Adjunct Assistant Professor of English at Austin Community College in Texas. He received his PhD in English Literature and Medieval Studies from the University of Texas at Austin in 2014. There are 16 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 633,648 times.

A seminar paper is a work of original research that presents a specific thesis and is presented to a group of interested peers, usually in an academic setting. For example, it might serve as your cumulative assignment in a university course. Although seminar papers have specific purposes and guidelines in some places, such as law school, the general process and format is the same. The steps below will guide you through the research and writing process of how to write a seminar paper and provide tips for developing a well-received paper.

Getting Started

• an argument that makes an original contribution to the existing scholarship on your subject
• extensive research that supports your argument
• extensive footnotes or endnotes (depending on the documentation style you are using)

• Make sure that you understand how to cite your sources for the paper and how to use the documentation style your professor prefers, such as APA , MLA , or Chicago Style .
• Don’t feel bad if you have questions. It is better to ask and make sure that you understand than to do the assignment wrong and get a bad grade.

• Since it's best to break down a seminar paper into individual steps, creating a schedule is a good idea. You can adjust your schedule as needed.
• Do not attempt to research and write a seminar in just a few days. This type of paper requires extensive research, so you will need to plan ahead. Get started as early as possible. [3] X Research source

• Listing List all of the ideas that you have for your essay (good or bad) and then look over the list you have made and group similar ideas together. Expand those lists by adding more ideas or by using another prewriting activity. [5] X Research source
• Freewriting Write nonstop for about 10 minutes. Write whatever comes to mind and don’t edit yourself. When you are done, review what you have written and highlight or underline the most useful information. Repeat the freewriting exercise using the passages you underlined as a starting point. You can repeat this exercise multiple times to continue to refine and develop your ideas. [6] X Research source
• Clustering Write a brief explanation (phrase or short sentence) of the subject of your seminar paper on the center of a piece of paper and circle it. Then draw three or more lines extending from the circle. Write a corresponding idea at the end of each of these lines. Continue developing your cluster until you have explored as many connections as you can. [7] X Research source
• Questioning On a piece of paper, write out “Who? What? When? Where? Why? How?” Space the questions about two or three lines apart on the paper so that you can write your answers on these lines. Respond to each question in as much detail as you can. [8] X Research source

• For example, if you wanted to know more about the uses of religious relics in medieval England, you might start with something like “How were relics used in medieval England?” The information that you gather on this subject might lead you to develop a thesis about the role or importance of relics in medieval England.
• Keep your research question simple and focused. Use your research question to narrow your research. Once you start to gather information, it's okay to revise or tweak your research question to match the information you find. Similarly, you can always narrow your question a bit if you are turning up too much information.

Conducting Research

• Use your library’s databases, such as EBSCO or JSTOR, rather than a general internet search. University libraries subscribe to many databases. These databases provide you with free access to articles and other resources that you cannot usually gain access to by using a search engine. If you don't have access to these databases, you can try Google Scholar.

• Publication's credentials Consider the type of source, such as a peer-reviewed journal or book. Look for sources that are academically based and accepted by the research community. Additionally, your sources should be unbiased.
• Author's credentials Choose sources that include an author’s name and that provide credentials for that author. The credentials should indicate something about why this person is qualified to speak as an authority on the subject. For example, an article about a medical condition will be more trustworthy if the author is a medical doctor. If you find a source where no author is listed or the author does not have any credentials, then this source may not be trustworthy. [12] X Research source
• Citations Think about whether or not this author has adequately researched the topic. Check the author’s bibliography or works cited page. If the author has provided few or no sources, then this source may not be trustworthy. [13] X Research source
• Bias Think about whether or not this author has presented an objective, well-reasoned account of the topic. How often does the tone indicate a strong preference for one side of the argument? How often does the argument dismiss or disregard the opposition’s concerns or valid arguments? If these are regular occurrences in the source, then it may not be a good choice. [14] X Research source
• Publication date Think about whether or not this source presents the most up to date information on the subject. Noting the publication date is especially important for scientific subjects, since new technologies and techniques have made some earlier findings irrelevant. [15] X Research source
• Information provided in the source If you are still questioning the trustworthiness of this source, cross check some of the information provided against a trustworthy source. If the information that this author presents contradicts one of your trustworthy sources, then it might not be a good source to use in your paper.

• Give yourself plenty of time to read your sources and work to understand what they are saying. Ask your professor for clarification if something is unclear to you.
• Consider if it's easier for you to read and annotate your sources digitally or if you'd prefer to print them out and annotate by hand.

• Be careful to properly cite your sources when taking notes. Even accidental plagiarism may result in a failing grade on a paper.

Drafting Your Paper

• Make sure that your thesis presents an original point of view. Since seminar papers are advanced writing projects, be certain that your thesis presents a perspective that is advanced and original. [18] X Research source
• For example, if you conducted your research on the uses of relics in medieval England, your thesis might be, “Medieval English religious relics were often used in ways that are more pagan than Christian.”

• Organize your outline by essay part and then break those parts into subsections. For example, part 1 might be your introduction, which could then be broken into three sub-parts: a)opening sentence, b)context/background information c)thesis statement.

• For example, in a paper about medieval relics, you might open with a surprising example of how relics were used or a vivid description of an unusual relic.
• Keep in mind that your introduction should identify the main idea of your seminar paper and act as a preview to the rest of your paper.

• For example, in a paper about relics in medieval England, you might want to offer your readers examples of the types of relics and how they were used. What purpose did they serve? Where were they kept? Who was allowed to have relics? Why did people value relics?
• Keep in mind that your background information should be used to help your readers understand your point of view.

• Remember to use topic sentences to structure your paragraphs. Provide a claim at the beginning of each paragraph. Then, support your claim with at least one example from one of your sources. Remember to discuss each piece of evidence in detail so that your readers will understand the point that you are trying to make.

• For example, in a paper on medieval relics, you might include a heading titled “Uses of Relics” and subheadings titled “Religious Uses”, “Domestic Uses”, “Medical Uses”, etc.

• Synthesize what you have discussed . Put everything together for your readers and explain what other lessons might be gained from your argument. How might this discussion change the way others view your subject?
• Explain why your topic matters . Help your readers to see why this topic deserve their attention. How does this topic affect your readers? What are the broader implications of this topic? Why does your topic matter?
• Return to your opening discussion. If you offered an anecdote or a quote early in your paper, it might be helpful to revisit that opening discussion and explore how the information you have gathered implicates that discussion.

• Ask your professor what documentation style he or she prefers that you use if you are not sure.
• Visit your school’s writing center for additional help with your works cited page and in-text citations.

Revising Your Paper

• What is your main point? How might you clarify your main point?
• Who is your audience? Have you considered their needs and expectations?
• What is your purpose? Have you accomplished your purpose with this paper?
• How effective is your evidence? How might your strengthen your evidence?
• Does every part of your paper relate back to your thesis? How might you improve these connections?
• Is anything confusing about your language or organization? How might your clarify your language or organization?
• Have you made any errors with grammar, punctuation, or spelling? How can you correct these errors?
• What might someone who disagrees with you say about your paper? How can you address these opposing arguments in your paper? [26] X Research source

Features of Seminar Papers and Sample Thesis Statements

Community Q&A

• Keep in mind that seminar papers differ by discipline. Although most seminar papers share certain features, your discipline may have some requirements or features that are unique. For example, a seminar paper written for a Chemistry course may require you to include original data from your experiments, whereas a seminar paper for an English course may require you to include a literature review. Check with your student handbook or check with your advisor to find out about special features for seminar papers in your program. Make sure that you ask your professor about his/her expectations before you get started as well. [27] X Research source Thanks Helpful 0 Not Helpful 0
• When coming up with a specific thesis, begin by arguing something broad and then gradually grow more specific in the points you want to argue. Thanks Helpful 23 Not Helpful 11
• Choose a topic that interests you, rather than something that seems like it will interest others. It is much easier and more enjoyable to write about something you care about. Thanks Helpful 6 Not Helpful 1

• Do not be afraid to admit any shortcomings or difficulties with your argument. Your thesis will be made stronger if you openly identify unresolved or problematic areas rather than glossing over them. Thanks Helpful 13 Not Helpful 6
• Plagiarism is a serious offense in the academic world. If you plagiarize your paper you may fail the assignment and even the course altogether. Make sure that you fully understand what is and is not considered plagiarism before you write your paper. Ask your teacher if you have any concerns or questions about your school’s plagiarism policy. Thanks Helpful 7 Not Helpful 2

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• ↑ https://umweltoekonomie.uni-hohenheim.de/fileadmin/einrichtungen/umweltoekonomie/1-Studium_Lehre/Materialien_und_Informationen/Guidelines_Seminar_Paper_NEW_14.10.15.pdf
• ↑ https://www.bestcolleges.com/blog/how-to-ask-professor-feedback/
• ↑ http://www.law.georgetown.edu/library/research/guides/seminar_papers.cfm
• ↑ https://www.stcloudstate.edu/writeplace/_files/documents/writing%20process/choosing-and-narrowing-an-essay-topic.pdf
• ↑ http://writing.ku.edu/prewriting-strategies
• ↑ http://www.kuwi.europa-uni.de/en/lehrstuhl/vs/politik3/Hinweise_Seminararbeiten/haenglish.html
• ↑ https://guides.lib.uw.edu/research/faq/reliable
• ↑ https://owl.english.purdue.edu/owl/resource/673/1/
• ↑ http://writingcenter.unc.edu/handouts/thesis-statements/
• ↑ https://www.irsc.edu/students/academicsupportcenter/researchpaper/researchpaper.aspx?id=4294967433
• ↑ https://owl.english.purdue.edu/engagement/2/2/58/
• ↑ http://writingcenter.fas.harvard.edu/pages/beginning-academic-essay
• ↑ https://owl.english.purdue.edu/owl/resource/589/02/
• ↑ https://owl.english.purdue.edu/owl/resource/561/05/
• ↑ https://writing.wisc.edu/Handbook/ReverseOutlines.html

About This Article

To write a seminar paper, start by writing a clear and specific thesis that expresses your original point of view. Then, work on your introduction, which should give your readers relevant context about your topic and present your argument in a logical way. As you write, break up the body of your paper with headings and sub-headings that categorize each section of your paper. This will help readers follow your argument. Conclude your paper by synthesizing your argument and explaining why this topic matters. Be sure to cite all the sources you used in a bibliography. For advice on getting started on your seminar paper, keep reading. Did this summary help you? Yes No

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Princeton Writing Program

Outcomes Statement for the Writing Seminar

The Writing Seminars are designed to help students achieve goals in three broad categories:

Strengthening Practices for Critical Thinking, Reading, and Writing

Cultivating scholarly habits of mind, raising meta-disciplinary awareness.

Working towards these goals provides students a foundation for continued growth as critical writers.   

With the goal of crafting ethical, persuasive, and elegantly composed texts, by the end of their Writing Seminar students will have practiced how to:

• Define a compelling and viable problem, question, or project on which to build an arguable thesis.
• Substantiate and develop ideas through the analysis of evidence and critical use of sources in support of an argument that drives a clear and progressive structure.
• Actively engage sources in an intellectual dialogue, always making clear how their own ideas relate to—and are distinct from—those of others.
• Use university libraries and other research tools to locate sources and manage searches both efficiently and ethically.
• Cultivate a writerly ethos through recognizing and contending with counter-arguments and other possible objections.
• Revise for clarity and cogency—from the argument level to the sentence level—based on self-critique and critique from others.

Writing Seminars encourage students to cultivate the habits of mind that allow them to approach writing as genuine intellectual engagement on the page and to treat both their readers and sources with integrity and generosity. By the end of their Writing Seminar, students should be able to:

• Regard their development as writers as an ongoing process, and not the accomplishment of a single semester or even an entire undergraduate career.
• Practice writing as a recursive process that involves drafting, revising, and getting feedback at any and every point along the way.
• Cultivate other beneficial practices and habits of research, reading, and writing, such as planning the steps or stages of a writing project, taking careful notes, and keeping track of source citations.
• Understand writing to be a complex social interaction between writer and reader, exchanging rigorous, insightful, and compassionate feedback with fellow writers.
• Recognize and value the curiosity, creativity, independent thinking, and intellectual risk-taking involved in strong academic writing.

Through their multi-disciplinary design, the Writing Seminars teach students to recognize the patterns of similarity and difference that characterize academic writing across disciplines and fields of study. Students then draw on this meta-disciplinary awareness as they navigate critical inquiry, argument, and research methods in new contexts across the University. By the end of their Writing Seminar, students should be able to:

• Anticipate learning new expectations, conventions, and ways of structuring an argument when researching and writing in a new discipline. (E.g., What kinds of evidence does the discipline examine? What kinds of questions does it ask?)
• Draw on the shared language of the Lexicon in order to learn how to participate persuasively in diverse scholarly and scientific debates.
• Respect the opportunities and constraints of operating within particular disciplines, understanding that there are discrete epistemological, methodological, and rhetorical choices at stake in the work of each.

Thesis Proposal

Thesis proposals.

Graduate students begin the thesis process by writing a thesis proposal that describes the central elements of the thesis work.  Those elements vary depending on the type of thesis (research, artistic, or project) that the student plans to write. Students begin drafting the thesis proposal in the course Thesis Proposal Seminar . 

Below, please find detailed information about the following:

• research thesis proposal
• artistic thesis proposal
• project thesis proposal
• formatting your proposal  
• getting your proposal approved  
• submit your proposal  

Research Thesis Proposal

The proposal for a research thesis consists of five sections:

• Thesis Statement Following an optional introduction, the basic function of this section is to articulate a phenomenon that the student proposes to investigate (whether a social event, process, a literary work, an intellectual idea or something else), and the question(s), issue(s) or problem(s) related to that phenomenon that the student plans to address in the thesis. The core of the statement may take the form of a hypothesis that the student will test, of a proposition or argument that the student intends to support, or of a general problem or question the student  will explore. The section puts that basic problem statement in a larger context by explaining its historical origins (where did it come from?) and its intellectual, social, and/or artistic context (what conversation, debate, or line of inquiry does it participate in?). It also describes the sub-questions or themes that constitute the general problem. Students will cite appropriate scholarly, professional and other sources for the ideas, questions and background information contained in the section.
• Research Methods In this section, the student will identify (a) the kinds of information that needed to answer the question(s) raised in the Thesis Statement, (b) the methods the student will use to gather that information, and (c) the strategies by which the student will organize and analyze the information in such a way as to reach and support a conclusion, to construct a sound argument. If the central problem has several facets, the student may need an array of different methods for collecting and analyzing information. Students should be as precise as possible in each stage of the methods statement: Is information needed about the stylistic techniques in a novel, about changes in the poverty rates in Kenya since independence, about the ways children think about nature? Will the student pull out the metaphors in a text, find government reports on household income, interview kids about their experiences in the woods? Will the student deploy statistical forms of content analysis, correlate poverty rates with political changes, interpret themes in children’s stories? Students should reflect on the broad methodological approaches that they propose to use, and cite sources from which they derive their methods and tools. A student's central goal is to demonstrate that they know how to go about answering the question(s) that have been raised. Please note that if students intend to conduct research on living people, they will need to get the approval of the University Committee on Activities Involving Human Subjects (UCAIHS). Before they apply for that approval, students will need to take a tutorial and pass a test on the various regulations. Refer to the  UCAIHS website  for more information.
• Justification and Limitations This section of the proposal should explain the rationale for the thesis and the importance of the topic. Indicate the reasons why this study is important to conduct and whom it will benefit. Identify the limits beyond which the inquiry will not go. For instance, if a student is writing about a historical subject, the student must explain the relevance of the time period selected. Finally, describe the contribution the work will make to the field.
• Conclusion This section should summarize the nature and intention of the student's work. Conclude the discussion and mention any pertinent information which may not have been included above.
• Annotated Bibliography This section consists of a list of books and articles and artworks with accompanying annotations that explain why these readings and other sources are likely to be crucial as the work advances.

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Artistic Thesis Proposal

The artistic thesis consists of an artistic work and supporting essays, and it is important to conceive of each element as contributing to a coherent whole.  The proposal itself consists of five sections:

• Concept Statement This section includes a brief introduction that forms the framework for the entire thesis and articulates the questions around which the creative project and supporting essays revolve.
• Description of the Artistic Work and Artistic Aims This section describes the major artistic work that will comprise the submitted artistic thesis.  Students may want to refer to particular artistic influences or genres that will inform the work, or describe the aesthetic from which the creative work derives. In this section, students should also: refer to some of the artistic reasons that led to their decision to embark on this particular project; discuss the goals that will guide the development of the work; and provide concrete details about the final form and media of the work  (will it be, for example, a collection of short stories, a novel; an evening of dance an exhibition of paintings, a film, or what?).  If the artwork involves live performance, this section should state whether it will be a public or private event, where the event will be held, and any other details relevant to bringing the project to completion.

This section should provide the reader with relevant historical or critical information to place the central research question in context, and this section should also discuss the key theories, methods, and sources to be used within the research essay.  It should demonstrate that the student knows how to begin answering the question(s) they are posing.  What sorts of things will the student need to find out? What research methods will be used?  What kinds of sources will be reviewed, and how will information from them be used? Who, if anyone, will be interviewed, and what kinds of questions will the subjects be asked?  Students should also reflect, in this section, on the broad analytical approach that will structure their research and identify the school(s) of thought that will inform their investigations. 

• Justification and Limitations This section should explain the importance of the student's work in the context of their particular artistic discipline and discuss how all components of the thesis project taken together as a single project will contribute to the scholarly and artistic fields with which it engages. This section should also discuss limitations, personal and practical, relating to the project and the student’s readiness.  If the project is a film, for example, how much direct experience has the student already had in that field, and how will the student allocate the time to finish the project by the desired defense date? How much is the project likely to cost, and how does the student expect to obtain funding?  What kind of spaces will be needed for rehearsal as well as presentation of the work? 

Project Thesis Proposal

The project thesis includes two major components: (a) an activity (program, intervention, campaign, etc.) designed to address (solve, remediate, improve) a problem, issue or opportunity in the student's domain as a professional or activist; and (b) a written document that describes, rationalizes, analyzes, and assesses the activity. It is not strictly a research study, but rather an exercise in reflective practice. Therefore, the proposal takes a form different from that of the research or artistic thesis proposal. Please note, as well, that a project thesis  must  be not only designed but implemented and evaluated.

• Problem Statement This section of the proposal identifies, describes, and analyzes the problem (issue, need, opportunity) that the student will address in the project. Clearly articulate the nature of the problem: its historical, social and professional context; its dimensions and extent; its impact, and perhaps some previous efforts to address it. Present information that explains the student's understanding of the origins or causes of the problem, to set up the rationale for the choice of a strategy to solve it. At each stage, refer to appropriate scholarly and professional literatures.
• Project Plan Students should spell out their plans for addressing the problem. Students should describe the institutional setting within which the project will take place, as well as the individuals, groups, or organizations with whom they will work. What will the student (and, perhaps, others) do? What resources and strategies will be used? If the student need funds, how will they be raised and disbursed? What schedule will be followed? Be efficient, but concrete and clear in specifying the activities that will make up the project. Identify the professional and theoretical sources of the strategies for the project: What precedents and ideas are the student drawing on? Also, the student should discuss the means by which they will record and report the project activities for the members of the thesis committee. Will the student write a journal, shoot videos, keep material artifacts and documents? Students must be clear about how they intend to document the project. They may also elect to invite the members of their committee to witness the project first-hand.
• Assessment The proposal speaks to three aspects of the assessment process. In all three, students should be concrete and refer to appropriate literatures as sources of their plans. Criteria : First, students should describe and justify the criteria by which they will determine whether the project has succeeded. What are the goals and objectives? What changes does the student want to see in the participants, the organization, the larger world? Methods:  What information will be needed to determine whether the goals and objectives have been met? How will that information be collected and organized? Analysis : How will that information be utilized to describe the project’s success or failure? What sorts of lessons does the student hope to draw from the assessment?
• Justification and Limitations This section of the proposal should explain the rationale for the thesis and the importance of the topic. Indicate the reasons why this study is important to conduct and whom it will benefit. Identify the limits beyond which the inquiry will not go. Finally, describe the contribution the work will make to the field.
• Conclusion This section should summarize the nature and intention of the work. Conclude the discussion and mention any pertinent information which may not have been included above.

Format of the Proposal

All thesis proposals should conform to the following specifications:

• Title Page The title should be reasonably succinct, but descriptive enough to convey the nature of the thesis; the title page should include your full name, the date of submission, and your adviser’s name.
• Length The thesis proposal should be approximately 8 pages, excluding the annotated bibliography. Remember that this is a proposal, not the thesis itself; tell us what you propose to do and how, don’t do it.
• Annotated Bibliography This bibliography should contain brief commentaries on no fewer than 10–15 relevant source works.

The Approval Process for the Thesis Proposal

The Thesis Proposal Seminar (TPS) Students write their thesis proposals while enrolled in the Thesis Proposal Seminar (CORE-GG 2401, a 2-credit core requirement offered every spring). Throughout that semester, students work closely with their Adviser and Instructor to draft an acceptable proposal. When the proposal has received approval from both the Thesis Proposal Seminar instructor (Gallatin reviewer) and the adviser, the student is allowed to move on to their thesis research. The three steps of the approval process are outlined below.

• TPS Instructor/Reviewer Approval The Thesis Proposal Seminar instructor serves as the Gallatin reviewer of the thesis proposal. A student must receive a grade of ‘Pass’ in the Thesis Proposal Seminar for the proposal to be considered ‘reviewer approved.’ If the student’s proposal is not finished at the end of the semester, the student will receive a grade of 'Incomplete' in the course and will have until June 15th to submit the proposal before moving on to thesis research.
• Adviser Approval Students work closely with their advisers over the course of the semester to produce a proposal that the adviser can approve. Once the adviser agrees that the proposal is ready, students submit their final proposal via the online Thesis Proposal submission form . The Thesis Proposal submission form allows students to provide Gallatin with additional information about the courses, internships, independent studies, jobs, and other experiences that have prepared the student for their thesis work.
• MA Program Approval Once the M.A. Program verifies adviser approval of the proposal and the student has passed the TPS, the MA Program updates the student record to show that the Thesis Proposal requirement has been satisfied.

The deadline for submitting an adviser approved thesis proposal online is June 15.

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Senior Thesis & Undergraduate Research

Every year, approximately 45%-55% of senior History concentrators choose to cap their Harvard careers by writing a senior honors thesis.

The senior thesis tutorial is a two-semester sequence  comprising Hist 99a and Hist 99b . While the overwhelming majority of students who start a thesis choose to complete it, our process allows students to drop the thesis at the end of the fall semester after History 99a (in which case they are not eligible for departmental honors).

The senior thesis in History is a year-long project involving considerable primary- and secondary-source research and a good deal of writing; finished theses are expected to be between 60 and 130 pages in length , and to make an original contribution to historical knowledge.

The department’s senior thesis program is one of the strongest in Harvard College. In recent years, one quarter or more of our thesis writers have received  Hoopes Prizes , which is well over the College average.

History 99 Syllabus 2022–2023

History 99: Senior Thesis Writers’ Tutorial Wednesdays, 6–7 and 7-8 PM Robinson Conference Room

Click here to view the History 99 syllabus for this year.

A Sampling of Past History Thesis Titles

For a list of thesis titles from the past five years, please click here .

Senior Thesis Conference

The History Department's annual Senior Thesis Writer's Conference is an opportunity for thesis writers to present their projects as members of three-to-four person panels moderated by a faculty member or advanced graduate student, to an audience of other faculty and graduate students. Their aim is to get the critical and constructive feedback they need to clarify their arguments, refine their methods, and ultimately transform their research projects into theses.

Like our faculty, our student presenters are conscious of their reliance on other disciplines in almost every aspect of their work. This conference supplies opportunities to engage in cross-disciplinary dialogues. Audience members also learn from these dedicated and talented young scholars even as they teach them new ways of conceiving and pursuing their projects.

For more information about the conference or the Department's thesis program as a whole, please write to the  Assistant Director of Undergraduate Studies in History, or visit the Senior Thesis Writers Conference and History 99a website. The  Conference is open to all active members of the Harvard community.

All seniors writing theses receive as part of the History 99a and 99b seminar materials a Timetable for Thesis Writers which lists approximate deadlines for staying current with work on this large-scale project. (For current copies of these documents, please click here .) Many thesis writers will submit work in advance of the deadlines listed on the timetable, following schedules worked out with their individual advisers. Several of the deadlines listed on the timetable must be met:

• Students who wish to enroll in History 99 must attend the first meeting of the seminar on Wednesday, September 5th at 6:00 pm in the Robinson Lower Library.
• By the beginning of the fall reading period, students must submit substantial proof of research to both their adviser and the 99 History instructors. This usually takes the form of a chapter or two of the thesis (20–30 pages).
• Theses are due to the History Undergraduate Office (Robinson 101) on Thursday, March 10, 2022  before 5:00 pm. Theses that are handed in late will be penalized.

Thesis Readings

Each History thesis is read by at least two impartial members of the Board of Tutors, assigned by the Department. The Board of Tutors consists of (1) all department faculty in residence and (2) all graduate students teaching History 97 and/or a Research Seminar, as well as those advising senior theses. If History is the secondary field of a joint concentration, there is only one History reader. Each reader assigns an evaluation to the thesis (highest honors, highest honors minus, high honors plus, high honors, high honors minus, honors plus, honors, or no distinction), and writes a report detailing the special strengths and weaknesses of the thesis.  Theses by students with a highest honors-level concentration GPA and one highest-level reading will automatically be assigned three readers. Additionally, a thesis by any student may be sent to a third reader when the first two evaluations are three or more distinctions apart (e.g., one high honors plus and one honors plus).

Department Standards for the Thesis Program

Seniors who wish to write a thesis must meet certain prerequisites:

• a ‘B+’ average in the concentration;
• a ‘B+’ average on a 20-page research seminar paper
• the recommendation of their Research Seminar tutor(s).

Students who do not meet the above standards may petition the  History Undergraduate Office for admission to the senior thesis; successful petitions must include a detailed thesis proposal, and will be evaluated at the discretion of the Assistant Director of Undergraduate Studies (Asst. DUS).

The Awarding of Departmental Honors in History

THE AWARDING OF DEPARTMENTAL HONORS IN HISTORY

 Nominations for departmental honors are made by the Board of Examiners at the degree meeting each spring.  In making its nominations, the Board first takes two elements into account:  the average of course grades in History and thesis readings.  All students who may be eligible for a recommendation of highest honors will then be given an oral examination by the Board of Examiners; performance on this exam will be considered in determining the final recommendation.  The standing of those students at the border of two different degrees may also be determined through an oral examination administered by the Board of Examiners.

To be considered eligible for highest honors in history, a student will ordinarily have a grade point average greater than or equal to 3.85 in courses taken for departmental credit, and have received at least two highest -level thesis readings.  In addition, the student must convince the Board of Examiners of their qualifications for the highest recommendation through their performance on the oral examination.  Whether any particular student falling into this numerical range receives highest honors in history will be determined in part by the performance on the oral examination. 

To be considered eligible for high honors in history, a student will ordinarily have a grade point average greater than or equal to 3.7, and will ordinarily have received two high -level readings on the thesis. 

To be considered eligible for honors in history, a student will ordinarily have a grade point average greater than or equal to 3.3, and will ordinarily have received two honors -level readings on the thesis. 

Please note that the Department recommends students’ English honors (highest, high, honors, no honors) and sends these recommendations to the College which determines students’ Latin honors based on total GPA.  Please visit:   https://handbook.fas.harvard.edu/book/requirements-honors-degrees    for more information on how the College awards Latin honors (summa cum laude, magna cum laude, cum laude, no honors).  In addition, you should consult with your Resident Dean.  Any degree candidate who does not receive the A.B. degree with honors in History will be considered by the FAS for the degree of cum laude.  

Departmental Support

Students who do decide to enter the thesis program benefit from a great deal of departmental support. The Department encourages its thesis writers to consider the possibility of devoting the summer prior to their senior year to thesis research, whether on campus or around the world. Each year a large number of rising seniors find funding for summer thesis research. The Undergraduate Office holds a meeting to advise students on how to write a successful fellowship proposal. In addition, we maintain a  listing of organizations that have supported concentrators’ thesis research.

The Department also supports its senior thesis writers through two semesters of a Senior Thesis Seminar, History 99a and 99b , which provide a useful framework for thesis writers as they work through the intermittent difficulties that all thesis students inevitably encounter. For many seniors, their thesis will turn out to be the best piece of writing done while at Harvard. It will also be the longest and most complicated. Consequently, the seminars will focus much attention on the unique challenges of writing an extended, multi-chapter work. History 99a and 99b also provide a common forum in which seniors can share with thesis-writing colleagues their feedback, successes, frustrations, interests, and techniques. This kind of collegiality and exchange of ideas is at the heart of the academic seminar, and it can be the most rewarding aspect of the seminar series.

Students must enroll in the Thesis Seminars in order to write a thesis by obtaining approval from the Asst. DUS  on their study cards.

• Thinking about a History Concentration?
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Thesis Process Guide

Using This Guide

This guide is meant to help seniors and rising juniors of any major through any stage of the thesis-writing process. Kate Barrett BC '20 shares tips for cultivating a successful and organized thesis throughout a semester or a year, from the initial generation of a topic to the final bibliography. Additionally, this guide provides insight into time management skills, research tools, and stress management strategies for alleviating stress and increasing clarity around the project. You can use the tabs on the left side of the page to toggle between information for different parts of the thesis process, as well as Kate's personal reflections on her experience. Feel free to contact the CEP for further thesis-writing skills and resources, or attend the Writing Center's Senior Thesis Co-Working Hours by going to  Barnard Writing Center website .

What is a Thesis?

A thesis is...

• An independent research project that students conduct in their final year of undergraduate studies.
• A reflection of one’s major.
• An opportunity for students to show their ability to conduct research and formulate their own thoughts.
• A chance to work with an advisor to figure out a topic and research question to explore.
• A paper that can range from 20-100 pages, including title, table of contents, references, appendices, footnotes, figures, acknowledgements, and dedications.

How to pick an advisor

At Barnard, you are assigned a thesis advisor based on the seminar you sign up for. Each seminar usually has a theme, and each major has the same date and time for all thesis seminars.  Additionally, all of the professors are in the major's department. Therefore, it is probable that you've had these professors as teachers before and you will likely know their teaching style. T he hard part about picking an advisor is that if you have one topic that aligns with a certain seminar, you cannot decide to switch to an advisor that teaches a different seminar. Make sure you have an equal desire to have a specific professor as well as a topic in mind. If you don’t have a topic in mind before the fall, then choosing a seminar based on the professor is probably your best bet.

How to pick a topic

Carefully choose the topic you want to explore—could you study it for a year? Is there enough existing research available for you to fully explore it? It's important to consider the complexity and scope of your topic. Topics that are too narrow might pose research issues down the line, while overly broad topics can cause you to feel overwhelmed.  It can be helpful to choose a topic with recent published research so that you have a lot of references to pull from. Additionally, this tactic will push you to engage with ideas that many people are already discussing and finding valuable.

How to conduct and organize your research

Once you have determined the topic of your thesis, you can begin by utilizing the college’s research librarians ; they are great resources and can help you find more articles and references on your topic. As you begin finding and reviewing primary and secondary sources, u se citation managers such as Zotero to help keep track of your materials.  Diversify your sources for research—use books, website articles, scholarly articles, videos, primary documents, and archival material, if relevant.  Print out and markup articles if possible, so that you can write your thoughts down as you read; this will help you analyze material from your own perspective. It can also be helpful to a dd all online documents to your Google Drive so you can access them anywhere and organize them by reference type or theme.

12 Things to Know About the Thesis Process

Pick a topic that you truly care about and are passionate about..

Depending on major, thesis projects occur over year-long or semester-long seminars, so you'll want to pick something that will be engaging to you throughout the entire year.

Determine if an independent study is the right choice for you.

Some students opt to conduct independent studies rather than engage in senior seminars to write their thesis. While opportunities for independent study vary depending on major, consider this option if you have a specific relationship with a certain professor, if you have a niche thesis topic in mind that doesn't align with any seminar, or if the traditional timeline of the thesis writing process seems daunting to you, due to multiple majors or other reasons.

Brainstorm topics over the summer before your first session meeting with your seminar class.

By planning beforehand, you’ll be able to get ahead of your research so you have an idea of what you want to write about.

Your main research questions might change throughout the process and that is okay.

Being flexible is crucial during the thesis process because there are a lot of instances where your topic or main focus could shift due to issues with research, access, or interests.

While it's likely that not all of the research you conduct will make it into the paper, using research to narrow your topic is an important aspect of the process.

Engaging with a variety of different source material will provide a foundation for what you do  want to put into the paper.

Don’t procrastinate on your weekly/monthly/semesterly deadlines.

Professors assign deadlines throughout the semester to help keep you on task and make the process more manageable. You don’t want to be scrambling to write something at midnight the night before it is due.

Make your thesis clear, specific, and easy for readers to understand.

While writing your thesis, assume that your reader does not know anything about your topic; this will help you to explain everything thoroughly. You can always revise later and edit out parts that are no longer necessary.

Your thesis advisor is a resource to help you—they want to see you succeed just as much as you do.

Reach out to your advisor through email, set up meetings, and talk to them before or after class. They are knowledgeable scholars in your field and are teaching this seminar for a reason.

Lean on your classmates. 

Usually, thesis seminars are comprised of small groups of students. Discussing your ideas and topics with one another is extremely helpful throughout the process.

Don’t assume that a longer paper means a better paper.

If you feel that you are stretching out your paper in order to add pages, most of the time that will be transparent in your writing. Reach out to your advisor or research librarian if you feel you are running out of ideas. On the other hand, if you feel strongly about your paper and it is at the minimum page count, keep it there; often, concision is key.

Do a literature review of your topic to ensure that your specific research question hasn’t been answered yet.

Reading about your topic will also help you craft your question and determine the path of your paper.

Write and memo everything—every thought you have, every question, every struggle.

Reflecting on the process while it's still ongoing will help you work through your challenges and track your progress. You can do this by hand, in word documents, or through online folders in Google Drive.

Tips for conducting a long-term project

Draft a plan that starts at the end.

• Start with the final deadline and work backwards.
• This helps ensure that you stay on track.

Try the SMART goals method

• This will help you achieve small milestones along the way.
• Track your progress by creating Specific, Measurable, Achievable, Relevant and Time Bound Goals.
• This method makes it easier to notice what adjustments need to be made to stay on track.

Utilize online management tools.

• Collaborative and organizational tools like the ones listed on the Center for Engaged Pedagogy’s website can help you prioritize your tasks
• By using these tools, you can keep track of daily, weekly, or monthly priorities, all in one place. 

Keep circling back to your research question.

• Make sure you constantly remind yourself of your goals so you don’t get sidetracked and start researching things that aren’t relevant to your project.

Don’t plan out more than 75% of your time.

• Only focus on the biggest deadlines you need to accomplish.
• Over-planning sets you up for failure and feelings of defeat if you don’t hit each micro-deadline on time.

In the initial preparation of the project, try to think of all the tools you need to complete it.

• Do you need funding? 
• Outside sources?
• Connections/access to databases/libraries/journals?
• Access to sites? 
• Additional researchers or readers?

Cultivating Good Habits

When writing, try not to leave deadlines to the last minute..

You want to be able to reread and edit everything you write along the way, and waiting until the last minute to complete sections of your thesis makes it difficult to provide fresh edits.

Write every thought, every experience, every question you have.

With the amount of literature, data, questions, and other classes circulating in your head, it's unrealistic to rely only on memory.

Ask your friends and family what their opinions of your topic are, and/or try to explain your topic to them.

This will help you fine tune your own opinions, and even inspire certain research questions. Further, being able to explain an idea to someone else demonstrates that you have a strong understanding of it yourself. Utilizing the Writing Center to talk through your topic with fellows, even at initial stages, can also be extremely helpful.

Don’t stop reading literature about your topic.

New studies might come out as you’re writing, and y ou'll want to stay as up to date as possible.

Keep separate journals and notebooks for separate things.

For example, you could have one journal dedicated to your ideas and internal struggles/questions, and another dedicated to keeping track of more logistical and solid data, goals, and logistics.

Tips for Organization and Motivation

Make a plan For example, if you are doing a yearlong thesis, you could plan to spend half of the year researching and the other half writing.

Set goals with your professor and for yourself Try to set goals for how much time you want to spend each week doing different tasks: researching, memo-writing, working with your professor etc. Set personal deadlines of dates that you would like to have specific things completed by.

Be flexible with your plan Look at the year or semester and mark off when you assume you will be done with certain tasks to make sure you’re still on track—but don’t get upset if those goals aren’t met. Writing a thesis is a give-and-take process.

Stay on top of your citations Stay on track with your citations as you write your paper. Don’t assume that you will go back later and fill them in. Once you write something, cite it in-text and write the full citation in the bibliography immediately, or use tools like Zotero, which will do this automatically. 

Look to your topic for inspiration Remind yourself why you chose this topic in the first place.  What inspired you? Why does this topic interest you? What were you excited by? 

Reflect on how your thesis connects to your Barnard experience Reflect on your time as an undergrad at Barnard. In a way, your thesis  is a culmination of your college experience—it is an opportunity to showcase your growth.

Draw strength from your peers Supporting and motivating your peers to finish their projects will, in turn, motivate you to complete yours. You're all in this together.

Think of the big picture Remember that the work you are doing now could be very useful in other situations in your life. For example, you may draw on your thesis when putting together  grad school applications, doing job interviews, or switching job industries. Also, the skills you cultivate while working on your thesis—research, writing, editing, collaboration, and so on—will very likely come in handy in the future.

Reflections on the Process

Choosing a seminar .

My major was urban studies, and I had four different options for my senior thesis seminar. When choosing classes in the spring of my junior year, I wasn’t really sure what a thesis looked like, so it was hard for me to decide what seminar I wanted to participate in. Reaching out to past urban studies graduates helped a lot, because I was able to get a better understanding of what the research project would look like. Ultimately, I felt that I wanted to choose a seminar that would excite and motivate me. Since I didn’t have a topic in mind, it was even harder to choose between seminars, but I was most drawn to the description for the New York Field Research seminar. I had taken many anthropology classes in the past that taught me about ethnographic research and the importance of studying communities and cultures, so I figured that field research would be a good fit for my thesis project.

While the other topics were interesting as well, I feel that I resonated more with an ethnographic style than a traditional thesis paper. This was completely due to my research style as a student, because I feel like I am more of an interactive learner than a researcher. Knowing your research style is really important because it will help you choose a seminar, like it helped me choose mine. The professors are assigned specific seminars, so you have to make sure that the advisor you want is also in a seminar you could picture yourself basing your study on. I knew I wanted to work with my advisor so it worked out, but if I had wanted to do the seminar on international cities, I would not have been able to work with them.

Choosing a topic

Choosing a topic depends a lot on the seminar you are in, but there is some flexibility if you are really interested in something specific. Usually the seminars are broad enough that if there is one topic you would like to pursue, you could probably tweak it depending on which seminar you are in. For example, I knew I wanted to study food and restaurants, so for my field research it made sense that I would do an ethnography on a restaurant while looking at the social and cultural repercussions of gentrification. If I wanted to take the international cities seminar, I could have studied the importance of certain restaurants in different countries around the world. In order to choose a topic, I made a “mind cloud” where I mapped out as many of my interests as I could think of.

After I had a solid number of topic ideas, I went through each of them and tried to think of subtopics or research questions that would interest me. After I had thought about each topic, I did a process of elimination for the topics that seemed too broad or narrow for a thesis, or things that might not have sufficient research already conducted. Then I went through and ranked the topics I would be most interested in studying. From there, I started looking for scholarly articles related to each topic, and decided to pursue the one that had the most material to work with. When I decided that I had one solid topic, I then fleshed out potential research questions that I could study. I was able to find a few questions that I felt really strongly about, and when I went to class that week I talked it through with my classmates. They pitched in ideas and helped me fine tune my question into a more digestible statement that I was able to base my entire project on.

Staying Motivated

Staying motivated during the thesis process was difficult at times. It was really hard for me when my topic started to shift a few months in, and I felt like I was much further behind than most of my classmates. I realized that I needed to shift my research away from food sovereignty and take a closer look at the effects of gentrification. It was daunting having to switch topics, and I was scared that I wouldn’t be able to finish my thesis on time even though it was still fairly early on in the year. Instead of giving up, I went to my advisor for help, and she was able to alleviate a lot of my fear. We devised a plan to get me back on track, which had me busier than usual for a few weeks, but ultimately got me back to the place I needed to be at. During this transition period I was feeling very unmotivated, but setting small goals for myself helped a lot. I set these smaller goals so that when I was able to cross them off my list, I felt a sense of accomplishment. With each strike, I felt more motivated to keep going. 

For me, it was important to combat feelings of hopelessness and lack of motivation by opening up to friends, teachers, and peers who were going through something similar. By talking to my other friends who were writing theses, I realized that feeling discouraged is really common. The thesis process has ebbs and flows of excitement, and, at some points, disassociation. During the lows, it is important to lean on friends, but also to remember that this is a feeling of stress that will pass. So many students have written theses in the past, and there are so many resources at school to help you succeed and finish. My biggest takeaway was the importance of finding the root of my lack of motivation, which was the fact that I was insecure because I felt like I didn't know where my thesis was going anymore. Once I accepted this, I put all my energy into having a solid research question that I felt proud of. This helped me alleviate so much of my underlying stress that was manifesting in laziness and lack of motivation.

Moving from Researching to Writing

The yearlong thesis seminar is mainly split in two parts: the initial research stage, and the writing stage. Most students don’t even start writing their thesis until the spring semester. I never really understood this before starting my thesis, but the first semester is mainly focused on gathering data and learning as much about your topic as possible. This isn’t to say that the research fully stops before the writing begins, but rather that it slows down as writing takes more of a priority. Your professor will advise you on the specific ways you will collect data regarding your course, and you will learn about the basics of dissertation writing. For my seminar, my advisor had to teach us what an ethnography was, how to collect data through participant observation, qualitative coding analysis, and memoing - all things I had no prior experience with. Therefore, the foundational fall semester was crucial for a successful spring semester.  

Author’s Bio

Kate Barrett is a member of the Barnard Class of 2020. She majored in Urban Studies with a concentration in Anthropology, and completed a senior thesis in the New York Field Research Seminar. She wrote this guide for the CEP in her senior year.

Thesis Features

Many academic departments at Barnard offer students an opportunity to pursue a senior thesis or capstone project, which typically involve original research, analysis, and collaboration with faculty and other students. The following are supplemental guides for senior capstone projects and theses across a variety of departments. These guides are intended to give an overview of the senior thesis process and experience for specific academic programs. Please refer to department websites for contact information and detailed requirements. 

Women's, Gender, and Sexuality Studies

Department of Political Science

Honors thesis seminar.

High-achieving students in majors within the Department of Political Science may be eligible for academic honors recognition.

The academic honors program offers a means through which students can demonstrate their intellectual capabilities applicable to teaching political science or advancement to graduate school.

Every year the Department of Political Science runs an Honors Thesis Seminar, which spans the Fall and Winter quarters. The seminar, which enrolls only a relatively small number of students, provides undergraduates with the opportunity to conduct their own research at a much deeper level than is possible within a regular course structure. Each student develops and pursues a research project with the close and careful support of a dedicated faculty advisor, who is an expert in the student’s chosen topic area. A different faculty member runs the seminar and guides students through the various stages of developing and pursuing a research question. It is an immersive and challenging experience, but students also enjoy the camaraderie of their cohorts.

Through the process of writing a thesis, students learn how to formulate and rigorously investigate research questions, and develop their analytical, writing, and presentation skills. Writing a thesis can be an extremely rewarding intellectual experience and for many students it is the academic high point of their undergraduate degrees. It can also help students figure out whether they might be interested in pursuing research (whether within a university or beyond) after they graduate. Many students also use the finalized thesis itself as the required writing sample in their applications to postgraduate programs.

Participating in the Honors Thesis Seminar gives those students who already have the requisite GPA to earn “honors” the chance to graduate with “high honors” or “highest honors” (depending on their final grade for the thesis). That said, any student who has a minimum grade-point average of 3.5 in major courses at UC Davis can apply to the Honors Thesis Seminar.

We encourage all students who have the requisite GPA and who would like a challenging research experience under the close supervision of a faculty member to apply to the Honors Thesis Seminar. We know that the Honors Thesis Seminar can sound daunting and that the process of developing a topic and finding a faculty mentor can be intimidating, but the undergraduate advisors and the faculty member in charge of running the Honors Thesis Seminar are here to support you in navigating the application process. 

Click here to watch our info sessions online!   Our 2024 information sessions are hosted by Dr. Ethan Scheiner. Our general information session covers the value of completing a thesis and taking part in research, and our 2024-25 Application info session goes over the application process for this year's honors thesis seminar in detail. 

Application

• LINK TO THE UPDATED APPLICATION
• Stage 1 applications for the 2024-25 seminar are due on FRIDAY, APRIL 26, 2024 BY 12:00 PM noon.
• You should read all information provided below prior to opening/completing the Stage 1 application.
• During Fall 2024, the seminar will be held in-person (Wednesdays 12:10-2pm). For 2024-25, the course instructor will be Professor Ethan Scheiner. The seminar will continue in-person in Winter 2025 (Wednesdays 12:10-2pm). You should not fill out an application or plan to take the class if you are unavailable to attend in-person during the planned class times. 
• As students await notification from the review committee, they should create a full schedule that does not include the Honors Thesis Seminar. We recommend that, if you schedule another class during the same day/time as the Honors Thesis Seminar, it be a class that you are willing to drop if you are accepted into the Seminar.

Basic Information on the Course

• Details of the application process are provided at the end of this webpage.
• The Honors Thesis Seminar is an intense two-quarter (Fall and Winter) course requiring a large amount of work on a single research project. The class requires that students put in much more work than in a typical course at UC Davis.
• In the seminar, students narrow their research question, develop a deep understanding of the literature on the question, set up a professional research design, conduct substantial analysis, and repeatedly edit and revise, all culminating in a major research paper (“honors thesis”), which emulates research at the graduate level.
• The final paper is usually 20-30 double-spaced pages (not counting cover, tables, figures, footnotes, and bibliography) of tightly-written, carefully-edited, polished text.
• Seminar participants work closely with the course instructor and a faculty advisor on that project. Throughout the entire process, students are held to a series of strict deadlines in completing the project.
• Only students prepared to put in significant amounts of intense work and meet the regular class deadlines should consider applying. (Students who do not keep up with the work during the first quarter are asked to drop the course prior to the start of the second quarter.)

Other Research Opportunities  

For students who are interested in pursuing research, but who are unable to enroll in the Honors Thesis Seminar or who do not feel like the Honors Thesis Seminar is the right fit for them, there are a number of other research avenues available. For example:

• Murals Program
• McNair Scholars Program
• First year students (freshmen and transfer students) can participate in the Course-based Undergraduate Research Experience  (CURE)
• Students already in The University Honors Program may be able to write  a thesis within that program
• Students can also pursue  policy research within the course of an internship at the UC Center Sacramento
• Finally, the  Undergraduate Research Center also provides research opportunities

More Specifics on the Honors Thesis Program

• Eligible undergraduate students majoring in Political Science, Political Science - Public Service, or International Relations may apply to take the Honors Thesis Seminar in either their junior or senior year. However, priority will usually be given to seniors.
• In order to apply, a minimum grade-point average of 3.5 in MAJOR COURSES AT UC DAVIS is required. 
• Enrolled students from all three majors (Political Science, Political Science – Public Service, and International Relations) all meet in the same class with the same instructor and receive the same general instruction. However, Political Science and Political Science – Public Service majors officially enroll in POL194HA (Fall) and POL194HB (Winter). International Relations majors officially enroll in IRE194HA (Fall) and IRE194HB (Winter).
• For the Fall, students who fulfill the course requirements receive a “grade” of “In Progress.” After completing both quarters, the students receive a single grade that gets applied to both Fall and Winter.
• Students interested in enrolling in the seminar must complete the formal application (link above and details below) during Spring term of the year leading up to the course. Refer to direct emails from your major advisor for the most up-to-date information on how to acquire the application and the application deadline.
• Please check in with your advisor to learn how the Honors Thesis Seminar may apply to your major requirements.

You Will Need a Faculty Advisor

• The seminar is taught by a faculty member from the Department of Political Science. However, you will also need a separate faculty advisor for your thesis.
• The process of acquiring a faculty advisor only begins in Stage 2 of the application (see below). However, in your application you will provide a list of possible faculty advisors you may want to work with.
• In addition, to complete Stage 1 of the application, you will need to get the support of a faculty member for your project. It is recommended that you attempt to get that support from a faculty member that you would like to have as your faculty advisor.
• Please do not feel shy about approaching faculty. Supporting undergraduate student research is a part of being a faculty member at UC Davis. If you have difficulty identifying or contacting a faculty member who has expertise in your chosen topic area, please contact the undergraduate advisor in your major for help.
• Your faculty advisor is expected to offer you guidance on each phase of your work on the thesis, as well as evaluate your final product.
• Political Science and Political Science – Public Service majors must work with an Assistant Professor, Associate Professor, Professor, or Professor Emeritus from the Department of Political Science. See the  Department Faculty page  for a full list. Your faculty advisor may not be a graduate student or temporary lecturer.
• Because of the course content/expectations for the thesis, International Relations majors are encouraged to find a faculty advisor from the Department of Political Science – but that is not required. However, International Relations majors must work with a professor-track faculty member in a partner department (i.e., a department whose courses are included in the major curricula, for example: POL, HIS, SPA, or others). Again, your faculty advisor may not be a graduate student or temporary lecturer.
• Your faculty advisor should have general research/teaching expertise and/or interest in the general topic area of the project you are considering. Please read the faculty bio webpages to get a sense of who might be an appropriate advisor for your project. If there are no available faculty members with expertise/interest in an area that you are considering for your thesis, you may want to change topics to one closer to the expertise/interests of a faculty member.
• If you have questions, please reach out to your major advisor.

Earning Honors

• Any student who attains the cumulative (i.e., for all classes at UCD) grade point average required for honors in the College of Letters and Science will receive honors at graduation.
• The  specific GPA required for honors at graduation  is calculated at the end of each Winter quarter and varies according to the number of units taken at UC Davis. For additional information, please consult the  UC Davis General Catalog  and the  College of Letters and Science .
• Only students with the requisite GPAs (both overall and in the major – both calculated upon completion of all coursework at graduation) are eligible for any form of honors. Be sure to see the Political Science or International Relations major advisor to ensure that you have the requisite GPA.
• To qualify for high honors or highest honors, students must meet specific grade point average requirements (both overall and in the major – both calculated upon completion of all coursework at graduation), must have enrolled in and completed a two-quarter sequence in POL/IRE 194HA/HB, and must produce a thesis. High honors designation is equivalent to magna cum laude. Highest honors is equivalent to summa cum laude.
• High Honors if they earn a letter grade of A- or higher on the Honors Thesis; 
• Highest Honors if their Political Science or International Relations GPA (upon completion of all coursework at graduation) is 3.85 or higher and if they earn an A on the Honors Thesis. 

General Application Process

• Access the link to the application under the “Application” heading above.
• The application process involves two stages. In Stage 1 (to be completed early in Spring quarter), students provide information on their academic background and their proposed project.
• A faculty review committee will evaluate all submitted applications.
• Because the success of the seminar relies upon a very low student-instructor ratio – so that the course instructor can give each student’s project close attention – most likely, the committee will not be able to offer all applicants admission into the seminar.
• The committee will evaluate applications according to the quality and feasibility of the research proposal, the students’ overall record, and the students’ academic trajectory (e.g., perhaps your early record was not terribly strong but you have done extremely well in the past year).
• If there are more strong applicants than slots in the class and we are unable to admit you into the seminar, the committee will strongly encourage you to investigate one of the other research opportunities linked above.
• If, after reviewing your Stage 1 application, the committee would like to consider your application further, you will be invited to submit a Stage 2 application (which will ask you to sharpen and/or possibly even substantially alter your proposal). In addition, it is in Stage 2 that you will need to find a faculty advisor.
• It is also possible, after reviewing your Stage 1 application, that the committee may decide to offer you a spot on a waitlist, whereby you might have an opportunity at a later time to submit a Stage 2 application if additional openings in the class emerge.
• ​​Friday, April 26, 2024 @ noon: Stage 1 applications due
• Friday, May 10, 2024: Notifications regarding whether students are invited to do Stage 2 application
• Friday, May 31, 2024 @ noon: Stage 2 applications due
• Friday, June 14, 2024: Final notifications

Master's thesis

Master's Thesis is a part of Master's degree in other fields than technology and Master's thesis in technology / architecture is a part of Master of Science in Technology /Architecture degree.

The aims and place of the thesis in degrees

During the studies, students gradually gain the skills they need to write the thesis. In order to graduate, you should master the learning outcomes set for your degree and thesis.  

The aim of the Master’s thesis is that 

• the student is well familiar with his/her field and especially the field of his/her thesis topic  
• the student possesses the skills necessary for applying scientific knowledge and methods or the knowledge and skills required for independent and demanding artistic work 
• the student has good communication and language skills that can be applied in his/her field and other applicable fields 

Students mainly complete the Master’s thesis during the second year of studying for the Master’s degree; it is part of the advanced studies in the degree programme. You must have graduated with a Bachelor’s degree or your Bachelor’s thesis must be approved before you can start working on the Master’s thesis and drawing up the supervisory plan with your supervisor.  

The goals of theses based on learning outcomes. As you work on your thesis, your research skills, knowledge of the subject matter in the field, academic language and communication skills as well as your scientific debating skills are enhanced through peer learning and supervision, and via the discussion you conduct with previous research. Working on the thesis means practising independent research in accordance with good scientific practice. Your faculty or degree programme defines the form of the thesis more closely (see the section on your faculty).

The stages of the Master’s thesis are outlined below

Academic guidance and counselling

Writing a Master’s thesis starts with participation in the thesis seminar and deciding on the topic. You will be assigned at least one supervisor – the responsible supervisor – who supports your work in matters related to the content and research process throughout the thesis process. The responsible supervisor is familiar with the assessment criteria of theses and discusses them with you. If the thesis has two supervisors – the responsible supervisor and the other supervisor – at least one must be well familiar with the topic of the thesis and both should hold degrees at least on the same level as the thesis in question. A person who is not a member of the University community may also act as a supervisor based on his/her expertise in the field.

The supervisor(s) and the student draw up a supervision plan that defines the rights, responsibilities and duties of the parties and the duration of the supervisory relationship. In the supervisory situation, a common understanding of the academic requirements of the thesis and of good scientific practice is also formed. The timing of supervision and the stages of the thesis process are also agreed upon. The supervisory plan also defines the target time of completing the thesis, which also gives an indication of the length of the supervisory relationship.

Your work process is the core of the supervision process. Supervision supports your learning process and your growth as an academic expert. You are in charge of your motivation and working and the way the thesis process advances. Faculties take care of the equal distribution of supervision work and including supervision in the teachers’ work plans.   

The faculty also defines the practices applied if any changes, conflicts or problems arise in the supervisory relationship.

Theses done in pairs or groups 

Doing the thesis with another student or in a group is agreed with the supervisor. If the thesis is undertaken by a pair or a group, each student must be able to demonstrate his/her share of the work because the thesis is fundamentally about practising independent scientific work. The thesis is assessed for each student individually. 

Language of the thesis

The language of the thesis is either Finnish or the main language of the student’s degree programme. The supervisor of the thesis decides on the use of other languages than the ones mentioned above. 

A student studying in an English-language degree programme may write his/her thesis in Finnish. However, if the student wants his/her academic record to show that he/she has earned the degree in English, it may be required that the thesis is also written in English. 

If the student has not demonstrated language and communication skills in his/her field in the Bachelor’s degree, they are demonstrated in the maturity test related to the Master’s thesis. The demonstration of language skills in relation to the thesis is described in more detail in the section on the maturity test.

The thesis seminar

To support working on the thesis, a thesis seminar or other teaching and activities that aid the thesis process are organised.   

In the thesis seminar, students especially gain peer supervision and peer learning skills as well as those on academic writing, information seeking and scientific debate. The seminar guides and supports working on an independent thesis and the parts it consists of, such as defining the research problem, outlining the topic, and structuring and reporting the research results. In the seminar, students also learn about the assessment criteria of the thesis. As far as possible, you should strive to complete your thesis in the seminar. 

If the curriculum of the degree programme does not include a seminar on the Master’s thesis in the fields of technology, other means of supervision must ensure that students receive sufficient support for writing the thesis and learning research skills. 

Adherence to good scientific practice

Learning outcomes related to good scientific practice are included in all theses. Review the guidelines on good scientific practice and consult your supervisor if you need further guidance. As part of the process of facilitating the writing process, the supervisor should ensure that you are familiar with good scientific practice and able to work accordingly. 

Also remember the accessibility of the thesis.

The originality checking of a thesis 

During the writing process, you may use the originality check tool found on your supervisor’s Turnitin section on Moodle. It will give you a comparative report on your text that will help you evaluate the appropriateness of your citation practices. You can always ask your thesis supervisor for advice on interpreting the comparison report.

The student and the thesis supervisor agree about the point when the thesis is ready for the official originality check and the subsequent actual assessment. You enter the text of your completed thesis in the originality checking software after which the supervisor reviews the originality report. After the supervisor has checked the originality report, you may submit the thesis for the actual assessment process. 

Finding a thesis placement - Commissioned theses  

You may do your Master’s thesis as a commissioned study for a principal that can be a company or another body. A thesis is a scientific study that is assessed on the basis of academic criteria and it must be completed within the target time. The supervisor and examiners at the University are responsible for the academic guidance and assessment of the thesis. The principal may appoint a contact person who may also participate in the supervision of the thesis. The principal must also be aware of the academic nature and publicity of the thesis. You, the reponsbile supervisor and the principal agree on the topic, schedule and objectives of the thesis.  Make a written agreement with the principal on any fee paid to you. 

The University has drawn up a checklist for the first meeting on a commissioned thesis on issues that should be covered in the meeting.

Copyright of the thesis 

Copyright issues are also related to the publicity of the thesis. The student is reponsible for the contents of the thesis and ascertaining his/her rights to it. The author of a thesis that is intended for publication must have full copyright to the thesis, including any pictorial material, tables or other material, or have the right to publish such material online. 

Further information on copyright is available on the Library’s Open Access guide and on the following websites:  https://libguides.tuni.fi/opinnaytteet/julkaisuluvat_tekijanoikeus

• ImagOA: Open science and use of images: a guide on the Aalto University website http://libguides.aalto.fi/imagoa_eng

Publicity of the thesis and processing confidential information

Under law, the thesis is a public document (1999/621). A thesis becomes public as soon as it has been approved. After a thesis has been approved, it cannot be modified in any way. Confidential information cannot be included in a thesis. Publishing the thesis or its parts elsewhere, eg as articles, does not change the publicity requirement.  

If confidential information is processed in relation to the thesis, its use should be agreed with the supervisor and the possible principal in advance. The actual thesis should be written in a manner that allows publishing all of its parts. The possible confidential information should be incorporated in the appendices or background data that are not published. The separate data is not archived at the University.   

Other help and support during the writing of a thesis

You are not alone with your thesis. Support is available, for example, on information searching and data management as well as writing and making progress . Support is offered by the University’s joint counselling services, Language Centre and Library and Data Service.

Maturity test

Purpose of the maturity test .

With the maturity test, the student demonstrates his/her familiarity with the field of the thesis and his/her Finnish or Swedish language skills. (Government Decree on University Degrees 794/2004). See below for information on other languages.  

If the student has already demonstrated his/her language skills in the Bachelor’s degree, he/she only demonstrates his/her familiarity in the field of the thesis in the maturity test.  

Language of the maturity test 

If Finnish or Swedish language skills are to be demonstrated in the Master’s degree studies, the language of the maturity test is defined as in the Bachelor’s degree. 

If a student is not required to demonstrate his/her language skills in the Master’s degree, he/she takes the maturity test in the language of the thesis.  

Form of the maturity test 

The abstract of the thesis serves as a maturity test if the Finnish or Swedish language is not checked. If the language needs to be checked, the supervisor prepares the student's maturity test for EXAM. NOTE! The thesis abstract serves as a maturity test until August 31, 2024.

Submitting the thesis for assessment

When the thesis is nearing completion, the student discusses the final stage with his/her supervisor. The student and the supervisor agree on the pre-examination of the thesis and any corrections that are still needed. After the pre-examination and the final corrections, the supervisor gives the student permission to submit the thesis for assessment. The student feeds the final version of the manuscript to the originality checking software in a manner provided by the supervisor who will check the originality report. The originality check of the thesis should be completed before the thesis is submitted for assessment.  

When you submit your Master’s thesis to assessment in the publication archive Trepo you also ensure that the originality check of the thesis has been done and that your supervisor has given you permission to submit the thesis for assessment. The student also decides what kind of a publication permission he/she gives to the thesis. Note that you must be registered as present in order to submit a thesis on Trepo.

The student should let the supervisor know when the thesis can be retrieved from Trepo. The student receives a message from the Library within a few days of submitting the thesis for assessment. The assessment deadline is calculated from the date of the email sent to the supervisor. 

Assessment and grade of the thesis

The responsible supervisor proposes examiners either at the start or the end of the thesis process. Use this form to make the proposal 

Thesis supervision plan (Master’s thesis) and proposal of examiners

Examiners of a Master’s thesis  

The supervisor(s) of the thesis may also act as the examiners of the thesis if they fulfil the requirements stipulated in the Tampere University Regulations on Degrees.  According to Section 28 “At least one of the examiners must be employed by Tampere University”. Both examiners must have completed at least a master’s-level degree."

The thesis examiners have 21 days to review the thesis after it has been submitted for evaluation.  The results on theses submitted for examination during the period from 1 June to 31 August may take longer to be published. For justified reasons, the dean may make an exception to the deadline. Such exceptions must be communicated to the students in advance.   

Master’s theses are assessed with a grading scale from 0 to 5.  The grades are 1 (sufficient), 2 (satisfactory), 3 (good), 4 (very good) and 5 (excellent). Assessment criteria given by the faculties can be found at the bottom of this page.

Students will receive the examiners’ statement and grade proposal by email to their tuni.fi email address. Students will then have seven (7) days to provide a written response to the examiners’ statement. The countdown begins when the email is sent to the student. A possible written response is addressed to the student’s faculty and will be reviewed by the dean. The dean will assess whether there is reason to reconsider the grade or whether he or she will confirm the final grade based on the examiners’ statement. The dean can also appoint an additional examiner to review the thesis or bring the matter before the Faculty Council.  

If a student does not provide a written response, the dean will confirm the final grade of the thesis based on the examiners’ statement. If a student is satisfied with the assessment outcome, he or she can expedite the process and the entry of the thesis on his or her academic record by immediately informing the faculty thereof by email. The procedure for providing a written response does not apply to theses counted towards the degree of Licentiate of Medicine.

A student cannot submit a new thesis to replace an already approved one.  

Appealing against thesis assessment

A student dissatisfied with the assessment outcome of a master’s thesis (or equivalent) can submit a written appeal (request for rectification) to the relevant Faculty Council within 14 days of receiving the results.

An appeal can be delivered in writing or by email.

Postal address: Tampere University, FI-33014 Tampere University, Finland

Street address: Kalevantie 4, campus information desk, 33100 Tampere, Finland

Email: tau [at] tuni.fi (tau[at]tuni[dot]fi)

Electronic archiving and publishing of the thesis 

According to a decision by the National Archives of Finland (AL/11085/07.01.01.03.02/2016) on the permanent electronic preservation of universities’ theses and Tampere University’s information control plan that is based on it, Tampere University’s Master’s theses are permanently archived. All theses are electronically archived. The Library is in charge of archiving theses and dissertations on the University’s publication database. 

All theses are public and saved in the University’s publication database. According to the University’s strategic alignment on open science, all theses and dissertations are openly published unless the publisher’s conditions prevent it. All theses may be read with the Library’s computers and online if the student has granted permission to publish the thesis on the internet.     

After approval, all theses are stored in the comparison database of the originality checking software.  

Open Faculty of Education and Culture (EDU)

Open faculty of information technology and communication sciences (itc), open faculty of management and business (mab), open faculty of medicine and health technology (met), open faculty of social sciences (soc).