undergraduate thesis studies

Think of yourself as a member of a jury, listening to a lawyer who is presenting an opening argument. You'll want to know very soon whether the lawyer believes the accused to be guilty or not guilty, and how the lawyer plans to convince you. Readers of academic essays are like jury members: before they have read too far, they want to know what the essay argues as well as how the writer plans to make the argument. After reading your thesis statement, the reader should think, "This essay is going to try to convince me of something. I'm not convinced yet, but I'm interested to see how I might be."

An effective thesis cannot be answered with a simple "yes" or "no." A thesis is not a topic; nor is it a fact; nor is it an opinion. "Reasons for the fall of communism" is a topic. "Communism collapsed in Eastern Europe" is a fact known by educated people. "The fall of communism is the best thing that ever happened in Europe" is an opinion. (Superlatives like "the best" almost always lead to trouble. It's impossible to weigh every "thing" that ever happened in Europe. And what about the fall of Hitler? Couldn't that be "the best thing"?)

A good thesis has two parts. It should tell what you plan to argue, and it should "telegraph" how you plan to argue—that is, what particular support for your claim is going where in your essay.

Steps in Constructing a Thesis

First, analyze your primary sources.  Look for tension, interest, ambiguity, controversy, and/or complication. Does the author contradict himself or herself? Is a point made and later reversed? What are the deeper implications of the author's argument? Figuring out the why to one or more of these questions, or to related questions, will put you on the path to developing a working thesis. (Without the why, you probably have only come up with an observation—that there are, for instance, many different metaphors in such-and-such a poem—which is not a thesis.)

Once you have a working thesis, write it down.  There is nothing as frustrating as hitting on a great idea for a thesis, then forgetting it when you lose concentration. And by writing down your thesis you will be forced to think of it clearly, logically, and concisely. You probably will not be able to write out a final-draft version of your thesis the first time you try, but you'll get yourself on the right track by writing down what you have.

Keep your thesis prominent in your introduction.  A good, standard place for your thesis statement is at the end of an introductory paragraph, especially in shorter (5-15 page) essays. Readers are used to finding theses there, so they automatically pay more attention when they read the last sentence of your introduction. Although this is not required in all academic essays, it is a good rule of thumb.

Anticipate the counterarguments.  Once you have a working thesis, you should think about what might be said against it. This will help you to refine your thesis, and it will also make you think of the arguments that you'll need to refute later on in your essay. (Every argument has a counterargument. If yours doesn't, then it's not an argument—it may be a fact, or an opinion, but it is not an argument.)

This statement is on its way to being a thesis. However, it is too easy to imagine possible counterarguments. For example, a political observer might believe that Dukakis lost because he suffered from a "soft-on-crime" image. If you complicate your thesis by anticipating the counterargument, you'll strengthen your argument, as shown in the sentence below.

Some Caveats and Some Examples

A thesis is never a question.  Readers of academic essays expect to have questions discussed, explored, or even answered. A question ("Why did communism collapse in Eastern Europe?") is not an argument, and without an argument, a thesis is dead in the water.

A thesis is never a list.  "For political, economic, social and cultural reasons, communism collapsed in Eastern Europe" does a good job of "telegraphing" the reader what to expect in the essay—a section about political reasons, a section about economic reasons, a section about social reasons, and a section about cultural reasons. However, political, economic, social and cultural reasons are pretty much the only possible reasons why communism could collapse. This sentence lacks tension and doesn't advance an argument. Everyone knows that politics, economics, and culture are important.

A thesis should never be vague, combative or confrontational.  An ineffective thesis would be, "Communism collapsed in Eastern Europe because communism is evil." This is hard to argue (evil from whose perspective? what does evil mean?) and it is likely to mark you as moralistic and judgmental rather than rational and thorough. It also may spark a defensive reaction from readers sympathetic to communism. If readers strongly disagree with you right off the bat, they may stop reading.

An effective thesis has a definable, arguable claim.  "While cultural forces contributed to the collapse of communism in Eastern Europe, the disintegration of economies played the key role in driving its decline" is an effective thesis sentence that "telegraphs," so that the reader expects the essay to have a section about cultural forces and another about the disintegration of economies. This thesis makes a definite, arguable claim: that the disintegration of economies played a more important role than cultural forces in defeating communism in Eastern Europe. The reader would react to this statement by thinking, "Perhaps what the author says is true, but I am not convinced. I want to read further to see how the author argues this claim."

A thesis should be as clear and specific as possible.  Avoid overused, general terms and abstractions. For example, "Communism collapsed in Eastern Europe because of the ruling elite's inability to address the economic concerns of the people" is more powerful than "Communism collapsed due to societal discontent."

Copyright 1999, Maxine Rodburg and The Tutors of the Writing Center at Harvard University

How to write an undergraduate university dissertation

Writing a dissertation is a daunting task, but these tips will help you prepare for all the common challenges students face before deadline day.

Grace McCabe

Writing a dissertation is one of the most challenging aspects of university. However, it is the chance for students to demonstrate what they have learned during their degree and to explore a topic in depth.

In this article, we look at 10 top tips for writing a successful dissertation and break down how to write each section of a dissertation in detail.

10 tips for writing an undergraduate dissertation

1. Select an engaging topic Choose a subject that aligns with your interests and allows you to showcase the skills and knowledge you have acquired through your degree.

2. Research your supervisor Undergraduate students will often be assigned a supervisor based on their research specialisms. Do some research on your supervisor and make sure that they align with your dissertation goals.

3. Understand the dissertation structure Familiarise yourself with the structure (introduction, review of existing research, methodology, findings, results and conclusion). This will vary based on your subject.

4. Write a schedule As soon as you have finalised your topic and looked over the deadline, create a rough plan of how much work you have to do and create mini-deadlines along the way to make sure don’t find yourself having to write your entire dissertation in the final few weeks.

5. Determine requirements Ensure that you know which format your dissertation should be presented in. Check the word count and the referencing style.

6. Organise references from the beginning Maintain an alphabetically arranged reference list or bibliography in the designated style as you do your reading. This will make it a lot easier to finalise your references at the end.

7. Create a detailed plan Once you have done your initial research and have an idea of the shape your dissertation will take, write a detailed essay plan outlining your research questions, SMART objectives and dissertation structure.

8. Keep a dissertation journal Track your progress, record your research and your reading, and document challenges. This will be helpful as you discuss your work with your supervisor and organise your notes.

9. Schedule regular check-ins with your supervisor Make sure you stay in touch with your supervisor throughout the process, scheduling regular meetings and keeping good notes so you can update them on your progress.

10. Employ effective proofreading techniques Ask friends and family to help you proofread your work or use different fonts to help make the text look different. This will help you check for missing sections, grammatical mistakes and typos.

What is a dissertation?

A dissertation is a long piece of academic writing or a research project that you have to write as part of your undergraduate university degree.

It’s usually a long essay in which you explore your chosen topic, present your ideas and show that you understand and can apply what you’ve learned during your studies. Informally, the terms “dissertation” and “thesis” are often used interchangeably.

How do I select a dissertation topic?

First, choose a topic that you find interesting. You will be working on your dissertation for several months, so finding a research topic that you are passionate about and that demonstrates your strength in your subject is best. You want your topic to show all the skills you have developed during your degree. It would be a bonus if you can link your work to your chosen career path, but it’s not necessary.

Second, begin by exploring relevant literature in your field, including academic journals, books and articles. This will help you identify gaps in existing knowledge and areas that may need further exploration. You may not be able to think of a truly original piece of research, but it’s always good to know what has already been written about your chosen topic.

Consider the practical aspects of your chosen topic, ensuring that it is possible within the time frame and available resources. Assess the availability of data, research materials and the overall practicality of conducting the research.

When picking a dissertation topic, you also want to try to choose something that adds new ideas or perspectives to what’s already known in your field. As you narrow your focus, remember that a more targeted approach usually leads to a dissertation that’s easier to manage and has a bigger impact. Be ready to change your plans based on feedback and new information you discover during your research.

How to work with your dissertation supervisor?

Your supervisor is there to provide guidance on your chosen topic, direct your research efforts, and offer assistance and suggestions when you have queries. It’s crucial to establish a comfortable and open line of communication with them throughout the process. Their knowledge can greatly benefit your work. Keep them informed about your progress, seek their advice, and don’t hesitate to ask questions.

1. Keep them updated Regularly tell your supervisor how your work is going and if you’re having any problems. You can do this through emails, meetings or progress reports.

2. Plan meetings Schedule regular meetings with your supervisor. These can be in person or online. These are your time to discuss your progress and ask for help.

3. Share your writing Give your supervisor parts of your writing or an outline. This helps them see what you’re thinking so they can advise you on how to develop it.

5. Ask specific questions When you need help, ask specific questions instead of general ones. This makes it easier for your supervisor to help you.

6. Listen to feedback Be open to what your supervisor says. If they suggest changes, try to make them. It makes your dissertation better and shows you can work together.

7. Talk about problems If something is hard or you’re worried, talk to your supervisor about it. They can give you advice or tell you where to find help.

8. Take charge Be responsible for your work. Let your supervisor know if your plans change, and don’t wait if you need help urgently.

Remember, talking openly with your supervisor helps you both understand each other better, improves your dissertation and ensures that you get the support you need.

How to write a successful research piece at university How to choose a topic for your dissertation Tips for writing a convincing thesis

How do I plan my dissertation?

It’s important to start with a detailed plan that will serve as your road map throughout the entire process of writing your dissertation. As Jumana Labib, a master’s student at the University of Manchester  studying digital media, culture and society, suggests: “Pace yourself – definitely don’t leave the entire thing for the last few days or weeks.”

Decide what your research question or questions will be for your chosen topic.

Break that down into smaller SMART (specific, measurable, achievable, relevant and time-bound) objectives.

Speak to your supervisor about any overlooked areas.

Create a breakdown of chapters using the structure listed below (for example, a methodology chapter).

Define objectives, key points and evidence for each chapter.

Define your research approach (qualitative, quantitative or mixed methods).

Outline your research methods and analysis techniques.

Develop a timeline with regular moments for review and feedback.

Allocate time for revision, editing and breaks.

Consider any ethical considerations related to your research.

Stay organised and add to your references and bibliography throughout the process.

Remain flexible to possible reviews or changes as you go along.

A well thought-out plan not only makes the writing process more manageable but also increases the likelihood of producing a high-quality piece of research.

How to structure a dissertation?

The structure can depend on your field of study, but this is a rough outline for science and social science dissertations:

Introduce your topic.

Complete a source or literature review.

Describe your research methodology (including the methods for gathering and filtering information, analysis techniques, materials, tools or resources used, limitations of your method, and any considerations of reliability).

Summarise your findings.

Discuss the results and what they mean.

Conclude your point and explain how your work contributes to your field.

On the other hand, humanities and arts dissertations often take the form of an extended essay. This involves constructing an argument or exploring a particular theory or analysis through the analysis of primary and secondary sources. Your essay will be structured through chapters arranged around themes or case studies.

All dissertations include a title page, an abstract and a reference list. Some may also need a table of contents at the beginning. Always check with your university department for its dissertation guidelines, and check with your supervisor as you begin to plan your structure to ensure that you have the right layout.

How long is an undergraduate dissertation?

The length of an undergraduate dissertation can vary depending on the specific guidelines provided by your university and your subject department. However, in many cases, undergraduate dissertations are typically about 8,000 to 12,000 words in length.

“Eat away at it; try to write for at least 30 minutes every day, even if it feels relatively unproductive to you in the moment,” Jumana advises.

How do I add references to my dissertation?

References are the section of your dissertation where you acknowledge the sources you have quoted or referred to in your writing. It’s a way of supporting your ideas, evidencing what research you have used and avoiding plagiarism (claiming someone else’s work as your own), and giving credit to the original authors.

Referencing typically includes in-text citations and a reference list or bibliography with full source details. Different referencing styles exist, such as Harvard, APA and MLA, each favoured in specific fields. Your university will tell you the preferred style.

Using tools and guides provided by universities can make the referencing process more manageable, but be sure they are approved by your university before using any.

How do I write a bibliography or list my references for my dissertation?

The requirement of a bibliography depends on the style of referencing you need to use. Styles such as OSCOLA or Chicago may not require a separate bibliography. In these styles, full source information is often incorporated into footnotes throughout the piece, doing away with the need for a separate bibliography section.

Typically, reference lists or bibliographies are organised alphabetically based on the author’s last name. They usually include essential details about each source, providing a quick overview for readers who want more information. Some styles ask that you include references that you didn’t use in your final piece as they were still a part of the overall research.

It is important to maintain this list as soon as you start your research. As you complete your research, you can add more sources to your bibliography to ensure that you have a comprehensive list throughout the dissertation process.

How to proofread an undergraduate dissertation?

Throughout your dissertation writing, attention to detail will be your greatest asset. The best way to avoid making mistakes is to continuously proofread and edit your work.

Proofreading is a great way to catch any missing sections, grammatical errors or typos. There are many tips to help you proofread:

Ask someone to read your piece and highlight any mistakes they find.

Change the font so you notice any mistakes.

Format your piece as you go, headings and sections will make it easier to spot any problems.

Separate editing and proofreading. Editing is your chance to rewrite sections, add more detail or change any points. Proofreading should be where you get into the final touches, really polish what you have and make sure it’s ready to be submitted.

Stick to your citation style and make sure every resource listed in your dissertation is cited in the reference list or bibliography.

How to write a conclusion for my dissertation?

Writing a dissertation conclusion is your chance to leave the reader impressed by your work.

Start by summarising your findings, highlighting your key points and the outcome of your research. Refer back to the original research question or hypotheses to provide context to your conclusion.

You can then delve into whether you achieved the goals you set at the beginning and reflect on whether your research addressed the topic as expected. Make sure you link your findings to existing literature or sources you have included throughout your work and how your own research could contribute to your field.

Be honest about any limitations or issues you faced during your research and consider any questions that went unanswered that you would consider in the future. Make sure that your conclusion is clear and concise, and sum up the overall impact and importance of your work.

Remember, keep the tone confident and authoritative, avoiding the introduction of new information. This should simply be a summary of everything you have already said throughout the dissertation.

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How can this guide help me?

This section of the guide is designed to help and support students undertaking an undergraduate thesis by providing them with guidance, information and resources that will help them to successfully complete their thesis. Undertaking a large piece of writing can be daunting, but it also presents a great opportunity for students to contribute to their field of study and share their recommendations and findings to the wider academic community. 

Take a look at our suggested sources for finding high quality academic information, our tools for organising and managing your information, and our top tips for successfully writing your thesis!

Finding Academic Information and Quality Sources

No matter what you are searching for, the ability to distinguish between primary and secondary source material is essential.

Primary sources are documents, images or items that provide a first-hand account or direct evidence concerning a topic under investigation. Primary sources allow you to get as close as possible to what actually happened during an historical event or time period.

Secondary sources are documents written after an event has happened. They provide second-hand accounts of that event, person, or topic. Secondary sources offer different perspectives, analysis, and conclusions of those primary accounts.

Examples of Primary v Secondary Sources

Primary Source Databases

Examples of Primary Source Database

ARTstor - A digital library of approximately 700,000 images in the areas of art, architecture, the humanities, and social sciences with a set of tools to view, present, and manage images for research and pedagogical purposes.

British Periodicals I - IV - Access to the searchable full text of hundreds of periodicals from the late seventeenth century to the early twentieth, comprising millions of high-resolution facsimile page images. Topics covered include literature, philosophy, history, science, the social sciences, music, art, drama, archaeology and architecture.

Gale Primary Sources -  Search together, any combination of: British Library Newspapers, Dublin Castle Records, Economist Historical Archive, 1843- , Eighteenth Century Collections Online, Making of Modern Law: Legal Treatises, 1800-1926, Northern Ireland: A Divided Community, Times Digital Archive.

Proquest Primary Sources Collections The areas covered include Anthropology; Film and Media Studies; Global Studies; History; Philosophy and Religion; and Women and Gender Studies.

Use this link to see a list of all of our databases. Use the dropdown menu labelled "All Subjects" to sort by a specific subject. 

Secondary Source Databases

Secondary Source Database Examples

Academic Search Complete - Multidisciplinary database covering a large range of material in the social sciences and humanities. It includes over 21,000 journals and other publications.

JSTOR - Journal Storage Database - full text archival database covering over 2,500 scholarly journals in the areas of arts & humanities, social sciences and scienceAccess to the following collections: Ireland Collection, Arts and Sciences I to VIII, and the Life Sciences Collection.

Taylor & Francis Journals - Full-text electronic access to over 1000 Taylor & Francis titles. This is a multidisciplinary resource including arts, humanities, science and social sciences.

The Writing Process: Our Top Tips!

Setting Writing Deadlines

When beginning a lengthy piece of writing, it can be difficult to manage your time and stay on track. Therefore, it can be helpful to set small deadlines throughout the writing process and focus on individual sections. Deadlines can provide you with a sense of reassurance by allowing you to plan your level of productivity and manage your time efficiently. Setting deadlines also ensures that you spend an equal amount of time on each section as opposed to dedicating too much time to one over another. 

Using headings / Sub-headings in a logical format

As your thesis is a much longer piece of writing than a standard essay, it is recommended that you use headings and sub-headings to help structure and organise your writing and make your arguments clear and coherent for the reader. Headings can be anything from a theme you identified in the literature, to a pattern of results recognised in your own research. Sub-themes are used to elaborate or broaden the scope of a particular topic, but it is recommended that you refrain from using too many as it can become confusing for both the reader and writer. 

Thematic structuring: Identifying key themes or patterns within the literature 

Throughout the literature review process, various themes, patterns, and concepts emerge from the literature around your specific research topic. Themes can also emerge from your findings if you have used a methodology to investigate your topic further. In either case, reoccurring themes can help you to structure the body of your thesis and formulate logical and cohesive arguments when writing. 

Compare & contrast: Illustrate critical analysis and avoid summarising

One of the most important elements of a thesis is to synthesise your arguments as opposed to summarising them. To synthesise is to compare and contrast the various views evident within the body of literature in order to formulate your own opinions or stance on a particular subject. If opposing views and arguments are evident in your writing, it shows that a broad scope of literature has been consulted and an in-depth and critical analysis has been carried out on your research topic. Making strong comparisons between studies and findings illustrates to the reader that you have evaluated the literature thoroughly to develop your own findings or conclusions on the research topic. 

Using your voice: Supporting your arguments with evidence / references

While your thesis is compromised of past and current literature, it should also contain your our own voice and views with supported evidence and references. As your ideas can often develop from reading an extensive amount of literature on your research topic, if can become unclear whether an idea or view is one of your own or one presented in the literature. In this case, we recommend that you cite when you are in doubt! 

Concluding; Your contributions, findings and recommendations

When writing the concluding section of your thesis, make sure you re-visit the key points discussed in the introductory section, the observations you have made throughout the thesis, and outline clearly your own assessment of the literature, research and findings. 

• What you intended to find out / investigate 
• Your findings / results 
• Your own assessment of the findings and literature (Your contribution & recommendations)

Your concluding paragraph also offers you a great opportunity to share your knowledge of the field with the academic community and contribute to the current body of research. Presenting your own findings and proposing recommendations on your research topic means that you are taking part in the 'scholarly debate' and participating in the ongoing scholarly conversation within the field. 

References & appendices 

While bibliographies and references are not usually included as part of the word count of your thesis, in-text citations are included. It is extremely important that all references (in-text and within the bibliography) are cited correctly and in the correct format/style of your department. If you are including live links or doi's, it is important that each one works correctly in case the reader would like to locate a particular reference. See Saving and Managing your Sources section  for additional information. 

Lastly, the appendices can be used to share additional work or supplementary information that supports your overall thesis. This can be interview transcripts, maps, photographs or any kind of content carried out throughout the research process. 

Saving and Managing your References

Reasons to reference

Referencing is a crucial aspect of your thesis and therefore an essential part of the writing process. Your thesis should reflect that you can conduct research, locate suitable sources, analyse and critically review the findings and reference them appropriately. 

Academic writing & referencing

Good academic writing requires students to use their own voice to critically analyse/argue their viewpoint, with supporting evidence from the literature and by using referencing. Referencing helps you to avoid plagiarism, shows your understanding of the topic, gives evidence for what you are saying in your writing and allows others to see what sources you used. Find more information here on academic writing  and referencing .

Reference Management Tools

Reference Management Software

Reference management software gathers, stores & formats your references, creates in-text citations/footnotes for you. The Library provides access to the following reference management software: Refworks , Endnote Online and Endnote Desktop . There are other software products freely available such as Zotero and Mendeley . Find out more about these products and others here . Find links to our training videos below:

Endnote Online

Endnote Desktop

Your objective in writing a thesis is to create a piece of original and scholarly research to add to the body of knowledge in your subject area. A good place to start, is to find out what has been written in other theses. You can see what has been written, the writing style, how it was structured, research methods, and which references were used.

You can do this by searching for theses like your proposed topic in several places. The Find a Thesis guide will advise on how to search theses from Maynooth University, UK & Ireland and International sites.

Do you need further support?

If you are looking for further help or support with your undergraduate thesis, you can contact one of our Teaching Librarians from the Teaching & Research Development Team Guide here . 

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The senior thesis is typically the most challenging writing project undertaken by undergraduate students. The writing guides below aim to introduce students both to the specific methods and conventions of writing original research in their area of concentration and to effective writing process.

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Research, Thesis & Directed Studies

Below are brief explanations for undergraduate students regarding research, directed/independent studies, and writing a thesis within the Department of Economics. Scrolling to the bottom you’ll see a short list of FAQ’s that undergraduate students ask. 

Please review this online information before meeting with Economics Academic Advisors. Please meet with an Economics Academic Advisor before talking to your Professor or TA about research, directed studies, or thesis in Economics.  

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• Explore Research Beginnings
• Directed Studies & Thesis
• Honors in the Major

Opportunities to research with accomplished professors, fellow classmates, and established research centers drive students to perform academically at a high level. Research at UW with the Economics Department can be pursued in various ways. One way is a student working on their own research inquiry with professor oversight. Another more elite track would be working with a professor on their research. A third way is through the Honors in the Major route within Economics. More information about Honors can be found below. Regardless of the path chosen, achieving top marks in advanced classes will help to obtain on-campus, competitive research opportunities. 

Bear in mind that, while research opportunities are incredible experiences that students successfully pursue, research is considered a supplementary benefit to an undergraduate education from UW-Madison. Research is not required, nor is it expected of any undergraduate graduating with an economics major.

This worksheet is designed to be a guideline for students to gauge their interest in research. Complete this worksheet and bring it to an advising appointment to discuss research with an advisor.

Is Economics Research for Me?

Directed Study, sometimes called Independent Study, as described in the undergraduate catalog, “offers the student an opportunity to work with a faculty member on an individual study program. A student who is stimulated by a particular concept or problem encountered in a course can pursue and develop that interest in depth through a directed study project. Such individualized study can make a valuable contribution to a student’s educational experience. Directed study courses are made available by departments on the basis of a student’s preparation and motivation and a faculty member’s willingness to accept the student in such an endeavor.”

Directed Study allows advanced students to explore in-depth topics that are not covered in the regular economics course offerings. Your course may be structured to award one to three credits and, in most cases, will require writing a paper on your research and findings. These parameters will be established together with a supervising faculty member. 

Directed Study enrollment class options are: 

• Economics 698 : credit/no credit grading (no GPA associated) 
• Economics 699 : graded basis using A-F scale (included in GPA)

If you wish to pursue Directed Study or Thesis  in Economics, you must:

• Be a junior or senior student majoring in Economics.
• Complete the intermediate courses in microeconomics and macroeconomics.
• Prepare a research proposal and/or reading list, to use in discussion with an Economics Faculty member 
• Obtain approval from a member of the Economics faculty to supervise your project. Ideally, this will be a faculty member with whom you are familiar and who has expertise related to your desired area of study.
• Have a GPA of 3.0 in Economics coursework completed to date.
• Complete the department’s Directed Study form . Once the form is completed and signed by the instructor, return it to the Economics Undergraduate Office. The staff will create the course for you, allowing you then to enroll via standard university procedures.

Senior thesis or senior honors thesis students must follow these same enrollment instructions. However, your class enrollment options are: 

• Econ 691-692 : full year thesis for non-Econ-honors students 
• Econ 581 : one semester senior honors thesis. For EconME Honors students only 
• Econ 681-682 : full year senior honors thesis. For EconME Honors students only

If you want to write a one semester thesis as a non-Econ-honors student, you will enroll in a Directed Study, 698 or 699. 

By participating in a directed study or senior thesis course, students consent to having their finished paper or project archived by the Economics Department and made available on request. Upon completion of the course, students must email a copy of their finished paper or project to [email protected] for this purpose.

Please note that these class options are intended to allow advanced academic exploration by independently motivated students. Directed Studies or Theses are not intended as a means to bolster deficiencies in credits or GPA, and it does not count toward fulfilling the department’s Core Econ Electives requirement.

All questions and inquiries should go to [email protected] or set up an appointment via Starfish with an Economics Academic Advisor. 

Directed Study or Senior Thesis

Part of the Honors in the Economics Major curriculum will be a requirement for you to complete a senior honors thesis, prepared by a research tutorial economics class, your senior year. If you are interested in pursuing Economics with the Math Emphasis, have potential PhD in Economics ambitions, are interested in delving into research- Honors in the Major could be right for you! Please see our Curriculum, Courses, and Requirements page for class details. 

Curriculum, Courses & Requirements

Students can earn the Honors designation for the major in Economics. This is called Honors in the Major (HoM).  To do so, all of the follow criteria must be met:

• Take the honors versions of the intermediate economic theory courses: Economics 311, Intermediate Microeconomic Theory-Advanced Treatment and Economics 312, Intermediate Macroeconomic Theory-Advanced Treatment. If you are a transfer student with credit already for Econ 301 and 302, or were otherwise prevented from taking Econ 311/312, please see an Economics Academic Advisor promptly. 
• Select and fulfill the requirements of the Economics with Mathematical Emphasis option. 
• Attain a cumulative GPA of 3.5 out of 4.0 in all courses in the major and an overall GPA of at least 3.3 in all courses taken at UW-Madison at the time of graduation.
• Complete Economics 580: Tutorial in Research Project Design. This is offered only in the spring semester.
• Execute a capstone experience. Complete either (a) or (b):

Capstone Option A : Find an economics professor mentor and enroll in either Economics 581, Honors Thesis (one semester), or Economics 681 and Economics 682, Honors Thesis (two semesters). Note: Economics 580 must be taken prior to writing the Senior Honors Thesis.

Capstone Option B : Alternative thesis work, to be discussed with an economics academic advisor. If you would like to talk to an academic advisor about pursuing honors in the major, you can learn more about how to talk to one of our academic advisors here !

Dissertation Structure & Layout 101: How to structure your dissertation, thesis or research project.

By: Derek Jansen (MBA) Reviewed By: David Phair (PhD) | July 2019

So, you’ve got a decent understanding of what a dissertation is , you’ve chosen your topic and hopefully you’ve received approval for your research proposal . Awesome! Now its time to start the actual dissertation or thesis writing journey.

To craft a high-quality document, the very first thing you need to understand is dissertation structure . In this post, we’ll walk you through the generic dissertation structure and layout, step by step. We’ll start with the big picture, and then zoom into each chapter to briefly discuss the core contents. If you’re just starting out on your research journey, you should start with this post, which covers the big-picture process of how to write a dissertation or thesis .

*The Caveat *

In this post, we’ll be discussing a traditional dissertation/thesis structure and layout, which is generally used for social science research across universities, whether in the US, UK, Europe or Australia. However, some universities may have small variations on this structure (extra chapters, merged chapters, slightly different ordering, etc).

So, always check with your university if they have a prescribed structure or layout that they expect you to work with. If not, it’s safe to assume the structure we’ll discuss here is suitable. And even if they do have a prescribed structure, you’ll still get value from this post as we’ll explain the core contents of each section.  

Overview: S tructuring a dissertation or thesis

• Acknowledgements page
• Abstract (or executive summary)
• Table of contents , list of figures and tables
• Chapter 1: Introduction
• Chapter 2: Literature review
• Chapter 3: Methodology
• Chapter 4: Results
• Chapter 5: Discussion
• Chapter 6: Conclusion
• Reference list

As I mentioned, some universities will have slight variations on this structure. For example, they want an additional “personal reflection chapter”, or they might prefer the results and discussion chapter to be merged into one. Regardless, the overarching flow will always be the same, as this flow reflects the research process , which we discussed here – i.e.:

• The introduction chapter presents the core research question and aims .
• The literature review chapter assesses what the current research says about this question.
• The methodology, results and discussion chapters go about undertaking new research about this question.
• The conclusion chapter (attempts to) answer the core research question .

In other words, the dissertation structure and layout reflect the research process of asking a well-defined question(s), investigating, and then answering the question – see below.

To restate that – the structure and layout of a dissertation reflect the flow of the overall research process . This is essential to understand, as each chapter will make a lot more sense if you “get” this concept. If you’re not familiar with the research process, read this post before going further.

Right. Now that we’ve covered the big picture, let’s dive a little deeper into the details of each section and chapter. Oh and by the way, you can also grab our free dissertation/thesis template here to help speed things up.

The title page of your dissertation is the very first impression the marker will get of your work, so it pays to invest some time thinking about your title. But what makes for a good title? A strong title needs to be 3 things:

• Succinct (not overly lengthy or verbose)
• Specific (not vague or ambiguous)
• Representative of the research you’re undertaking (clearly linked to your research questions)

Typically, a good title includes mention of the following:

• The broader area of the research (i.e. the overarching topic)
• The specific focus of your research (i.e. your specific context)
• Indication of research design (e.g. quantitative , qualitative , or  mixed methods ).

For example:

A quantitative investigation [research design] into the antecedents of organisational trust [broader area] in the UK retail forex trading market [specific context/area of focus].

Again, some universities may have specific requirements regarding the format and structure of the title, so it’s worth double-checking expectations with your institution (if there’s no mention in the brief or study material).

Acknowledgements

This page provides you with an opportunity to say thank you to those who helped you along your research journey. Generally, it’s optional (and won’t count towards your marks), but it is academic best practice to include this.

So, who do you say thanks to? Well, there’s no prescribed requirements, but it’s common to mention the following people:

• Your dissertation supervisor or committee.
• Any professors, lecturers or academics that helped you understand the topic or methodologies.
• Any tutors, mentors or advisors.
• Your family and friends, especially spouse (for adult learners studying part-time).

There’s no need for lengthy rambling. Just state who you’re thankful to and for what (e.g. thank you to my supervisor, John Doe, for his endless patience and attentiveness) – be sincere. In terms of length, you should keep this to a page or less.

Abstract or executive summary

The dissertation abstract (or executive summary for some degrees) serves to provide the first-time reader (and marker or moderator) with a big-picture view of your research project. It should give them an understanding of the key insights and findings from the research, without them needing to read the rest of the report – in other words, it should be able to stand alone .

For it to stand alone, your abstract should cover the following key points (at a minimum):

• Your research questions and aims – what key question(s) did your research aim to answer?
• Your methodology – how did you go about investigating the topic and finding answers to your research question(s)?
• Your findings – following your own research, what did do you discover?
• Your conclusions – based on your findings, what conclusions did you draw? What answers did you find to your research question(s)?

So, in much the same way the dissertation structure mimics the research process, your abstract or executive summary should reflect the research process, from the initial stage of asking the original question to the final stage of answering that question.

In practical terms, it’s a good idea to write this section up last , once all your core chapters are complete. Otherwise, you’ll end up writing and rewriting this section multiple times (just wasting time). For a step by step guide on how to write a strong executive summary, check out this post .

Need a helping hand?

Table of contents

This section is straightforward. You’ll typically present your table of contents (TOC) first, followed by the two lists – figures and tables. I recommend that you use Microsoft Word’s automatic table of contents generator to generate your TOC. If you’re not familiar with this functionality, the video below explains it simply:

If you find that your table of contents is overly lengthy, consider removing one level of depth. Oftentimes, this can be done without detracting from the usefulness of the TOC.

Right, now that the “admin” sections are out of the way, its time to move on to your core chapters. These chapters are the heart of your dissertation and are where you’ll earn the marks. The first chapter is the introduction chapter – as you would expect, this is the time to introduce your research…

It’s important to understand that even though you’ve provided an overview of your research in your abstract, your introduction needs to be written as if the reader has not read that (remember, the abstract is essentially a standalone document). So, your introduction chapter needs to start from the very beginning, and should address the following questions:

• What will you be investigating (in plain-language, big picture-level)?
• Why is that worth investigating? How is it important to academia or business? How is it sufficiently original?
• What are your research aims and research question(s)? Note that the research questions can sometimes be presented at the end of the literature review (next chapter).
• What is the scope of your study? In other words, what will and won’t you cover ?
• How will you approach your research? In other words, what methodology will you adopt?
• How will you structure your dissertation? What are the core chapters and what will you do in each of them?

These are just the bare basic requirements for your intro chapter. Some universities will want additional bells and whistles in the intro chapter, so be sure to carefully read your brief or consult your research supervisor.

If done right, your introduction chapter will set a clear direction for the rest of your dissertation. Specifically, it will make it clear to the reader (and marker) exactly what you’ll be investigating, why that’s important, and how you’ll be going about the investigation. Conversely, if your introduction chapter leaves a first-time reader wondering what exactly you’ll be researching, you’ve still got some work to do.

Now that you’ve set a clear direction with your introduction chapter, the next step is the literature review . In this section, you will analyse the existing research (typically academic journal articles and high-quality industry publications), with a view to understanding the following questions:

• What does the literature currently say about the topic you’re investigating?
• Is the literature lacking or well established? Is it divided or in disagreement?
• How does your research fit into the bigger picture?
• How does your research contribute something original?
• How does the methodology of previous studies help you develop your own?

Depending on the nature of your study, you may also present a conceptual framework towards the end of your literature review, which you will then test in your actual research.

Again, some universities will want you to focus on some of these areas more than others, some will have additional or fewer requirements, and so on. Therefore, as always, its important to review your brief and/or discuss with your supervisor, so that you know exactly what’s expected of your literature review chapter.

Now that you’ve investigated the current state of knowledge in your literature review chapter and are familiar with the existing key theories, models and frameworks, its time to design your own research. Enter the methodology chapter – the most “science-ey” of the chapters…

In this chapter, you need to address two critical questions:

• Exactly HOW will you carry out your research (i.e. what is your intended research design)?
• Exactly WHY have you chosen to do things this way (i.e. how do you justify your design)?

Remember, the dissertation part of your degree is first and foremost about developing and demonstrating research skills . Therefore, the markers want to see that you know which methods to use, can clearly articulate why you’ve chosen then, and know how to deploy them effectively.

Importantly, this chapter requires detail – don’t hold back on the specifics. State exactly what you’ll be doing, with who, when, for how long, etc. Moreover, for every design choice you make, make sure you justify it.

In practice, you will likely end up coming back to this chapter once you’ve undertaken all your data collection and analysis, and revise it based on changes you made during the analysis phase. This is perfectly fine. Its natural for you to add an additional analysis technique, scrap an old one, etc based on where your data lead you. Of course, I’m talking about small changes here – not a fundamental switch from qualitative to quantitative, which will likely send your supervisor in a spin!

You’ve now collected your data and undertaken your analysis, whether qualitative, quantitative or mixed methods. In this chapter, you’ll present the raw results of your analysis . For example, in the case of a quant study, you’ll present the demographic data, descriptive statistics, inferential statistics , etc.

Typically, Chapter 4 is simply a presentation and description of the data, not a discussion of the meaning of the data. In other words, it’s descriptive, rather than analytical – the meaning is discussed in Chapter 5. However, some universities will want you to combine chapters 4 and 5, so that you both present and interpret the meaning of the data at the same time. Check with your institution what their preference is.

Now that you’ve presented the data analysis results, its time to interpret and analyse them. In other words, its time to discuss what they mean, especially in relation to your research question(s).

What you discuss here will depend largely on your chosen methodology. For example, if you’ve gone the quantitative route, you might discuss the relationships between variables . If you’ve gone the qualitative route, you might discuss key themes and the meanings thereof. It all depends on what your research design choices were.

Most importantly, you need to discuss your results in relation to your research questions and aims, as well as the existing literature. What do the results tell you about your research questions? Are they aligned with the existing research or at odds? If so, why might this be? Dig deep into your findings and explain what the findings suggest, in plain English.

The final chapter – you’ve made it! Now that you’ve discussed your interpretation of the results, its time to bring it back to the beginning with the conclusion chapter . In other words, its time to (attempt to) answer your original research question s (from way back in chapter 1). Clearly state what your conclusions are in terms of your research questions. This might feel a bit repetitive, as you would have touched on this in the previous chapter, but its important to bring the discussion full circle and explicitly state your answer(s) to the research question(s).

Next, you’ll typically discuss the implications of your findings? In other words, you’ve answered your research questions – but what does this mean for the real world (or even for academia)? What should now be done differently, given the new insight you’ve generated?

Lastly, you should discuss the limitations of your research, as well as what this means for future research in the area. No study is perfect, especially not a Masters-level. Discuss the shortcomings of your research. Perhaps your methodology was limited, perhaps your sample size was small or not representative, etc, etc. Don’t be afraid to critique your work – the markers want to see that you can identify the limitations of your work. This is a strength, not a weakness. Be brutal!

This marks the end of your core chapters – woohoo! From here on out, it’s pretty smooth sailing.

The reference list is straightforward. It should contain a list of all resources cited in your dissertation, in the required format, e.g. APA , Harvard, etc.

It’s essential that you use reference management software for your dissertation. Do NOT try handle your referencing manually – its far too error prone. On a reference list of multiple pages, you’re going to make mistake. To this end, I suggest considering either Mendeley or Zotero. Both are free and provide a very straightforward interface to ensure that your referencing is 100% on point. I’ve included a simple how-to video for the Mendeley software (my personal favourite) below:

Some universities may ask you to include a bibliography, as opposed to a reference list. These two things are not the same . A bibliography is similar to a reference list, except that it also includes resources which informed your thinking but were not directly cited in your dissertation. So, double-check your brief and make sure you use the right one.

The very last piece of the puzzle is the appendix or set of appendices. This is where you’ll include any supporting data and evidence. Importantly, supporting is the keyword here.

Your appendices should provide additional “nice to know”, depth-adding information, which is not critical to the core analysis. Appendices should not be used as a way to cut down word count (see this post which covers how to reduce word count ). In other words, don’t place content that is critical to the core analysis here, just to save word count. You will not earn marks on any content in the appendices, so don’t try to play the system!

Time to recap…

And there you have it – the traditional dissertation structure and layout, from A-Z. To recap, the core structure for a dissertation or thesis is (typically) as follows:

• Acknowledgments page

Most importantly, the core chapters should reflect the research process (asking, investigating and answering your research question). Moreover, the research question(s) should form the golden thread throughout your dissertation structure. Everything should revolve around the research questions, and as you’ve seen, they should form both the start point (i.e. introduction chapter) and the endpoint (i.e. conclusion chapter).

I hope this post has provided you with clarity about the traditional dissertation/thesis structure and layout. If you have any questions or comments, please leave a comment below, or feel free to get in touch with us. Also, be sure to check out the rest of the  Grad Coach Blog .

Psst... there’s more!

This post was based on one of our popular Research Bootcamps . If you're working on a research project, you'll definitely want to check this out ...

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36 Comments

many thanks i found it very useful

Glad to hear that, Arun. Good luck writing your dissertation.

Such clear practical logical advice. I very much needed to read this to keep me focused in stead of fretting.. Perfect now ready to start my research!

what about scientific fields like computer or engineering thesis what is the difference in the structure? thank you very much

Thanks so much this helped me a lot!

Very helpful and accessible. What I like most is how practical the advice is along with helpful tools/ links.

Thanks Ade!

Thank you so much sir.. It was really helpful..

You’re welcome!

Hi! How many words maximum should contain the abstract?

Thank you so much 😊 Find this at the right moment

You’re most welcome. Good luck with your dissertation.

best ever benefit i got on right time thank you

Many times Clarity and vision of destination of dissertation is what makes the difference between good ,average and great researchers the same way a great automobile driver is fast with clarity of address and Clear weather conditions .

I guess Great researcher = great ideas + knowledge + great and fast data collection and modeling + great writing + high clarity on all these

You have given immense clarity from start to end.

Morning. Where will I write the definitions of what I’m referring to in my report?

Thank you so much Derek, I was almost lost! Thanks a tonnnn! Have a great day!

Thanks ! so concise and valuable

This was very helpful. Clear and concise. I know exactly what to do now.

Thank you for allowing me to go through briefly. I hope to find time to continue.

Really useful to me. Thanks a thousand times

Very interesting! It will definitely set me and many more for success. highly recommended.

Thank you soo much sir, for the opportunity to express my skills

Usefull, thanks a lot. Really clear

Very nice and easy to understand. Thank you .

That was incredibly useful. Thanks Grad Coach Crew!

My stress level just dropped at least 15 points after watching this. Just starting my thesis for my grad program and I feel a lot more capable now! Thanks for such a clear and helpful video, Emma and the GradCoach team!

Do we need to mention the number of words the dissertation contains in the main document?

It depends on your university’s requirements, so it would be best to check with them 🙂

Such a helpful post to help me get started with structuring my masters dissertation, thank you!

Great video; I appreciate that helpful information

It is so necessary or avital course

This blog is very informative for my research. Thank you

Doctoral students are required to fill out the National Research Council’s Survey of Earned Doctorates

wow this is an amazing gain in my life

This is so good

How can i arrange my specific objectives in my dissertation?

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Writing your thesis

Follow these steps, thesis proposal arrow_drop_down.

Most doctoral programs and some master’s programs require students to submit a formal thesis proposal. The thesis proposal is an excellent planning tool. It helps bring the thesis topic into sharper focus. A thesis proposal may start out being vague, but as the student works on the proposal and discusses it with his or her supervisor, the proposal should outline: 

• the topic or the central research question
• the resources from which the topic or research question is drawn, and
• where relevant, the strategies and instruments used for data collection and analysis.

The research conducted for the proposal will be a useful foundation in preparing the thesis. With this in mind, during this proposal writing stage, the student should start “building” what will eventually become footnotes or endnotes, and a full bibliography or list of references. This means taking meticulous notes and keeping track of the author, title, place and date of publication, and any relevant page numbers in works consulted.

Where appropriate, it is helpful to outline in the proposal the actual papers that will be submitted should the work proceed as planned, including authorships in the case of collaborative projects. This will give the student and the supervisor a clear idea of responsibilities and expectations.

The student may have to present the proposal formally as part of the approval process. This is an opportunity to sharpen the student's focus and to set out exactly how he or she intends to proceed.

Some research projects require other approvals such as ethical clearances. The thesis supervisor should know what approvals are required and how they can be obtained, but the student is ultimately responsible for obtaining these approvals.

Topic registration arrow_drop_down

The topic of the thesis is to be determined in consultation with the student's research supervisor.  

From the  uoZone  Application tab, click Candidate Center to create a service request and register your thesis topic.

Work plan arrow_drop_down

The work plan should include realistic target dates for all the major milestones. Students should show their thesis supervisor a work plan as soon as possible. This will help ensure that the student has not forgotten anything, and give the student a sense of whether his or her expectations about turnaround time and feedback are feasible for the supervisor. Once the student and supervisor have discussed and agreed on the work plan, the student should give the supervisor a copy. Information supplements are at the student's disposal to help them prepare their work plan.

Components of a work plan

The work plan, at a minimum should include at least ballpark dates for these:

• narrowing down the thesis topic
• beginning the research
• completing the field work, the mining of sources, or the experimental part or the data collection
• coming up with at least a rough thesis outline at a point appropriate to the topic and discipline
• completing most of your research
• where relevant, drafting and submitting each chapter to the thesis supervisor
• where relevant, receiving feedback on each chapter submitted
• submitting a completed first draft to the supervisor
• hearing back from the supervisor after the student submits the completed first draft
• doing changes that the student and supervisor have agreed on
• providing the last version of the thesis to the supervisor for approval before submission of the thesis
• submitting articles to journals
• presenting research at conferences
• submitting the completed thesis
• defending the thesis (some master's programs do not require an oral defence)

Research arrow_drop_down

By the time the candidate becomes a graduate student, he or she should know quite a bit about writing papers even though the sheer size of the thesis project makes a difference. The supervisor will help, but any student embarking on a thesis should also read up independently on how to research and write a thesis.  The style guide appropriate to the student's discipline will include tips on research, the mechanics of writing, and citing sources properly.

Improving skills

The students will need to use their research, writing and oral presentation skills to complete their thesis. They will improve in all these areas with practice. If a candidate lacks confidence in any of the skills necessary for success, he or she should speak to the thesis supervisor about training courses that may be offered at the University to address what they perceive as shortcomings in the required abilities. Avail of the  Academic Writing Help Centre’s (AWHC)  resources about the mechanics of writing.

Literature review

The purpose of a literature review is to demonstrate the student’s knowledge of, and ability to synthesize, major aspects of the scholarly literature of the field in which the student’s thesis is situated. The review also helps the reader to place the student’s work in its context. As a finished product, the literature review shows that the student is familiar with the literature pertinent to his topic; shows the importance of his decision to conduct research and write on the topic with the approach chosen; explores what has been written on the topic and by whom; and, explores what the literature tells, what it does not tell, and why both of these are important for his topic.

The scope of the literature review must be broader than the topic of the student’s thesis. It must cover the major scholarly contributions to the field of study in which the student’s thesis is situated.

Narrow down your topic

The students should discuss potential topics with the supervisor and colleagues, and think carefully about the feasibility of the topic in relation to the number and complexity of the experiments required, the lab equipment required, their knowledge of the different related fields, the extent of the reading required, and the accessibility of the books or items to be studied. 

Get approvals

As already discussed, the students have to obtain all the necessary approvals for your thesis topic. In addition to ethics and other approvals, a student who plans to travel abroad to do research must investigate possible international travel restrictions. Depending on the country in which the research will be conducted, students should check with the  Office of Risk Management and uOInternational before making plans to do research abroad.

Research: collect and analyze data

When researching the topic, or collecting and analyzing data, the student should read as widely as possible and take meticulous notes identifying each source. They should also sharpen their focus as they go, if necessary, and keep developing and refining their thesis outlines.

Hints on note-taking and proper referencing

Writing arrow_drop_down

Depending on the discipline and topic, the student may finish all their research and then begin writing, or they may move back and forth between research and writing.

It is important to know when it is time to stop researching and start writing. The students should give themselves time to develop ideas, but recognize real procrastination and try to avoid it.

When the students start writing, they shouldn't get stuck on the introduction. The thesis will have a linear structure in the end, but that doesn’t mean it starts out that way. The student should get as much written as they can. Then they can really start to work with it. Since writing is a way of thinking, in some disciplines the students may have to write all the way to the end of a section before they arrive at what they really want to say—at that point they may move the end to the beginning and start again.

A cademic Writing Help Centre (AWHC)

Revision arrow_drop_down

The students should expect to have to make revisions to what they have already written, either as a result of their own analyses of the ideas, structure and organization of the paper or as a result of feedback from others. Revision as a result of feedback is an important part of writing a thesis and good practice—in many workplaces, revision as a result of feedback is part of the job.

Editing arrow_drop_down

There are many kinds of editing the student might have to do to their thesis. These range from relatively superficial proofreading and copy editing for spelling and typographical errors to more substantive edits that get at the heart of the paper and border on revision—reorganizing sections, for example.

It is possible to seek professional proofreading assistance by hiring an editor. Students should always consult their thesis supervisor before seeking services of professional proofreaders /editors . In such case s , the student is entirely responsible for the cost of services rendered by the editor. It is the student ’s responsibility to accept, decline or challenge the advice and corrections suggested by a proofreader.  Students must formally acknowledge the use of a proofreader in the final submitted version of the thesis.

Beyond the basic steps outlined above, how the student proceeds with the research and writing will depend a lot on the chosen discipline, the topic and the student's personal style.

Academic Writing Help Center (AWHC)

Thesis seminar arrow_drop_down

Some academic units require a student to lead a seminar on the thesis topic towards the end of the thesis preparation period usually a couple of months before the thesis defence. Fellow students, supervisors, members of the thesis committee and other members of the academic unit often attend.

In some cases, students present their research within a seminar course, usually referred to as a research seminar. This seminar provides an ideal forum for a student to discuss the thesis and to practice for the upcoming defence.

The student should check with his or her thesis supervisor and academic unit to see whether this is possible or required in the chosen program.

Also, the students should attend seminars given by other students in the chosen program or in other programs. This way, they can get a realistic idea of what will be expected. They should also attend or present at the annual interdisciplinary conference organized by the Graduate Student’s Association (GSAÉD) at the University of Ottawa.

Learn about thesis types

Master thesis arrow_drop_down.

A master’s thesis must show that the student is able to work in a scholarly manner and is acquainted with the principal works published on the subject of the thesis. As much as possible, it should be an original contribution. Some disciplines require that the thesis be of publishable quality. There is an oral examination for a master’s thesis, in the presence of examiners, if that is a program requirement.  Some master’s programs do not require an oral examination for the thesis.

Doctoral thesis arrow_drop_down

A doctoral thesis must make a significant contribution to knowledge in a field of study, embody the results of original investigation and analysis, and be of such quality as to merit publication.

A doctoral thesis may build upon and continue the work done by a student in his or her master’s thesis, but must go significantly beyond the master’s thesis and be substantially different from that thesis. There is an oral examination for a doctoral thesis, in presence of examiners.

Thesis formats

Monograph thesis arrow_drop_down.

The monograph thesis is the most usual form in the humanities and social sciences and it resembles a non-fiction book in that it deals in depth with a particular topic.

Monograph components

Thesis as a series of articles arrow_drop_down

A significant number of thesis, especially in the sciences, engineering and medicine, consist of a series of articles or, very rarely, a single article. Each individual academic unit decides which format is suitable for its discipline, so before the student embarks on the thesis, he or she should check with the academic unit to see what format is accepted.

Components of a thesis in a series of articles (see C-7.3)

Non-traditional thesis arrow_drop_down

It is the responsibility of each program to determine what non-traditional thesis forms are acceptable.

Components of a non-traditional thesis (see C-7.3)

Additional information

Ethics and collaboration arrow_drop_down.

If the research embodied in the article or articles required approval of an ethics board or was part of a collaboration, this must be spelled out in a preface. In this preface or statement, the student must indicate what ethics approvals were secured and give a detailed account of the contributions of collaborators and/or co-authors which clearly distinguishes the contributions of this student from those of all other collaborators or co-authors, and identifies in detail all other contributions.

Copyright arrow_drop_down

The student must get permission to use copyrighted material from any co-authors as well as from publishers.

Thesis toolbox

Life @ U of T

My Experience Writing an Undergraduate Thesis

This year, I’ve been working on a really exciting project… my undergraduate thesis! It's my fourth year of university, and I decided to write an undergraduate thesis in Political Science under the supervision of a professor. This week, I wanted to write about why I decided to take a thesis, how I enrolled, and how it’s been going so far! 

What is an undergraduate thesis?

An undergraduate thesis is usually a 40-60 page paper written under the supervision of a professor, allowing you to explore a topic of your interest in-depth. I primarily decided to write an undergraduate thesis to prepare me for graduate school - it's allowed me to get started on work I might continue in graduate school, hone my research skills, and test out whether academic research is for me.

How do I write an undergraduate thesis?

To write my undergraduate thesis, I had two options (this may vary depending on what department you're in!). First, I could join the Senior Thesis Seminar offered by department. These seminars group students together who are interested in doing a thesis and teach them research skills and background information. Students then simultaneously complete a thesis under the supervision of a professor. Senior Thesis Seminars often require applications to register in, so if you’re interested in this option, make sure you look into this in your third year of study!

Because I already had a close working relationship with a professor, I opted to instead do the second option, an Independent Study. An Independent Study allows you to work one-on-one with a professor and design whatever course you’re interested in. For either option, you’ll need to know what topic you're interested in writing your thesis on and ask a professor to work with you, so make sure you've figured this out. 

How's it going?

So far, I’m about half-way through my thesis and I’m having lots of fun. It’s a great way to get super involved in a topic I care about, and it's preparing me for graduate research much more than any course I’ve taken in my undergraduate degree. I’ve also been enjoying working one-on-one with a professor and learning a lot from them about the field of study I’m interested in, what being an academic researcher is like, and what my position in the field is. 

I will say that an undergraduate thesis is a considerable amount of work! It definitely requires more work than all my other classes, and because I’m working so closely with a professor, there’s no way I can slack on it or procrastinate.

Still, if you’re interested in a topic and want to pursue it after your undergraduate studies, I think writing an undergraduate thesis is an incredible opportunity. If you have any questions, feel free to ask in the comments below!

1 comment on “ My Experience Writing an Undergraduate Thesis ”

Is an undergrad thesis mandatory in order to graduate or to get into a Masters program? Also, I’ve heard most Profs only help those with really high grades for their thesis?

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Undergraduate Program - Writing a Thesis

• Created by Marcus Mayo , last modified on May 03, 2024

Pursuing a Thesis

Senior Concentrators wishing to graduate with honors in the Department must produce a senior thesis and carry academic standing of Group II or better, with a minimum GPA of 3.00 in concentration grades. In deciding whether one wishes to fulfill the honors requirements, students should consider their academic interests, commitment to independent research, and other deadlines and obligations during the thesis year. Many students find the task of producing a substantial piece of critical scholarship interesting and rewarding, but others find the senior thesis can become a frustrating and unwieldy burden. Some students prefer the freedom to take elective courses or savor extra-curricular pursuits during their last year at the College unhampered by the encroaching demands of thesis preparation. In general, it may be remarked that students are unlikely to do well in the honors program who are not already proven practiced writers committed to the process of scholarship; the senior thesis is not the place to acquire basic skills in writing, design, and/or research. In considering the Department's honors requirements, it should be remembered that students with honors grades overall may graduate with University Honors (Cum Laude) even if they do not receive Honors in History of Art and Architecture.

Department Timeline of Thesis Preparation 

A schedule of departmental dates and deadlines relative to the thesis will be available by the beginning of each Fall Term. The thesis writer and faculty thesis adviser should agree on a working schedule which will adequately conform to these deadlines.

Concentrators undertaking a thesis are required to enroll in HAA 99A (fall) and B (spring) for course credit. Students in the architecture track pursuing a design thesis should enroll in HAA 92r (fall) and 99B (spring). Joint concentrators will enroll in the 99 course of their primary concentration.

Overseen by the Senior Thesis Adviser, HAA 99A –“The Senior Thesis Seminar” – will meet several times during the fall semester for two-hour sessions devoted to facilitating the preparation and writing of a thesis. These sessions will cover such topics as compiling a bibliography, using archives, the use of key technology and software, and constructing and presenting an effective argument. All concentrators pursuing a written thesis project are required to enroll in this seminar. Joint concentrators enrolled in another department’s thesis seminar, and HAA design thesis students enrolled in HAA 92r, are welcome and encouraged to attend some or all sessions of 99A in addition to their primary thesis preparation course.

Late in the fall semester, each concentrator pursuing a thesis will deliver a twenty-minute presentation on the thesis topic, illustrated with digitally projected images, at the Senior Thesis Presentations. All departmental faculty and students will be invited to these presentations. By the end of winter break, each student will submit a complete first draft of the thesis, complete with illustrations.

Overview of Key Dates for Thesis Preparation

These dates apply to all HAA students wishing to pursue an honors thesis. For further criteria specific to students preparing a design thesis in the Architecture Track, see Academic Requirements: Design Thesis in the Architecture Track

Please consult the Senior Thesis Seminar Canvas site, or reach out to the Undergraduate Program Coordinator, for specific dates.

Fall Semester, Junior Year

• October: Initial Meeting. Junior concentrators are invited to meet with the Senior Thesis Adviser for an introduction to the senior thesis writing process.

Spring Semester, Junior Year

• Early April: Short Proposals Due. Students submit a basic proposal outlining preliminary ideas, along with a list of potential faculty advisers. Faculty advisers are assigned to thesis projects in late April or early May.
• Late April: Applications due for Pulitzer and Abramson Travel Grants. See Undergraduate Prizes, Grants and Opportunities for details on grants and applications. Information on how to apply will be provided by the Undergraduate Program Coordinator. Grant recipients will be notified by email.

Fall Semester, Senior Year

• During the semester, students enroll in HAA 99A or 92r and follow course deadlines (Please consult the HAA 99A and 92r Canvas sites for additional details).
• Students meet regularly with their faculty advisers.
• Early December: Senior Thesis Presentations. All students pursuing a thesis will give a twenty-minute presentation to department students and faculty followed by discussion.

Spring Semester, Senior Year

• Late January: First Draft . Before the spring semester begins, students submit a full draft of the thesis, with illustrations, to the faculty adviser for comments.
• Late February/Early March: Second Draft. Students are encouraged to submit the near-final draft to their faculty adviser for a final review before formal submission to the Department.
• Week before Spring Break: Final Submission Deadline. Late submissions will not be accepted. On the afternoon of submission, all students are invited to attend the Thesis Reception.
• Late March: Gallery-Style public reception and presentation of Design Thesis projects. All architecture track students that have prepared a design thesis will present their work informally at this event. All HAA thesis writers, as well as faculty and graduate students, are encouraged to attend.
• April: Thesis Review and Honors Recommendation . Senior Honors Theses are read and critiqued by Members of the Faculty in HAA (and the GSD and the Harvard Art Museums, where relevant) at the request of the Senior Thesis Adviser. Department Faculty meet to vote on final honors recommendations, after which thesis writers will receive an email from the Senior Thesis Adviser notifying them of their thesis grade and recommendation for honors. Students should speak with their Allston Burr Senior Tutor for the anticipated final honors decision of the College.
• Mid-April: Senior Thesis Poster. All senior thesis writers are expected to prepare a digital file for a 24 x 36” poster summarizing the thesis to be exhibited in the HAA Department for the following academic year. A suggested template will be provided and a workshop will be held in late March for assistance with poster preparation. The printing and associated costs are taken care of by the Department. Examples of previous posters can be found here (AY21-22) and here (AY22-23) .

Senior Thesis Adviser 

The process of taking honors and producing the thesis in the Department is overseen for all concentrators by the Senior Thesis Adviser, Professor Carrie Lambert-Beatty. The Senior Thesis Adviser leads the Fall Term thesis-writing seminar (HAA 99A) and directs the meetings for departmental approval once theses have been submitted. 

Faculty Thesis Adviser 

When submitting their initial proposal in the spring of the junior year, students should include a list of three possible faculty advisers. The Department will then match students with advisers according to student preference and faculty availability. Faculty thesis advisers should generally be full faculty members of the History of Art and Architecture Department, although Harvard museum curators with relevant expertise may also serve as advisers at the discretion of the Senior Thesis Adviser. Students in the architecture track pursuing a design thesis must also secure a second adviser from the faculty of the Graduate School of Design. Joint concentrators will generally select one faculty adviser from each department.

The adviser ought to serve as a critic of synthesized ideas and writings/designs, rather than as a director of the project. The adviser should be chosen with consideration more to compatibility in overseeing the process of the work than to being an expert in the field. If you have trouble identifying an appropriate adviser, please consult with the Senior Thesis Adviser or Undergraduate Program Coordinator before the spring deadline for the Thesis Proposal.

Graduate students in the Department of History of Art and Architecture do not advise Senior Theses.

Program Director, Harvard Undergraduate Architecture Studies Track

Megan Panzano, Program Director of the Harvard Undergraduate Architecture Studies Track, oversees the execution of the two studio courses “HAA 96A – Architecture Studio I: Transformations” and “HAA 96B – Architecture Studio II: Connections”, as well as the senior design-thesis seminar “HAA 92R – Design Speculations.” She is available to consult for general advice on the design-thesis process and in finding a suitable advisor from the GSD. She coordinates the assignment of readers to senior design-thesis projects in consultation with the Senior Thesis Adviser and Undergraduate Program Coordinator.

Undergraduate Program Coordinator

The Undergraduate Program Coordinator, Marcus Mayo, is available to consult at any point regarding general questions about the senior thesis writing process. In conjunction with the Senior Thesis Adviser, they will coordinate the initial meeting of concentrators interested in writing a thesis in the spring term of their junior year. The Undergraduate Program Coordinator collects and distributes thesis proposals, summer funding proposals, advisor assignments, as well as completed theses, grades and reader comments. They hold examples of the written requirements (thesis proposal and prospectus) and of the Pulitzer and Abramson Grant applications which students might wish to consult as paradigms.

Academic Requirements – Written Thesis

The writing and evaluation of the thesis is a year-long process, during which the writer enrolls in a senior thesis preparation seminar (HAA 99A) and meets at scheduled intervals with their faculty adviser to formulate, develop, and ultimately refine their thesis work.

The Department encourages seniors to think broadly and explore a problem of interest. The thesis topic does not necessarily have to be within the writer's declared major field, except when required for a joint concentration, in which case, the topic must address an issue shared by both concentrations. The thesis should demonstrate an ability to pose a meaningful question, present a well-reasoned and structured argument, and marshal appropriate evidence. The student should apply a clear methodology and be aware of the assumptions behind the argument, the possible deficiencies of the sources and data used, and the implications of the conclusions. The various parts of the thesis should cohere in an integrated argument; the thesis should not be a series of loosely connected short essays. A primary expectation of the thesis is that it is a work of independent scholarship, directed and crafted by the student, with the thesis adviser serving in a capacity of "indirect overseeing of the project."

There is no set pattern for an acceptable thesis. The writer should demonstrate familiarity with scholarly methods in the use of sources, but this should not be the sole criterion for evaluation. Of equal if not greater importance is the development of the central argument and the significance of the interpretation. A thesis may be research on a little-studied problem or a perceptive reassessment of a familiar question. A well-pondered and well-presented interpretive essay may be as good a thesis as a miniature doctoral dissertation.

Skill in exposition is a primary objective, and pristine editing is expected. The Department encourages writers to keep to a short page count, so as to craft a clear, concise paper, and further edit it to an exemplary presentation. In general, a History of Art and Architecture thesis will have a text ranging from 20,000 to 25,000 words. Students are encouraged to explore the resources available to thesis writers at the Harvard College Writing Center .

The writer must indicate the source of material drawn from others' work, whether quoted, paraphrased, or summarized. Students who, for whatever reason, submit work either not their own or without clear attribution to its sources will be subject to disciplinary action, up to and including requirement to withdraw from the College.

Academic Requirements: Design Thesis in the Architecture Track

The HAA Architecture Track asks students to select an Area of Emphasis for fulfillment of their degree -- either Design Studies or History and Theory. Students wishing to pursue an honors thesis in the History and Theory Area of Emphasis will usually complete a written senior thesis paper and presentation on the same model as the thesis for general concentrators (see Academic Requirements: Written Thesis ).

Students in the Design Studies Area of Emphasis who wish to pursue a thesis project may choose either a traditional thesis or a design thesis project. Design theses are creative thesis projects featuring a combination of written analysis and visual and physical design materials, as described below.

Course Requirements for Honors Consideration with a Design Thesis

Senior year – fall term.

• HAA 92r Design Speculations Seminar – required
• Course prerequisite: Completion of either HAA 96A (“Transformations”) or HAA 96B (“Connections”) studios.
• This course requires that students secure a pair of faculty advisers – one from Harvard History of Art and Architecture (HAA) Faculty and one from the Harvard GSD to support their research work within the course; course faculty advisers then serve as the faculty thesis advisers for the design thesis.
• Megan Panzano, GSD Architecture Studies Director, and Jennifer Roberts, HAA DUS, can both help make faculty adviser connections for students pursuing this path.
• (optional) HAA 99A Senior Thesis Tutorial – attendance in this seminar is encouraged but not required in parallel with HAA 92r.
• Presentation of design work to HAA and select GSD Faculty as part of HAA Thesis Colloquium in December) – required

Senior Year – Spring Term

• Throughout the semester: Advising meetings with individual faculty advisers to guide production and iterative refinement of design work (architectural analytical drawings and/or physical models), and edits to digital presentation made in fall term HAA Thesis Thesis Presentations.
• March 14, 2025, 12:00 pm EST: Submission of final senior thesis design project including digital images and written text as a single PDF file (see “ Submission Requirements for Honors Consideration ”).
• March 28, 2025 (date subject to change and TBC): Participation in a gallery-style final presentation with faculty and peers after submission of thesis . The design presentations for the gallery-style event should include an updated digital presentation comprised of the project title, author’s name, the most current versions of all elements listed below in the Final Project Requirements (with the exception of the Written Manifesto which should be consolidated to a single slide containing 3-4 sentences of a thesis statement capturing the topic of study, a position on this topic, your claim about design agency to address this topic, and specifically, what design elements you’ve explored in your thesis in this address).  Students may elect to also print or plot selected original design drawings they produced (analytical or projective) from their digital presentation to pin up in the space.  Likewise, students are encouraged to bring any sketch and/or final models they have created to display as well.
• April 14, 2025 : Preparation of a digital file for a 24 x 36” poster summarizing the thesis to be exhibited in the HAA department for the academic year to follow. A suggested template will be provided and a workshop will be held on March 25 (2025, date subject to change and TBC) for assistance with poster preparation. Examples of previous posters can be found here (AY21-22) , here (AY22-23) , and here (AY23-24).

Submission Requirements for the Design Thesis Project (due March 14, 2025, 12:00 pm EST)

A single multi-page PDF file labeled with student’s full last name and first initial should be submitted. It should contain the following elements and should incorporate thesis research and design work from both fall and spring terms.

• Assemble a visual bibliography of references for your research project. The references included should be sorted into categories of your own authoring in relation to the research. Each reference should be appropriately cited using the Chicago Manual of Style, and each reference should also include an affiliated image. The bibliography should include a brief (approx. 200-word) annotation, describing the rationale behind the sorted categories.
• A written design manifesto of a minimum of 2,000 words that concisely articulates the issues, problems, and questions embedded in and engaged by your research project. The manifesto should address:
• Discourse : the role and significance of architecture relative to the project topic of interest, and;
• Context : the relationship of the project topic to broader surroundings which include but are not limited to the discipline of architecture, cultural contexts, technical developments, and/or typologies.
• The final statement should reflect deeply upon the character of the design process for the project, and discuss how the design process reinforced, inflected, or complicated the initial research questions. For most students, this final statement will be an elaboration upon the presentation text prepared for the fall senior thesis colloquium. The final text should capture and discuss the design elements that were further explored in the spring term as means to address initial research questions (i.e. include written descriptions of the drawings and/or physical models produced in relation to the thesis topic).  
• A visual drawing or info-graphic that describes the process of design research undertaken for your topic. This should include the initial criteria developed for evaluating the project, the steps taken in examining the topic, the points in the process where it became necessary to stop and assess outputs and findings, and final adjustments to the methodology as the project neared completion.
• High resolution drawings, animations, and/or diagrams and photographs of physical models  (if applicable)  that were produced through research. These should be assembled in single-page layouts of slides to follow preceding elements listed here.

Grading of the Senior Thesis

Theses are read and critiqued by faculty members applying a higher standard than expected for work written in courses or tutorials. Faculty do make use of the full range of grades, and students should consider that any honors grade is a distinction of merit. If you have any questions, please contact the Senior Thesis Adviser, the Director of Undergraduate Studies, or the Undergraduate Program Coordinator.

SUMMA CUM LAUDE: A summa thesis is a work of "highest honor." It is a contribution to knowledge, though it need not be an important contribution. It reveals a promise of high intellectual attainments both in selection of problems and facts for consideration and in the manner in which conclusions are drawn from these facts. A summa thesis includes, potentially at least, the makings of a publishable article. The writer's use of sources and data is judicious. The thesis is well written and proofread. The arguments are concise and logically organized, and the allocation of space appropriate. A summa is not equivalent to just any A, but the sort given by instructors who reserve them for exceptional merit. A summa minus is a near miss at a summa and is also equivalent to an A of unusual quality.

MAGNA CUM LAUDE: A magna level thesis is a work worthy of "great honor." It clearly demonstrates the capacity for a high level of achievement, is carried through carefully, and represents substantial industry. A magna plus thesis achieves a similar level of quality to a summa in some respects, though it falls short in others; it is equivalent to the usual type of A. A magna thesis is equivalent to an A-. For a magna minus, the results achieved may not be quite a successful due to an unhappy choice of topic or approach; it is also equivalent to an A-.

CUM LAUDE: As is appropriate for a grade "with honors," a cum level thesis shows serious thought and effort in its general approach, if not in every detail. A cum plus is equivalent to a B+, a cum to a B, and a cum minus to a B-. The cum thesis does not merely represent the satisfactory completion of a task. It is, however, to be differentiated from the magna in the difficulty of the subject handled, the substantial nature of the project, and the success with which the subject is digested. Recall that, as students putting extraordinary effort into a thesis most frequently receive a magna, theses of a solid but not exceptional quality deserve a grade in the cum range. When expressed in numerical equivalents, the interval between a magna minus and a cum minus is double that between the other intervals on the grading scale.

NO DISTINCTION: Not all theses automatically deserve honors. Nevertheless, a grade of no distinction (C, D, or E) should be reserved only for those circumstances when the thesis is hastily constructed, a mere summary of existing material, or is poorly thought through. The high standards which are applied in critique of theses must clearly be violated for a thesis to merit a grade of no distinction.

Thesis Readers 

Each thesis will have two readers chosen by the Department. All readers will be asked to submit written comments and grades, which will be factored equally to produce the final grade of the thesis. Individual grades are not released. When grades and comments are distributed, the readers no longer remain anonymous. There exists a procedure by which a writer may request, via the Senior Thesis Adviser, to speak with a reader provided that they are willing to discuss the work in further detail or expound on the written critique.

For joint concentrators, the department will defer the reading process to their primary concentration. Students should reach out to their adviser in their primary concentration for further information.

Grade Report and Honors Recommendation 

At the end of each term, Fall and Spring, the student's progress in the Senior Tutorial (HAA 99) will be graded SAT or UNSAT. At the end of the Department's Honors Review process, the Senior Thesis Adviser calculates a recommendation for Honors based on the factored grades of the thesis and the student's grades in concentration coursework. This recommendation is presented to the Faculty at their meeting in April for review. A faculty vote is taken and this decision is passed as an honors recommendation to the Registrar of the College. For joint concentrators, the faculty will make recommendations to a student’s primary concentration but will defer the final grading process to them. The decision of Final Honors to be granted on the degree is made by the Registrar based on departmental recommendation and the student’s College-GPA. Students should consult with their Allston Burr Senior Tutor to determine what final honors might be anticipated at Commencement.

The needs of the Department for fair deliberation dictate that there may be no report of decisions regarding the thesis until after the Faculty has considered and voted upon each recommendation for honors. After honors recommendations have been voted by the Faculty, students will be notified of the Department's recommendation to the College and will receive an ungraded copy of each evaluation of their thesis. The comments in these evaluations should provide the student with a clear explanation of the strengths and weaknesses of the thesis, bearing in mind the difficulties of the field and the type of thesis submitted, and evaluating what was accomplished in terms of what was undertaken, given the student's limitation of time and experience.

Discontinuance of a Thesis 

The process of writing the thesis is a serious commitment of time and energy for both the writer and the adviser. In some cases, however, it might be agreed that the thesis should be discontinued at mid-year. The Senior Tutorial year may be divided with credit through a procedure in which the student must submit a written paper presenting the project and research to that point.

Examples of Past Theses 

Senior Honors Theses which are written by students who graduate Summa or Magna are deposited in the University Archives in Pusey Library . Copies of theses which are awarded the Hoopes Prize are held in Lamont Library . Students are urged to consult past theses as much can be gained in exploring precedent or seeking inspiration.

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• Published: 07 September 2021

Replication studies for undergraduate theses to improve science and education

• Daniel S. Quintana 1 , 2 , 3  

Nature Human Behaviour volume  5 ,  pages 1117–1118 ( 2021 ) Cite this article

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Requiring undergraduate students to perform what is termed original research for their thesis, an investigation that cannot constitute a replication of an existing study, is a failed opportunity for science and education, argues Daniel Quintana.

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Journalism and communication menu, journalism and communication, five tips for tackling the undergraduate thesis.

By Becky Hoag and Meg Rodgers

Theses aren’t just for graduate students. Many UO School of Journalism and Communication undergrads write theses for the SOJC Honors Program , for Clark’s Honors College or just to gain research experience. Any of them can tell you that thesis-writing takes a lot of work and can be quite daunting.

Wondering how you would even get started on it?

SOJC media studies alum Meg Rodgers ’18 totally understands how you feel. But she made it happen! She spent her senior year writing an undergrad thesis for the Honors College about TV anti-heroines that was selected for the 2018 UO Undergraduate Research Symposium .

Here are a few lessons she learned along the way:

1. Make use of your thesis advisor.

If you don’t have one assigned to you, find one and make that connection as soon as you can.

“They are the experts in their field, and you are learning how to become an expert,” Rodgers said.

She said her advisor, Assistant Professor Erin Hanna, helped her break down her project into doable steps and approach the research process in a smart manner.

2. Dive into the research.

Collect as much knowledge as you can. Even if some of the sources don’t end up in your final reference list, they will all help develop your overall understanding of the topic.

Rodgers found that about one-third of her process was research, one-third was writing and one-third was editing. It might be surprising and a bit nerve-wracking not to write anything down for the first part of the thesis process, but that’s normal. If you start writing too soon, you might find yourself making more assumptions about what you will find, rather than writing about what you actually found.

3. Start citing sources early.

You’ll thank yourself later. Programs like Mendeley or Zotero can help with this. Make sure you know what citation style to use.

4. Break down your thesis into workable sections.

Looking at the whole thing at once can be overwhelming. What are the individual points you want to cover in your paper? Make a list and start checking them off one at a time.

5. Mentally prepare yourself for lots of editing.

Try not to take it personally when your paper gets torn apart. It just means that it’s getting better. Trust the process and be grateful for feedback.

You can do it! And all the work’s definitely worth it. Rodgers found the thesis-writing process helped her learn about her strengths and weaknesses as a researcher and what work environments are best for her. Sometimes the more challenging endeavors can be the most rewarding too.

Becky Hoag is a senior double-majoring in journalism and environmental science (with a marine focus). This is her second year writing for the SOJC Communication Office. This past summer, she worked as an intern at the  KQED science  desk in San Francisco, producing content for the new program about climate change, “ This Moment on Earth .” She is also a science writer for The Daily Emerald and the student-run environmental magazine Envision Magazine , and a web designer/researcher for marine conservation outreach organization Ocean Everblue . She wants to become an environmental/scientific journalist. You can view her work at  beckyhoag.com .

Undergraduate Thesis

Preparing for Thesis

• Elements of Thesis
• List of References
• Images and Figures
• Library Home

books on portfolio

Thesis Writing Guides

Getting Started - Topic Selection

Check out our Thesis Finding Aid to see topics previous students have chosen. 

Brainstorm for ideas - what problem(s) might you address through design.

• choose a topic that will enable you to read and understand the literature
• ensure that the topic is manageable and that material is available
• make a list of keywords
• be flexible
• define your topic as a focused research question
• research and read more about your topic
• use your question to formulate a thesis statement

For more ideas check out our guide on How to Write an Academic Paper

Types of Architectural Research

There are many types of research in architecture but they all share the same goal to create new architectural knowledge. The books on this page provide more information on conducting research. Depending on your thesis topic you may choose to apply any research methods, but each thesis includes at a minimum the following:

• Literature Review - A summary and analysis of published sources on the thesis topic that brings the reader up to date with current thinking.
• Case Studies - Built projects relevant to the thesis topic which are analyzed for ideas and inspiration. Usually include images, data, drawings, and description and analysis of the project. 
• Physical model - A scale model physical representation of the design solution intended to demonstrate the space and communicate design ideas. 

Some other approaches include questionnaires, surveys, interviews, site analysis, demographics, digital models, materials research, performativity tests, consumer research, or financial viability. They are all valid. The type of research you do will be determined by your research question. 

• << Previous: Basics
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• Last Updated: Apr 23, 2024 7:16 PM
• URL: https://library.newschoolarch.edu/ugthesis

Home > Theses and Dissertations > Honors Theses

Honors Undergraduate Theses

The Honors Undergraduate Thesis Program provides students from all disciplines the opportunity to engage in original and independent research as principal investigators. Over the course of two to four semesters, students work closely with a faculty committee to research, write, defend and publish an Honors thesis that serves as the capstone product of their undergraduate career. This thesis is published through the university library and is available to researchers worldwide through electronic databases. Please visit the Honors Undergraduate Thesis website for compete information.

This collection contains records for Honors theses completed at UCF. Links to electronic versions are included when available. If your Honors thesis is only in print, you can help us make it available online for use by researchers around the world by downloading and filling out the distribution consent form here .

For additional assistance locating an HUT or HIM thesis, please contact the Digital Collections Project Coordinator, Kerri Bottorff , or check out the FAQ .

Theses from 2023 2023

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Exploring the Impact of Cultural Background Among Asian and Non-Hispanic White Populations on Organ Donation , Doyoung Ahn

Split Catalytic Probes for the Detection of Monkeypox Virus , Jaehyun Ahn

Impacts of the COVID-19 Pandemic on College Student Brain Health , Asia Alegre

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Constructing Higher Order Conformal Symplectic Exponential Time Differencing Methods , Lily S. Amirzadeh

The Joint Effect of Mindsets and Consequence Awareness on Task Performance , Melinda F. Ammon

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Design And Validation Of A Variable, Speed-Dependent Resistance Training Method For Muscle Hypertrophy , Alvaro Andres Aracena Alvial

Relapse: An Exploration of the Symbiotic Nature of Sponsorship in the Sober Community , Jack Auger

Defining Creativity and Its Role in Marx's Philosophy , Carlos Avila

How Calorie Restriction and Fasting Support Cancer Treatment: A Systematic Review , Nii Nettey Baddoo

Factors that Lead to Poor Oral Health in Individuals with Autism Spectrum Disorder , Jaskiran Kaur Bains

Nursing-Related Interventions to Obstetric Violence: A Literature Review , Annaliece M. Balensiefen

Advocacy with Context: The Role of Pediatricians in Breastfeeding Success , Sanya Bansal

Tomiccama Tomiccanacayo: A Feminist/Spatial Analysis of flesh to bone by ire'ne lara silva , Alyssa B. Bent

"It's Still Easy To Get": An Anthropological Analysis Of Nicotine Activist Efforts And User Perspectives In Central Florida , Saoulkie Bertin

Evolution of Density and Velocity Perturbations in a Slowly Contracting Universe , Olivia R. Bitcon

Binge Drinking And Non-Consensual Drug Intoxication , Jake Blendermann

Examining Direct Load Control Within Demand Response Programs , Maria Bonina Zimath

Nursing Interventions for Families of Children with Down Syndrome Evaluating Coping Mechanisms and Community Resources , Ashley M. Brophy

The Relationship Between Task-Induced Stress and Time Perception , Annamarie Brosnihan

Examining Academic Challenges and Mental Health Among First-Generation and Non-First-Generation Students , Cecilia Q. Bui

Tort Reform in Florida: The Impact of HB837 , Kara E. Burns

Diverse Expressions of the Black Identity in Jackson, Mississippi: Stories , Elisabeth Campbell

Page 1 of 138

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• Scholarships

Kate Leslie Research Award

No application required. Check eligibility

Key scholarship details

Application status

Open for automatic consideration

Benefit amount

Eligible study level

Undergraduate

Eligible student type

Domestic and international students

Eligible study stage

Current study

Benefit duration

The Kate Leslie Research Award is awarded to the critical care honours student with the highest mark for their thesis.

A one off payment of $500

Eligibility and selection criteria

Eligibility.

To be considered for this award, you must be enrolled in the Bachelor of Biomedicine Honours course, Critical Care specialisation.

Selection criteria

Awarded to the student with the highest mark for their thesis.

Study level:

Student type:

Study stage type:

Study area:

Need help understanding the process?

Application, how to apply.

Students will be automatically considered for this award.

The information listed here is subject to change without notice. Where we have listed information about jointly run scholarships programs, please also see our partners' websites. Information describing the number and value of scholarships awarded is indicative.

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