Departmental Honors Liaisons and Faculty Thesis Mentors are invited to learn about the Honors Thesis-related assignments, and deadlines in the Honors Learning Communities. They may wish to use this information to anticipate student needs and to coordinate their department/major-internal efforts. Feedback is welcome! [email protected]
Students in the first-year Honors learning community complete a single assignment in the Spring aimed at providing an early, introductory "encounter" with the idea of eventually completing an Honors Thesis, which is due on the last day of class in Spring semester. Here is the prompt:
Purpose: For this assignment we want to introduce the Honors Thesis, demystify the process and get you thinking about a problem of interest.
Task: For this assignment you will think of a societal problem that interests you, reflect on how the problem affects you and others, and identify who else is talking about your problem. You will create a position statement and draft an email to a professor. This draft will serve as a template for when you are ready to contact your DHL (Departmental Honors Liaison).
STEPS
Think of this assignment like you’re considering taking up skiing. You’re not chasing the black diamond runs. You’re assessing the bunny hill of academic scholarship.
1. What’s your problem?
Think of a societal problem that that you think we need to examine. If possible, choose an issue that is part of your chosen major. If you are undeclared, pick a problem that interests you. Now imagine that you would continue exploring this problem for an Honors Thesis.
2. Answer these questions.
Why does this problem interest you?
How does this problem affect others?
How would society benefit from exploring this problem?
3. Who else is talking about your problem?
Find one community organization. How do they address the problem?
Find one scholarly source. What conclusions does this source make about the problem?
Find one personal story. How does this problem affect real people?
4. Take a position
Think of an Honors Thesis as an expanded research paper with an action plan. Creating a position is a statement of intent. What do I think we should do about this problem? Use the template below to consider a framework for thinking about how an Honors Thesis takes shape. 1. 1.
5. Position Statement Template
[Doing something to address a problem] is important because it will [reason 1], [reason 2], and[reason 3].
Example Position Statement
“Exploring equine therapy as a supplemental treatment for veterans with PTSD is useful because it helps build self-esteem in clients, compliments talk therapy and lessens the social stigma surrounding mental illness.”
6. Now, talk to a professor
Imagine it’s October of your Sophomore Year and you have an idea of a problem or a research question you want to explore. Now, hit up one of your favorite professors or one who studies the problem you’re interested in and ask for a meeting. Why? Because they work for you! They are here to help facilitate your interests. Write an email seeking a meeting to discuss the following things.
I’m considering an Honors Thesis to address the problem of….
I was in your class and thoroughly enjoyed learning about…
I would greatly appreciate some feedback about my ideas…
You won't send this letter off, but it will act as a template for when you are ready to contact yourDHL (Departmental Honors Liaison) and possible thesis advisors in your home department.
Complete each step above and submit!
The Second-Year Learning Community is an asynchronous Canvas course that is required of all Honors students who entered the U after Fall 2022. This learning community is mostly focused on helping students develop community on the University of Utah campus and in the local area. The final assignment of the Second-Year Learning Community is the Thesis Checklist (due April 22); here are the assignment instructions:
Review the major-specific thesis requirements and contact your Department Honors Liaison (DHL). Next, use the information from your DHL and the Thesis Requirements to fill in the Thesis Checklist template, and include additional steps specific to your major and deadlines based off of your
expected graduation semester.
The Third-Year Learning Community is an asynchronous Canvas course that is required of all Honors students who entered the U after Fall 2022. The goal of the Third-year Learning Community is Thesis Registration, which is due at the end of the Spring semester. Modules walk students through the thesis process through materials and reflection assignments that structure students’ exploration of their “why”, finding a thesis opic and faculty mentor, and developing a positive, professional working relationship with the mentor. The Learning Community also connects students to important deadlines, thesis requirements in their major, and available support networks.
Who is enrolled in the Third-year learning community?
- Current third-year Honors students
- Current second-year students on accelerated graduation timelines
- Current fourth-year students on delayed graduation timelines
Assignments
#1 – Thesis Checklist Due Dec. 4
For this assignment, upload an updated version of the thesis checklist you completed in the Second Year Learning Community. Be sure to track any progress you have made by marking items as done, revising due dates if needed, and adding or modifying items as necessary. Take time to reflect on any conversations you have had with your DHL and/or faculty mentor and additional information you have learned about thesis expectations in your major. Ensure that your checklist is appropriate for your timeline and needs.
#2 – Your Why Due Dec. 4
Following review of "The Five Whys" exercise, perform the assignment for yourself as it applies to completing a thesis. Upload the finished product (table, chart, written form all acceptable) along with a short reflection (minimum 100 words) on what this exercise taught you about your motivations for completing a thesis. Take note of where you are at in the thesis process, if you have started or not, and reflect on your motivations and if/how they have changed. Also feel free to reflect on any barriers you anticipate (or experienced) in getting started.
#3 – Thesis Topic Due Dec. 4
Based on your situation and your timeline, write a reflection (minimum 200 words) that responds to either option 1 or option 2.
Option 1 - If you have identified a thesis topic, write a reflection that: (1) Recalls the process of how you came to your thesis topic; (2) Mentions methods or approaches you are considering/performing to investigate this topic; and (3) Speaks to conversations you've had with your faculty mentor or DHL about your topic (refinement, re-direction, confirmation).
Option 2 - If you haven't yet identified a thesis topic, write a reflection that: (1) Provides an example of a course, presentation, creative work, or research article that interested you (include course # or pres./work/article links); (2) Notes what in particular interested you and what further questions you may have; and (3) Speaks to any conversations you've had with faculty, lab, or your DHL about potential interests
#4 – Faculty Mentor Due Apr. 22
Based on your situation and your timeline, write a reflection (minimum 200 words) that responds to either option 1 or option 2.
Option 1 - If you have identified and/or are currently working with a faculty mentor or lab, write a reflection that: (1) Identifies your faculty mentor - copy or link their bio; (2) Provides insight into why this faculty mentor is a good fit; and (3) Reflects on (potential) research or creative interests and interest overlap.
Option 2 - If you haven't yet identified a faculty mentor or lab, write a reflection that: (1) Reflects on coursework, lectures, projects, research that you have engaged with that may be of interest to you; (2) Speaks to what you are looking for in a potential faculty mentor; (3) Identifies one or more potential faculty mentor(s) - copy or link their bio; (4) Provides insight into why you think they would be a good fit.
#5 – Roles & Expectations Due Apr. 22
Based on your situation and your timeline, write a reflection (minimum 200 words) that responds to either option 1 or option 2.
Option 1 - If you have identified and/or are currently working with a faculty mentor or lab, write a reflection that: (1) Speaks to any conversations you've had with your DHL or faculty mentor regarding roles and expectations; (2) Outlines your understanding of your role and your faculty mentor's role including time commitments, check-in's, progress expectations, thesis/research structure; (3) Identifies any gaps in understanding that you may have regarding expectations (these can be a good prompt for further conversation).
Option 2 - If you haven't yet identified a faculty mentor or lab, write a reflection that: (1) Speaks to your current understanding of the role of the faculty mentor, DHL, and yourself in the thesis process; and (2) Outlines questions and/or thoughts that you would want to bring up in future conversations to help establish expectations, roles, boundaries.
#6 – Thesis Registration Due Apr. 22
The final requirement of the Third-Year Learning Community is Thesis Proposal/Registration.
- Visit the Thesis Proposal Registration page.for information and instructions relating to Thesis Proposal Registration.
- Submit your thesis proposal registration according to the submission details and instructions provided here. You do not need to wait for official approval of the submission before completing this assignment.
- Write a brief note below to indicate that you have submitted your Thesis Proposal Registration and describe the process involved in getting to this point. If you have not yet submitted your Thesis Proposal Registration, write a brief summary of your plan to complete this step. If you need support, please email [email protected].
The Fourth-Year Learning Community is an asynchronous Canvas course that is required of all Honors students who entered the U after Fall 2022. The goal of the Fourth-year Learning Community is submission of the Honors Thesis. The Learning Community also connects students to important deadlines, thesis requirements in their major, and available support networks.
Who is enrolled in the Fourth-year learning community?
- Current fourth-year Honors students
- Honors students on accelerated graduation timelines
- Fifth-year (and beyond) students on longer graduation timelines
Assignments
#1 – First-semester check-in Due Sept 1
This brief quiz will help the Honors College understand your Honors Thesis goals and progress. The insights gathered will allow us to offer targeted support if needed.
#2 – Second-semester check-in Due Jan 15
It's the start of your second semester. Time for a quick check-in to see how things are going! Depending on how things are going, the Honors College might reach out.
#3 – Passing the Torch Reflection Due Apr 22
Throughout your academic journey, you’ve encountered numerous formative experiences that have shaped your path. Engaging in the Honors College, receiving mentorship from faculty, and participating in co-curricular and extracurricular activities have all contributed to your growth. Most importantly, completing your honors thesis has been a significant milestone, challenging you to think critically, manage a long-term project, and contribute to your field of study.
For this reflection, imagine a high school graduate with the same academic aspirations as you. What guidance would you offer to help them maximize their potential and reach the milestone you have—graduating as an honors student from the University of Utah? Consider how you would advise them to focus their efforts within the Honors College. What insights would be valuable for navigating both honors and your academic department? Lastly, what do you wish you had known before and during the thesis process? Please write a reflection of at least 300 words, sharing the key lessons and advice you would pass on to the next generation of honors students preparing to complete their thesis at the University of Utah.
#4 – Thesis Submission Due Apr 22
After you submit your final Honors Thesis (instructions here), let us know! Post your thesis title and major(s) to the discussion board so that we can celebrate with you! This will also let us know so that we can begin to process your thesis.
The Thesis Mentoring Community (TMC) is an Honors Learning Community that predates the current 2nd, 3rd, and 4th year learning communities, and includes students who entered the U prior to Fall 2022. This year, students remaining in the TMC are guided through assignments that are similar to those in the 3rd and 4th year learning communities, but with an abbreviated timeframe. The TMC serves student graduating throughout Fall 2025 and Spring 2026 semesters with tailored deadlines, and it will be retired at the end of the 2025-2026 academic year.
Thesis Mentoring Community Assignments and Due Dates by Graduation Semester
Touchpoint #1 - Brief check-in that takes less than a minute to let us know the student's specific situation regarding the Honors thesis.
Sept. 15
Touchpoint #2 - Creation of a checklist to keep track of relevant deadlines, milestones, and tasks according to each students' needs and preferences.
FA25 Sep. 29
SP26 Oct. 13
Touchpoint #4 - Reflection describing the process of submitting an Honors thesis registration/proposal.
FA25 Oct. 27
SP26 Dec. 5
Touchpoint #5 - Intermediate check-in for students RE thesis progress and needs.
FA25 Nov. 17
SP26 Feb. 2
FAQs
With the exception of Thesis Registration (Third-Year) and Final Thesis Submission (Fourth-Year), deadlines provide a structure and timeframe for students to make progress towards the Honors Thesis, and are flexible. However, note that students missing deadlines may be contacted by the Honors Learning Communities Team to determine whether additional support is needed. It is important that students plan to complete Thesis Registration by the end of the third year. There is no penalty imposed within the Learning Community for late submissions; however, students not meeting this deadline may be at risk of not completing the Honors Thesis in their fourth year. Final Thesis Submission deadlines are not flexible and must be met in order for students to graduate on time.
Students who wish to graduate early will want to complete the Third-Year Learning Community on a timeline that allows them to successfully complete a thesis. If this means starting Third-Year during their second year, we will accommodate that.
The Thesis Checklist assignment--begun in the Year-Two Learning Community and revisited in Year-Three, is where students should create custom deadlines for the Learning Community assignments. Remember: while we urge students to use the assignments and deadlines to stay on track to completing the Honors Thesis, they may not be appropriate for everyone, and there are no penalties within the Learning Communities for late submissions.