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 Topic 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

Assignment 1: Thesis Checklist

For this assignment, submit an updated version of the thesis checklist you completed in the Second Year Learning Community. Your checklist should include the items requested in the rubric for this assignment as well as things you find helpful personally. 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. It may be helpful to revisit your department's thesis description at this time.
• You can use the provided checklist templates, or a layout of your own.

Assignment 2: Your Why

Following review of "The Five Whys" exercise, perform the assignment for yourself as it applies to completing a thesis. Take note of where you are at in the thesis process, and reflect on your motivations. Some suggestions to get your reflection started:

• Did this exercise clarify motivations that you previously didn't realize you held?
• Did this exercise confirm things you already knew?
• How will this exercise help you in your research?
• Also feel free to reflect on any barriers you anticipate (or experienced) in getting started.

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. If you're getting stuck with the exercise, download this template for some inspiration.

Assignment 3: Thesis Topic

Please write and submit a reflection (minimum 200 words) that:

• States the topic you plan to use for your thesis.
• Recalls the process of how you came to your thesis topic.
• Mentions methods or approaches you may use to investigate this topic.
• Speaks to conversations you've had with your faculty mentor or DHL about your topic (refinement, re-direction, confirmation.) You can also:
• Provide an example of a course, presentation, creative work, or research article that helped you choose this topic.
• Notes what in particular interested you and what further questions you may have. If your major is one where you won't know your topic until later, follow the information outlined in your thesis requirements or provided by your DHL.

Assignment 4: Faculty Mentor

Please write and submit a reflection (minimum 200 words) that:

• Identifies your faculty mentor - copy or link their university faculty page.
• Provides insight into why this faculty mentor is a good fit.
• Reflects on (potential) research or creative interests and interest overlap. You can also:
• Reflect on your faculty mentors teaching or research you engaged with that interested you.
• Identify one or more potential faculty mentor(s) - copy or link their bio. If your major is one where you won't know your topic until later, follow the information outlined in your thesis requirements or provided by your DHL.

Assignment 5: Roles & Expectations

Please write and submit a reflection (minimum 200 words) that:

• Speaks to any conversations you've had with your DHL or faculty mentor regarding roles and expectations.
• Outlines your understanding of your role and your faculty mentor's role including time commitments, check-in's, progress expectations, thesis/research structure, for example.
• Identifies any gaps in understanding that you may have regarding expectations (these can be a good prompt for further conversation.)
• Outlines questions and/or thoughts that you would want to bring up in future conversations to help establish expectations, roles, boundaries. If your major is one where you won't know your topic until later, follow the information outlined in your thesis requirements or provided by your DHL.

Assignment 6: Thesis Registration

Your first formal thesis-related deadline is for your Thesis Registration, which is due by the end of your third year. You are ready to submit your Thesis Registration when you have identified a faculty thesis mentor and a thesis topic, and these have been informally approved by your mentor and your DHL.

Visit the Thesis Registration page for information and instructions on how to register for your thesis. This assignment is graded "complete" once your complete thesis registration is formally approved by both your faculty mentor and DHL.

Please note that we will assign a grade of zero for this assignment if you have not successfully registered your thesis registration by the end of your third year. But don't worry! After you have registered and received the relevant approvals we will change your grade.

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.