thesis project work

The Thesis Process

The thesis is an opportunity to work independently on a research project of your own design and contribute to the scholarly literature in your field. You emerge from the thesis process with a solid understanding of how original research is executed and how to best communicate research results. Many students have gone on to publish their research in academic or professional journals.

To ensure affordability, the per-credit tuition rate for the 8-credit thesis is the same as our regular course tuition. There are no additional fees (regular per-credit graduate tuition x 8 credits).

Below are the steps that you need to follow to fulfill the thesis requirement. Please know that through each step, you will receive guidance and mentorship.

1. Determine Your Thesis Topic and Tentative Question

When you have completed between 24 and 32 credits, you work with your assigned research advisor to narrow down your academic interests to a relevant and manageable thesis topic. Log in to MyDCE , then ALB/ALM Community to schedule an appointment with your assigned research advisor via the Degree Candidate Portal.

Thesis Topic Selection

We’ve put together this guide  to help frame your thinking about thesis topic selection.

Every effort is made to support your research interests that are grounded in your ALM course work, but faculty guidance is not available for all possible projects. Therefore, revision or a change of thesis topic may be necessary.

• The point about topic selection is particularly pertinent to scientific research that is dependent upon laboratory space, project funding, and access to private databases. It is also critical for our candidates in ALM, liberal arts fields (English, government, history, international relations, psychology, etc.) who are required to have Harvard faculty direct their thesis projects. Review Harvard’s course catalog online ( my.harvard.edu ) to be sure that there are faculty teaching courses related to your thesis topic. If not, you’ll need to choose an alternative topic.
• Your topic choice must be a new area of research for you. Thesis work represents thoughtful engagement in new academic scholarship. You cannot re-purpose prior research. If you want to draw or expand upon your own previous scholarship for a small portion of your thesis, you need to obtain the explicit permission of your research advisor and cite the work in both the proposal and thesis. Violations of this policy will be referred to the Administrative Board.

2. Prepare Prework for the Crafting the Thesis Proposal (CTP) Course or Tutorial

The next step in the process is to prepare and submit Prework in order to gain registration approval for the Crafting the Thesis Proposal (CTP) tutorial or course. The Prework process ensures that you have done enough prior reading and thinking about your thesis topic to benefit from the CTP.

The CTP provides an essential onramp to the thesis, mapping critical issues of research design, such as scope, relevance to the field, prior scholarly debate, methodology, and perhaps, metrics for evaluating impact as well as bench-marking. The CTP identifies and works through potential hurdles to successful thesis completion, allowing the thesis project to get off to a good start.

In addition to preparing, submitting, and having your Prework approved, to be eligible for the CTP, you need to be in good standing, have completed a minimum of 32 degree-applicable credits, including the statistics/research methods requirement (if pertinent to your field). You also need to have completed Engaging in Scholarly Conversation (if pertinent to your field). If you were admitted after 9/1/2023 Engaging in Scholarly Conversation (A and B) is required, if admitted before 9/1/2023 this series is encouraged.

Advising Note for Biology, Biotechnology, and Bioengineering and Nanotechnology Candidates : Thesis projects in these fields are designed to support ongoing scientific research happening in Harvard University, other academic institutions, or life science industry labs and usually these are done under the direction of a principal investigator (PI). Hence, you need to have a thesis director approved by your research advisor  prior  to submitting CTP prework. Your CTP prework is then framed by the lab’s research. Schedule an appointment with your research advisor a few months in advance of the CTP prework deadlines in order to discuss potential research projects and thesis director assignment.

CTP Prework is sent to our central email box:  [email protected]  between the following firm deadlines:

• April 1 and June 1 for fall CTP
• September 1 and November 1 for spring CTP.  
• August 1 and October 1 for the three-week January session (ALM sustainability candidates only)
• International students who need a student visa to attend Harvard Summer School should submit their prework on January 1, so they can register for the CTP on March 1 and submit timely I-20 paperwork. See international students guidelines for more information.

Your research advisor will provide feedback on your prework submission to gain CTP registration approval.  If your prework is not approved after 3 submissions, your research advisor cannot approve your CTP registration.  If not approved, you’ll need to take additional time for further revisions, and submit new prework during the next CTP prework submission time period for the following term (if your five-year degree completion deadline allows).

3. Register and Successfully Complete the Crafting the Thesis Proposal Tutorial or Course

Once CTP prework is approved, you register for the Crafting the Thesis Proposal (CTP) course or tutorial as you would any other course. The goal of the CTP is to produce a complete, well-written draft of a proposal containing all of the sections required by your research advisor. Creating an academically strong thesis proposal sets the foundation for a high-quality thesis and helps garner the attention of a well-respected thesis director. The proposal is normally between 15 to 25 pages in length.

The CTP  tutorial  is not a course in the traditional sense. You work independently on your proposal with your research advisor by submitting multiple proposal drafts and scheduling individual appointments. You need to make self-directed progress on the proposal without special prompting from the research advisor. You receive a final grade of SAT or UNSAT (failing grade).

The CTP for sustainability is a three-week course in the traditional sense and you receive a letter grade, and it must be B- or higher to receive degree credit for the course.

You are expected to incorporate all of your research advisor’s feedback and be fully committed to producing an academically strong proposal leading to a thesis worthy of a Harvard degree. If you are unable to take advice from your research advisor, follow directions, or produce an acceptable proposal, you will not pass the CTP.

Successful CTP completion also includes a check on the proper use of sources according to our academic integrity guidelines. Violations of our academic integrity policy will be referred to the Administrative Board.

Maximum of two attempts . If you don’t pass that CTP, you’ll have — if your five-year, degree-completion date allows — just one more attempt to complete the CTP before being required to withdraw from the program. If you fail the CTP just once and have no more time to complete the degree, your candidacy will automatically expire. Please note that a WD grade counts as an attempt.

If by not passing the CTP you fall into poor academic standing, you will need to take additional degree-applicable courses to return to good standing before enrolling in the CTP for your second and final time, only if your five-year, degree-completion date allows. If you have no more time on your five-year clock, you will be required to withdraw.

Human Subjects

If your thesis, regardless of field, will involve the use of human subjects (e.g., interviews, surveys, observations), you will need to have your research vetted by the  Committee on the Use of Human Subjects  (CUHS) of Harvard University. Please review the IRB LIFECYCLE GUIDE located on the CUHS website. Your research advisor will help you prepare a draft copy of the project protocol form that you will need to send to CUHS. The vetting process needs to be started during the CTP tutorial, before a thesis director has been assigned.

4. Thesis Director Assignment and Thesis Registration

We expect you to be registered in thesis soon after CTP completion or within 3 months — no later. You cannot delay. It is critical that once a research project has been approved through the CTP process, the project must commence in a timely fashion to ensure the academic integrity of the thesis process.

Once you (1) successfully complete the CTP and (2) have your proposal officially approved by your research advisor (RA), you move to the thesis director assignment phase. Successful completion of the CTP is not the same as having an officially approved proposal. These are two distinct steps.

If you are a life science student (e.g., biology), your thesis director was identified prior to the CTP, and now you need the thesis director to approve the proposal.

The research advisor places you with a thesis director. Do not approach faculty to ask about directing your thesis.  You may suggest names of any potential thesis directors to your research advisor, who will contact them, if they are eligible/available to direct your thesis, after you have an approved thesis proposal.

When a thesis director has been identified or the thesis proposal has been fully vetted by the preassigned life science thesis director, you will receive a letter of authorization from the Assistant Dean of Academic Programs officially approving your thesis work and providing you with instructions on how to register for the eight-credit Master’s Thesis. The letter will also have a tentative graduation date as well as four mandatory thesis submission dates (see Thesis Timetable below).

Continuous Registration Tip: If you want to maintain continued registration from CTP to thesis, you should meet with your RA prior to prework to settle on a workable topic, submit well-documented prework, work diligently throughout the CTP to produce a high-quality proposal that is ready to be matched with a thesis director as soon as the CTP is complete.

Good academic standing. You must be good academic standing to register for the thesis. If not, you’ll need to complete additional courses to bring your GPA up to the 3.0 minimum prior to registration.

Thesis Timetable

The thesis is a 9 to 12 month project that begins after the Crafting the Thesis Proposal (CTP); when your research advisor has approved your proposal and identified a Thesis Director.

The date for the appointment of your Thesis Director determines the graduation cycle that will be automatically assigned to you:

Once registered in the thesis, we will do a 3-month check-in with you and your thesis director to ensure progress is being made. If your thesis director reports little to no progress, the Dean of Academic Programs reserves the right to issue a thesis not complete (TNC) grade (see Thesis Grading below).

As you can see above, you do not submit your thesis all at once at the end, but in four phases: (1) complete draft to TA, (2) final draft to RA for format review and academic integrity check, (3) format approved draft submitted to TA for grading, and (4) upload your 100% complete graded thesis to ETDs.

Due dates for all phases for your assigned graduation cycle cannot be missed.  You must submit materials by the date indicated by 5 PM EST (even if the date falls on a weekend). If you are late, you will not be able to graduate during your assigned cycle.

If you need additional time to complete your thesis after the date it is due to the Thesis Director (phase 1), you need to formally request an extension (which needs to be approved by your Director) by emailing that petition to:  [email protected] .  The maximum allotted time to write your thesis, including any granted extensions of time is 12 months.

Timing Tip: If you want to graduate in May, you should complete the CTP in the fall term two years prior or, if a sustainability student, in the January session one year prior. For example, to graduate in May 2025:

• Complete the CTP in fall 2023 (or in January 2024, if a sustainability student)
• Be assigned a thesis director (TD) in March/April 2024
• Begin the 9-12 month thesis project with TD
• Submit a complete draft of your thesis to your TD by February 1, 2025
• Follow through with all other submission deadlines (April 1, April 15 and May 1 — see table above)
• Graduate in May 2025

5. Conduct Thesis Research

When registered in the thesis, you work diligently and independently, following the advice of your thesis director, in a consistent, regular manner equivalent to full-time academic work to complete the research by your required timeline.

You are required to produce at least 50 pages of text (not including front matter and appendices). Chapter topics (e.g., introduction, background, methods, findings, conclusion) vary by field.

6. Format Review — Required of all Harvard Graduate Students and Part of Your Graduation Requirements

All ALM thesis projects must written in Microsoft Word and follow a specific Harvard University format. A properly formatted thesis is an explicit degree requirement; you cannot graduate without it.

Your research advisor will complete the format review prior to submitting your thesis to your director for final grading according to the Thesis Timetable (see above).

You must use our Microsoft Word ALM Thesis Template or Microsoft ALM Thesis Template Creative Writing (just for creative writing degree candidates). It has all the mandatory thesis formatting built in. Besides saving you a considerable amount of time as you write your thesis, the preprogrammed form ensures that your submitted thesis meets the mandatory style guidelines for margins, font, title page, table of contents, and chapter headings. If you use the template, format review should go smoothly, if not, a delayed graduation is highly likely.

Format review also includes a check on the proper use of sources according to our academic integrity guidelines. Violations of our academic integrity policy will be referred directly to the Administrative Board.

7. Mandatory Thesis Archiving — Required of all Harvard Graduate Students and Part of Your Graduation Requirements

Once your thesis is finalized, meaning that the required grade has been earned and all edits have been completed, you must upload your thesis to Harvard University’s electronic thesis and dissertation submission system (ETDs). Uploading your thesis ETDs is an explicit degree requirement; you cannot graduate without completing this step.

The thesis project will be sent to several downstream systems:

• Your work will be preserved using Harvard’s digital repository DASH (Digital Access to Scholarship at Harvard).
• Metadata about your work will be sent to HOLLIS (the Harvard Library catalog).
• Your work will be preserved in Harvard Library’s DRS2 (digital preservation repository).

By submitting work through ETDs @ Harvard you will be signing the Harvard Author Agreement. This license does not constrain your rights to publish your work subsequently. You retain all intellectual property rights.

For more information on Harvard’s open access initiatives, we recommend you view the Director of the Office of Scholarly Communication (OSC), Peter Suber’s brief introduction .

Thesis Grading

You need to earn a grade of B- or higher in the thesis. All standard course letter grades are available to your thesis director. If you fail to complete substantial work on the thesis, you will earn a grade of TNC (thesis not complete). If you have already earned two withdrawal grades, the TNC grade will count as a zero in your cumulative GPA.

If you earn a grade below B-, you will need to petition the Administrative Board for permission to attempt the thesis for a second and final time. The petition process is only available if you are in good academic standing and your five-year, degree-completion deadline allows for more time. Your candidacy will automatically expire if you do not successfully complete the thesis by your required deadline.

If approved for a second attempt, you may be required to develop a new proposal on a different topic by re-enrolling in the CTP and being assigned a different thesis director. Tuition for the second attempt is calculated at the current year’s rate.

If by not passing the thesis you fall into poor academic standing, you’ll need to take additional degree-applicable courses to return to good standing before re-engaging with the thesis process for the second and final time. This is only an option if your five-year, degree-completion deadline allows for more time.

The Board only reviews cases in which extenuating circumstances prevented the successful completion of the thesis.

Harvard Division of Continuing Education

The Division of Continuing Education (DCE) at Harvard University is dedicated to bringing rigorous academics and innovative teaching capabilities to those seeking to improve their lives through education. We make Harvard education accessible to lifelong learners from high school to retirement.

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

• Privacy Policy

Home » Thesis – Structure, Example and Writing Guide

Thesis – Structure, Example and Writing Guide

Table of contents.

Definition:

Thesis is a scholarly document that presents a student’s original research and findings on a particular topic or question. It is usually written as a requirement for a graduate degree program and is intended to demonstrate the student’s mastery of the subject matter and their ability to conduct independent research.

History of Thesis

The concept of a thesis can be traced back to ancient Greece, where it was used as a way for students to demonstrate their knowledge of a particular subject. However, the modern form of the thesis as a scholarly document used to earn a degree is a relatively recent development.

The origin of the modern thesis can be traced back to medieval universities in Europe. During this time, students were required to present a “disputation” in which they would defend a particular thesis in front of their peers and faculty members. These disputations served as a way to demonstrate the student’s mastery of the subject matter and were often the final requirement for earning a degree.

In the 17th century, the concept of the thesis was formalized further with the creation of the modern research university. Students were now required to complete a research project and present their findings in a written document, which would serve as the basis for their degree.

The modern thesis as we know it today has evolved over time, with different disciplines and institutions adopting their own standards and formats. However, the basic elements of a thesis – original research, a clear research question, a thorough review of the literature, and a well-argued conclusion – remain the same.

Structure of Thesis

The structure of a thesis may vary slightly depending on the specific requirements of the institution, department, or field of study, but generally, it follows a specific format.

Here’s a breakdown of the structure of a thesis:

This is the first page of the thesis that includes the title of the thesis, the name of the author, the name of the institution, the department, the date, and any other relevant information required by the institution.

This is a brief summary of the thesis that provides an overview of the research question, methodology, findings, and conclusions.

This page provides a list of all the chapters and sections in the thesis and their page numbers.

Introduction

This chapter provides an overview of the research question, the context of the research, and the purpose of the study. The introduction should also outline the methodology and the scope of the research.

Literature Review

This chapter provides a critical analysis of the relevant literature on the research topic. It should demonstrate the gap in the existing knowledge and justify the need for the research.

Methodology

This chapter provides a detailed description of the research methods used to gather and analyze data. It should explain the research design, the sampling method, data collection techniques, and data analysis procedures.

This chapter presents the findings of the research. It should include tables, graphs, and charts to illustrate the results.

This chapter interprets the results and relates them to the research question. It should explain the significance of the findings and their implications for the research topic.

This chapter summarizes the key findings and the main conclusions of the research. It should also provide recommendations for future research.

This section provides a list of all the sources cited in the thesis. The citation style may vary depending on the requirements of the institution or the field of study.

This section includes any additional material that supports the research, such as raw data, survey questionnaires, or other relevant documents.

How to write Thesis

Here are some steps to help you write a thesis:

• Choose a Topic: The first step in writing a thesis is to choose a topic that interests you and is relevant to your field of study. You should also consider the scope of the topic and the availability of resources for research.
• Develop a Research Question: Once you have chosen a topic, you need to develop a research question that you will answer in your thesis. The research question should be specific, clear, and feasible.
• Conduct a Literature Review: Before you start your research, you need to conduct a literature review to identify the existing knowledge and gaps in the field. This will help you refine your research question and develop a research methodology.
• Develop a Research Methodology: Once you have refined your research question, you need to develop a research methodology that includes the research design, data collection methods, and data analysis procedures.
• Collect and Analyze Data: After developing your research methodology, you need to collect and analyze data. This may involve conducting surveys, interviews, experiments, or analyzing existing data.
• Write the Thesis: Once you have analyzed the data, you need to write the thesis. The thesis should follow a specific structure that includes an introduction, literature review, methodology, results, discussion, conclusion, and references.
• Edit and Proofread: After completing the thesis, you need to edit and proofread it carefully. You should also have someone else review it to ensure that it is clear, concise, and free of errors.
• Submit the Thesis: Finally, you need to submit the thesis to your academic advisor or committee for review and evaluation.

Example of Thesis

Example of Thesis template for Students:

Title of Thesis

Table of Contents:

Chapter 1: Introduction

Chapter 2: Literature Review

Chapter 3: Research Methodology

Chapter 4: Results

Chapter 5: Discussion

Chapter 6: Conclusion

References:

Appendices:

Note: That’s just a basic template, but it should give you an idea of the structure and content that a typical thesis might include. Be sure to consult with your department or supervisor for any specific formatting requirements they may have. Good luck with your thesis!

Application of Thesis

Thesis is an important academic document that serves several purposes. Here are some of the applications of thesis:

• Academic Requirement: A thesis is a requirement for many academic programs, especially at the graduate level. It is an essential component of the evaluation process and demonstrates the student’s ability to conduct original research and contribute to the knowledge in their field.
• Career Advancement: A thesis can also help in career advancement. Employers often value candidates who have completed a thesis as it demonstrates their research skills, critical thinking abilities, and their dedication to their field of study.
• Publication : A thesis can serve as a basis for future publications in academic journals, books, or conference proceedings. It provides the researcher with an opportunity to present their research to a wider audience and contribute to the body of knowledge in their field.
• Personal Development: Writing a thesis is a challenging task that requires time, dedication, and perseverance. It provides the student with an opportunity to develop critical thinking, research, and writing skills that are essential for their personal and professional development.
• Impact on Society: The findings of a thesis can have an impact on society by addressing important issues, providing insights into complex problems, and contributing to the development of policies and practices.

Purpose of Thesis

The purpose of a thesis is to present original research findings in a clear and organized manner. It is a formal document that demonstrates a student’s ability to conduct independent research and contribute to the knowledge in their field of study. The primary purposes of a thesis are:

• To Contribute to Knowledge: The main purpose of a thesis is to contribute to the knowledge in a particular field of study. By conducting original research and presenting their findings, the student adds new insights and perspectives to the existing body of knowledge.
• To Demonstrate Research Skills: A thesis is an opportunity for the student to demonstrate their research skills. This includes the ability to formulate a research question, design a research methodology, collect and analyze data, and draw conclusions based on their findings.
• To Develop Critical Thinking: Writing a thesis requires critical thinking and analysis. The student must evaluate existing literature and identify gaps in the field, as well as develop and defend their own ideas.
• To Provide Evidence of Competence : A thesis provides evidence of the student’s competence in their field of study. It demonstrates their ability to apply theoretical concepts to real-world problems, and their ability to communicate their ideas effectively.
• To Facilitate Career Advancement : Completing a thesis can help the student advance their career by demonstrating their research skills and dedication to their field of study. It can also provide a basis for future publications, presentations, or research projects.

When to Write Thesis

The timing for writing a thesis depends on the specific requirements of the academic program or institution. In most cases, the opportunity to write a thesis is typically offered at the graduate level, but there may be exceptions.

Generally, students should plan to write their thesis during the final year of their graduate program. This allows sufficient time for conducting research, analyzing data, and writing the thesis. It is important to start planning the thesis early and to identify a research topic and research advisor as soon as possible.

In some cases, students may be able to write a thesis as part of an undergraduate program or as an independent research project outside of an academic program. In such cases, it is important to consult with faculty advisors or mentors to ensure that the research is appropriately designed and executed.

It is important to note that the process of writing a thesis can be time-consuming and requires a significant amount of effort and dedication. It is important to plan accordingly and to allocate sufficient time for conducting research, analyzing data, and writing the thesis.

Characteristics of Thesis

The characteristics of a thesis vary depending on the specific academic program or institution. However, some general characteristics of a thesis include:

• Originality : A thesis should present original research findings or insights. It should demonstrate the student’s ability to conduct independent research and contribute to the knowledge in their field of study.
• Clarity : A thesis should be clear and concise. It should present the research question, methodology, findings, and conclusions in a logical and organized manner. It should also be well-written, with proper grammar, spelling, and punctuation.
• Research-Based: A thesis should be based on rigorous research, which involves collecting and analyzing data from various sources. The research should be well-designed, with appropriate research methods and techniques.
• Evidence-Based : A thesis should be based on evidence, which means that all claims made in the thesis should be supported by data or literature. The evidence should be properly cited using appropriate citation styles.
• Critical Thinking: A thesis should demonstrate the student’s ability to critically analyze and evaluate information. It should present the student’s own ideas and arguments, and engage with existing literature in the field.
• Academic Style : A thesis should adhere to the conventions of academic writing. It should be well-structured, with clear headings and subheadings, and should use appropriate academic language.

Advantages of Thesis

There are several advantages to writing a thesis, including:

• Development of Research Skills: Writing a thesis requires extensive research and analytical skills. It helps to develop the student’s research skills, including the ability to formulate research questions, design and execute research methodologies, collect and analyze data, and draw conclusions based on their findings.
• Contribution to Knowledge: Writing a thesis provides an opportunity for the student to contribute to the knowledge in their field of study. By conducting original research, they can add new insights and perspectives to the existing body of knowledge.
• Preparation for Future Research: Completing a thesis prepares the student for future research projects. It provides them with the necessary skills to design and execute research methodologies, analyze data, and draw conclusions based on their findings.
• Career Advancement: Writing a thesis can help to advance the student’s career. It demonstrates their research skills and dedication to their field of study, and provides a basis for future publications, presentations, or research projects.
• Personal Growth: Completing a thesis can be a challenging and rewarding experience. It requires dedication, hard work, and perseverance. It can help the student to develop self-confidence, independence, and a sense of accomplishment.

Limitations of Thesis

There are also some limitations to writing a thesis, including:

• Time and Resources: Writing a thesis requires a significant amount of time and resources. It can be a time-consuming and expensive process, as it may involve conducting original research, analyzing data, and producing a lengthy document.
• Narrow Focus: A thesis is typically focused on a specific research question or topic, which may limit the student’s exposure to other areas within their field of study.
• Limited Audience: A thesis is usually only read by a small number of people, such as the student’s thesis advisor and committee members. This limits the potential impact of the research findings.
• Lack of Real-World Application : Some thesis topics may be highly theoretical or academic in nature, which may limit their practical application in the real world.
• Pressure and Stress : Writing a thesis can be a stressful and pressure-filled experience, as it may involve meeting strict deadlines, conducting original research, and producing a high-quality document.
• Potential for Isolation: Writing a thesis can be a solitary experience, as the student may spend a significant amount of time working independently on their research and writing.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

You may also like

Data Collection – Methods Types and Examples

Delimitations in Research – Types, Examples and...

Research Process – Steps, Examples and Tips

Research Design – Types, Methods and Examples

Institutional Review Board – Application Sample...

Evaluating Research – Process, Examples and...

• Staff Directory
• Library Policies
• Hege Research Award
• Quaker Archives
• Art Gallery
• Student Support
• Teaching & Learning
• Reserving spaces
• Technology Lending
• Interlibrary Loan
• Course Reserves
• Copyright & Fair Use
• Poster Printing
• Virtual Reference
• Research Guides
• Off-campus access
• Digital Scholarship
• Guilford Sources
• Open Educational Resources
• Quaker Collections
• Digital Collections
• College Archives
• Underground Railroad
• Universities Studying Slavery
• Images & Exhibitions

Service Alert

Hege Library & Learning Technologies

Guide for Thesis Research

• Introduction to the Thesis Process
• Project Planning
• Literature Review
• Theoretical Frameworks
• Research Methodology
• GC Honors Program Theses
• Thesis Submission Instructions This link opens in a new window
• Accessing Guilford Theses from 1898 to 2020 This link opens in a new window

Web Resources

• Developing a Thesis - Harvard College Writing Center
• How to Write Your Thesis - Columbia University
• Navigating the Dissertation - University of Southern California

Mapping Out Your Thesis Project

Good project planning will help you make the most out of your thesis experience. Here are some pointers:

• What are the specific requirements for theses in your department?
• What type of sources will you need?
• How much information will you need?
• What kind of data will you need to collect?
• Start your thesis project with enough time.
• Establish a working schedule.
• Establish benchmarks.
• ​Anticipate difficulties in the research process.
• Give yourself leeway to refine or alter your topic as needed.
• Be willing to try different strategies as you conduct your research.
• Databases you have consulted
• Search queries you have used
• Relevant sources you have located
• Have you found sufficient quality information?
• Have you answered your research questions?
• Can you develop and support a coherent argument with the sources that you have?
• Do you have enough to fulfill your thesis requirements?
• Give yourself time to analyze your sources. Consider how they tie together and help support the points you wish to make.
• Give yourself time to craft your written product. Make sure it effectively communicates the research you have done and the ideas you wish to express.
• Show drafts of your written product to others. Ask for their honest feedback, and take it into account.
• Be very clear about what you wish to say and how you will support it.
• Anticipate possible questions you might get.
• Rehearse as much as possible.
• Enjoy the experience!  
• << Previous: Introduction to the Thesis Process
• Next: Literature Review >>
• Last Updated: Jan 23, 2024 4:31 PM
• URL: https://library.guilford.edu/thesis-guide

Project Work - Aalto Thesis Student Guide

Project work

Successful projects do not meet their goals and deadlines by chance. They are well planned beforehand and have clearly defined goals. We strongly recommend utilising principles and tools of project management in your Aalto Thesis projects. The saying goes “well planned is half done”, and that’s especially true for a Master's thesis project. 

One of the most frequently mentioned problems or challenges of writing a thesis is students’ time management. But no need to worry! More often than not, challenges arise from just not utilising the right tools. If you can create, update and manage a project plan solely within your head, that’s fine. If you think that seems unnecessarily challenging, use proven tools and guidelines created by project work professionals!

What is a project?

Contemporary business and science treat as a project any undertaking, carried out individually or collaboratively and possibly involving research or design, that is carefully planned (usually by a project team) to achieve a particular aim (from Oxford dictionary 2016). This definition is a bit clumsy, so let’s look at it in more detail: 

A project  

• Has one or more actors who carry out the project; those who do the actual work
• Is planned beforehand. Planning stage may require additional research or design activities
• Has a clearly defined goal
• Has a limited time span, and a clearly defined starting and ending point

In the case of Aalto Thesis, the encompassing goal of the project will be to address the challenge presented by the partner, in the form of a set of Master’s theses and a joint summary.

What are the main components of a project/typical project working phases? 

Projects can be divided into three main phases:

• The planning phase that includes planning and setting up the project. Outcome of the planning phase is a detailed project plan . The project plan is a tool for the student team, not something that’s completed only for the Aalto Thesis team or the partner. Go through it carefully and address each point in detail. If your project plan is insufficient or carelessly written, it will not be accepted. More information on the project plan can be found above
• The working phase , where most of the actual work is carried out by following the steps of the project plan. Mind you, your individual thesis projects, and even the project as a whole, can evolve during Aalto Thesis. Projects are developing, often creative processes where change is typical. This is okay, as long as you keep the project’s stakeholders updated on changes and issues regarding your thesis. Bigger changes need to be negotiated with the partner, and can be better addressed the sooner they come up. Communicate and adjust! 
• The end phase , when the work is finalised and the final product (final version of the thesis + the joint summary) are delivered to the partner (+ the Aalto Thesis Team, your supervisor and other reviewers who will give the final acceptance and the grade)

A Master's Thesis in the context of project work

In the case of writing a Master’s thesis, we already know the goal of the project – even without knowing anything about the actual field specific contents of the thesis. The goal is to produce a thesis manuscript that is a scientific report that:

• Follows a specific set of rules for formatting text and images aka. writing instructions for Master’s thesis set by the academic institution
• Fulfils the content criteria for Master’s thesis set by the academic institution. Normally, these include :
• Literature review of the chosen topic.  
• Description of research and other methods used in the thesis
• Description of the material used, and the results obtained
• Discussion and conclusion

For Aalto Thesis, these individual goals are accompanied by your common goal of addressing the larger challenge at hand, and producing an interdisciplinary summary to tackle said challenge.

Personal resources to manage

Every project needs resources. Typically, these include money, time, equipment and personnel. Aalto Thesis is no different. Your personal thesis project requires resources. Below is an educated guess, in order of importance, what kind of resources you might need in your thesis project:

• Time - Aalto Thesis provides much more explicit structure and process to the thesis project than is typically available. Still, consider the following: the work needs to be allocated enough working hours by the student, each day, week, and month. Also, the time your supervisor has available needs to be considered. Organise and plan your calendar so that enough time is available for working on your thesis
• “Mental capital” - Aalto Thesis provides social and emotional support in the forms of your student team, and the Aalto Thesis staff. Please let us always know if there are issues! Writing a thesis is a long process with ups and downs. You need positive attitude, support, persistence, self-leadership and ability to cope with elevated stress levels. Do not be discouraged though. These are common requirements that most of the people will face in their everyday working lives. No superhero powers are required, you got this! 
• Money - Aalto Thesis provides a study grant to all attending students. You need to pay rent and even eat during your thesis project. Try and arrange your finances to match your thesis project, and remember that commitment to the project is required for the grant as well!

The Project Plan

You can find the project plan template here.  .

In the beginning of Aalto Thesis, all student teams are required to compile and submit a detailed project plan. The first three points of the project plan are focused more on the grander scheme of things: what the project is about, what are you going to do to successfully reach your goals, and what your methodology of reaching those goals will be. The following three are more to-the-point about the work itself.

• Project background  - What is the partner organisation about, why are they interested in this topic, why is the challenge timely? The larger context of the project 
• Project objectives and subprojects  - The concrete goals of the project, and the students’ individual theses as the subprojects 
• Project approach  - How the project is going to be executed, how is it going to reach the set goals 
• Communication plan  - Especially important to teamwork dynamics, crucial to avoid unnecessary conflict. How a team is going to communicate, what are the accepted forms and methods for communicating internally and externally. Who’s in charge of writing memos, when is it appropriate to message or call someone about the project, in what time is it appropriate to expect someone to address messages. In addition to listing the communication tools, for example, include rules on when it is acceptable to contact other team members e.g. not on the weekends or after 17:00
• Risk analysis  - Often perceived as the “necessary evil” of creating a project plan, risk analysis should help anticipate and proactively minimise concrete, not imaginary, risks to the project. Having an idea about the likeliest risks and how to mitigate them is crucial. In addition to the most likely risks, you should give some thought into worst case scenarios, and figure out an action plan. What if someone has to drop out of the project? What if there’s a problem with dividing the common workload equally? What if there are 50-50 disagreements? – Planning ahead already mitigates a lot of risks
• Schedule and tasks
• Other issues

Carefully going over the project plan is a great tool for avoiding extra work in the form of overlapping research areas, meeting inefficiencies, miscommunication and scheduling. That said, don’t fall in love with the project plan. It’s a tool, and it might have to be changed or amended later on. Keys to successful projects are communication, teamwork, and keeping all stakeholders updated. Work smart!

Team Contract - An option to expand on the Project Plan

You can find the team contract template here.  .

Aalto Thesis does not require you to sign a team contract, and making one for your team is entirely optional. It’s presented here as a method of addressing potential points of conflict and to ensure that everything in your team goes as agreed and as smoothly as possible. 

The purpose of a team contract is to ensure mutual understanding of the team members’ responsibilities and rights regarding the project. Additionally, it is a formal agreement of working in an encouraging, problem-solving, and respectful atmosphere. This is by no means a legal document, but a common agreement on mutual respect within the team. It is highly recommended to give thorough thought into topics such as:

• Managing time on and time off the project
• Working hours
• Communication practices
• Common deadlines, e.g. presentation slide deadlines for status meets
• Decision making processes, e.g. in cases of disagreement
• Whatever team members wish to address

Project description for the website

Aalto Thesis will ask you to write a concise news piece about the project your team worked on during Aalto Thesis. The articles are posted on the aalto.fi site, as a reference of the programme for potential new students, partners, and the university staff. This is also a good exercise regarding how to communicate your professional capabilities and experience when you’re advancing your career.

You will find guidelines for writing the description here .

Managing and planning a project - Practical Tips

• Aim to complete as much of your degree studies as possible before starting your thesis . Aalto Thesis is full-time work. If you do not have any other courses running, or have to work simultaneously you can free up maximal time resources and lower your overall stress levels during your project
• Take care of your physical and mental health . Prioritise a good night’s sleep, try to eat healthy and exercise regularly. This helps you to feel more energetic and makes it easier to concentrate on complex problem solving that thesis requires
• Think about you past studies . Have you completed any courses where the main completion method was project type working? What did you learn during those projects? What kinds of actions led to positive results? Was there anything negative? And how about subject studies that may have provided you with useful tools and theoretical frameworks? Use those past experiences to your advantage! 

Ask for help! From your friends, fellow students, Aalto Thesis staff, your team, your parents, etc.

Managing and planning a project - Doing the actual work

During the thesis project you need continuous improvement in order to move based on your Gantt chart or timetable of your project. There is a project management tool that is known as PDCA cycle, or Deming Cycle. This feedback loop looks like this:

PLAN - DO - CHECK - ACT

PLAN your project properly;   

DO the necessary activities. Ask yourself:  

• Am I following my project schedule?  
• Am I taking all the necessary steps based on my supervisor’s and partner’s advice?  
• Am I documenting all my findings?   

CHECK the results of your activities and find the root causes of your weaknesses, ask yourself:  

• Have I analysed and compared my data to my prediction?   
• Have I summarised what I have found?   
• Have I identified my problems and weaknesses during the thesis process?  
• Have I checked the risks of my project?   

ACT based on the weaknesses and plan again for improve the thesis process, ask yourself:  

• Do I have a plan/ solution for my problem?    
• Do I know how to analyse the risk of my project and plan based on those risks again?    

Project Management resources

Aalto University has composed a video lecture series about Project Business . It may offer you additional insight about projects and project type working. 

For  Gantt chart -ing the project, there are numerous templates online! Check for example:

• https://www.gantt.com/  
• https://en.wikipedia.org/wiki/Gantt_chart  

Other project management online resources worth considering:

• Project Management Guidelines and Handbook
• Scrum guides  

Aalto Thesis Student Guide

Aalto thesis team, laura sivula.

• Published: 28.4.2020
• Updated: 21.12.2020

Search this site

Division of graduate studies menu, division of graduate studies, thesis vs. project.

• Thesis and Projects Guidelines

Difference between a Thesis and Project

A thesis is a research paper–a traditional master’s thesis. “Research” includes the use of interviews, surveys, online sources, and archival collections as well as traditional book-based work.

If you wish to engage in creative, alternative work, that’s a project. Examples of projects include writing a memoir or biography, composing original music, and filming a documentary. Internships and community service work can also lend themselves well to MALS projects. Projects must include a research component relevant to the nature of the endeavor.

Both projects and theses involve extensive research.  However, for the project the research is the background for, or supplementary to, the creative or alternative activity that forms the bulk of the project.

Expected length for theses and projects is at least 50 pages of text, excluding the signature pages, bibliography, etc. The number of sources used in research depends on the topic.  Both length and number of sources should be agreed upon with your advisor and second reader.

Your Advisor and Second Reader

Finding an Advisor

​If you know whom you’d like to ask to serve as your advisor, you’re welcome to talk with that person directly.  Otherwise, the MALS director will help you to identify appropriate faculty. 

Thesis advisors must be full-time UD faculty; UD regulations do not permit adjunct or retired faculty to serve as thesis advisors.  If you would like to work with an adjunct or retired faculty member, please ask the MALS director about the possibility of appointing co-advisors, one of whom must be a full-time UD faculty member. 

When you know who your advisor will be , please let the MALS office know so that the appropriate designations can be made in UDSIS. This is important so that you can be graded properly for your thesis/project work.

Finding a Second Reader

Once you know who your advisor will be, work with that person to identify a second reader. Ideally, the second reader should be able to fill in areas of expertise that differ from those of the advisor.  As an example, a student who is writing about the effect of Saturday morning cartoons on the behavior of children might want to work with someone who specializes in mass communication and someone else who knows about child psychology.

If you need suggestions for a person to serve as second reader, please contact the director, who will help you identify an appropriate person.

The Role of Your Advisor and Second Reader

Your advisor helps you to define your topic and to refine your proposal.  He or she also provides suggestions, guidance, and feedback as needed.  Although there is no single model for student-advisor interaction, it is a good idea to touch base with the advisor periodically rather than doing a whole semester’s work before discussing it with the advisor.

In your last semester, you should submit your finished work to the advisor at least a month, and preferably six weeks, before the due date.  The advisor may require revisions before approving the work.  There is no hard-and-fast rule about whether the work goes first to the advisor and then to the second reader, or to both at the same time.  The advisor is solely responsible for assigning a grade to the work.

The second reader should offer advice, suggest sources, and provide other help in the areas of the work that fall within his or her expertise.  Like the advisor, the second reader must approve both the proposal and the finished work.  There is no hard-and-fast rule about whether the work goes first to the advisor and then to the second reader, or to both at the same time.  The second reader may and should require any revisions he/she deems necessary.  If differences of opinion arise between the advisor and second reader, those should be resolved by the two faculty members, not by the student.

Getting a Topic Approved

​Once you have established a relationship with an advisor, you will write a thesis or project  proposal . After being approved by both the thesis/project advisor and the second reader, the proposal should be sent to the MALS director as an e-mail attachment with copies to the advisor and second reader.  No hard-copy signatures are necessary.  The MALS director will forward it to the Faculty Advisory Committee, which normally responds within a week.  As soon as the proposal is approved, you are ready to start your work.

Students are encouraged to submit a thesis/project proposal during or shortly after their final MALS course.  If you take time to write the proposal during MALS869 or 879, you decrease your chances of finishing your work in the projected graduation term.

At the very latest, you must submit a proposal by the end of the seventh week of the first semester in which you register for MALS 869 or 879.

Click here for detailed instructions on submitting your proposal:  Proposal Guidelines Revised 12-2020.pdf

Registering for Thesis/Project Credit

Please contact the MALS office ( [email protected] ; 302-831-4130) to register for thesis or project credit.  We will insure that your advisor is designated as the instructor so that you can be appropriately graded for your work.

You must take a total of six credits of MALS869 (thesis) or MALS879 (project). The number of credits you take each semester is up to you. You are required to be registered for credits each fall and spring semester until you graduate. You may sign up for MALS869 or 879 in winter or summer if you wish to do so. The decision about how many credits to take each semester should be based on the amount of time you propose to devote to the thesis or project that semester. You should also bear in mind that the semester in which you graduate is not a full semester of work on the thesis or project even if you are registered for MALS869 or 879 at that time. The completed work is due in mid-November in the fall semester and in mid-April in the spring semester, which means that the final draft has to reach the thesis/project advisor at least a month before that. Please see current deadlines at  grad.udel.edu/policies/step-by-step-guide-to-graduation/#submission-dates .

Ideally, you should pace the credits of MALS869 or 879 to finish the credits and the work in the same semester. If that does not work out, you must register for sustaining credit each semester until you graduate, including the graduation semester itself. Requests for sustaining status should be sent to the MALS director, who will forward them to the Graduate College. 

Structure and Formatting of Your Thesis/Project

Your advisor will help you to select a style guide that is appropriate for the kind of work you are doing.  The most commonly used are the Modern Language Association Style Manual, the Publication Manual of the American Psychological Association, and the Chicago Manual of Style.  This style guide will help you structure such things as footnotes and the Works Cited page.

For both a thesis and a project, you must acquire and use the  UD Thesis / Dissertation Styles  to set up the format for your paper. These styles will ensure that your document meets the standard formatting requirements.

Regardless of whether you are doing a thesis or a project, you should consult the UD Graduate College’s Thesis and Dissertation Manual, available at  https://grad.udel.edu/wp-content/uploads/2019/07/UD-Thesis-Manual-7-19.pdf .  

If you are doing a project rather than a thesis, check the sample title and signature pages. Your signature page should include lines for the signatures of the advisor and the MALS director only.​

For specific requirements for MALS  projects , please refer to  MALS Project Requirements.pdf

Grading Thesis or Project Credits

As you complete credits of MALS869 (thesis) or 879 (project), your advisor should assign a grade of Satisfactory or Unsatisfactory.  These are temporary grades, and when you complete the work, they will be replaced by the regular letter grade the advisor assigns to the completed project or thesis.  

Including Interviews and Surveys

​Any form of research, including interviews and surveys, is acceptable in both theses and projects. If you propose to use interviews or surveys, it is necessary to get approval from the UD Human Subjects Review Board. More information is available  here .

Submitting Your Project or Thesis

Thesis 

Please consult the Graduate College’s  Thesis and Dissertation Manual for details.

As that manual indicates, theses are submitted online as a pdf file.

For a project, the only signatures required are the advisor, second reader and MALS program director. A sample  signature page  is available. The project does not need to be submitted to the dean’s Office or Graduate College.

Projects are due to the MALS office on the same day as theses are due to the Graduate College in a given semester. Students must submit a pdf of the project to the MALS office, including signature pages (for mixed media projects, the written portion thereof). The abstract of the project will be placed on the MALS website.

If a project has a non-print component, such as music or film, a copy should be submitted on CD, DVD, or whatever other format is appropriate.

Your deadlines for submission of your project or thesis are available at  http://grad.udel.edu/policies/step-by-step-guide-to-graduation/ .

• Why MALS at UD?
• Degree Requirements
• Core Courses
• Current Course Offerings
• Future Course Offerings
• Course Archive
• Concurrently Earn a Certificate
• Taking Courses Outside the MALS Program
• Transfer Credit
• Requirements for Admission
• Application Procedure
• Application Deadlines
• Alumni and Student Profiles
• Student-Alumni Association Board
• Faculty Advisory Committee
• MALS Student Handbook
• Registering for Courses
• Tracking Your Progress
• Customizing Your Curriculum
• Paying for Courses
• Library Resources
• The Writing Center
• Research/Travel Grants
• Leave of Absence/Sustaining Status
• Raymond Callahan Prize
• The Value of Your MALS Degree in the Workplace
• Student-Alumni Association
• What’s Happening at UD?
• ©   University of Delaware
• Legal Notices
• Accessibility Notice

Home > College of Social and Behavioral Sciences > Social Work > Social Work Theses

Social Work Theses, Projects, and Dissertations

Theses/projects/dissertations from 2024 2024.

WHAT IS THE READINESS OF SOCIAL WORK STUDENTS TO WORK WITH AUTISTIC INDIVIDUALS? , Ignacio Aguilar Pelaez

THE DISPROPORTIONATE IMPACTS OF CERTAIN FACTORS THAT DIFFERENTIATE THE AMOUNT OF MENTAL HEALTH REFERRALS OF SCHOOL A COMPARED TO SCHOOL B , Jesus Barrientos

Caregivers of Dialysis Patients , Alyssa Bousquet and Amelia Murillo

BARRIERS TO AND FACILITATORS OF CARE: EXPLORING HOW LOW-INCOME WOMEN ACCESS REPRODUCTIVE HEALTHCARE IN A RURAL COMMUNITY , Sydney Taylor Casey

ACCESSIBILITY OF SERVICES FOR TRANSGENDER ADOLESCENTS FROM A CHILD WELFARE PERSPECTIVE , Eduardo Cedeno

WHAT ARE THE BARRIERS TO SEEKING PSYCHOTHERAPY SERVICES ACROSS DIFFERENT RACIAL AND ETHNIC GROUPS? , Deysee Chavez and Elisa Rodarte

Homelessness In The Coachella Valley , Katrina Clarke

EXAMINING THE EFFECTIVENESS OF PSYCHOSOCIAL INTERVENTIONS FOR OPIOID USE DISORDER: A SYSTEMATIC REVIEW , Elizabeth Ashley Contreras

IS A SOCIAL SUPPORT BASED MODEL BETTER FOR TREATING ALCOHOLISM? A SYSTEMATIC REVIEW , Jordan Anthony Contreras

SOCIAL WORKERS’ PREPAREDNESS FOR PRACTICE WITH PATIENTS EXPERIENCING PSYCHOTIC DISORDERS , Paula Crespin

INVESTIGATING THE LEVEL OF EVIDENCE OF ADVERSE CHILDHOOD EXPERIENCES AND PARENTING PRACTICES: A SYSTEMATIC REVIEW , Eloisa Deshazer

Treatment not Punishment: Youth Experiences of Psychiatric Hospitalizations , Maira Ferrer-Cabrera

IMPLEMENTATION OF MENTAL HEALTH SERVICES AND CURRICULUM FOR ELEMENTARY-AGED CHILDREN , Indra Flores Silva and Jason Kwan

STRESS AND HELP-SEEKING IN FARMWORKERS IN THE COACHELLA VALLEY , Alexis Garcia and Daniela Mejia

THE EFFECTIVNESS OF FEDERAL PELL GRANT PROGRAM , Maria Delcarmen Garcia Arias and Ashley Hernandez

PARENT INVOLVEMENT AND EDUCATIONAL OUTCOMES AMONG LATINO FAMILIES , Diana Garcia and Gabriela Munoz

PROGRESSION OF BLACK WOMEN IN TENURE RANKED POSITIONS , Unique Givens

Child Maltreatment Primary Prevention Methods in the U.S.: A Systematic Review of Recent Studies , Maria Godoy-Murillo

Assessing and Meeting the Needs of Homeless Populations , Mitchell Greenwald

EDUCATIONAL OUTCOMES FOR YOUTH THAT PARTICIPATED IN EXTENDED FOSTER CARE: A SYSTEMATIC REVIEW , Kassandra Mayorga and Roxana Sanchez

THE OBSTACLES FACING HOMELESS VETERANS WITH MENTAL ILLNESS WHEN OBTAINING HOUSING , Melissa Miro

HOW DID THE COVID-19 PANDEMIC IMPACT EXTENDED FOSTER CARE SOCIAL WORKERS WHILE PROVIDING SOCIAL SERVICES , Omar Ramirez and Victoria Lopez

MAJOR FACTORS OF SUSTAINING RECOVERY AFTER RELAPSE FROM A SUBSTANCE USE DISORDER , Amanda Tei Sandhurst

UNDERSTANDING THE PERSPECTIVES AND ATTITUDES OF 12-STEP PARTICIPANTS TOWARDS MEDICATION-ASSISTED TREATMENT , Christopher Scott

THE UTILIZATION OF MUSIC AND AUTONOMOUS SENSORY MERIDIAN RESPONSE IN REDUCING STRESS , Robert Scott

Exploring the Experiences of Minority Former Foster Youths During and Post Care: A Qualitative Study , Caithlyn Snow

RESILIENCE IN FATHERHOOD: EXPLORING THE IMPACT OF ABSENT FATHERS ON BLACK AMERICAN MEN'S PARENTING NARRATIVES AND PRACTICES , Ericah Thomas

FACTORS THAT IMPACT FOSTER YOUTHS’ HIGH SCHOOL GRADUATION , Esther Thomas

JUSTICE-INVOLVED STUDENTS: EFFECTS OF USING SUPPORT SERVICES TO OVERCOME BARRIERS , Gabby Walker and Sofia Alvarenga

MANDATED REPORTERS’ KNOWLEDGE AND REPORTING OF CHILD ABUSE , Alexis Reilly Warye

Theses/Projects/Dissertations from 2023 2023

PROLONGED EXPOSURE TO CONGREGATE CARE AND FOSTER YOUTH OUTCOMES , Tiffany Acklin

YOU CALL US TREATMENT RESISTANT: THE EFFECTS OF BIASES ON WOMEN WITH BORDERLINE PERSONALITY DISORDER , Cassidy Acosta

EXAMINING SOCIAL DETERMINANTS OF HEALTH OF FORMERLY INCARCERATED CALIFORNIA STUDENTS WHO GRADUATED FROM PROJECT REBOUND , Ashley C. Adams

ALTERNATIVE APPROACHES TO POLICE INTERVENTIONS WHEN RESPONDING TO MENTAL HEALTH CRISES INCIDENTS , Karen Rivera Apolinar

Understanding Ethical Dilemmas in Social Work Practice , Arielle Arambula

IS THERE A RELATIONSHIP BETWEEN PROFESSORIAL-STUDENT RACIAL MATCH AND ACADEMIC SATISFACTION OF AFRICAN AMERICAN SOCIAL WORK STUDENTS , Ashlei Armstead

NON-SPANISH SPEAKING LATINOS' EXPERIENCES OF INTRAGROUP MARGINALIZATION AND THE IMPLICATIONS FOR ETHNIC IDENTITY , Marissa Ayala

SERVICES AVAILABLE IN THE MIXTEC COMMUNITY AND THE BARRIERS TO THOSE SERVICES , Currie Bailey Carmon

IMPACT OF OUTDOOR ADVENTURE ON THE SELF-ESTEEM, SELF-CONFIDENCE, AND COMFORT LEVEL OF BLACK AND BROWN GIRLS , Nathan Benham

THE ROLE UNDOCUMENTED STUDENT RESOURCE CENTERS PLAY IN SUPPORTING UNDOCUMENTED STUDENTS IN HIGHER EDUCATION , Cynthia Boyzo

Program Evaluation of Teen Parent Support Group , Brianne Yvonne Irene Brophy

THE IMPACT THE JOB STRESS OF A CHILD WELFARE SOCIAL WORKER HAS ON THE QUALITY OF THEIR RELATIONSHIP WITH THEIR INTIMATE PARTNER , Nadine Cazares

Adverse Effects for Siblings Who Witness Child Abuse , Leslie Chaires

ASIAN DISCRIMINATION: IN THE FIELD OF SOCIAL WORK , Sunghay Cho

PERCEIVED FINANCIAL STRAIN AND ITS EFFECTS ON COLLEGE STUDENTS’ WELFARE , Monica Contreras and Clarissa Adrianna Martinez

The Media and Eating Disorders , Diane Corey

INCREASING TEACHER AWARENESS OF MENTAL HEALTH IN CHILDREN , Sarah Alexis Cortes

The Investigation of Knowledge and Practice of Child Welfare Workers Providing Case Management to Children with Disabilities , Giselle Cruz

Examining The Relationship Between Technological Skills and Success In Higher Education Among Formerly Incarcerated Individuals , Ebony Cubias

SUPPORT FOR SOCIAL WORKERS TREATING ADOLESCENT SUBSTANCE ABUSERS , Monica DeLucia and Kethura Solano

MINORITIZED GROUPS AND SOCIAL INTEGRATION AND RECOVERY CAPITAL DEVELOPMENT IN MUTUAL AID FELLOWSHIPS , Kaelyn Doyle and Benjamin Wahl

EXAMINING EDUCATORS’ PERCEPTIONS AND PREPAREDNESS ON THE NEEDS OF UNDOCUMENTED STUDENTS , Imelda Duran Herrera

RESILENCY AND FATHERLESS HOUSEHOLDS , Joshua Ellis-Kennedy and Crystal Angelica Orellana

THE INCREASE OF SUICIDE RISKS AMONGST INDIVIDUALS WITH MENTAL HEALTH DISORDERS DURING THE COVID-19 PANDEMIC , Joanna Flores

Staff Turnover in Child Welfare , Maleena Flores

SOCIAL WORK STUDENT'S PERCEPTION, KNOWLEDGE, AND PREPAREDNESS IN SERVING UNACCOMPANIED MIGRANT CHILDREN , Miriam Flores Portillo and Estela Flores-Portillo

PERCEPTIONS OF THE IMPACT OF PARENTAL MENTAL HEALTH ON ADULT CHILDREN , Samantha Ann Gallo-Vargas and Queray McMihelk Jr.

HOW ARE MEDICAL SOCIAL WORKERS EQUIPPED WITH ADEQUATE TRAINING TO DETECT AND REPORT ELDER ABUSE IN HOSPICE , Crystal Garcia and Katherine Barba

How Stigma Impacts the Utilization of Mental Health Services Among Young Adults' Within Three Different Ethnic Minority Communities , Ivette Garcia and Melissa E. Gomez

THE EFFECTS OF COVID-19 ON CHILD ABUSE INVESTIGATION OUTCOMES , Kelly Gasso

INTERVENTIONS AVAILABLE TO CHILDREN AND ADOLESCENTS WITH OPPOSITIONAL DIFIANT DISORDER: A SCOPING REVIEW , Megan George and Jacqueline Laitano

HOW DOES HAVING A PET DURING THE CORONAVIRUS-19 PANDEMIC AMONG UNIVERSITY STUDENTS AFFECT ANXIETY AND DEPRESSION , Sugey Gonzalez-Escobedo and Jessica Morales Sanchez

SCHOOL FACULTY’S KNOWLEDGE AND AWARENESS OF SCHOOL-BASED MENTAL HEALTH PROGRAMS , Bianca Gonzalez Vargas and Cristal Cortes-Vazquez

HOW LATINO PARENTS COPED WITH FINANCIAL CHALLENGES DURING COVID-19 , Melissa Gradilla and Valerie Malagon

ASSESSING RURAL NORTHERN CALIFORNIA FOSTER PARENT RECRUITMENT STRATEGIES , Ava M. Hagwood

SOCIAL WORK’S ROLE IN ADDRESSING POLICE OPPRESSION: SOCIAL WORKERS’ PERSPECTIVES , Jess Husband

THE RELATIONSHIP BETWEEN MENTAL HEALTH AND THE AFRICAN AMERICAN ACADEMIC EXPERIENCE , Adelola Ige

EXAMINING THE CONTRIBUTING FACTORS TO AGING OUT OF FOSTER CARE , Aida Justiz Skipper and Ericka Ross

PROMOTING RESILIENCE FOR CHILDREN IN FOSTER CARE , Brenda Lara

SOCIAL DETERMINANTS AND THE SEXUAL HEALTH OF LGBTQ+ PEOPLE OF COLOR IN THE INLAND EMPIRE , Irad Leon

HOW HAS THE COVID-19 PANDEMIC IMPACTED CLIENTS OF THE EARLY DEVELOPMENT CENTER , Daniella Loera

FACTORS THAT INCREASE SOCIAL WORKER LONGEVITY IN CHILD WELFARE SERVICES , Heather Lovejoy

SAFETY ORGANIZED PRACTICE TRAINING AND IMPLEMENTATION IN CENTRAL CALIFORNIA , Alison Lucado

Indigenous Women and Traditional Paths to Healing , Lisa Mariano-Grise

SERVICES FOR AMERICAN INDIAN/ALASKA NATIVES FOSTER YOUTH VICTIMS OF SEXUAL EXPLOITATION: THE SOCIAL WORKER’S PERSPECTIVE , Maria Marquez

RESIDENTIAL CARE STAFF VIEWS ON THE TRAINING THAT THEY RECEIVE AND THEIR PERCEPTIONS ON PREPAREDNESS IN REGARD TO WORKING WITH RESIDENTS , Deziray Sorieya Marroquin

EFFECTS OF CORPORAL PUNISHMENT ON PARENTS , David Martinez and Linda Saleh Borghol

THE CHALLENGES HOMELESS MEN WITH HIV/AIDS FACE WHEN SEEKING HOUSING , Rosey Yvette Martinez

EXAMINING THE ASSOCIATION BETWEEN FAMILY COHESION AND THE RISK OF SUBSTANCE USE IN OFFSPRING , Angelica Mendoza

MENTAL HEALTH LITERACY AND ATTITUDES TOWARD MENTAL HEALTH HELP-SEEKING AMONG COLLEGE STUDENTS OF NON-MENTAL HEALTH PROFESSIONS , Hannah Metz

EFFECTIVE RESOURCES FOR ONLINE LEARNING A STUDY ON ELEMENTARY AGED CHILDREN , Marlene Mora-Lopez

FOSTER PARENT TRAINING, RETENTION, AND SATISFACTION: AN EXPLORATORY STUDY , Dennisse Moreno Romo and Dulcinea Catota

AGED OUT YOUTH'S PERCEPTION ON THE NEEDS OF EMANCIPATED FOSTER YOUTH , Linda Murillo

Attitudes of Social Work Students on the Use of Psychedelics as a Mental Health Treatment in Clinical Settings , Amanda Nickles

CHRONIC SORROW AND THE IMPACT ON PARENTS OF CHILDREN WITH DISABILITIES , Rhianna Mayra Nordlund

BARRIERS AND CHALLENGES THAT LGBTQ+ INDIVIDUALS FACE WHEN ACQUIRING MENTAL HEALTH CARE SERVICES. , Stephanie Nunez-Rivera

Examining the Obstacles in Rehoming the Homeless with Substance Use Addiction , Denise Ortuno

Access to Gender-Affirming Care and Mental Health of Transgender Individuals , Paola Osuna Berumen

EXAMINING SUPPORT SEEKING BEHAVIORS AND SOCIAL SUPPORT AMONG CHRONIC KIDNEY DISEASE PATIENTS , Ashley Padilla

THE BARRIERS DIRECT SOCIAL SERVICE WORKERS FACE WHEN WORKING WITH INCARCERATED YOUTH , Elizabeth Padilla and Valerie Mercado

UNDERSTANDING VICTIMS OF HUMAN TRAFFICKING: IDENTIFYING MACRO AND MICRO-LEVEL MENTAL HEALTH IMPLICATIONS , Abbigail Pereyra

COVID-INDUCED STRESS AND SYMPTOMS OF ANXIETY AND DEPRESSION IN UNDERGRADUATE STUDENTS , Quenea Popoca and Christina Ngo

STUDENTS' EDUCATIONAL OUTCOMES FOR HYBRID MSW PROGRAM , Carolina Profeta

Preserving Placement for Children with Behavioral Issues: A Qualitative Study of Child Welfare Social Workers in the United States , Jessica Katelyn Quin and Tara Belle Beam

Does the use of Social Media Have an Impact on Young Adults Body Identification? , Glycell Robledo Felix and Ashley Olmedo

ANXIETY, DEPRESSION, AND STRESS DURING COVID-19: A COMPARATIVE STUDY OF LATINO DREAMERS IN COLLEGE , Vanessa Robles and Janelly Molina

WHAT IS THE IMPORTANCE OF SOCIAL WORK INVOLVEMENT IN HOSPICE CARE TRANSITIONS FOR ILL CHILDREN AND THEIR FAMILIES , Natalie Rodas and Guillermina Morales

SOCIAL WORKERS’ PERCEPTIONS OF DISPROPORTIONALITY AND DISPARITY IN THE CHILD WELFARE SYSTEM , Nelyda Rodriguez

EXAMINING HOMELESSNESS AND ITS EFFECTS ON FUNCTIONING AMONG FOSTER CARE ALUMNI , Silvia Romero

THE IMPACT OF SOCIAL MEDIA USE ON SOCIAL ISOLATION AND MENTAL HEALTH AMONG YOUNG ADULTS , MARIANA ROMO

Page 1 of 16

Advanced Search

• Notify me via email or RSS
• Department, Program, or Office
• Disciplines

Author Corner

• School of Social Work homepage

A service of the John M. Pfau Library

Home | About | FAQ | My Account | Accessibility Statement

Privacy Copyright Acrobat Reader

• Directories
• Academic Departments
• Staff & Faculty
• Campus Info
• Calendars & Events
• Humboldt Brand
• Facility Rental
• Cares Reporting
• Ombuds Services
• Account Settings
• Reset Your Password
• Technology Assistance
• Course Info
• Class Schedule
• Course Rotations
• Major Academic Plans (MAPs)
• Registration
• Student Services
• Associated Students
• Financial Aid
• Tuition & Fee Payment
• Through Student Center
• Electronic Payments
• Student Financial Services

Graduate Studies

Search form.

• Thesis/Project Planning

If your program requires a thesis or project, this will be the culminating experience of your graduate program. Work with your committee or advisor to develop a plan, get your research approved and start to put together your thesis or project.

Starting Your Research

The Humboldt Library has a dedicated Research Desk to help you learn how to navigate the library's databases and resources. They also offer workshops on how to use library resources and get started on your research.

You may want to consider using a Citation Management System to organize the articles you will be using and citing in your thesis/project. Humboldt library offers short workshops (called SkillShops ) to help you learn programs like Zotero or OneNote to keep your research organized.

Research Approval

If you plan to conduct research involving a human subject, you will need to submit a proposal to the Institutional Review Board (IRB).

If you plan to conduct research involving non-human vertebrates, you will need to submit a proposal to the Institutional Animal Care and Use Committee (IACUC).

If you plan to use secondary data or research, you may be exempt from needing IRB or IACUC approval. Check the IRB's Open Data Sources .

Starting Your Thesis/Project

Many programs require a formal proposal before you begin writing your thesis/project. Check with your advisor or Graduate Coordinator as you develop your plan.

Check your program's graduate handbook to make sure you are aware of any guidelines that will impact the way you write your thesis/project.

Formatting Your Thesis/Project

Your thesis or project will need to be formatted according to Humboldt policies so it will be ready to be published to Humboldt's Digital Commons. See the Thesis/Project Help page for formatting requirements and templates to help you format your thesis/project correctly.

Student Responsibilities

The responsibility for writing and for editing rests with the student, not with the advisor, committee chair, graduate committee, or graduate coordinator. The student's minimum responsibilities for the thesis/project are to:

Work closely with your advisor/committee chair and consult with other members of the graduate committee as needed. Keep your advisor/committee chair informed of your progress. 

Allow adequate time for revisions (see Planning Ahead Turnaround Time).

Receive approval from your advisor/committee chair, committee members, graduate coordinator, and graduate dean prior to changing the scope of your project or research

Comply with university policy, state laws and federal laws/regulations regarding research that includes humans, data on humans, or involves vertebrate animals.

Ensure that your thesis/project evidences originality, critical and independent thinking, appropriate organization and format, and thorough documentation.

Use correct formatting and accuracy of quotations and literature citations. Each thesis or project should be an original contribution to your discipline. Plagiarizing all or part of a thesis or project will make the entire document unacceptable.

Make corrections as suggested by the graduate committee and graduate coordinator.

Proofread the entire document including acknowledgments references and appendices.

Ensure that your thesis or project meets program and Cal Poly Humboldt format requirements.

Take primary responsibility to stay informed and adhere to all department, Graduate Studies, and Office of the Registrar deadlines. No exceptions will be made for missed deadlines or late submissions.

Advisor & Committee Chair Responsibilities

Although the primary responsibility for writing the thesis/project lies with the student, the student should work closely with their advisor/committee chair.

The advisor/committee chair should:

Advise the student on improvements to organization, form, content, and the expression of material.

Resolve any disagreements between committee members.

Familiarize themselves with policies and deadlines that affect their graduate students.

By registering approval through Digital Commons, the advisor/committee chair certifies that:

The document is well-written, this includes writing and format as well as the overall quality of the research or project;

It is an accurate description of the work performed;

It is an original and worthwhile contribution by the student;

the suggestions made by the graduate committee have been incorporated into the final document.

Planning Ahead: The Revision Process

The student submits the initial drafts of their thesis or project to their advisor/committee chair, who reviews the drafts and makes corrections and recommendations.

The student corrects errors and incorporates suggested changes to the thesis/project or meets with their advisor/committee chair to discuss why suggested changes should not be made.

This process continues until the student and committee chair feel that the document is ready for the committee to review.

Note the committee reviews the thesis/project only after the chair has approved it. Again, several drafts may be provided to the committee.

When each committee member is satisfied with the document, the student will submit the thesis or project in Digital Commons for committee member and graduate coordinator approval.

Planning Ahead: Turnaround Time

The standard turnaround for advisors/committee chairs, committee members, and graduate coordinators to read each draft is three weeks. Any time constraints are solely the responsibility of the student.

Note that the standard turnaround time applies only to faculty academic work days. Faculty are not obligated to read drafts during approved holidays, breaks or during the summer.

Students and their advisors/committee chairs should discuss the turnaround time for the student to submit a revised document. An average thesis or project usually requires three to four drafts to the committee chair and one or two drafts to the committee.  

Considering the standard turnaround time, if a student worked one to two weeks on each revision, the revision process would take between three to eight months. Plan accordingly so you can complete your thesis/project on time.

Complete Your Degree

• Advancement to Candidacy and Graduation
• Thesis/Project Formatting Help
• Thesis/Project Submission
• Comprehensive Exam Information

Graduate Studies Siemens Hall 217A 1 Harpst St, Arcata, CA 95521 Phone: 707.826.5194 Fax: 707.826.6179 [email protected]

Hire From Us

BIM for Architects

Master computational design, bim for civil engineers.

Become a Mentor

Join thousands of people who organise work and life with Novatr.

10 Award-Winning Architecture Thesis Projects From Around The World

Neha Sharma

8 mins read

It is always interesting to see the architecture thesis projects students come up with every year. With each passing batch, there is more knowledge passed down and a better base to begin. The result is a rise in innovation and creativity by students, and overall a better mix!

Architecture thesis is an ordeal all students are intimidated by. From choosing an architecture thesis topic all the way to giving a great final thesis review , every step is equally challenging and important. It is that turn in an architecture student’s life that pushes them to churn out their best. Therefore, it is inevitable to come across some life-altering design solutions through architecture theses across the world.

To identify and appreciate these exceptional final projects by architecture students, many organisations across the world like Archistart, Council of Architecture, etcetera, award recognition for excellence in architecture thesis and also grant financial support for further research to the projects worthy of being realised.

Read through the list of 10 such award-winning architecture theses across the world with links to study them in detail!

1. ISTHME // Le CHAOS SENSIBLE - Dafni Filippa and Meriam Sehimi

ISTHME // Le Chaos Sensible - Architecture Thesis of the Year 2020 (Source: www.nonarchitecture.eu)

Starting from the most recent one, the award-winning thesis is a proposal of a mixed-use building in the capital city of Ghana, Africa, that aims to cater to a large spectrum of functions of the Ghanaian community, especially living, commercial, sports and leisure.

This culturally thoughtful architecture thesis project is an honest effort to celebrate the African spirit and empower the local community, which reflects in the ‘sensible chaos’ of the design.

2. INFRA-PAISAJE: New Landscape Architecture - Luis Bendezu

INFRA-PAISAJE: New Landscape Infrastructure for San Juan de Marcona - Special Mention: Architectural Thesis Award ATA 2018 (Source: www.archistart.net)

Landscape architecture manifests the connection between humans and nature. The landscape thesis project proposes a series of technical elements for the creation of a seamless landscape between the urbanised territory of San Juan de Marcona in Peru and the suburban parts, thus forming a cohesive townscape which converses with the coastline and brings active life to the otherwise desolate expanse of the region.

3. Water Exploratorium - Satyam Gyanchandani

Water Exploratorium - Ace of Space Design Awards: Outstanding Student Thesis Award (Source: www.architectandinteriorsindia.com)

Water is a life-giving resource and considered sacred across many cultures. To sustain life on earth, it is important to save and use it with utmost efficiency. The architecture thesis project showcases experiential design through and for water. It also tackles design challenges like infotainment by educating visitors on water conservation and creating a static built form for an element as fluid as water for a wholesome sensory experience.

Want to know how to come up with such fascinating thesis topics? Read: 7 Tips on Choosing the Perfect Architecture Thesis Topic For You

4. Architecture for Blind People - Mariagiorgia Pisano

Between Light and Shadow: Architecture for Blind People - 1st Place: Architectural Thesis Award 2017 (Source: www.archistart.net)

Inclusive design offers a wide-spread net of research opportunities and is gaining much-needed recognition today!

Design for people with disabilities is dealt with empathy in this architecture thesis project, where the focus is exploring innovative design solutions for the visually deprived and getting the design of rehabilitation centres as close as possible to meeting their needs.

5. Mosul Postwar Camp - Edoardo Daniele Stuggiu and Stefano Lombardi

Mosul Postwar Camp - 1st Place: Architectural Thesis Award ATA 2019 (Source: www.archistart.net)

War does permanent damage to a person’s mental health. The survivors experience trauma, loss and even destruction of self-identity. The architecture thesis project proposes a postwar camp at Mosul, Iraq, aiming to create a place where people of various backgrounds can peacefully coexist and build a community based on humanitarian values to prevent war in the future.

6. Consolation through Architecture - A New Journey through the Abandoned Landscapes of Varanasi - Navin Lucas Sebastian

Consolation Through Architecture - COA National Awards for Excellence in Architectural Thesis 2016 (Source: www.coa.gov.in)

The intangible aspects of design are tough to pinpoint but necessary for the essence and feel of it. This urban design thesis project shows light on architecture’s influence on one’s emotions with the holy city of Varanasi in India as the backdrop. With a focus on issues arising due to the city’s cremation grounds, the thesis explores innovative and sustainable solutions for the same.

7. Unfinished Tor Vergata Scenario - Carmelo Gagliano

Unfinished Tor Vergata Scenario - 1st Place: Architectural Thesis Award 2020 (Source: www.archistart.net)

When it comes to building projects, the trend of the ‘unfinished’ is something Italy has been increasingly seeing in the past few years. The most popular unfinished public work is Calatrava’s Olympic Stadium, which is the main object for reuse in the proposal of a science museum at Rome Tor Vergata.

This architecture thesis project explores the existing building trends of the region, aims to reinvent the iconic building and become a scientific attraction for tourists and locals.

8. Chachapoyas Peri-Urban Park - Nájat Jishar Fernández Díaz

Structures for Incidents in Nature: Chachapoyas Peri-Urban Park - Special Mention: Architectural Thesis Award ATA 2019 (Source: www.archistart.net)

Growing urban areas are a concern as they slowly consume the ecology surrounding them. Chachapoyas (forest of clouds) in Peru faces a similar problem from the expanding urban confinements which are slowly taking over the beautiful landscapes for which the place is particularly famous.

The project aims to mend the damage by connecting every speck of open land available in the region and converting it into a network of green corridors, making for an interesting urban planning thesis!

9. Garden of Reconciliation, Kashmir - Jay Shah

Garden of Reconciliation: Miniature Drawing - COA National Award in Excellence for Architectural Thesis 2018 (Source: www.uni.xyz)

Cultural and political unrest in a region has always been the glue for controversies, leading to public tip-toeing around such topics. This bold architecture thesis project looks at the conflicted region of Kashmir, to analyse its cultural, social and artistic practices and then come up with an architecture program best suited for the region. This is traversed in the form of a mixed-use landscape that aims to find a solution and is not the solution itself!

Such theses usually require intensive site studies. Read: Site Analysis Categories You Need to Cover For Your Architecture Thesis Project to know more.

10. Adaptive Reuse of STP Grain Silos - Alila Mhamed

Poudrière Community Hub - 2nd Place: Architectural Thesis Awards ATA 2020 (Source: www.archistart.net)

Adaptive reuse of spaces that have been uninhabited for a long time does true justice to the core values of architecture and design. This thesis project explores the creative redefinition of the old STP Grain silos complex, the first mill constructed as a part of the Poudrière industrial park in the present-day city of Sfax, Tuscany, Italy, by converting it into a mixed-use hub for art, commerce, trade, administration and collaboration.

Numerous amazing architecture thesis projects come to light every year and the list is not limited to this one! At the learning stages, people have the power to unleash their creativity without any limitations and such scenarios might just lead to the right solutions for the time and society we live in.

Giving your architecture thesis project? Check out our A-Z Architecture Thesis Guide!

Stay updated with interesting insights and episodes on architecture thesis projects with Novatr's Resources !

Join 100,000 designers who read us every month

Related articles

7 Tips on Choosing the Perfect Architecture Thesis Topic For You

Site Analysis Categories You Need to Cover For Your Architecture Thesis Project

How to Give a Fantastic Architecture Thesis Review That Stands Out

All Articles

Your next chapter in AEC begins with Novatr!

Ready to skyrocket your career?

As you would have gathered, we are here to help you take the industry by storm with advanced, tech-first skills.

Privacy Policy

Terms of Use

Thesis/Project Work

• ATU Infohub Home
• By Issue Date

Search within this community and its collections:

Sub-communities within this community

• Department of Accountancy and Finance [0]
• Department of Applied Mathematics and Statistics [0]
• Department of Building Technology [0]
• Department of Civil Engineering [0]
• Department of Computer Science [0]
• Department of Electrical/Electronic Engineering [0]
• Department of Fashion Design & Textile Department [0]
• Department of Hotel Catering & Institutional Management (HCIM) [0]
• Department of Interior Design and Upholstery Technology [0]
• Department of Liberal Studies and Communications Technology [0]
• Department of Management and Public Administration [0]
• Department of Marketing [0]
• Department of Mechanical Engineering [0]
• Department of Medical Laboratory Technology [0]
• Department of Procurement and Supply Chain Management [0]
• Department of Science Laboratory Technology [0]
• Department of Testing [0]

Search ATU Infohub

All of atu infohub.

• Communities & Collections

This Community

Section: Arts

Senior studio art majors exhibit thesis work in The Gund

Students worked with a variety of media to create their works, which are on display in The Gund. | COURTESY OF SIMONE MARTEL

The hum of voices could be heard even in the lobby of The Gund on Friday, a noise that grew to a roar as visitors made their way up into the deceptively empty first room in which the heads of artist Nancy Spero’s Maypole: Take No Prisoners continue to sway. This illusion dissolved upon turning the corner into the adjourning room, the artworks becoming obscured by the floods of visitors that shifted between them at the opening of the Annual Senior Student Exhibition.

Several of the 15 studio art majors graduating in 2024 wrote emails to the Collegian about their journey to this moment and the experience of seeing it realized.

For Mickey Adams ’24, daily charcoal sessions made creating his piece, Courage , special. “I would look at it for hours and interact with it every day to see what would look better and how I could improve it,” he said. As people approach the towering canvas spanning the back wall of the gallery, Adams hopes they will come to an understanding of the strength possessed by each person: “Everyone has felt fear in one shape or form that made them feel like it was unfair and impossible to overcome, but you’re still here today with us and that shows who you are as a person and what you have overcome.”

Dani Buch ’24 spent over 200 hours in the studio tattooing rawhide for her work Melt , an expression of life with a traumatic brain injury. Reflecting on her piece, she said, “Sometimes, there are aspects to life and events that will happen that can’t be explained by science or logic. For me, art fills in that space. Art brings peace, communication and understanding to the unexplainable.”

Around the corner of the exhibition, Amanda Marie Moore Johnstone ’24’s ‘Buy-A-Body’: Deconstructing the Female Bod y depicts female bodies packaged like dolls. While mainstream media may have acclimated society to the smiling faces of dolls such as Barbie, these are women whose body language and expressions create an uneasy feeling in the viewer. “My art highlights the toxicity that social media and the male gaze has inflicted on women of our generation, and how our bodies are over sexualized. I want people to look at my art and realize that these problems are very real and very prevalent, but that we can take a stance against them,” Johnstone said. “Women are strong, people who identify as female are strong, and we can heal and fight together.”

In the final room of the exhibition, visitors were presented with the rare opportunity to touch art as they were encouraged to interact with the clothes of Sam Ehrlich ’24’s Fantastic Man ’s paper dolls, dressing up magnetic photos of his close friends. Ehrlich said, “[T]he work is first and foremost an act of gratitude for the friends I’ve made during my time at Kenyon.” He explained how his work further digs into expressions of personal style: “Through the lens of children’s dolls, the work explores how men’s fashion acts as a way to solidify gender binaries. My work is all about reframing fashion and gender expression in a lighthearted, fun and challenging way for people to explore and come to their own conclusions.

“I loved seeing how much fun everyone had interacting with the piece, and I was amazed at all of the original combinations that people came up with,” Ehrlich said. “The interactivity of the work is central to its success, since people can engage with the work on a deeper level and make it their own.” 

Freya Benson ’24 stood with her work in the same room on opening day, surrounded by  the hanging metal and unyielding corsets of Made of Honor . “The way I was able to be in my installation space and engage with everyone who came to see the show, answer questions and observe people’s reactions was such a privilege,” Benson said. “I have never been able to have that opportunity before, and even some of my closest friends have not seen my art that up close and personal before. I hope everyone was able to connect and relate in some way, and would love to see people visiting a second time in the future to take in the work in more privacy and quietude.”

Now that the exhibit has quieted after the opening, the artists encourage visitors to return to experience their work anew without the bustle of an eager crowd.

Elinor Fallon ’24 was thankful to everyone who has spent, or plans to spend, time with the glowing television screens and deep blue cyanotype prints of her Bodies of Water . “I would encourage anyone who is planning to visit the exhibit to listen for the resonant frequency produced by the television monitors in my [piece],” she said. “It’s a very interesting sensation when you find the specific pitch amplified by the physical space the work inhabits.”

With the support of friends and peers, Jiwon Lauren Kim ’24 was able to share her works with the community on Middle Path during the opening. Her illustrations addressed anxiety and depressive disorders. “Even when meeting for the first time, I was able to connect with countless individuals and have deep conversations about my work and mental illness,” Kim said. “Many had opened up about their own struggles and expressed their appreciation. These meaningful interactions will forever be valued in my artistic endeavors.”

A process four years, if not more, in the making, these artists repeated the world “surreal” to describe the experience of sharing their work with others, and expressed gratitude for all those who supported them in their artworks creation, and those who now visit to experience it in its completion.

 “I grew closer with all of the other art majors in our class year and together we truly formed a community,” Buch said of the experience. “The encouragement, critiques and all around positive influences that came out of dedicating time and discipline to this piece went beyond the hope of just passing comps; after installing my piece in The Gund, I felt like a true artist, and not just a student who enjoyed making art. The whole year was a journey and path towards growth. Seeing everyone’s work come together to make such a beautiful and unique show will stick with me forever.”

Comments are subject to review and moderation. We won't publish your email address or send you unsolicited emails.

Leave a comment

We won't publish your email address or send you unsolicited emails.

Help | Advanced Search

Astrophysics > High Energy Astrophysical Phenomena

Title: population synthesis of galactic pulsars with machine learning.

Abstract: This thesis work represents the first efforts to combine population synthesis studies of the Galactic isolated neutron stars with deep-learning techniques with the aim of better understanding neutron-star birth properties and evolution. In particular, we develop a flexible population-synthesis framework to model the dynamical and magneto-rotational evolution of neutron stars, their emission in radio and their detection with radio telescopes. We first study the feasibility of using deep neural networks to infer the dynamical properties at birth and then explore a simulation-based inference approach to predict the birth magnetic-field and spin-period distributions and the late-time magnetic-field decay for the observed radio pulsar population. Our results for the birth magneto-rotational properties agree with the findings of previous works while we constrain the late-time evolution of the magnetic field in neutron stars for the first time. Moreover, this thesis also studies possible scenarios to explain the puzzling nature of recently discovered periodic radio sources with very long periods of the order of thousands of seconds. In particular, by assuming a neutron-star origin, we study the spin-period evolution of a newborn neutron star interacting with a supernova fallback disk and find that the combination of strong, magnetar-like magnetic fields and moderate accretion rates can lead to very large spin periods on timescales of ten thousands of years. Moreover, we perform population synthesis studies to assess the possibility for these sources to be either neutron stars or magnetic white dwarfs emitting coherently through magnetic dipolar losses. These discoveries have opened up a new perspective on the neutron-star population and have started to question our current understanding of how coherent radio emission is produced in pulsar magnetospheres.

Submission history

Access paper:.

• HTML (experimental)
• Other Formats

References & Citations

• INSPIRE HEP
• Google Scholar
• Semantic Scholar

BibTeX formatted citation

Bibliographic and Citation Tools

Code, data and media associated with this article, recommenders and search tools.

• Institution

arXivLabs: experimental projects with community collaborators

arXivLabs is a framework that allows collaborators to develop and share new arXiv features directly on our website.

Both individuals and organizations that work with arXivLabs have embraced and accepted our values of openness, community, excellence, and user data privacy. arXiv is committed to these values and only works with partners that adhere to them.

Have an idea for a project that will add value for arXiv's community? Learn more about arXivLabs .