honors thesis psychology

Psychological and Brain Sciences

Honors in psychology, honors in psychology guidelines.

Students majoring in psychology, whether pursuing the B.A. or B.S. degree, have the opportunity to graduate with honors in the major.

Participation in the University of Iowa Honors Program is not required to earn Honors in the Psychology Major, although Honors in the Major fulfills some UI Honors Program requirements.

There are two routes for graduating with honors in the psychology major—a thesis route and a non-thesis route. Both routes have GPA thresholds and require extra classes (see table for specifics).  The most significant difference between the routes involves the capstone experiences. The thesis route provides students with an independent, in-depth research experience. The non-thesis route provides a choice of two in-depth, firsthand experiences focusing on either research, careers, and/or teaching. As detailed here, independent coursework and written reporting is required for capstone experiences in either route. 

Honors in Psychology Details

Routes for graduating with honors in psychology.

*Note A: The usual (non-honors) requirements for B.S. and B.A degrees require 3 upper-level courses. The course requirements listed here are separate from that requirement. That is, for Honors in the Major, students must complete 3 upper-level courses (as usual) and those listed in the relevant box.

*Note B:  Within the B.A. track, the thesis route requires one less course than the non-thesis route; it is expected that doing a thesis project will require a substantial amount of extra time beyond the required coursework.

The Capstone for the Thesis Route

For the capstone under the thesis route, the student completes and defends an honors thesis, which is a written report of an original, empirical research project conducted by the student with the guidance and approval of a faculty supervisor. Typically, completing the thesis project and paper requires two semesters, with enrollment in Honors Thesis Research (PSY:4990).

Students are encouraged to gain research experience with a faculty member prior to beginning a thesis project. This might be with a professor they’ve had for class or someone whose research is of interest.  The laboratory pages of the PBS Department website have information about faculty member’s research interests. Acquiring this initial research experience allows students to become familiar with a lab’s research methodology and questions.  Some faculty members require that a student have prior research experience within their lab before they will agree to supervise an honors thesis.  

At the start of the project, the student and supervisor discuss and sign a  Pre-Launch Agreement , which previews the general plans for the thesis project. Immediately after, there is also a brief  Launch Survey  that the student should complete.

The thesis project culminates in a scientific paper describing the project. The paper should follow APA format. It must be presented (“defended”) to the faculty supervisor and one other honors thesis committee member (typically another faculty member, research scientist, or post-doctoral fellow, chosen in consultation with the student’s thesis supervisor). Following the thesis presentation, the faculty supervisor and committee member will sign the  title page to indicate that the thesis has been satisfactorily completed.  Students may, but are not required to submit their thesis to the  Iowa Research Online Repository . There may be issues with later publication of the project so students must consult with their thesis advisor about whether or not to submit to the IROR.  Specifically, a student considering submitting the thesis project to a journal for publication in the future should research journal restrictions on publication to an online, publicly available resource as some journals will not accept previously published work and some classify work in the IROR as published. Submission of a thesis to IROR does allow the student to retain ownership of their work.

The Capstone for the Non-Thesis Route

The capstone for the non-thesis route is comprised of two individualized experiences, each requiring registration in a practicum or internship course and completion of a written reflection. There are three types of experiences that can be selected – one based in research, one involving an internship, and one involving teaching assistance or peer mentoring (see sections A-C below for details). 

These experiences typically occur during the junior or senior years. For each experience, the student secures a supervisor far before the start of the relevant semester. Prior to the semester’s start, the student and supervisor discuss and document a  Pre-Launch Agreement , which includes objectives and plans for the experience. It is drafted by the student with input from the supervisor. Immediately thereafter, the student completes a brief  Launch Survey . Near the end of the experience, the student completes a written reflection that is evaluated and approved by the supervisor (see  Written Reflection Guide ). In the “Sequence for Doing Honors in the Major” section below, there is more information about timing and deadlines. 

A) Research Experience:   Under the supervision of a PBS Department faculty member, a student registers for Research Practicum in Psychology (PSY:3994), Advanced Research Practicum (PSY:3995), or the less commonly used Undergraduate Research/Creative Projects (URES:3992, URES:3993 or URES:3994). The experience usually involves direct participation in the execution of research or analysis of research data within the context of a laboratory in PBS. 

B) Internship Experience :  External internships offer a unique experience and an opportunity to gain the requisite experience and connections to be strong candidates for future graduate study and careers by working closely with faculty members. Students wanting to do an external internship for honors in the major must identify a PBS Department faculty member who agrees to be a supervisor for the honors related aspects of the internship. This individual will not supervise the student's daily or weekly performance, rather they will supervise the related components of the experience as required for honors int he major. The faculty supervisor will approve the Pre-Launch Agreement and the Written Reflection, may check in with the student throughout the semester and will have initial conversations with the student as to what they hope to gain from the experience and how it will contribute to future career/educational goals. With this supervisor identified, the student registers for that supervisor’s section of External Practicum in Psychology (PSY:3996), usually for zero credits.  Also, the student must register for one of the following internship courses: Internship in Liberal Arts and Sciences (CCP:1005), Academic Internship (CCP:1201), or the less commonly used options of HONR:3150 or HONR:3160. This enrollment choice and the planned internship should be discussed with the supervising PBS faculty member to ensure its relevance. Review more information about external internship for capstone experience enrollment options and who to contact with questions. The internship experience must involve career-related professional activities through an internship with an approved community or University of Iowa agency

C) Teaching or Peer Mentoring Experience:   Under the supervision of a PBS Department faculty member, a student registers for Teaching/Advising Practicum in Psychology (PSY:3997).Examples of activities that might be included for students becoming a TA as part of the Teaching/Advising Practicum (PSY:3997) are found here: undergraduate TA activities. A less common but potentially viable experience would involve being a peer mentor by serving as a Supplemental Instruction Leader or Learning Assistant for a PBS course.

Sequence for Doing Honors in the Major

Step 1—Tell us you’re interested!

Visit one of the academic advisors in the PBS Department (Deb Johnson or Janeil Page-Jamison) and tell them you are interested. Once marked as “honors Interested,” you will receive regular messages relevant to honors in the psychology major. 

Step 2—Decide on a route (thesis or non-thesis) and connect with a relevant supervisor(s)

It can take a while to establish a connection with a relevant supervisor(s) for your capstone, so start the process early.  

*Steps 3 and 4 can be done concurrently or in either order Step 3—Preregister and complete your capstone experience(s) 

After you have found a supervisor for your thesis (if on the thesis route) or one of your individualized experiences (if on the non-thesis route), do the following in this order:

a. Complete the  Pre-Launch Agreement  and secure your supervisor’s signature before the start of the semester. b. Immediately thereafter, and before the start of the semester, complete the brief  Launch Survey .  c. Start the experience. d. As you near the completion of the experience, write the report and have it signed.   --For the thesis route, the report is the thesis, which also needs to be defended before being approved and signed by the supervisor.  --For the non-thesis route, the report is a  Written Reflection . Turn in the completed reflection to your supervisor before the start of finals week, to give them time to evaluate it and to sign the title page.  e. Turn in the signed title page of the thesis or written refection to a departmental advisor (Deb Johnson or Janeil Page-Jamison) by Wednesday of finals week if you are graduating that semester, or by Friday if not graduating. This can be done in person or electronically.

For the non-thesis option, you’ll do  each  of these 5 steps (a through e) separately for the two experiences that comprise the capstone project.  

Step 4—Do required coursework   

Ensure that you finish your coursework in time for graduation. The table above shows the specific requirements, whereas the following comments provide some extra details that are relevant to timing and choosing among options. Psychology Seminar (PSY:4090) is a topic-based course in which students read and discuss scientific articles related to the topic. Lab in Psychology (PSY:4020) is focused on doing and communicating about research. The specific subtopics of focus in these two courses change depending on instructor. Different topics will require different lower-level psychology electives as prerequisites. Versions of both courses are offered every fall and spring but never in the summer.  

Step 5—Review your steps prior to graduation

After reviewing your steps, if you are uncertain about any components of the requirements, contact a departmental advisor (Deb Johnson or Janeil Page-Jamison) to make sure you are set for graduating with honors.

Who to Ask if You Have Questions about Honors in the Major

There are three different sets of people involved in the honors process.  

• The PBS Department’s  ACADEMIC ADVISORS  are Deb Johnson and Janeil Page-Jamison. You will see them to indicate your interest in earning honors, and they are notified when you submit a launch survey. They also receive the documentation of the written reports that have been approved by the relevant supervisor.    
• A  CAPSTONE SUPERVISOR  is the person (typically a faculty member) overseeing and evaluating your thesis or other type of capstone experience.   
• The  DEPARTMENTAL HONORS COORDINATOR  is Professor Prahlad Gupta. Dr. Gupta is available for advice and answering questions about the program, and he will sign the thesis cover page as Departmental Honors Advisor.   E-mail:  [email protected]    Office Phone: 319-335-2908

Honors in Neuroscience

Honors in Neuroscience Major

University of Iowa Honors Program

In addition to honors in the major, students may pursue honors study and activities through membership in the University of Iowa Honors Program. University honors students must maintain a 3.33 g.p.a., complete 12 s.h. of coursework designated as honors courses, and complete 12 s.h. of an experiential learning project. Visit  Honors at Iowa  to learn about the University's honors program.

NOTE:  Membership in the UI Honors Program is not required to earn honors in the Psychology major.

NOTICE: The University of Iowa Center for Advancement is an operational name for the State University of Iowa Foundation, an independent, Iowa nonprofit corporation organized as a 501(c)(3) tax-exempt, publicly supported charitable entity working to advance the University of Iowa. Please review its full disclosure statement.

Senior Honors Thesis

Completing a year-long Senior Honors Thesis is one of the most rewarding, time-consuming and challenging endeavors a Psychology major can undertake. The process requires designing, executing, and analyzing the data from an original empirical research investigation, writing a comprehensive APA-format report, and presenting and defending this work before a committee of two faculty members (one of whom, the committee chair, must be from the Psychology Department). Because chairing a Senior Honors Thesis requires a great deal of time and effort on the part of faculty members, only a small number of seniors can complete a thesis in a given year. Students are therefore encouraged to contact potential thesis chairs  no later than the end of their junior year , and preferably even earlier. Because of the high demand for thesis supervision, some faculty may only agree to supervise theses for students who have spent multiple previous semesters working in their lab.

Students interested in independent study (including Senior Honors Thesis) must find a supervising faculty member before registering for the course via  SIS . Those registering for a Senior Honors Thesis (PSY 199) must also fill out and submit by early October the  Thesis Honors Candidate form .

Undergraduate research assistants and students completing a senior honors thesis in all labs that are conducting human subjects research are required to take the Collaborative IRB Training Initiative (CITI). Please contact the faculty supervisor of the lab for more details.

Per Tufts policy, students must appear on the Dean's List for at least two semesters in order to be eligible to complete a thesis. As mentioned above, our faculty often have additional requirements for thesis students, including previous experience in their research lab (PSY 91/92 or PSY 191/192). For students already registered to complete a thesis, additional information regarding expectations for your project and the bases on which it will be evaluated are best obtained from your committee chair.

Students who complete an honors thesis receive a letter grade for their two semesters of work in PSY 199, as well as a determination of thesis honors. The letter grade is not assigned until the end of the second semester and is determined by the thesis chair; students are therefore encouraged to discuss their progress with their chair at various points during the year. This grade is intended to reflect a student's lab performance and consistency of effort over the course of seeing a research project through to completion. The thesis committee makes the determination of thesis honors, choosing from among the following designations: no honors, honors, high honors, and highest honors. This assessment is based on the final written product and oral defense, and is intended to reflect the quality, originality, independence, and potential impact of the work.

Review the departmental rubric for evaluating  senior honors theses .

Honors Program in Psychology and Neuroscience

The Senior Honors Program in the Department of Psychology and Neuroscience has two components:

• Students conduct an independent research project in the laboratory of a faculty member who is affiliated either with the Department of Psychology and Neuroscience or with the Neuroscience major, and
• Students enroll in and complete PSYC/NSCI 693H (Fall) and PSYC/NSCI 694H (Spring), which meet once per week.

Enrollment in the Honors Program is not restricted to students who have participated in UNC Honors Carolina and Psychology majors and Neuroscience majors who have been in the UNC Honors Program do not necessarily complete Senior Honors.

In order to graduate with Honors in Psychology or Neuroscience, you must apply by April 16 of your Junior Year .

Apply for Honors Program

Eligibility for the Honors Program requires:

• Minimum cumulative GPA of 3.3
• Prior research experience (e.g., volunteer or paid research experience that was not for course credit; in-process completion of PSYC 395 or NSCI 395
• Confirmation of a Psychology and Neuroscience faculty member or a faculty member affiliated with the Neuroscience major to serve as your Honors Advisor or Co-mentor (see FAQ section below: “What if my Research Mentor is not a Faculty Member in Psychology & Neuroscience?”)

Application form: https://forms.gle/6iLBdNcbmd9U553AA

Advisor reference form: https://forms.gle/KBGNEs88x6ncZ24J8

Have an additional question? Please check out our 2021 Senior Honors Program Information Session [Zoom] .

Frequently Asked Questions

• Apply yourself in your courses to maintain a minimum cumulative GPA of 3.3, which is a requirement for admission into the program.
• Read about research and talk to professors, graduate students, and other undergraduates about your research interests. Think about the types of research you’d like to do. Keep a notebook of research ideas.
• Achieve a mastery of research skills. Take PSYC 210 and 270 as soon as this is feasible as these courses teach basic skills that are important for research. You must also obtain research experience by volunteering to work in a faculty lab or by taking PSYC/NSCI 395.
• Learn about the program by talking to faculty and students. Make an appointment or email questions to the Honors Program Director .
• Seek out research opportunities via research intensive courses, independent research experiences, paid research assistant positions, and volunteer positions. It is strongly advised that students take PSYC 210, PSYC 270, and PSYC/NSCI 395 before applying to develop necessary skills and research interests.
• Plan ahead. The Honors Program is designed to be completed during two semesters of the senior year (i.e., you must be on-campus and enrolled both fall and spring semesters). Thus, study abroad during senior year, December graduation, and other educational opportunities may preclude participation in the Honors Program. If you have questions about your eligibility, please make an appointment with the Honors Program Director .
• Identify a faculty member to serve as your Honors Advisor. Explore our faculty’s research interests and read research articles to see if a faculty member’s research reflects your interests. A potential Honors Advisor may be identified during PSYC/NSCI 395. If you have difficulty identifying a sponsor, contact the Honors Program Director .
• Apply on time. Applications should be submitted by April 16th of your junior year.
• The completed thesis must be distributed to all committee members at least one week prior to the oral defense meeting. The Oral Defense Form must be completed and provided to your Honors Advisor prior to the meeting.
• Students present their research in about 15 minutes during the oral defense meeting. The committee will ask questions and the meeting typically takes an hour. Any revisions recommended by the Honors Committee must be made before the deadline for thesis submission. The final copy of the thesis, after approval, should be submitted to the Carolina Digital Repository . All students must participate in the Honors Poster Session as a requirement of program completion.

Honors Theses

Past Honors Theses are listed below in PDF format.

• 2021-22 Honors Theses
• 2020-21 Honors Theses
• 2019-20 Honors Theses
• 2018-19 Honors Theses
• 2017-18 Honors Theses
• 2016-17 Honors Theses
• 2015-16 Honors Theses
• 2014-15 Honors Theses
• 2013-14 Honors Theses
• 2012-13 Honors Theses
• 2011-12 Honors Theses
• 2010-11 Honors Theses
• 2009-10 Honors Theses
• 2008-09 Honors Theses
• 2007-08 Honors Theses

Check out photos of our past Senior Honors Cohorts online !

Dr. Keely Muscatell Psychology and Neuroscience Honors Program Director, Fall 2023 – Spring 2024 328 Davie Hall [email protected]

Andrew Bresson Undergraduate Student Services Manager 206B Davie Hall 919-843-0174 [email protected]

Honors Thesis for Psychology (PSY 5994)

The Psychology Honors Thesis (PSY 5994) is the capstone experience for honors students pursuing BS or BA degrees in psychology. The thesis project is typically a year-long project undertaken independently, under the supervision of a Psychology department faculty mentor, during the final year of study. The student is responsible for securing the commitment of their primary Psychology faculty mentor, as well as two additional faculty committee members. The nature and scope of the project are determined in consultation with the faculty project advisor. The honors project consists of scholarly work culminating in a written research report and an oral presentation. 

Getting Started 

PSY 4994V: Psychology Honors Research Practicum  is the prerequisite course for the honors thesis. PSY 4994V is only offered in the Spring of your Junior Year and is designed to walk you through these next steps.

• Identify an area of interest through Psychology coursework, reading in journals and texts, the Honors Research Practicum course, and discussion with instructors, faculty, and/or psychology advisors 
• Secure a  Department of Psychology faculty  or Psychology adjunct faculty member to serve as your advisor
• Plan to spend two semesters working on your psychology thesis, which is the typical time frame for psychology honors students. (It is strongly recommended that you complete the majority of your psychology courses prior to starting on the project, so be sure you are planning a realistic time frame.)

2 Steps to Complete

• Complete the UHP Thesis Proposal Form , keeping in mind key deadlines set by the University Honors Program. Consult your UHP Advisor when you have questions about UHP required documentation.
• Enroll in Psychology Thesis credits (PSY 5994) by following the steps below: 

Enrollment in Psychology Thesis Credits - PSY 5994

Registration for PSY 5994 Thesis credits requires completion of the Department of Psychology Online Research Contract , which must be reviewed by a Psychology advisor following the process below. This occurs prior to the distribution of a permission number allowing your registration.  This Online form has a section specifically for Honors Thesis registration and requires advanced discussion of expectations between student and faculty mentor.

To submit your thesis contract for PSY 5994 registration, complete the following steps no more than 2 weeks after the start of the semester in which you first plan to enroll in PSY 5994 Directed Research - Psy Honors Thesis:

• For all projects, identify two additional faculty readers, one from within the Department of Psychology and one outside of the Department of Psychology. Consult with your primary mentor when identifying prospective faculty readers. (Though the primary mentor determines the Psychology Thesis grade, other faculty readers provide project feedback and evaluation. Discuss your project ideas with prospective readers, incorporating their suggestions as appropriate).
• Articulate the final proposal on the contract, including practical issues such as the term of registration, credits to be earned (minimum 3, maximum 6), and evaluation procedures. Almost all students will enroll in 3 credits in Fall and 3 credits in Spring. Consult with Psychology Advising on any variations needed (e.g. for Financial Aid, degree completion, etc.).
• Secure a signature of approval from your primary thesis mentor. This is completed through an online workflow process.
• The completed and signed contract will route to Psychology Advising for advisor review and approval. This approval will include the distribution of a permission number enabling you to enroll in the course (PSY 5994).

If you will plan to enroll in a second term of credits, Psychology Advising will email you a permission number allowing you to register for a second semester of honors thesis credits. 

Grade Posting - Instructions for Faculty Mentor

Students registered across two semesters will not receive a grade until the final project is completed and evaluated. A single grade will then be posted for both PSY 5994 registrations. After the end of the first term, you should request that your faculty mentor submit a temporary grade as a placeholder. The appropriate grade in this instance is ‘K’ for ‘continuing.’ An email reminder from Psychology Advising will be sent to students and faculty about this process.

Instructions : Faculty mentors for PSY 5994 will simply enter grades in MyU. Adjunct Faculty mentors for PSY 5994 should email the following grade posting information to [email protected] :

• Student name
• Student ID#
• Course number (i.e., PSY 5994 - Honors Thesis)
• Term(s) of registration

Presentation Ideas (Recommended and Required for Summa Level)

Review the  University Honors Program Thesis guidelines . Summa candidates are required to complete a  public thesis presentation .

Options for psychology honors students include:

• Participating in the campus  Undergraduate Research Symposium , held in April each year
• Presenting at the Minnesota Undergraduate Psychology Conference , held in April
• Presenting at a regional or national undergraduate conference
• Presenting at a professional conference in psychology or a related discipline
• Presenting at a faculty mentor’s laboratory meeting (Cum Laude and Magna Cum Laude only)
• Joining the Psychology Capstone (PSY 3901W, 3902W, and 3903W) Elliott Hall poster presentation, held at the end of each term (Cum Laude and Magna Cum Laude only)

• University of Pennsylvania
• School of Arts and Sciences
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Honors Program in Psychology

Honors Program in Psychology at Penn (Application deadline: March 25, 2024)

The Honors Program has been developed to recognize excellence in psychology among Penn undergraduates and to enhance skills related to psychological research. There are two primary components to the Honors Program: (1) a substantial, year-long independent empirical research project (PSYC 4999), and (2) a complementary Honors Seminar (PSYC 4997). Students will be selected to be part of the Honors Program in the Spring of their junior year (see Application Process below). Upon successful completion of all requirements (see Requirements below),and upon graduation the student will be awarded a degree in Psychology with Honors. (On your transcript it will read: "With Distinction in Psychology").

Honors Program in Psychology at Penn  

Departmental Honors are available to majors who have strong academic records. The honors program involves (a) completing a year-long empirical research project in your senior year under the supervision of a faculty member (for a letter grade); this recieves 2 cu's total (b) completing a second term of statistics (for a letter grade) before graduation, (c) participating in a year-long seminar, PSYC 4997 (for a letter grade), designed especially for Psychology Honors majors; this receives a total of 1 cu; and (d) participating in the Undergraduate Psychology Research Fair in the Spring semester, at which honors students present a poster and give a 15-minute talk about their research. Finally, (e) a total of 15 cu's in psychology is required, please note: the honors seminar (1 cu total) and the second stats course (1 cu) bring the total in the major to 15 cu.  The application is due (via email or drop off in-person to Claire Ingulli) by  March 25, 2024.  The application for the Honors Program can be found with other forms on the Psychology Dept web page (go to Undergraduate Program and click on "Forms") . The application is due by  March 25, 2024.

Mentored Research:

Students who wish to graduate with Honors in Psychology must complete two semesters of enrollment in mentored research (PSYC 4999) with the same professor during senior year. The expectation is that students will work closely with a faculty advisor to develop an independent research project that includes the collection and analysis of data or the analysis of secondary data. As with all two-semester research projects, honors students must submit a final research paper at the end of their senior year describing their empirical investigation. At the end of their senior year, honors students must also present a poster and give a 15-minute talk to faculty and students in the psychology department at the Undergraduate Research Fair in the Spring.

Honors Seminar:

All honors students must attend the weekly Senior Honors Seminar: PSYC 4997 (0.5 cu per semester). The Honors Seminar is a 0.5 cu course that meets for two semesters (two hours per week on Monday afternoons); students earn 1.0 cu total.

The primary function of the Honors Seminar is to develop the scientific and professional skills of psychology students in conjunction with their mentored research project. Thus, a primary focus of the seminar is the development of skills in critical reading, writing, and public speaking. Other functions of the Honors Seminar include education/career planning, and training in ethical practices, research methods, and statistics. Students in the seminar will attend Psychology Department colloquia, followed by a class discussion, to expose them to the variety of excellent research in psychology and to illustrate effective presentation techniques. Finally, another important function of the Honors Seminar is to increase Esprit de Corps among our Honors students, who by spending time together will be able to support and advise one another throughout their senior year.

Requirements for Honors in Psychology

1. Application to (and acceptance into) the Honors Program during Advance Registration in the spring semester of the junior year (see Application Process, below).

2. Satisfactory completion of two semesters of a PSYC 4999 or PSYC 4999-equivalent in senior year, culminating in a paper, a poster, and a talk in the spring of the senior year.

3. Satisfactory completion of two semesters (total of 1 cu) of the Senior Honors Seminar in Psychology: PSYC 4997.

4. Satisfactory completion of two semesters of statistics, both of which must be taken for a letter grade.

Application Process for the Honors Program

The application for the Honors Program can be found with other forms on the Psychology Dept web page (go to Undergraduate Program and click on "Forms") . The application is due (via email or in-person drop off to Claire Ingulli) by  March 2024, TBA In addition to this form, students applying for the Honors Program must submit a brief statement (2-3 pages) of research interests (see FAQ #8 below); a brief description of the statistical analysis they will use for their research project; and a current, unofficial transcript. In addition, students must request a letter of support from the intended research supervisor, to be sent directly to the Director of the Honors Program for 2024-2025, Dr. Liz Brannon, [email protected]

Students will be notified of their acceptance into the Honors Program during the Advanced Registration period.

Admission into the Honors Program will be based on evidence for enthusiasm for psychological research and likelihood of accomplishment in research, which may be reflected in prior research experience, good grades in challenging courses, excellence in statistics, and an outstanding statement of research interests.

Although there is no formal GPA requirement for acceptance into the Honors Program, it is expected that students will demonstrate good grades across a challenging curriculum. Most successful applicants will have a GPA within psychology courses of approximately 3.5.

If you are planning on applying to the Honors Program, it is imperative that you identify a research supervisor as soon as possible. No applications will be considered without an identified research supervisor (and a letter of support from that person). If you have questions about how to identify a supervisor, see the FAQ on this topic, below.

Frequently Asked Questions

1. Whom do I contact with questions about the Honors Program?

Questions about the Honors Program can be directed to Dr. Liz Brannon, [email protected] , or Dr. Coren Apicella .

2. How do I find a supervisor for independent study research? There are several options - try all of them! (1) Meet with the Director of Undergraduate Studies or the Director of the Honors Program to discuss your research interests and identify candidate supervisors; then, contact those people to discuss research opportunities; (2) If you have taken a course in psychology that fascinates you, speak to the professor about research opportunities in his or her lab, or in related labs at Penn; (3) Attend one of the spring Research Fairs, where you will have a chance to meet current students conducting research and to hear from faculty about their research programs. (4) Peruse the Psychology Dept web page. There are descriptions of research interests for each faculty, so you can get an idea of whom you might like to work with.

3. Is the honors research requirement in addition to the research requirement for all majors?

All honors students must complete a two-semester research project in their senior year (culminating in the research paper and the poster), in addition to the other Psych major requirements. One semester (1 cu) of this year-long senior project can fillfil the research requirement for the Psychology major. Many honors students will complete more than two semesters of research; however, only two semesters of 4999 can be counted towards a major in psychology with honors. Any remaining semesters of 4999 can be counted as “free electives” in the general requirement for graduation.

4. Does participation in the Honors Program increase my overall graduation requirement from 33 to 35 cu’s since honors students need 15 psych course instead of 13?

No. The two additional 2 credtis (i.e., honors seminar and a second statistics course, both of which must be taken for a letter grade) are treated by the college as “free electives” (rather than a part of your major, per se) so the total course requirement for graduation remains 33. 5. Can I take statistics through the College of Liberal and Professional Studies (LPS) to satisfy the two-course statistics requirement for the Honors Program?

6. I received a 5 on the Statistics AP Exam, so I skipped STAT 1110 and went directly to STAT 1120. Do I need to take another statistics course? 

Yes. Once you determine who your thesis advisor will be, you should discuss with them what appropriate advanced statistics course you should take, for a letter grade. There are a number of options at Penn. In the past, some students have received permission to take the graduate statistics course (PSYC 611, offered in the fall). Other students have taken specialized courses relevant to their subfield. Any course that lists STAT 1120 as a prerequisite might be appropriate for your needs. However, based on discussions with your thesis advisor, you can petition to substitute a non-statistics course to complete the 15 cu requirement for honors in psychology.

7. I don’t understand what the terms “4999-equivalent” and “4000 level” on the honors web page mean.

Psychology courses at the 4000 level are research experience courses. You can construct a year-long research experience (at the 4000 level) with a single professor in a number of ways: (i) most honors students develop an independent research proposal with a faculty member, and register for PSYC 4999 (Individual Empirical Research, aka Independent Study) in both the fall and spring semesters; (ii) some students enroll in one of the few year-long research experience courses (e.g. PSYC 4462), which are designated as such on the course listings available during advanced registration (not all students in these courses are part of the Honors Program); (iii) very occasionally a student makes advanced arrangements to enroll in a one-semester research experience course in the fall semester (if offered) and to continue and complete a research project with the instructor of that course in the spring semester. In all of these cases, the arrangements must be clearly specified at the time of the application to the Honors Program.

8. What should I include in the statement of research interests that accompanies my application to the Honors Program?

Your statement should include a summary of your research experiences to date that have shaped your interest in conducting an honors thesis in psychology, as well as a description of your planned senior thesis research, and a brief description of the statistical analysis you will use for your research project. The amount of detail in the thesis plan varies a lot from application to application, but in all cases there should be a scholarly discussion of the general research question and some statement of the hypothesis or hypotheses you would like to test.

9. My advisor has suggested that I conduct my senior thesis with a research partner, but that person is a junior and so is not eligible to apply for the Honors Program. Does that mean I cannot apply?

Not at all. Every year, several projects are carried out jointly by an undergraduate research team of 2-4 students. In some cases, none of these students is in the Honors Program, in other cases, all of them are, and in other cases, their status in the honors program is divided. Sometimes this happens because one person is not eligible to apply; sometimes a student decided not to apply because of other commitments; and, sometimes one or more members of the team is not accepted. Even in the cases of joint projects, applications to the Honors Program are made (and are evaluated) individually.

10. I am going to be abroad in the Spring of my junior year. Can I still apply to the Honors Program?

Definitely! The entire application can be submitted by email if you are out of the country (if you are not, we prefer the paper submission). However, you should start planning well in advance of the application deadline so you can identify a thesis advisor before you leave.

11. I will have enough credits to graduate in December next year. However, I have been working with a psychology professor all year, and will continue to do so in my final (Fall) semester at Penn. Can I still apply to the Honors Program, for that one semester?

No. Unfortunately the Honors Seminar is structured around one-year projects that begin in September and end in May of the senior year. While we commend both your extensive involvement in research and your ability to graduate in fewer than four years, we will not be able to offer you a spot in the Honors Program. That said, you are still eligible to give a presentation at the May research fair and (if you do) you are also eligible for the departmental prize for outstanding research. You could do this in the Spring of your junior year (if you have already completed one full year of independent research) or you could return in the Spring of your senior year to present your independent research project.

12. Is it possible for me to do research with a professor not in the psychology department as part of the research component of the honors program?

Yes. The faculty of many departments and schools outside of the psychology department conduct research that is relevant to the discipline of psychology. Past students have found research supervisors in the Medical School, the School of Education, Wharton, Children's Hospital, and other SAS departments (e.g., linguistics). If you look at the list of members of the psychology graduate group ( http://www.psych.upenn.edu/people/gradgroup ), you will see the names of candidate faculty in other departments, but note that even this long list is not exhaustive. If you identify a research supervisor in another department, please note the following rule for PSYC 4999 advising, which applies here as well: All Psyc 3999 and 4999 projects must be overseen by a faculty member in the Penn Psychology Department. However, it is frequently appropriate for the immediate (day-to-day) supervisor to be a graduate student in Psychology, or a faculty member in another department at Penn. The Director of the Honors Program is typically willing to serve as the nominal faculty advisor in cases where the immediate supervisor is in another department. Both must listed on your application form, but your letter of support should be written by your immediate supervisor.

13. Do I have to take STAT 1110 and STAT 1120 to fulfill the major and honors statistics requirements, or may I take other courses to satisfy the statistics requirements?

Each psychology major must complete one semester of Statistics. Honors students   are required to take a second semester of statistics (for a letter grade) before they graduate; the most appropriate courses are: Stat 1120 or Stat 1020 or BIOL 5510; in addition CRIM 1200 will count as a second stats course for honors.  Students who have taken the Statistics AP test will  not  receive credit for the statistics requirement in the psych major. The following courses currently satisfy the major stats requirement: Biol 2510, Stat 1110, Stat 1120, Soci 2010, Anth 3454, Econ 2300, Nurs 2300, CRIM 1200, ENM 3750, Stat 1010 and Stat 1020. The first three courses use examples that are especially appropriate for psychology majors. The evaluation of scientific findings requires the kind of expertise in the analysis and interpretation of primary data that comes from the study of statistics. For this reason, students are strongly advised to complete statistics relatively early in their education, if possible in their sophomore year. Students may fulfill the statistics requirement in the major by taking STAT 1110 offered by the College of Liberal and Professional Studies (LPS) in the  summer , but not STAT 1110-601 offered by LPS during the academic year. Students who expect to pursue graduate work in psychology or a related discipline are strongly encouraged to take a second term of statistics.  Honors students   are required to take a second semester of statistics (for a letter grade) before they graduate; the most appropriate courses are: Stat 1120, Stat 1020, or BIOL 5510.

Psychology Honors Program

The Honors Program in Psychology is designed for Psychology majors who wish to pursue a full year of intensive supervised independent research during their senior year. Students in the program will acquire a broad background in psychology as well as a deep background in their chosen area. You can find out more about the program in this short video here .

Program Overview

Fall Quarter is devoted to learning new research skills, developing your career, and to getting started on your research project. We will meet twice a week during the quarter. The seminar will include guest presentations about resources at Stanford; panel discussions with current graduate students about how to apply for lab manager positions, graduate fellowships, and graduate school. The sessions on research skills cover a range of topics including project management with Github, statistical analysis in RStudio, and tools for academic writing. Students give a presentation about their research, write a grant project proposal at the end of quarter, and provide peer feedback.

Winter Quarter is devoted to learning more about each other's research through reading and discussion. We will meet once a week during that quarter. Each student will select one paper for the class to read that's particularly relevant for their research, and lead the discussion of that paper in class. Students will share reaction posts based on their reading, write a literature review at the end of the quarter (which will serve as the introduction for their thesis), and provide peer feedback.

Spring Quarter is devoted to finishing up and presenting your research. We will meet twice a week during that quarter. Students will provide updates on their projects, and we will spend time together writing the thesis. Students provide peer feedback on thesis writing throughout the quarter. We will discuss how to effectively present one's work in poster presentations, oral presentations (including a short elevator pitch), and in written form. At the end of the quarter, students will submit a short video recording of their research (elevator pitch), present their work as a poster during the psychology colloquium, and submit their written honors thesis.

Upon successful completion of the program, students will graduate with Departmental Honors.

All Honors students must have a research advisor. Honors students must be supervised by a Psychology faculty member. Any honors research supervised by faculty outside of the Psychology Department may be accepted with a Psychology faculty co-advisor or must first be approved by the Honors Faculty Director.

Honors Program Requirements

Students who graduate with Honors in Psychology will have completed the following by the end of their final year at Stanford:

• All regular major requirements
• Psych 198 (Senior Honors Research) Fall, Winter, and Spring Quarters
• Completion of the Honors Thesis
• Presentation at the Honors Convention

How to Apply

Students may apply to the program in their junior year. Admission to the program is based on academic performance, previous research experience, and faculty or graduate student recommendations. Applicants will be notified of acceptance during the spring quarter prior to senior year.

Applicants will need the following materials:

• Honors Application, due April 15, 2024 .
• An unofficial transcript that includes your Winter 2023-2024 grades.
• A brief summary of your research idea/project (1-2 pages max).
• One must be from a Stanford Psychology faculty member who will be your Honors Advisor.
• The second letter can be from anyone who has knowledge of your academic work or research experience.
• Recommenders should email their letters to asims [at] stanford.edu (asims[at]stanford[dot]edu) .

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Honors FAQs         Honors Thesis Application

Psychology is an empirical and STEM discipline which relies on data to answer questions about the brain, mind, and behavior. We encourage all of our majors to get involved in the wonders of research and the generation of new knowledge. To fully explore your interests in psychology, the Department of Psychology at ASU has a number of activities that are specifically designed to encourage and support honors students in Barrett .   

An Honors Thesis in Psychology is expected to be a project of original empirical research that adds to knowledge in the discipline. Students in the honors program complete theses on a wide range of topics using a range of methodologies and the projects evolve from a blend of student interest and faculty expertise. The Department recommends that Barrett students participate in the Psychology Honors Sequence.

HONORS THESIS SEQUENCE

We offer a structured, intensive sequence for advanced students to help pursue an empirically-based Honors Thesis in Psychology. The Honors Thesis Sequence is the core of the psychology honors program. Beginning each January, the sequence spans one calendar year and consists of a two-semester sequence which is offered Spring and Fall. The seminar helps provide structured support for the cohort of students who are working on their theses with Psychology faculty. Seminar activities include professional tool skills  in writing and defending a thesis and preparation for applications to graduate or professional schools. Doing a thesis in psychology is also excellent preparation for any number of professional roles because of its analytic, scientific, and communicative demands.  

Enrollment in the sequence is limited with applications welcomed from all qualified, well-prepared psychology majors. Expectations for student preparation are more fully described in the program brochure and Honors Thesis Application . Applications for the Psychology Honors Thesis Seminar are due in mid-November for admission to the sequence in the January.

As described in the application materials, if a student applies to complete a Psychology Honors Thesis outside the Honors Sequence, they have the same expectations for preparation and committee structure as for students applying to the sequence, and they should used the application document to receive permission to enroll using the PSY prefix. Alternative honors projects can be completed using the prefix of HON. 

The department offers a small number of sections of some courses that are designed for honors students. These are smaller, separate seminar courses that are limited to honors students or by instructor permission (footnote 19 courses). When available, we particularly recommend that you seek out an honors section of Statistics (PSY 231 instead of PSY 230), as well as enrollment in the honors section of PSY 351 (Social Psychology) which is periodically offered.

Research Opportunities

In the thesis sequence, you will be immersed in a research project that you have designed so it is essential that you acquire firsthand research experience in preparation for the thesis sequence.  Research opportunities abound through our department's labs and you will undoubtedly find an ongoing study that will suit your inquisitive nature across the field of psychology including research in behavioral neuroscience, clinical psych, cognitive science, developmental psych, quantitative methods or social psych.

Currently available research opportunities can be found here .  If you don't see a research lab that quite matches your interests, visit our Research Lab pages and don't hesitate to directly contact the faculty member who directs the lab's research projects. Course credit (PSY 399, 499) is available for students who serve as research assistants in various psychology labs and many labs accept volunteer research assistants.

All students preparing to do a Psychology Honors Thesis (PSY 492/493) are expected to have completed a supervised research experience in PSY 399 before beginning your thesis project. 

What is an honors thesis in psychology?

Psychology is a scientific discipline that studies behavior and mental activity. In this it is a very broad field, which overlaps with many other disciplines in the university. Psychology is also an empirical science and our faculty feel that the honors thesis should have an empirical component rather than being a solely theoretical review paper. We encourage all our majors to get actively involved in research at all levels and feel that such research should be part of the thesis experience as well.

Thus, the honors thesis in psychology is a project of original scholarship which includes an empirical component and which the student undertakes under the guidance of a faculty member. The specific research question that the thesis engages and the details of the project are determined by the student and faculty member. Students work with faculty in developing research questions for their theses and in designing and executing studies to inform us about those research questions.

Thesis projects may involve the collection of new data or may use existing data sets to answer to new research questions. Because of the complexity of projects in psychology and the need in many cases to collect data from people or animals as subjects of study, there is a great deal of planning involved and projects are thus scheduled to require two semesters of academic work.

The thesis serves as a capstone experience for our majors. The experience is aimed at students who are our best students in terms of their capability and in terms of their engagement with the major. Before beginning a thesis, we expect students will have substantial progress in the major and already had some experience in research endeavors usually as a supervised research experience via a PSY 399 course.  

When does the psychology honors sequence occur?

The year-long sequence is spring and fall semesters. Thus, it is held in a calendar year, rather than an academic year. Students begin the sequence in spring semester of their junior year and complete the sequence and defend their honors thesis in the fall of their senior year.

What does the psychology honors thesis sequence involve?

There are a total of four courses (12 hours of credit) involved in the sequence, all of which are honors credit. Students enroll for PSY 497 Honors Thesis Seminar and PSY 492 Honors Directed Study. In the fall semester, students enroll in a second semester of PSY 497 and PSY 493 Honors Thesis.

During the spring semester, students develop the ideas, background and methods for their study. At the end of the spring semester, they write a paper and make a formal presentation of their proposed project to the seminar and their faculty mentor.

During the summer (when warranted) and fall semesters, students complete the data collection, do analyses of their data, and write up the study as a formal thesis. The honors thesis is then defended to a committee and the seminar class.

What does a student do to prepare for the honors thesis sequence?

Get an early start on substantive course work in psychology; do well in their coursework; and get involved in Psychology research activities with faculty-directed labs.

Expectations for applicants include the successful completion of:

• PSY 230/231, PSY 290 with a minimum GPA of 3.4;
• at least two, 3-credit upper division Psychology content courses (PSY 300 level or higher -- does not include PSY 394 UTA, PSY 394 Adv Advising Assistant, PSY 399, PSY 484, PSY 499);
• at least one research experience beyond PSY 290 (usually a PSY 399 experience with a faculty member in the department);

Students without this level of preparation are at disadvantage in terms of having the ideal honors thesis experience. Because the seminar has limited capacity, we reserve the class for those who are engaged and prepared for the experience. Typically, we have admitted all students meeting our expectations for preparation.

How do I apply?

There is an application process to help us make sure that you have met the expectations for preparation. An Honors Thesis Application  should be submitted to the Honors Coordinator, Dr. Mary Davis ( [email protected] ). Once admitted to the Honors Thesis Sequence, students will be given permission to enroll in PSY 497 and PSY 492. 

Can I begin the sequence in the fall?

No. The honors thesis sequence begins Spring semester only and runs two semesters ending in Fall. Begining the sequence in the spring semester has a number of advantages and remains the best timing option. Having the sequence run each calendar year also provides the greatest flexibility, both by having the summer available to work on the project and also by providing for a cushion in the event that the project is not completed by the end of fall semester. This timeline is also best for the student who is aiming to go forward to graduate or professional school in that thesis projects are largely completed by the fall period of applying to graduate school and student personal statements and the faculty letters of recommendation are more mature and well-informed.

What if I want to spent junior year abroad?

Study abroad can also be a very important, positive experience for students as is completing a thesis. If psychology majors who want to do an honors thesis in the sequence also want to study abroad, it requires more planning and probably some flexibility. It is true that there are more good opportunities than time to do them all, and sometimes students need to prioritize their choices.

Many students use the fall of their junior year or the summer either before or after junior year as a time to participate in such programs. It is not unusual for us to get an application from Spain or Australia in late fall to begin the sequence in January. If you elect this option, do not forget to submit an application by the November deadline. Remember that you still need to complete the expectations for preparation for the sequence.  

What if I am a transfer student, or am shifting majors to psychology as an upper-classman?

Upperclass students new to Psychology should carefully review their academic progress and longer term goals to evaluate the importance of the honors sequence for them. Although it is possible to be admitted into the program, transfer students or new majors may need to take additional semester(s) of study in psychology. It is imperative that such students plan carefully with their advisors.

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Honors Program

The honors research program in psychology is intended to provide students with an enriched experience in developing and conducting research in the psychological sciences. The program emphasizes independent thinking, empirical methods, and commitment to a working engagement with research in psychology.

The purpose of the research honors program is to provide students with hands-on experience with psychological research in order to give them the tools to pursue graduate work in psychology. Check out past student theses  (PDF) to see what type of research pervious honors students have done. 

This program is tailored toward students intending to pursue graduate study in psychology.

Getting Started

Students should begin planning no later than the first term of the junior year, particularly if they are considering studying abroad during the second term.

Students will need to find a faculty mentor before applying to the program. Faculty mentors work closely with students in laboratory-based and/or field-based empirical research throughout the program.

Students should apply to enter the honors program by August 1 of their senior year or before.

Interested in completing an honors thesis but not currently connected with a faculty member in their lab? You can complete an interest form and we will try to match you to a lab. Once you have completed the form, please email the director of the honors program, David Dodell-Feder ( [email protected] ), notifying him of your interest.

Eligibility

To be eligible for the honors program students must:

• Be a declared psychology major
• Have a GPA of 3.3 (or better) in their psychology courses by the end of the junior year
• Complete PSYC 219W: Research Methods in Psychology with a grade of B+ or higher
• Complete at least one semester of independent research in psychology or a 300-level research seminar in psychology prior to the senior year

To apply for the program students must:

• Identify a faculty member from psychology, brain and cognitive sciences, psychiatry, or another relevant department to sponsor their research project. If the faculty member is not in the Department of Psychology, you will need to identify a co-advisor who is.
• Submit the research honors application to the psychology honors director, David Dodell-Feder , no later than August 1 of their senior year*.

*Ideally students apply by the second semester of their junior year, which requires that they write their proposal by that time.

The application should be completed in collaboration with and signed by the faculty advisor.

Selection Process

Applicants are selected based on the quality/feasibility of their research proposal, their research experience, their psychology GPA, and the support of their faculty mentor.

Program Requirements

The research honors program is a year-long, independent research program taken during the senior year. Students will complete requirements under the direction of their faculty advisor. The following requirements must be completed in order to be considered for a research honors degree:

• PSYC 389: Honors Research I during the fall semester of senior year
• PSYC 393W: Honors Research II during the spring semester of senior year
• Completion of PSYC 389/393W course activities as described in the syllabus
• A formal written Honors Research Thesis approved by the faculty advisor and submitted to the advisor and a second faculty reader by the last day of classes in the spring semester of the graduating year*
• Oral defense of thesis to the faculty in a public seminar held during the two weeks prior to graduation

*Completion of the honors program automatically includes completion of the upper-level writing requirement of the psychology major.

Writing a Senior Honors Thesis & Graduating With High/Highest Honors

Undergraduates are encouraged to take advantage of all the exciting and groundbreaking research taking place here in the UCD Psychology Department.

Graduating with Honors requires a qualifying GPA. The GPA cutoffs represent the top 8-16% of UCD students in the College of Letters & Science. Check the most recent GPA cutoffs here .

To graduate with High Honors or Highest Honors, you must complete the following steps.

• Check that you meet the  GPA criteria  for Honors in the College of Letters & Science.
• Find a faculty sponsor

Psychology 194HAHB W18.pdf

• Submit your thesis 

HonorsCoverSheet.pdf

• How do I find a faculty sponsor?
• A faculty sponsor can be any faculty member in the Psychology Department. See a complete list, along with faculty research interests here . Here are some ideas about who to ask: - If you are a research assistant , ask your Principal Investigator (PI) - Consider PSC courses that you loved and who taught them - Read about faculty research interests and approach a faculty member who shares your interests
• How do I get units for my thesis?
• Writing an Honors thesis is a year-long commitment, and these courses (6 units total) account for the work you dedicate to your thesis. PSC 194HA and 194HB are taken separately during two quarters of your senior (or final) year.
• I don't meet the Honors criteria. Can I still write a thesis?
• If you have a potential faculty sponsor, then maybe. - You and your potential sponsor should discuss your research interests, why you desire to do write a thesis, and the level of commitment involved to determine if a thesis is right for you. - If you and your sponsor agree to proceed, you would earn units via PSC 199, instead of PSC 194HA/HB. - If you do not do a thesis, check out the  Undergraduate Research Center  (URC) for ideas about other ways to present your research, such as the Undergraduate Research Conference.
• What kind of research does a thesis involve?
• To obtain High or Highest Honors, you must complete an original empirical investigation designed and executed by you. - It is more than a literature review - It should emulate a scientific journal article (e.g. the APA journal) - Collaboration is permitted, but you must be the first author and primary investigator - Only one person can gain credit for a single thesis - Your thesis should be primarily your contribution and ideas - Using a grad student's existing project is not  appropriate - Basing a new experiment on existing work is permitted, but must how evidence of your original input and ideas.
• Honors vs. High/Highest Honors
• What is the difference between Honors, High Honors, and Highest Honors? - Students can graduate with honors based solely on their GPA. Check the most recent GPA cutoffs here . - High or Highest Honors is based on the quality of your thesis, see below - If a thesis is unacceptable, or if no thesis is submitted, and you meet the Honors GPA, you will earn Honors.
• Who will be reading my thesis?
• Your faculty sponsor and a committee of other Psychology faculty will evaluate your thesis. The Honors thesis advisor will administer the review of your thesis.
• When is my thesis due and how do I submit it?
• Your thesis is due no later than the last day of instruction of the quarter you filed to graduate. Follow these submission instructions: - Save your thesis as a PDF. The file name should be [Last Name]HonorsThesis.pdf (e.g. GarciaHonorsThesis.pdf). - Complete a Honors Thesis Cover Sheet (visit  Forms  above) and save as a PDF. The file name should be [Last Name]CoverSheet.pdf (e.g. GarciaCoverSheet.pdf). Your sponsor’s comments and recommendation should be sent separately by your sponsor directly to Joy Geng ( [email protected] ). - Submit  both  your thesis and cover sheet via email to the Honors thesis advisor, Joy Geng at  [email protected]
• How will my thesis be graded?
• Each thesis is read and evaluated by a committee of Psychology faculty at the end of the quarter in which you filed to graduate. The committee will apply objective evaluation criteria to all submitted theses, and they will also consider your sponsor’s recommendation. Attributes of a Highest Honors Thesis: - Well-written with a clearly described problem that is addressed throughout the thesis - Ample evidence of original work in the form of new data collection and/or new analyses addressing a problem in the literature - A statistical approach suitable for the problem at hand - Sufficient quality of data and sample size to show convincing positive or negative effects, with many appropriate controls - The data should provide clear and unambiguous support for the main conclusions in the discussion - Findings reported in context of relevant literature - Final product should be at least 70% ready for submission to a respected low- to mid-impact journal in your field - Sample theses that received Highest Honors are available online here: 2006; 2011. Attributes of a "High Honors" Thesis: - Some of the “Highest Honors” thesis qualities remain true, but not all. - Thesis addresses an interesting and novel problem but some relevant control conditions are lacking, thereby complicating interpretations - Evidence of new data collection and/or analyses but insufficient in quality or sample size, thereby complicating interpretations - Analyses make use of appropriate statistical techniques some of the time - The data supports some aspects of the interpretation but not all - Findings sometimes reported in context of relevant literature, but other work may be missing or overlooked - Final product should be compelling and novel, but may not be ready for publication any time soon Not High/Highest Honors Quality - Significant Flaws - No evidence of original data collection and/or analyses - Poorly defined problem with minimal controls and analyses to address it - Insufficient data quality or sample size to address the problem in any meaningful way - Misunderstanding of issues basic to the field that renders the thesis difficult to interpret and problematic - Final product is not a passable thesis
• Further Questions
• The advising staff and the thesis advisor can help with additional questions - Contact an academic advisor - Contact Dr. Joy Geng, thesis advisor Additional samples are available in the Advising Office in 101 Young Hall.

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PSYC Honors Program

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The PSYC Honors Program allows exceptional students to collaborate directly with a faculty mentor to complete an original research project. This engagement fosters an intellectual culture in our department in which faculty members mentor the next generation of scholars to conduct research that advances knowledge in psychology and contributes to the betterment of our world. Results from honors projects have been reported in scientific journals and presented at professional conferences.

PSYC Honors includes two terms of independent study courses with the mentor (PSYC468H, PSYC469H, and PSYC499H), culminating in a written thesis report and a poster presentation. Successful program participants are awarded an honors designation at graduation (B.S. degree “with honors”).

At large, the PSYC Honors Program has the following goals :

• Educate students to think independently as scholars in their field
• Provide opportunities for close, scholarly, and scientific analysis of significant topics in psychology
• Encourage and provide opportunities for students to undertake independent research
• Introduce students to a broad range of psychological ideas and issues.

All psychology majors have the opportunity to graduate with the distinction of Honors in Psychology.

Benefits of the Program

Honors students may take graduate courses and apply the credits toward their undergraduate degree. However, in order to take a graduate course, the student must get special permission from both the Director of Undergraduate Studies in the Department of Psychology and the Assistant Dean in BSOS. Students have access to the upper level General Honors seminars and many of the General Honors functions. Honors students may establish their own internships under supervision of the Department of Psychology and receive Honors credit.

Eligibility Criteria

Psychology majors may apply at the end of their sophomore year or during their junior year, but no later than their sixth semester of undergraduate study .

Applicants must have:

• Completed three courses (9 credits) in psychology, including PSYC 200
• An overall and psychology GPA of at least 3.50
• An interest in and commitment to research in psychology

Requirements for Completion of the Honors Program

To graduate with Honors in Psychology, students accepted into the program must:

• Complete the requirements for a Bachelor of Science (B.S.) in psychology
• Complete an undergraduate honors thesis (PSYC468H, PSYC469H, and PSYC499H)
• Complete two PSYC honors seminars including PSYC498H
• Complete an additional advanced PSYC course (another PSYC honors seminar, another 400-level PSYC lab, or any 600-level PSYC course)
• Maintain a 3.50 UMD GPA (both cumulative and in psychology) for Honors
• Earn a 3.80 UMD GPA (both cumulative and in psychology) for High Honors, in addition to completing an honors thesis of exceptionally high quality as determined by the thesis committee
• Be actively involved in leadership or volunteerism in our department, university and/or community (e.g., assist with Welcome to PSYC Day, volunteer with BSOS or in the community)
• Present thesis poster at the Department of Psychology Undergraduate Research Day
• Join Psi Chi International Honors Society for Psychology for at least senior year 

Honors Coursework

To apply to the Psychology Honors Program, download and submit the application from our Honors Forms page.   Meeting all requirements does not guarantee admission. Only the top applicants, as determined by the Honors Director, will be admitted into the PSYC Honors Program.   If you have any questions about the Honors in Psychology Program, please feel free to contact the Department of Psychology’s Office of Undergraduate Studies at (301) 405-5866 or PSYCadvising [at] umd.edu .

                                                                    Apply By Nov. 15th!

WHAT IS AN HONORS THESIS?

The Undergraduate Honors thesis is an original, independent undergraduate research project carried out under the guidance of a faculty member in the Department of Psychology who serves as the student’s advisor. The thesis research explores a concept or problem within psychology in depth, includes a study that uses knowledge gained in undergraduate coursework, furthers understanding of a salient topic in psychology, and culminates in a substantial research paper. The thesis requires at least three semesters of focused work. The thesis forms a significant part of the student's Honors Program experience and is conducted under close supervision from the advisor. Example theses can be found at the following link ( https://drum.lib.umd.edu/handle/1903/25221 ).

WHO SERVES AS HONORS THESIS ADVISORS AND COMMITTEE MEMBERS?

The Honors thesis advisor must be a faculty member in the Department of Psychology (tenure/tenure track or professional track). The theses of undergraduate Honors students may not be supervised by graduate students, post-doctoral researchers or non-members of the Department of Psychology faculty.

The Honors Thesis Committee consists of three faculty members in the Department of Psychology. Students may petition the chair of the Department of Psychology to request that one of the committee members be a faculty member from outside of our department. Students should submit a written petition to the chair three weeks in advance of their proposal meeting with the rationale for including a faculty member outside of the department on the committee.

LEARNING OBJECTIVES

• Describe key concepts, principles, and overarching themes related to a research topic
• Engage in innovative and integrative thinking to develop and implement a study
• Design, conduct, analyze, and interpret psychological research
• Understand and follow ethical practices in scientific research
• Engage in statistical analyses
• Use scientific reasoning to interpret psychological phenomena
• Demonstrate effective communication and writing related to research
• Present research findings (to advisor, committee and Psychology community)

WHAT IS THE PROCESS FOR COMPLETING AN HONORS THESIS?

Students work with their advisor to identify a topic of interest and together, they decide on the research design for the study. The student writes a thesis proposal that consists of the following sections: Introduction, Literature Review, Method, and References. It is expected that the advisor provides edits and the student revises the proposal based on the suggestions from the advisor. Once the advisor approves the proposal, the student must present the proposal to the Honors Thesis Committee.

The student schedules a 1-hour meeting during which time the student gives a 10 to 15 minute presentation describing the research and then answers questions from the faculty. Each committee member independently votes whether the student passes (meets expectations) or does not pass (does not meet expectations) the proposal meeting. The student passes if they receive two or more passing votes.

After the meeting, the advisor submits the Thesis Proposal Meeting Form to the Assistant Director. If the student passes the meeting, the student makes edits based on committee feedback. After completing requested edits and receiving final approval of the proposal from the advisor, the student submits a proposal to obtain approval from the University of Maryland Institutional Review Board Human Subjects Committee or Animal Care Committee. Once the proposal is approved by the IRB, the student begins the research project.

If the student does not pass the meeting (receives two or more does not pass votes), the student has four weeks to make edits and hold a second proposal meeting. If the student does not pass this meeting, their participation in the Honors Program is terminated.

The thesis consists of the following sections: Introduction, Literature Review, Method, Results, Discussion, and References. After the advisor determines that the thesis is ready for review, the final thesis must be presented to the Honors Thesis Committee. The student schedules a 1-hour defense meeting during which time the student gives a 10 to 15 minute presentation describing the research and then answers questions from the faculty. The committee should receive the written thesis two weeks prior to the defense meeting. Students must defend their thesis no later than the last day of classes in the semester in which they plan to graduate.

In evaluating the written thesis, the Thesis Committee weighs (a) how well the student places the research into the context of the relevant literature; (b) the clarity and originality of the study design; (c) the relevance of the statistical design and analysis; and (d) the student's interpretation and integration of findings within the research and theoretical literature in psychology. Similar criteria are used to judge performance in the oral examination. Each committee member independently votes whether the student passes (meets expectations) or does not pass (does not meet expectations) the proposal meeting. The student passes if they receive two or more passing votes.

After the meeting, the advisor submits the Psychology Honors Program Thesis Defense Form  to the Associate Director, Undergraduate Studies. Often, edits are needed prior to submission of the final thesis. If the thesis is approved, the advisor submits the thesis and the Final Thesis Approval Form to the Associate Director. In addition, students are asked to upload their thesis on the library repository (DRUM). When the thesis is ready to upload, the students should send an email message to drum-help [at] umd.edu and the staff will assist the student in uploading their thesis. Please note that the final thesis must be approved by the advisor and submitted to the Associate Director prior to spring graduation.  

If the thesis is not approved, the student has the opportunity to make edits and schedule a second defense of their thesis to the Honors Thesis Committee within one month of the defense meeting. If the student does not pass on the second attempt, participation in the Honors Program is terminated. No credit will be received for participation in the Honors Program if the student does not successfully defend the thesis.

PSYC Honors Application Form

Psyc honors thesis proposal form, honors thesis defense form, meet our psyc honors students.

Jonathan Booker: "Hippocampal volume, caregiver changes, and family cohesion in adolescents with prenatal drug exposure"

Faculty Mentor: Dr. Tracy Riggins

Damiana Colley:  "Violence Against Native Populations in the United States: Human Trafficking, Generational Trauma, Systemic Inequities and the Contributing Factors"

Lucas Guberman 

Kyaw Thirein 

Sonya Leikin

Sarah Nelson

Deanna Sarlak 

Hannahlise Wang

PSYC Honors Alumni

Faculty Mentor:   Dr. Cristina Risco

Asian Americans have traditionally been vastly underrepresented in substance use research due to the "model minority" myth, which is the perception of Asian Americans as being more economically and educationally successful than other people of color. This stereotype is harmful as it disparages the hardships & struggles of Asian Americans and alienates them from other people of color, and is part of the reason why the literature on substance use in Asian Americans is so sparse. An understudied yet relevant factor in the study of alcohol-related problems is childhood trauma, which may extend to hazardous alcohol use behaviors through a mechanism of drinking to cope under the self-medication hypothesis. Ultimately, Naru's thesis intends to assess how childhood trauma impacts alcohol-related problems in Asian Americans, and how resilience moderates this relationship. The purpose of this study is to identify whether resilience can serve as a protective factor against alcohol-related problems in Asian Americans with childhood trauma, which may have clinical implications in treatments for alcohol use disorder in Asian American patients.

Faculty Mentor: Dr. Edward Lemay

With the ever-growing presence of social media in people’s lives, it is more important than ever to examine its impact on people’s well-being. Members of the LGBTQ+ community are particularly likely to be the victims of prejudice, harassment, and discrimination online. Although bystander intervention had played an important role in reducing the frequency and harmfulness of violence and discrimination in other contexts, little is known about the predictors of bystander inter vention in online LGBTQ+ discrimination. Guided by research on bystander intervention and perceptions of discrimination, the current research will examine a variety of predictors of actual and self-reported helping behavior, such as personal identities, connections to the LGBTQ+ community, attitudes towards LGBTQ+ individuals, perceptions of discrimination norms, and anticipated personal costs and benefits. Overall, this research aims to identify potential predictors of bystander intervention in the context of online LGBTQ+ discrimination, which may be useful for future intervention efforts.

Faculty Mentor : Dr. Clara E. Hill  

Faculty Mentor : Dr. Robert Slevc

Alignment is a phenomenon we have all engaged in. It occurs when a speaker “adopts” a linguistic aspect used by their interlocutor (Pickering & Garrod, 2004; Foltz, 2015). This essentially means that the conversational parties align through lexical terminology, syntactic form, or at another level such as phonetically. Current theories in psycholinguistics regarding linguistic alignment center around the idea that alignment occurs as a way of facilitating communication between two parties (Chun et al., 2016). It has also been theorized that alignment is a reflection of how a speaker views their interlocutor and is therefore dependent on situational cues and social factors. Research into this question has explored various social factors that influence a speaker’s tendency to align - including the perceived intelligence of the interlocutor, the prestige associated with the interlocutor’s class ranking, as well as other social factors such as the interlocutor’s relative status within a social setting (Lev-Ari, 2015; Chun et al., 2016). The purpose of Hanna-Sophia’s study is to explore the influence of accent prestige on the frequency of lexical and syntactic alignment in conversations between a foreign-accented English speaker and a native English speaker.

Madelyn Harris: "Black Grief Matters: Disenfranchisement, Social Support, and Coping Among Black College Students Grieving the Deaths of Black Americans by Police Brutality"

Faculty Mentor:  Dr. Karen O’Brien

Black Americans are nearly three times more likely than their white American counterparts to be killed by police, accounting for over 40% of the victims of police killings nationwide (Bor et al., 2018). Ubiquitous access to social media and news platforms facilitates widespread viewing and sharing of police brutality against Black Americans, and exposure to this violence is associated with negative mental health outcomes among Black Americans including heightened stress, depression, and grief and loss reactions (Allen & Solomon, 2016; Bor et al., 2018). Factors which may contribute to these negative mental health outcomes include disenfranchisement of grief (i.e., the grief not being recognized or acknowledged; Piazza-Bonin et al., 2015), the absence of social support during grieving (Burke et al., 2010; Stroebe et al., 2005), and the ways in which college students cope with these killings and their grief (Andersen et al., 2013; Fox-Williams, 2019). Informed by the multidimensional model of racism-related stress (Harrell, 2000), the biopsychosocial model of perceived racism (Clark et al., 1999), and the cognitive theory of stress and coping (Folkman et al., 1986), Madelyn's study examined how grief disenfranchisement, social support and coping style predict stress, depressive symptoms, and prolonged grief in Black college students (n = 194) as they respond to deaths by the police brutalization of Black Americans.

Holly Liposky: "Advice-Giving in Final Sessions of Psychodynamic Psychotherapy: Is it Advised?"

Faculty Mentor: Dr. Clara Hill  

Here’s a riddle: “Almost everyone needs it, asks for it, gives it, but almost nobody takes it. What is it? Answer: Advice.” (Roman, 2019, p. 99). Indeed, when people have problems, they frequently seek out advice from family, friends, and advice columnists. Similarly, when clients go to therapy, they frequently expect therapists to give them ideas about what to do differently so that they can feel better and function better in everyday life (Duan et al., 2018). Holly's study examines what effect advice can have within the therapeutic process and whether or not some kinds of advice are better than others. 

M Pease: " Title: Gender Minority Young Adult Mental Health: Anti-Transgender Prejudice, Mediators, and Implications in the COVID-19 Era"

Faculty Mentor:  Dr. Derek Iwamoto

Binary and nonbinary transgender young adults exist in a state of marginalization in American society. Both interpersonal and institutional forms of prejudice, discrimination, and oppression against trans individuals have created a myriad of mental and physical health disparities in this population. Yet, limited research has examined the mechanisms of risk for transgender young adults. Moreover, the impacts of the COVID-19 pandemic may exacerbate risk for marginalized groups. Using a minority stress framework and online cross-sectional survey design (N = 239), the current study examines gender dysphoria, emotion dysregulation, and relational authenticity as mediators of the relationship between transgender distal stress and negative mental health outcomes (i.e., psychological distress, alcohol use, and e-cigarette use) during the early stages of the novel coronavirus pandemic (late May to early July 2020). Additional data examined stressors relating to the novel coronavirus pandemic. Findings suggest gender dysphoria and emotion dysregulation mediate the distal stress-psychological distress pathway. An indirect effect of relational authenticity on alcohol use and gender dysphoria on e-cigarette use was also observed. Results are contextualized within the COVID-19 pandemic and critical implications are drawn for researchers, policymakers, and practitioners.

Pease, M. (2020, November). Gender minority young adult mental health: Anti-transgender prejudice, mediators, and implications in the COVID-19 era. UMD Libraries Digital Repository.  https://doi.org/10.13016/y709-jfyr

Karoline Trovato: "Educate and Empower: An Online Intervention to Improve College Women’s Knowledge and Confidence when Communicating in a Romantic Relationship"

Faculty Mentor: Dr. Karen O'Brien

Historically, and especially during the covid-19 pandemic, the vast majority of unpaid family care has been provided by women with devastating associated outcomes including lost jobs, increased poverty, and mental health concerns. Notably, equal family work distribution and healthy communication are associated with women’s relationship satisfaction and fewer depressive symptoms. Young women are an especially important population to educate regarding salient predictors of relationship satisfaction because they typically have not made long-term relationship commitments. The purpose of this study was to conduct a randomized controlled trial assessing the efficacy of PARTNERS, an online intervention created to empower young women in their romantic relationships. Results indicated the PARTNERS intervention effectively educated college women about family work distribution, effective communication, and the PARTNERS Model, and improved confidence communicating with a romantic partner. Ultimately this intervention may increase future relationship satisfaction, reduce depression, and equalize family work distribution for women.

Toluope Adetayo

Faculty Mentor:    Dr. Edward Bernat

Tolu is pursuing a Ph.D. in Clinical Psychology at the University of Alabama at Birmingham.

Aniruddh Ajith : "HRV as an Index of ANS Activity During Emotion Regulation"

Faculty Mentor:  Dr. Edward Bernat

Anirudh had a post baccalaureate position at  the NIH, in the National Institute on Minority Health and Health Disparities. Anu worked with Dr. Kelvin Choi on projects involving smoking. He is currently pursing a MD/PhD at the U niversity of Pittsburgh.

Shereen Ashai : " Coping with Loss: Advancing Understanding of Posttraumatic Growth and Grief in Kashmiri College Students"

Shereen is currently pursuing Ph.D. in Counseling Psychology at the University of Maryland.

Alissa Cole: "The effects of prediction and speech rate on lexical processing."

Faculty Mentor: Dr. Bob Slevc

Alissa is a doctoral student at Florida State University SU's clinical psychology program. Her previous research focused on psycholinguistic mechanisms of language comprehension and the role of working memory and processing speed in reading and language. Her current research interests include investigating executive function impairments in ADHD and examining its association with disorders of reading and language in children.

Tessa Botkin: " Measurement invariance among multi-informant assessment of fear of negative and positive evaluations: Implications for the psychometric properties of commonly used instruments".

Faculty Mentor:    Dr. Andy De Los Reyes

Tessa is a Research Specialist at UPMC Western Psychiatric Hospital.

Faculty Mentor:  Dr. Jon Mohr

Vardaan's project focused on examining online sexual racism as a predictor of body image concerns in East Asian & South Asian Queer Men. He is pursuing a Ph.D. in Counseling Psychology at the University of Tennessee Knoxville. 

Faculty Mentor:  Dr. Tracy Riggins

Carli investigated autobiographical memory for real-world events in 4-6-year-old children and how this type of memory relates to the lab-based Temporal Order Memory Task. She is currently a  Research Technician Associate at the University of Michigan. 

Vedavalli Govindan : " The Effect of Decision-Making and Inhibition Control on the Autonomic Nervous System"

Vedavalli is a client advocate at the Pregnancy Clinic in Columbia, MD, which provides free services (e.g. counseling, pregnancy tests, and sonograms) to socioeconomically disadvantage and undocumented mothers. She also engages in research at Children's National Health System and with the Clinical and Cognitive Lab at University at Maryland.

Micah Herman :  “College Dating Violence: Barriers and Facilitators of Bystander Intervention” 

Micah's thesis aimed to  update, replicate and extend a randomized controlled trial that tested the effectiveness of the STOP Dating Violence Bystander Intervention training program. Micah is a Counseling Psychology Ph.D. student at the University of Albany.

Samantha Jay:  "Stability and Predictive Validity of the Parent-Child Sleep Interactions Scale (PSIS): A Longitudinal Study from Early to Middle Childhood."

Faculty Mentor: Dr. Michael Dougherty

Samantha attends UMBC's Clinical Psychology doctoral program, working with Dr. Jason Schiffman. Her research focuses on suicidal ideation and behaviors in adolescents and young adults at clinical high risk for psychosis.

Lena Meredith : " Exploring Hippocampal Structural Differences as Children Phase Out of Napping"

Lena investigated if hippocampal volumes and subregion volumes are related to napping in children. 

Faculty Mentor: Dr. Lea Dougherty

Alex’s research looked into depressogenic cognitive styles, specifically in preschool  students. she c urrently works for Kennedy Krieger Institute as Behavior Data Specialist in an inpatient hospital unit for children with extreme mental and behavioral disorders.

Faculty Mentor: Dr. Jon Mohr

Nina's study focused on predictors and consequences of sexual orientation disclosure in the female friendships of bisexual women. She is currently pursing a Counseling Psychology Ph.D.at the University of Akron. 

Alexandra Hickey :"Exploring Gender Differences in Theory of Mind"

Faculty Mentor: Dr. Elizabeth Redcay

Alex is currently a Research  Specialist at the University of South Carolina. 

Erin Hill : "Evaluating an Online Intervention to Enhance Knowledge, Confidence and Skills in Undergraduate Students’ Responses to Bereaved Peers"

Erin is currently a doctoral student in Counseling Psychology student at the University of Maryland. 

Natania Lipp:  " Bereaved College Students: The Roles of Social Support, Coping Style, Continuing Bonds, and Social Media Use in Grieving Outcomes"

Dr. Patel currently practices as a Psychologist at a private practice in Washington, DC.  

Madeleine’s previous research projects include investigating how adherence to masculine norms relates to drinking behaviors in men, and developing an intervention plan with the goal of reducing adherence to masculine norms associated with binge drinking and negative health behaviors. She is currently pursuing graduate studies at Villanova University. 

Taylor Rezeppa:  “ Untrained observers’ ratings of emerging adults’ social anxiety and social skills within controlled, cross-contextual social interactions with unfamiliar peer confederates” 

Luba Roytburd: " Factors contributing to career problems in Jewish college women: The influence of attachment, separation from parents, and self esteem." 

Dr. Roytburd currently practices as a Psychologist at a private practice in Bethesda, Maryland. 

Alicia Rozycki: " Attachment theory and women’s career development: Does relationship with mother influence daughter’s career choices?" 

Dr. Rozycki currently works as a Military Psychologist at Primary Care Behavioral Health.

Dr. Salahuddin currently serves as Director, Undergraduate Studies and the Assistant Chair, Equity and Inclusion at the University of Maryland Department of Psychology. 

Dr. Sauber currently works as a Staff Psychologist at the Department of Veteran Affairs at the VA Palo Alto Healthcare System.

Dr. Schmidt currently serves as an Associate Professor and as the Director of the Counseling Psychology Training Program at the Towson University Department of Psychology. 

Dr. Shah currently practices as a Staff Psychologist at the University of Maryland Counseling Center.

Mary-Charlotte is currently pursuing a Master's degree in School Psychology at Towson University.

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Honors students take challenging courses in small classroom settings & participate in research alongside leading researchers and scholars in the field.

Honors students work closely with their Psychology Honors Advisor to craft a curriculum of challenging courses, research experiences, internships, and extra-curricular involvement relevant to their academic and career goals.

Honors Tracks

To graduate "with honors in arts and sciences": .

• 3.4+ Cumulative GPA
• Signed Psychology Major Curriculum Plan
• 2000+ level only
• Excludes 4999.01H & 499.02H
• Meet with PSYCH Honors Advisor by end of second year

To learn more, schedule a meeting with your Honors Advisor - Dr. Alisa Paulsen or Dr. Lisa Cravens-Brown. Not an honors student yet? Reach out to ASC Honors to get started.

Psychology Honors Courses

• PSYCH 1100H: Introduction to Psychology
• PSYCH 2220H: Data Analysis in Psychology
• PSYCH 3310H: Sensation and Perception
• PSYCH 3313H: Introduction to Behavioral Neuroscience
• PSYCH 3325H: Introduction to Social Psychology
• PSYCH 3331H: Abnormal Psychology
• PSYCH 3371H: Language and the Mind
• PSYCH 3550H: Psychology of Childhood
• PSYCH 3551H: Psychology of Adolescence
• PSYCH 5613H: Biological Psychiatry

To enroll in an Honors course, students should be in the  Arts and Sciences Honors Program  or have permission of the instructor.

Research Opportunities

Honors students may elect to engage in PSYCH 4998: Undergraduate Research in Psychology, under the supervision of a faculty member, and even design and implement their own research project via the Honors Thesis (PSYCH 4999.01 and 4999.02).

Students can also present their research findings. Talk with your advisor to learn more.

We hope you will consider majoring in Psychology within the Arts and Sciences Honors Program at The Ohio State University. For further information, please visit the Arts and Sciences Honors Program .

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Honors in Psychology

Honors in psychology.

The Honors Program in Psychology involves a multi-semester project designed to capture and represent development of expertise within the domain of psychological science.  The project can be within any domain in psychological science, such as research, pedagogy (teaching), community projects and service, methodological design, clinical practicum, interdisciplinary projects and research, professional development, and specialized independent products. Overall, an honors project must have three components: (1) Inquiry—a systematic investigation into a problem, issue, or topic; (2) Product—an outcome of discipline specific or interdisciplinary inquiry; and (3) Dissemination—sharing of inquiry process and product with project stakeholders and target audience.

Before you enroll in honors thesis I:

• You must have at least two semesters remaining before you graduate.
• You must have achieved at least junior standing.
• You must have passed Research Methods II (PSYC 2103 or 2104) with a grade of B or better (A is preferred).
• You must have an overall grade point average of 3.5 or higher, or be close enough to a 3.5 to be reasonably confident of achieving it by the time you graduate.
• You must have a Psychology grade point average of 3.5 or higher, or be close enough to a 3.5 to be reasonably confident of achieving it by the time you graduate.
• Identify a faculty member to supervise your project BEFORE you enroll in Honor’s Thesis I. For additional information please see the faculty mentor requirement section below.

FREQUENTLY ASKED QUESTIONS:

How do i find a project advisor/mentor.

Students who have a faculty member who has agreed to mentor them for their Honors Thesis (and who meet the above requirements) will be admitted to Honors Thesis 1. Students who do not have a faculty mentor will be admitted on a case-by-case basis by Dr. Montanaro, the Director of the Honors Program in Psychology. So it is best to try to find a faculty mentor who can mentor you. To find a mentor you should have an idea of a general topic that you would like to research. Then you should check our website for faculty members who share your research interest. You may also approach faculty members who have taught classes that you have enjoyed. Once you have a faculty member in mind, schedule a meeting with them in which you discuss your topic and ask them to advise you.

Can I do Honors Thesis work over the summer?

This depends upon the availability of your faculty mentor. Many faculty members are not available during the summer to supervise thesis work.

My GPA is currently below a 3.5. Can I still enroll in Honors Thesis I?

Yes, but be aware that you cannot actually graduate with honors unless your final GPA increases to a 3.5 or higher.

What if I complete a thesis but don’t achieve a 3.5 GPA?

Your two semesters of thesis work will still show up on your transcript, but you will not have the designation of “graduated with honors in psychology.”

Does honors thesis always involve collecting original data?

In some cases, students are required to collect original data for their honors thesis. You may also be able to analyze data that was already collected in the lab of your faulty mentor, as long as your research question and the data analysis you conduct is novel. A literature review is not considered appropriate for an honors thesis.

I see Honors Thesis on the schedule. Do we really meet every week at that time?

You need to have that time generally free on your schedule. The class will meet weekly or bi-weekly at that designated time in the schedule. During class Dr. Montanaro and your fellow classmates will help you hone your topic and research ideas, guide you in your literature review, give practice presentations, and discuss your progress.

How to Apply

For more information, please contact Dr. Erika Montanaro .

This Application must be completed by students who want to apply to the Psychology Honors Program and enroll in Honors Thesis I.

Information for students already enrolled in Honors Thesis 1 and 2

All students planning to graduate with honors must submit to the Honors College an Application to Candidacy Form with a thesis/project proposal by the deadline the semester PRIOR to the semester in which they expect to complete the thesis/project. This process includes review of the proposal by Honors Faculty and sometimes requires revisions. Plan ahead and contact your honors program director to facilitate this process; they, as well as your thesis advisor and any reader(s), must review the proposal and approve it via signature before submission. This Application to Candidacy process is required before taking any honors thesis/project courses on campus. For more information, including the form, deadlines, and guidelines, visit the Honors College’s Website . Students who fail to complete this required step will not be able to proceed with the thesis/project, nor graduate with honors.

Departmental Honors Program

The application for the 2024-25 academic year is now open!!! Application closes : Tuesday, May 28 at Noon (12:00pm PST)

The 2024-2025 program faculty coordinator is  Dr. Naomi Eisenberger . For additional information about the program, please watch the 2021 information session .

Psychology Departmental Honors Program

Departmental Honors is a year-long program with two components:

• Individual research under the guidance of a Psychology faculty advisor, culminating in a full thesis.
• Weekly seminars (Wednesdays from 3:00 to 5:00pm, every quarter) with the Program Faculty Coordinator, which serve as support for the research and writing processes and introduce students to graduate school options, research presentation methods, and career paths.

Students who successfully complete the program will earn an “Honors” or “Highest Honors” notation on their diploma. Departmental Honors Students will earn 12 units of credit toward graduation for completing this program. If the entire series is completed, the last of these 4-unit courses can count as a Psychology Elective. Psychobiology and Cognitive Science majors may petition for elective credit if their research aligns with their major. Cognitive Science majors may alternatively use the last of the 4-unit courses towards the fieldwork/research requirement.

The Departmental Honors program is designed for students in their final year at UCLA. Students who are not seniors will not be admitted to the program, and are encouraged to instead apply during their senior year. If you are a student graduating early (e.g. after 3 years), you can apply to the program for your third (and final) year at UCLA. Please note this on your application.

Please contact the Psych Advising office with any specific questions about the honors program.

Eligibility

• Applicants must have an overall  minimum UCLA GPA of 3.50 as of Winter 2024 .
• Applicants must be Psychology, Psychobiology, or Cognitive Science majors and  must have all of the preparation courses for their majors completed by the end of Summer 2024 . Accepted participants must begin their projects during Summer 2024, with the assistance of a faculty advisor (however, there is no summer class enrollment).
• Applicants must earn a B or higher in PSYCH 100A and 100B. Note that eligible students may have these courses in progress during Spring and Summer 2024 — list “IP” for your grade if that is the case. Applicants who took these courses P/NP from Winter 2020 through Summer 2021 must have earned a Pass grade to be eligible and can list “P” to reference this.
• Applicants must be regularly enrolled UCLA students for the entirety of the 2024-25 academic year and be available to attend the departmental honors seminar in-person on UCLA’s campus during Fall, Winter, and Spring quarters. Students who will be away from UCLA for one or more quarters during the regular academic year (due to studying abroad, UCDC, etc.) are not eligible to participate in the program.

Preparing to Apply

• Find a Psychology Faculty Advisor who will sponsor your research project for the 2024-2025 year. They must be Psychology Department Faculty . Faculty not listed on this document will not be eligible to serve as advisors for this program. Your sponsor needs to be available during Summer 2024 to provide assistance with the IRB process. You must secure a Faculty Advisor prior to submitting your application.
• You do not need to have a full project organized when applying, but you should have a general topic in mind, a tentative plan, and you should select a faculty member in an area related to your topic. The following list can help you get started:  Psychology Faculty . Please make sure to note who is eligible to serve as an advisor by using this  list .
• Part of the application includes a projected time line for the completion of your project and thesis paper. Your advisor will help you estimate these dates before you submit your application.
• You will also provide an (approximately) 500-word statement of purpose describing why you want to participate in this program, what you hope to study and accomplish, and why you feel that you are qualified to complete a research thesis project, including detailed descriptions of any previous research experience.

Selection Process

Applicants are selected based on their research experience and their overall GPAs. Probability for selection depends on the competitive level of the applicant pool, which varies each year. We will select about 25 students for each cohort annually.

Decisions will be emailed to applicants in mid-June.

Psychology Departmental Honors Awards*

Timothy Chheang Memorial Award: Each Spring, one student receiving Highest Honors for his or her Psychology honors thesis project will be presented with the Timothy Chheang Memorial Award.  The recipient will receive an approx. $1k award.

Nissim and Arlyne Levy Endowed Award: Each Spring, one student receiving Highest Honors for his or her Psychology honors thesis project will be presented with the Nissim and Arlyne Levy Endowed Award.  The recipient will receive an approx. $1k award.

*Students are not eligible to receive both awards.

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Honors Program

The goal of the Honors Program is to acknowledge highly motivated students who excel both in the classroom and in research and to provide such students with special educational opportunities. This page describes the Department of Psychology and Neuroscience Honors Program. Students interested in General Honors are referred to the University Honors Program .

Honors Council Members

• Eliana Colunga (Director),  [email protected] , 303-492-4282
• Mike Baratta , [email protected]

Department Honors Council Representatives

• David Allen , [email protected]
• McKell Carter , [email protected]
• June Gruber , [email protected]
• Al Kim , [email protected]
• Erik Knight , [email protected]
• Akira Miyake , [email protected]
• Susanna Molas , [email protected]
• Eric Pedersen , [email protected]
• David Root , [email protected]

Requirements

Maintain a high GPA . Guidelines adopted by the Honors Council are a 3.3 GPA for graduating “cum laude,” 3.5 GPA for “magna cum laude,” and 3.8 GPA for “summa cum laude.” These are guidelines and the Honors Council occasionally awards an honors designation inconsistent with these guidelines depending on the quality of the honors thesis. Students with a GPA of less than 3.3 who are interested should contact the Honors Director. Completing a research thesis is a rewarding experience whether or not one graduates with honors. Conducting research in collaboration with a professor is one of the most important educational opportunities uniquely available at a research institution like the University of Colorado.

Honors Thesis . Honors students must conduct an empirical research project under the supervision of a faculty member, write a thesis based on that research, and defend the thesis before a committee of three faculty members. The examining committee includes (a) the student's thesis advisor, (b) one of the departmental representatives to the Honors Council, and (c) a faculty member outside the Department of Psychology and Neuroscience. It is up to the student to form the committee and to schedule the defense date.

Students intending to graduate with departmental honors must complete a registration packet, which can be obtained  online  or in person at the Honors Program office (Norlin Library M400L). The university deadline for completing this registration packet is around the middle of the semester before you intend to graduate. 

Students may also register for a maximum of 3 credits of Senior Thesis (PSYC/NRSC 4011) for the semester that they defend their thesis. To do so, students must complete a form available online or in the Advising Office (D260 Muenzinger). This form needs to be signed by your thesis advisor and by one of the departmental representatives to the Honors Council.

Important Dates

It is important that you inform us about your interest in graduating with honors as soon as possible. The university deadline for completing the application packet for graduation with Honors is around the middle of the semester before you intend to graduate. Note : Exact dates are available from the Honors Graduation Page (look under the Registration and Deadlines heading). The thesis defense may be completed anytime before the deadline.

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Department of Psychological and Brain Sciences

Honors thesis guidelines.

The Departmental Honors (PSYCH HN-CCDEPT) Program is intended for the serious psychology student who seeks challenging coursework and research training, along with the opportunity for individual mentoring by a faculty member. Graduates of the Departmental Honors Program receive essential preparation skills for graduate study in psychology and related fields. In addition, the experience gained by Psychology Honors students can be extremely useful in giving students an advantage in the job market if they seek employment immediately after graduation.

The PSYCH HN-CCDEPT Program consists of a track within the psychology department in which students take honors-level courses and complete an independent piece of research during the senior year (the Honors Thesis). The nature of the Departmental Honors track, application procedures, and requirements for graduation are described on this website.

Student and Faculty Expectations

Choosing to complete the degree requirements in psychology within the PSYCH HN-CCDEPT Program involves a serious commitment on the part of the student to taking an academically challenging route of coursework and independent research. Once involved in the PSYCH HN-CCDEPT Program, the student will choose a faculty member who ultimately will serve as the research advisor for the student’s Honors Thesis (completed during the student’s senior year). The student and faculty advisor initially develop an informal arrangement for the supervision of the student’s research, at the latest during the spring semester of the student’s junior year. This arrangement becomes formalized when the student registers for 3 credits of Psychology 499Y for Honors Thesis research (Fall) and then continues with 3 credits of Psychology 499T for Honors Thesis completion (Spring); registration forms are available on the  Commonwealth Honors College website . In this section, the expectations for students and faculty advisors in this process are described.

Student Expectations

The independent research that forms the basis for the student’s Honors Thesis is typically begun in the second semester of the student’s junior year (or earlier). Often, this research develops through an Undergraduate Research Assistantship (Psych 398B or 496A) in which the student works under the supervision of a faculty member in that faculty member’s lab or research project. The student may then decide to approach the faculty member and request that he or she serves as the student’s faculty advisor for the Honors Thesis.

The Honors Thesis must be a scholarly endeavor that makes a contribution to the body of knowledge of psychology. It will typically include a review of the literature, description of methods and procedures, analysis of results, and a discussion relating the findings to the broader literature and field of psychology. The length of the thesis may range from 20 to 70 pages, depending on the scope of the project, the number of pages needed to attach research instruments to the thesis, and the number of references. Most theses are about 25 to 30 pages long, including references and appendices.

The Honors Thesis itself is a project that is completed within the period of the senior year. Students may choose to initiate their own research in consultation with the faculty advisor, or they may choose to develop a research project based on data collected by the faculty advisor (this is more typically the case). The Honors Thesis is not required to be of publishable quality, although publication or presentation of the results to the scientific community is certainly a desirable goal. It is important that students communicate with their faculty advisors about what is expected in the thesis research to avoid misunderstandings at later dates. It is in the student’s best interest to develop an original and interesting research project, but this must also be one that is realistic.

Apart from the Honors Thesis, students are expected to keep up with the requirements of the program. They should check in with the Honors Coordinator at least once a semester or look at the requirements on the official  Commonwealth Honors College DH  website to ensure that they are completing the requirements in a timely manner. Students are also responsible for making sure that they keep up to date on graduation requirements for the PSYCH HN-CCDEPT Program and for the Psychology major in general.

Another area that students should explore is funding for their research. Commonwealth Honors College has available  Honors Research Grants  for funding of up to $1000 (per semester) for student projects. Check the  Commonwealth Honors College  website for programs and deadlines. In addition, Psi Chi has a research grant program as well as awards for completed research. Check the Psi Chi official website for information. You must be a Psi Chi member to qualify for these awards; contact the University of Massachusetts chapter officers at  [email protected]  for details on membership. Keep up with the bulletin board and general meetings for information on these opportunities.

At the end of your senior year, you will be expected to complete a poster that you will present at the  Annual Undergraduate Research Conference  sponsored by Commonwealth Honors College. You will be invited to workshops to help you prepare for these events.

Faculty Expectations

A faculty member who agrees to serve as the advisor for Honors Thesis research takes on some of the responsibility for ensuring that the student completes graduation requirements for the PSYCH HN-CCDEPT program. Therefore, it is expected that the faculty advisor makes himself or herself available to the student on a regular and reliable basis, and that his or her work with the student ultimately benefits the student’s undergraduate education experience.

Students typically need the most help in the planning stages of their projects. The Honors Thesis research itself is expected to be of high quality, but it must be of manageable proportions. The usual time commitment for an Honors Thesis project is about 10 hours a week for two semesters. Ideally, the scope of the project is consistent with this expectation so that students can graduate in May.

Faculty should make every effort to make clear to students what their expectations are for the Honors Thesis research. Each faculty member has different working models of what an Honors Thesis should be. Early communication with the student about these expectations will avoid problems later down the road. Students are usually quite unclear about what an Honors Thesis involves, and what a faculty member may wish to see in the student’s work may not be self-evident to students unless these expectations are made explicit.

Although students are responsible for ensuring that they acquire and complete appropriate signature and registration forms, it is helpful for faculty advisors to be aware of these paperwork requirements. Familiarity with the paperwork requirements provides a degree of insurance that the students will actually complete all necessary  forms . Furthermore, it is helpful for faculty to know what they are expected to sign and when to avoid last-minute misunderstandings.

It is also advisable for faculty to clarify their timelines with students. Faculty should inform students if they will be on sabbatical, on vacation, or otherwise unavailable during all or part of a semester (if a faculty member will be unavailable for extensive periods they should not take on the commitment to supervise an Honors Thesis). Preferences for when and where to be reached by students should also be made clear at the outset of the project. Another issue that is of importance to discuss is that of authorship should any publication emerge from the thesis research. Faculty should discuss their expectations for (co-)authorship as early in the advising process as makes sense.

Finally, keep in mind that the student cannot graduate without faculty approval of the Honors Thesis. Faculty should try to keep suggested revisions to reasonable limits after the student has passed the oral defense of the thesis.

The Honors Thesis

At all times, students should consult the Commonwealth Honors College Honors Thesis guidelines. The following materials are intended to supplement this information. It is the student’s responsibility to keep in contact both with the Departmental Honors Coordinator and Commonwealth Honors College in Goodell for updates on thesis requirements. The student should also be sure to check Tobin Times for any additional news and information pertaining to honors requirements.

The Honors Thesis in Psychology

The only acceptable Honors Thesis in psychology consists of an empirical investigation of a topic relevant to the science of behavior. Portfolios and projects are not acceptable in this department. The thesis should follow the lines of a published article, containing introduction and review of the literature, statement of the problem and hypotheses, method, results, and discussion. Acceptable lengths vary from 20 to 100 pages, including relevant appendices and references.

Selecting a Research Advisor and a Research Thesis Committee

Students can  find research advisors  and  research thesis committees  in multiple ways. Psychology 295H, a one-credit course offered each Fall, is a useful starting point for finding a research advisor, as it provides the student with the opportunity to hear about a variety of research projects taking place within the department. Another route for finding a research advisor is to serve as a research assistant to a professor whose work is of interest to the student and to determine on that basis whether to consider this professor as a possible research advisor. The student’s research advisor will ultimately be the best source to provide the student with suggestions for the remaining committee member (a total of two faculty members are needed for a committee).

A second Committee Member is responsible for assisting you with research and participating in the final presentation. This Committee Member might play significant roles at particular points in the research or creative process, such as providing assistance with the creation of your artifact, statistics, or reference resources. The second Committee Member is usually a member of the UMass Amherst or Five Colleges faculty or post-doctoral fellow. With approval from the Committee Chair and Commonwealth Honors College, it might be possible to select a second Committee Member from another university or a professional in a related field. In PBS, the second committee member cannot be a graduate student, however, they can serve as a 3rd member if it is useful to the student and project. 

How to Select a Topic

The topic of the thesis is usually decided on a mutual basis by the student and the faculty advisor who serves as the chair of the student’s thesis committee. The topic should not be so narrow that there is little relevant material available on which to base a literature review, nor should it be so broad that it cannot be completed within the span of a year. Many topics within biological, developmental, experimental, cognitive, personality, clinical, and social psychology are acceptable. Preferably, the topic is one that is of sufficient interest to so that the student is motivated to work the many months required to complete the project.

Registering for Courses Related to the Senior Honors Thesis

It is best to begin planning the thesis in the student’s junior year. Toward this end, students should register as research assistants in the Fall semester of the junior year with the intended research advisor, and then plan to register in the Spring for Psychology 496, which is a graded independent study course that can be used to plan the thesis proposal. Ideally, the student will complete most of the work needed for the proposal in the Spring of junior year so that the majority of senior year can be spent working on the actual thesis. Credit for the thesis itself is obtained by completing two graded courses:  Psychology 499Y and 499T .

Register for Psychology 499Y (the “Y” stands for “year long”) in the Fall semester of senior year (note that this requires registration for the 499Y in the previous Spring for a Fall 499Y). Registration for this course requires that the student complete the 499Y Registration Form through CHC 's PATHS system. This form requires the signatures of both members of the student’s Research Committee which must be obtained before the Honors Coordinator can sign the form. When the student is ready to register, make two copies of the form (along with the proposal) and bring them to the Honors Coordinator for signature, preferably during Office Hours (if the student cannot come during Office Hours, please email for an appointment). The form will not be signed unless the student has obtained all signatures and has attached the completed proposal. A full description of the 499Y contract can be viewed on the CHC website here .

Register for Psychology 499T during pre-registration for the Spring semester of the senior year (or the semester immediately following completion of 499Y) or during the add/drop period in the Spring semester. You can register for 499T through CHC 's PATHS system. A full description of the 499T contract can be viewed on the CHC website here .

Grades for 499Y and 499T are handed in by the research advisor at the same time, after the student has completed the thesis defense (described below). In some cases, however, the faculty advisor may decide to give a student a grade for 499Y at the end of the semester in which it was taken. The Honors Coordinator turns in all grades through SPIRE. Faculty advisors need to send their grades to Laurie Dove, the Undergraduate Secretary, so that they can be sent over to the Honors Coordinator for entry onto SPIRE. When 499T is completed, the faculty advisor will need to submit a change of grade form for 499Y to the Undergraduate Secretary in Tobin 401. This does not need to be signed by the Honors Coordinator.

Tips for Writing the Proposal and Thesis

The thesis proposal and the thesis itself must be written according to APA guidelines. The faculty advisor is the best resource for information on preparing these documents. However, the student is expected to be familiar with APA style. If the student does not have a copy of the  APA Publication Manual , the student can purchase or order one at the bookstore. In addition, the student may wish to order an APA book called  Dissertations and Theses from Start to Finish , available from the American Psychological Association. Finally, check with Commonwealth Honors College to get official guidelines for the proposal and thesis formats.

Human Subjects Procedures

The psychology department has very strict guidelines regarding the use of human subjects in research. Prior to writing the proposal, the student should consult these guidelines and make sure that the research will fit. The student can obtain these guidelines and a form to request the use of human subjects for research from Aggie Mitchkoski in Tobin 441. This must be completed and signed by the faculty advisor before the student undertakes the research, preferably at the time the proposal is passed.

The Thesis "Defense"

Commonwealth Honors College and the Department of Psychology require that honors students pass an oral defense of their thesis research. The student provides an oral justification to the research committee, including a short summary of the research itself which is followed by a period of questioning by members of the committee. The purpose of the defense is to give the student a chance to show his or her familiarity with the topic of the research and to gather the committee together to share comments and suggestions. The proper procedure to be followed involves distribution of a written version of the work to be defended prior to the defense meeting itself. Two weeks prior to the oral defense, the student should give a final draft (the student’s best effort) to the research advisor. After receiving the advisor’s approval, the student should then distribute the final copy of the paper to be defended to the remaining committee members. Distribution of the paper to committee members should occur at least a week before the defense so that the research committee members have time to become familiar with the student’s work before actually going into the meeting.

It is the student’s responsibility to prepare and make copies of all materials for the research committee and to arrange for time and place of the upcoming defense. It must be neatly done; include such amenities as title page, page numbers, any appendices such as measures; and be in legible typeface. Again, the best bet is to follow the APA Publication Manual guidelines to the “t.” Even if the faculty advisor does not request or require these guidelines to be followed, Commonwealth Honors College will eventually, so the student might as well save time. Further, it is a courtesy to the committee to hand out a document that is easy to follow and has a professional appearance. One suggestion for copying the final draft of the thesis for the committee members is to have it bound prior to the defense (this costs about an extra $1.50 from a copy store). This way, the student can hand the committee members a presentable “book” that will remain intact and that they can keep after the defense is over (keep one copy of the thesis unbound as this will be turned into the Honors Office after all signatures have been obtained). Allow at least two weeks to schedule faculty members for the defense, as it is often hard to find a time convenient for all committee members. All must be present at the actual oral defense, so if the student waits too long to arrange the schedule, the student may find that the thesis cannot be defended until the following semester or after graduation. Once the student has the date and time, schedule the room through Julie Pahl in Tobin 402. Most students prefer using Tobin 521B, which contains a computer and projector on which PowerPoint slides can be displayed. The student may invite others to watch the oral defense, such as research assistants who have helped with the thesis or friends who are interested and wish to provide moral support. Generally, the only faculty who attend the defense are the two who are on the student’s research committee.

Dress appropriately for the defense and conduct yourself in a professional way. This is a formal opportunity for the committee members to observe the student in a role other than “student.” The behavior during the oral defense gives the committee members an idea of how the student will perform in future roles in graduate school or the business world—information they may use in writing letters of recommendation on the student’s behalf. At the same time, be sure to communicate respect for each committee member’s ideas and suggestions, and even though someone’s suggestion may mean more work for the student, take it seriously. The faculty advisor can often be counted on to step in for the student if a committee member makes suggestions that are beyond the scope of the thesis research. Finally, in preparing for the defense, relax and enjoy! This is really a wonderful opportunity for the student to talk for an hour with two faculty members, often very renowned people in the field, about a topic that is close to one’s heart. Use the defense as a chance to learn from these people as well as to demonstrate knowledge of the area.

Be prepared for the possibility that at the end of the thesis defense the student will be asked to leave the room while the committee makes its final deliberation regarding the quality of the project. At that time, they may also make decisions regarding recommendations for the course grades for 499Y and 499T. Usually these deliberations take only a few minutes, after which the student will be invited back into the room and the results of the committee’s decision shared with the student.

Submitting the Final Thesis and Receiving Final Grades

The very last step in the final thesis defense is to submit a thesis completion form through CHC 's PATHS system, which will be signed by both members of the committee. Be sure to remind the chair at this point that he or she also needs to submit the grade for 499T and a change of grade form for 499Y. Once it has been signed, make two copies of this form (to which the student has attached an abstract of the research along with the title page) and bring it to the Honors Coordinator for a signature along with an unofficial copy of the transcript. Consult Commonwealth Honors College prior to this point to make sure that everything is in shape and that all appropriate forms have been submitted.

From this point on, it is up to the student whether or not to do anything further with the thesis. The student may wish to meet one more time with the faculty advisor and discuss the possibility of publication. In this discussion, it is important for the student to clarify authorship of any publication that results from the thesis research. If the student wishes to go on to graduate school and a professional career in psychology, publication of the thesis can be an important and valuable first step.

Final Comments

This set of guidelines is intended to get the student through the various procedures and requirements specific to the psychology department. If you have suggestions for improvement, please feel free to leave ideas with the Honors Coordinator. And finally, although there are many challenging aspects to completing an honors thesis, most students who do so feel that it was a positive and growth-stimulating experience. Completing this level of work is an important indication of one’s own resourcefulness, persistence, and maturity—qualities that can only work to one’s advantage in a future career. If the student is planning to continue education to the graduate level, having completed an Honors Thesis will help the student to anticipate what is required to complete a master’s thesis and even a PhD dissertation.

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Department of Psychology

College of arts, humanities, and social sciences, honors thesis.

The departmental honors thesis is open to qualified students who wish to pursue advanced independent research in psychology. Students interested in going to graduate school in psychology are particularly encouraged to complete an honors thesis because research experience is given considerable weight by admissions committees. To be eligible to complete an honors thesis, students must have a psychology GPA of 3.5 or above.

Students interested in an Honors thesis should first gain experience in research by enrolling in PSYC 397 (Research Experience in Psychology). This course provides hands-on experience with the process of research in Psychology, under the supervision of a faculty member and their lab team. To enroll in PSYC 397, a student should contact a faculty member whose research interests them and ask how they can become involved.

Undergraduate Research Opportunities

Following successful completion of PSYC 397, interested students can then consult with their research faculty member about sponsoring honors research via registration in PSYC 498 and PSYC 499 in two consecutive semesters. Under exceptional circumstances, the required enrollment in PSYC 397 may be waived (e.g. for students who have developed a research project in another course).

To satisfy honors thesis requirements, students must complete the two-semester sequence of PSYC 498 and PSYC 499 (4 credits each) in which they design, conduct, analyze and report original research under the supervision of a Psychology Department faculty member. Honors thesis students must also successfully complete all the requirements for the B.S or  B.A. degree.

Interested in learning more? Consult your academic advisor or Dr. Laura Rose, Undergraduate Program Director (MP 320;  [email protected] )

Spring 2024 Honors Thesis Projects

Rachel Fischer, The Role of Feedback and Attention in learning During Educational Instruction, Mentor: Dr. Karrie Godwi

Olivia Hutchison, Impact of Stress and Trauma on Learning and Decision-Making in Psychosis, Mentors: Drs. Raimi Quiton and James Waltz (MPRC)

Riya Suthar, Analyzing Gender Differences in Question-Asking Amongst Preschoolers, Mentor: Dr. Mirela Cengher

Spring 2023 Honors Thesis Projects

Zainab Amjad, A Qualitative Exploration on How Religious Discrimination Affects Religious Identity among Muslim American Adolescents, Mentor: Dr. Charissa Cheah

Victoria Manzo, The Influence of Father Involvement on the Relationship between Material Postpartum Depression and Infant Self-Regulation, Mentor: Dr. Nanmathi Manian

Rony Ngamliya-Ndam, Investigating the Influence of Perceptions of God on Recovery in a Faith-Based Bereaved Sample, Mentor: Dr. Shariece Evans

Spring 2022 Honors Thesis Projects

Courtney Arrington, A Parametric Analysis of the Number of Conditional Discriminations Taught to Children with Autism Spectrum Disorder, Mentor: Dr. Mirela Cengher

Zohaa Awan, Choice, Shaping, and Synthesized Reinforcement in Feeding Interventions, Mentor: Dr. Adithyan Rajamaran

Dawn Bunch, Exploring the Relation between Historical Family and Peer Body Image Messaging on Current Body Image Dissatisfaction in Black versus White College Women, Mentor: Dr. Steven Pitts

Elyssa Kristine Marie Lou, Examining Filipino-American Mental Health Attitudes, Needs, and Barriers to Help-Seeking, Mentor: Dr. Anne Brodsky

Ann Jeanette Santos, What Makes One a Good BCBA? Mentor: Dr. Mirela Cengher

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Psychology Undergraduate Program

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• Past & Current Theses

Current Approved Thesis Proposals

2023-24 Approved Thesis Proposals

2024-25 Approved Thesis Proposals

Lists of Past Theses

Class of 2023 /  2022 /  2021 /  2020  / 2019  /  2018 /  2017 /  2016 /  2015 /  2014 /  2013 /  2012 2011  /  2010  /  2009 /  2008 /  2007 /  2006  /  2005  /  2004  /  2003  /  2002 2001  (PDF)/  2000  (PDF) /  1999  (PDF) List of Prize-Winning Theses, 2001 - Present

Reading Sample Theses

As you prepare for your thesis, you might want to get a sense of what you can accomplish in your finished product. Reading past theses can show you the scope and nature of well-done undergraduate projects. Because theses in different areas of psychology often look quite different, it will help you to examine several in the same general area you plan to conduct your research in.

The Psychology Undergraduate Office has hard copies of several prize-winning theses from the past five years that you may sign out to see what the best undergraduate work looks like. Above, you can browse the titles of past undergraduate theses to give you an idea of the topics of theses students typically write.

Only hard copies of recent prize-winning theses are currently available.

Please note: Recent theses stored in the Social Relations Library (which recently closed) are unavailable. Inquirers needing a thesis that is not listed in HOLLIS should contact the authors of theses directly to attempt to obtain a copy.  

Table of Contents

• 2024 March Thesis Deadlines
• 2024 May Thesis Deadlines
• 2025 March Thesis Deadlines
• 2025 May Thesis Deadlines

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Fall 2024 Honors Courses

Honors seminar courses.

HON 1010. Contemporary Public Issues Analysis of selected contemporary events from the points of view of history, political science, psychology, geography, economics, philosophy, religion, and sociology, in the light of weekly world developments. Emphasis upon the appreciation and development of logic and style in critical thought in considering international and domestic conflicts, human rights and institutional effectiveness, freedom and responsibility, and resources, technology, and the environment. Credit, 3 semester hours. Honors students receive General Education credit for a course in the Social Sciences Division.

HON 1010. Contemporary Public Issues Analysis of selected contemporary events from the points of view of history, political science, psychology, geography, economics, philosophy, religion, and sociology, in the light of weekly world developments. Emphasis upon the appreciation and development of logic and style in critical thought in considering international and domestic conflicts, human rights and institutional effectiveness, freedom and responsibility, and resources, technology, and the environment. Credit, 3 semester hours. Honors students receive General Education credit for a course in the Social Sciences Division.  

HON 2010. The Humanistic Tradition: From 1500 to the Contemporary Age An interdisciplinary seminar in humanities that surveys, within historical and cultural contexts, a selection of works of art, architecture, literature, music, film, and philosophy, Honors 2010 focuses on significant cultural legacies from the last 500 years. This interdisciplinary seminar explores the history of comics and its impact on society and culture through the present. Credit, 3 semester hours. Honors students receive General Education credit for a course in the Divisional Electives area of Humanities.

HON 2050. Perspectives in the Fine Arts This section will focus on hands-on visual arts practice while addressing secondary aspects of architecture, literature, music and creative writing.  Project topics include Woodcut 'Monsters': the Grotesque and 'Fantastic' in Art and Art History , Relief Printmaking and Posada: Art and Social Unrest during the Mexican Revolution , exploration of engravings in Nursery Rhymes, Fairy Tales and Children's Stories and finally we will try silverpoint drawing and look at the role of drawing through the lens of culture and time.  Other topics presented through semester include arts as small business, how galleries and artists price work and how artists of all types serve the community. PREREQ: Honors College students only

HON 2750. The Individual in Society We'll use the science of psychology to help us understand the individual’s place in society. Specifically, in this class we’ll be examining how Social Psychological Research can be applied to a variety of life domains.

 By the end of the semester, students will be able to

• Understand what Applied Social Psychology is as a Field
• Understand how research is used to examine applied topics in Social Psychology
• Learn about a variety of domains in which Social Psychology is applied to improve and understand the human condition
• Design their own study to apply Social Psychology to a life domain

HON 3500. Professional Development Seminar In this course students explore current and future professional and academic opportunities. Topics may include undergraduate research opportunities and grants, scholarships and fellowships, leadership opportunities, and global engagement. A special emphasis will be placed on investigating graduate programs and other post-graduate opportunities. Students will develop career goals and objectives and create a professional portfolio with the intent of applying for an opportunity that will advance those goals.

HON. 4000. Research Methods and Prospectus Preparation of a prospectus for the thesis or project, in consultation with an advisor. Group discussion on the methodology, standards, and experience of research and criticism. Pass/Fail grading. Credit, 1 semester hour.

HON 4500. Honors Thesis/Project Preparation of a thesis or project in consultation with a faculty committee chosen by the student; presentation of the work in seminar. Independent study in the student’s major is encouraged. Credit, 3 semester hours. HON 4000 prereq.

Discipline Specific Honors Courses

ENG 1050. Composition I According to the Department of English, Theatre & World Languages, "ENG 1050 places students in a text-rich environment for the purpose of cultivating skills in critical reading and writing through analysis and synthesis. Within this context, students develop rhetorical reading and writing practices, recognizing and interpreting differing perspectives and constructing claims about texts.” What makes this class unique is that it couples traditional activities such as reading and writing workshops with a service-learning activity that will fulfill part of your Indigenous Cultures & Communities graduation requirement. By committing approximately five hours of service-learning at CIS Academy, an Indigenous-centered charter school in Pembroke, and contextualizing and deepening your experience by reading and writing about Indigenous issues in education, you will grow as an effective, thoughtful communicator and civic-minded intellectual who appreciates the perspectives and experiences of our community. PREREQ:  Placement into ENG 1050 or “C” grade or better in ENG 0104 .

ENG 1050. Composition I Provides students with a foundation in critical reading and writing practices by introducing different types of texts and ways of working with them; students will recognize and interpret differing perspectives and will analyze and synthesize others’ work, producing several texts of moderate length. PREREQ:  Placement into ENG 1050 or “C” grade or better in ENG 0104 .

GLY 1150. Earth Science Includes topics in geology, oceanography, meteorology and astronomy. Minerals and rocks, volcanoes, earthquakes; ocean tides and currents, shoreline processes; atmospheric pressure, wind, precipitation, weather patterns; sky observation, solar system.

BIO 1000. Principles of Biology This course is intended for biology majors and is required for the degree.  This course is an introduction to modern and classical biology concepts.  It introduces basic cellular function, genetics, evolution, and ecology. Lecture.

MAT 1070. College Algebra A study of the real and complex number systems, algebraic expressions and equations, polynomial and rational functions and their graphs, inequalities and their graphs, exponential and logarithmic functions and their graphs, systems of equations, and conic sections. This course is intended to be a preparation for calculus ( MAT 2150  and MAT 2210 ). A very good understanding of high school algebra is required.

Fall Honors Freshman Seminar Courses

Freshman Seminar General introduction to the academic substance, study methods, and special adjustment problems of university life. Conducted by faculty and staff from various departments. Required of all incoming freshmen during their first fifteen credit hours of course work at the University. 

New Transfer Seminar A general introduction to the University consisting of policies, procedures, and resources. Students will also reflect on their academic study skills, the way they view change, and utilization of information technology.

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Home News Marymount Honors students research AI, mental health, heart disease and more for 2024 VCHC Conference

Marymount Honors students research AI, mental health, heart disease and more for 2024 VCHC Conference

Last month, honors program students and faculty from higher education institutions across Virginia and West Virginia traveled to Radford University to attend the 2024 Virginias Collegiate Honors Council (VCHC) Conference. With the theme ‘Into the Wilderness,’ attendees were asked to explore the boundaries of their visions for a sustainable future.

While there, six Marymount honors students presented a variety of research projects related to current societal problems and concerns.

“Presenting at the VCHC Conference has always been my favorite professional opportunity provided by the Honors Program. Although this was my fourth time presenting at this conference, the ability to connect with honors students from across Virginia, exchange ideas and share future aspirations was even more awe-inspiring,” explained Biochemistry student Isabella Ochalik. “As a graduating senior, this year’s VCHC was particularly memorable as I presented my honors thesis, which focused on the pathways of GATA4-mediated cardiac development. It was incredible to share the culmination of three years’ worth of studying and experimenting with this transcription factor with a group of talented and intellectually curious peers.”

These Marymount honors students presented research on the following topics during the conference:

• Adaly Asencio Veza ( Biochemistry ) – ‘Political Ideology Affiliation to COVID-19 Vaccination Rates in the United States’
• Caileigh Barnett ( Graphic and Media Design ) – ‘The Physical and Mental Health of Alzheimer’s Disease and Dementia Caregivers’
• Blen Begashaw ( Computer Science ) – ‘Exploring Generative AI’s Impact on Code Generation Tools’
• Allison Castellanos ( Psychology ) – ‘Mental Health among Immigrant Adolescents’
• Isabella Ochalik (Biochemistry) – ‘The Downstream Effect of GATA4 Knockdown in Developing Cardiac Muscle Cells’
• Cara Pocono ( Criminal Justice ) – ‘Eyewitness Identification and Confidence in the Courtroom’

Eighteen universities participated in the conference, which featured 117 presentations. In addition to research presentations, the two-day event featured business meetings, organizational elections and professional development sessions.

“I have one of the best jobs on campus! I have the privilege of working with these highly motivated, bright students, helping support their academic achievements and seeing their impressive presentations at this conference each year,” said Dr. Stacy Lopresti-Goodman , Director of Marymount’s Honors Program. “I often get compliments from other honors directors and deans about how well prepared they are, and I redirect all of that praise to these students and their dedicated mentors.”

Dr. Lopresti-Goodman currently serves as the VCHC vice president, and participated in the conference planning committee while also presiding over the opening and closing ceremonies, business meeting and awards ceremony. Meanwhile, Begashaw worked alongside her as the VCHC student vice president and traveled with Dr. Lopresti-Goodman to the organization’s fall conference at Emory and Henry College for professional development sessions and to start planning the 2024 VCHC Spring Research Conference.

“As student vice president, I was deeply engaged with planning the VCHC spring conference – especially the theme selection and providing enriching service and social activities. I was also honored to give a welcoming speech on opening night and lead the student forum later that weekend,” Begashaw said. “On the research front, I explored with Dr. Michelle Liu how generative AI can revolutionize code generation tools, enhancing developer productivity and creativity. The opportunity to share this work at the conference was not only a personal achievement, but also a chance to contribute to the broader academic dialogue on AI’s transformative potential in software development.”

To find out more about the many opportunities available to students in Marymount’s Honors Program, click here .

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Home / News / Students & Campus Life / FSU awards 339 honors medallions to Spring 2024 graduates

FSU awards 339 honors medallions to Spring 2024 graduates

Florida State University awarded honors medallions to 339 high-achieving graduates during the April 29 ceremony in Ruby Diamond Concert Hall.

The FSU Honors Program supports the efforts and talents of some of the university’s most intellectually curious students who have the potential, dedication and drive for creating change.

The ceremony included remarks by D. Craig Filar, associate dean of Honors, Scholars, and Fellows; Joe O’Shea, associate provost, dean of Undergraduate Studies; Neissa Philemon, dual honors graduate; and Julie Decker, president and CEO of the FSU Alumni Association.

The breakdown of the honors awardees is as follows:

233 graduates, University Honors Program Completed the University Honors Program, earning at least 18 honors points in fulfillment of the FSU Honors Program requirements.

81 graduates, Honors in the Major Program Completed an honors thesis in fulfillment of the requirement for the distinction “with honors” in their major department.

17 graduates, Outstanding Senior Scholar Completed both the University Honors Program and the Honors in the Major Program, with a 3.9 cumulative GPA or higher.

8 graduates, Dual Honors Completed both the University Honors Program and the Honors in the Major Program.

The honors medallion recipients, along with their hometowns, academic majors and award designations are listed by state and city below:

Vestavia Hills

Robert Laughlin, Physics, Dual Honors

Martha Cooper, Psychology; Philosophy, Honors in the Major

Alexa Brunkow, Accounting, University Honors

Addison Mitchell, Interdisciplinary Medical Sciences: Clinical Professions; Psychology, University Honors

CONNECTICUT

Vanessa Polidoro, Actuarial Science; Economics, University Honors

Katherine Rolph, Dance, University Honors

DISTRICT OF COLUMBIA

Louisa Spector, History; International Affairs, University Honors

Emilie Widarsson, English (Editing, Writing, & Media); Advertising, University Honors

Beverly Hills

Giovanna Cross, Political Science, University Honors

Eva Rucinski, Behavioral Neuroscience, University Honors

Eli McKown-Dawson, Political Science, Outstanding Senior Scholar

Emma Drac, Biological Science, University Honors

Jordan Rose, Finance; Biological Science, University Honors

Rose Walters, Commercial Entrepreneurship; International Affairs, University Honors

Bonita Springs

Justin Nightshade, English (Creative Writing); Anthropology, University Honors

Boynton Beach

Aidan Carley, Biological Science; Sociology, Outstanding Senior Scholar

Mia Crossen, Political Science, Honors in the Major

Reuven Lurie, Biological Science, University Honors

Danielle Maresca, Criminology, University Honors

Neissa Philemon, Public Health, Dual Honors

Sydney Richner, English (Literature, Media, & Culture), Honors in the Major

Scott Baker, Physics; Mathematics, Honors in the Major

Taylor Ferber – Nursing, University Honors

Gabriel Pfeuffer-Ferguson, Interdisciplinary Social Sciences, University Honors

Samantha Strickland, Psychology, Honors in the Major

Celebration

Elizabeth Orraca, Biology; Statistics, University Honors

Citrus Springs

Grace Mason, Behavioral Neuroscience, Honors in the Major

Savannah McGregor, Public Health; Sociology, Honors in the Major

Cocoa Beach

Kara Ahr, Interdisciplinary Medical Sciences: Clinical Professions, University Honors

Coral Gables

Catherine Rodriguez Barreda, Cell and Molecular Neuroscience, Honors in the Major

Coral Springs

Tiana Cates, Public Health, University Honors

Lauren Greenbaum, Media Communication Studies; Marketing, University Honors

Gillian Hightower, Biology, University Honors

Crystal River

Morgan Knipp, Biochemistry, University Honors

Carolyn Emerson, Meteorology, Honors in the Major

Pierce Thomas, Motion Picture Arts, University Honors

Chloe Wain, Political Science; English (Editing, Writing, & Media); Economics, Outstanding Senior Scholar

Joshua Weltmann, Biochemistry, University Honors

Daytona Beach

Joshua Zuckerman, Actuarial Science; Statistics, University Honors

Gavin Krueger, Political Science; Psychology, University Honors

Genevieve Reynolds, Criminology; Biological Science, University Honors

Fernandina Beach

John Sorensen, Biomedical Engineering, Honors in the Major

Fleming Island

Jaden Hamid, Finance, University Honors

Jack Lyons, Music Performance; Physics, University Honors

Leilanis Cancel-Lopez, Human Development and Family Science, University Honors

Jamie Guterman, Information, Communication, and Technology, University Honors

McKenzie Miller, Exercise Physiology, University Honors

Jason Puwalski, Political Science; Public Relations, University Honors

Erin Reeves, Interdisciplinary Medical Sciences: Clinical Professions, University Honors

Fort Myers Beach

Richard Hilpert, Psychology, Honors in the Major

Diego Mendoza-Jacobo, Exercise Physiology, University Honors

Gainesville

Katherine Buchanan, Criminology; Psychology, University Honors

Rebecca Gilland, Economics; Statistics, Dual Honors

Samantha Santelices, Human Development and Family Sciences, University Honors

Rosalyn Wadsworth, Anthropology, Honors in the Major

Gulf Breeze

Bailey Bouk, Political Science; English (Literature, Media, & Culture), University Honors

Michelle Snyder, Psychology, University Honors

Nicole Kidd, Criminology, University Honors

Indialantic

Marlee Krause, Computer Science, University Honors

Indian Rocks Beach

Haley McPherson, Environmental Science & Policy, University Honors

Jacksonville

Justin Aho, History, University Honors

Jasen Belenko, Interdisciplinary Medical Sciences: Clinical Professionals, Honors in the Major

Emily Citrano, Psychology, Honors in the Major

Caroline Giddens, Public Relations; Political Science, University Honors

Bianca Hamm, Communication Science and Disorders, Honors in the Major

Lindsey Loheac, Biological Science, University Honors

Caroline Owen, Linguistics and Languages, University Honors

Hannah Raisner, Political Science; English (Creative Writing), University Honors

Caroline Robbins, International Affairs; Political Science, University Honors

Illeana Sanders, Classical Archaeology; Political Science, Honors in the Major

Jaidyn Smith, Communication Science and Disorders; University Honors

Joshua Soffler, Political Science; Communication, Honors in the Major

Julia Wallace, Marketing; Sport Management, University Honors

Ethan Wood, Chemical Engineering, Honors in the Major

Julia Earnest, Exercise Physiology, University Honors

Kyle Rutter, International Affairs; Economics, University Honors

Breanna Heflin, Nursing, University Honors

Marielise Torres, Interdisciplinary Medical Sciences: Clinical Professions, Honors in the Major

Delaney Williams, Political Science; International Affairs, University Honors

Madison Finley, History; Russian, University Honors

Shanaya Jaitly, Interdisciplinary Social Sciences; Environment and Society, University Honors

Paige Murray, Political Science; Criminology, University Honors

Prerna Ravinder, Interdisciplinary Social Science; Computer Programming, University Honors

Skylar Klein, Biomaterials and Polymers, University Honors

Jake Langevin, Interdisciplinary Medical Sciences: Clinical Professions, University Honors

Lake Placid

Franco Angeles, Finance, University Honors

Lakewood Ranch

Samantha van der Sommen, English; History, University Honors

Samantha Mensching, Art History, University Honors

Kristina Robinette, History; Philosophy, University Honors

Cayley Williams, Anthropology, University Honors

Caysey Williams, Criminology, University Honors

Elena Villamagna, Public Health, Outstanding Senior Scholar

Roneesha Peltier, Interdisciplinary Medical Sciences: Clinical Professions, Honors in the Major

Kamryn Reynolds, Behavioral Neuroscience, University Honors

Alicia Southworth, English Education, University Honors

Cameron Valenti, Economics, Honors in the Major

William Pledger, Cell and Molecular Neuroscience, Honors in the Major

Anne Sullivan, Biological Science, University Honors

Brandon Kazmierczak, Computer Science, University Honors

Kayla Reeves, History, Outstanding Senior Scholar

Elissa Bell, Biological Science; Computational Science, Outstanding Senior Scholar

Julian Kinnaird, Psychology, Honors in the Major

Melbourne Beach

Cassandra Fetkowitz, Behavioral Neuroscience, University Honors

Marco Island

Sarah Nemeth, International Affairs; Economics, University Honors

Lauren Blackwell, Biological Science, University Honors

Fernando Carrillo, Biomedical Engineering, Honors in the Major

Victoria D’Amico, English (Creative Writing), University Honors

Jacqueline Emmerich, Psychology; Criminology, Honors in the Major

Viviana C. Gutierrez Caimary, Cell and Molecular Neuroscience, University Honors

Gabrielle Hagenlocker, Music Theatre, Outstanding Senior Scholar

Samantha Leon, Finance; Marketing, University Honors

Andrea Lopez, Linguistics and Languages; English (Editing, Writing, & Media), University Honors

Katherine Martinez, Biomedical Engineering, Honors in the Major

Keilly Miranda Torres, Political Science, University Honors

Chloe Patterson, Biomedical Engineering, Honors in the Major

Natalie Rubio, Behavioral Neuroscience, University Honors

Yuliet Sanchez, Nursing, University Honors

Thomas Suarez, Chemistry, Honors in the Major

Marissa Tellam, Psychology; Criminology, Dual Honors

Fatima Verona, Economics; Public Health, University Honors

Sara Boles, Political Science, University Honors

James Fair, Biological Science, University Honors

Alexis Amoyo, Computer Science, University Honors

Emma Everding, Computer Science; Environment and Society, University Honors

Grace Larson, English (Literature, Media, & Culture), University Honors

Kayla Mathai, Interdisciplinary Social Sciences, Honors in the Major

Jonathan Oliva-Infante, Political Science, University Honors

Emilie Parry, International Affairs, Theatre, University Honors

New Port Richey

Sarah Evans, Studio Arts, Honors in the Major

Marija Travoric, Computer Science, University Honors

Colby Nobis, Applied/Computational Mathematics, University Honors

Sara Friedmeyer, Classical Civilizations, University Honors

Orange Park

James Woolard, International Affairs; Economics, University Honors

Delaney Brown, English (Creative Writing), Honors in the Major

Lena Firlotte, Cell and Molecular Neuroscience, Honors in the Major

Nikole Galeano, Biological Science, University Honors

Nye’Dra Holmes, Psychology; Criminology, University Honors

Zoie Iglesias, Communication Science & Disorders, Honors in the Major

Michelle Leibman, Exercise Physiology, University Honors

Carson Long, French, University Honors

Isabella Lyewski, Biological Science, University Honors

Luke Meunier, Studio Art, Honors in the Major

Ashlynn Pope, Music Therapy; Psychology, University Honors

Katelyn Remboldt, Communication Science and Disorders, Honors in the Major

Finn Wright, Computer Science; English (Editing, Writing, & Media), University Honors

Courtney Harrigan, Behavioral Neuroscience, University Honors

Abby Scott, Biomedical Engineering, Honors in the Major

Marbelis Lugo, Anthropology; Political Science, Honors in the Major

Palm Beach Gardens

Kayla Rodriguez, Communication Science and Disorders, Honors in the Major

Grace Alford, Actuarial Science; Pure Mathematics, University Honors

Palm Harbor

Marie Chmara, Biomedical Engineering, Honors in the Major

Emily Hale, Media Communication Studies, University Honors

Danielle Rittman, Accounting, University Honors

Fallon Trachtman, Public Health, University Honors

Pembroke Pines

Camila Aponte, Political Science; International Affairs, Honors in the Major

Lily Drasutis, Finance, University Honors

Sydney Englehart, Meteorology, University Honors

Sami Humeda, Health Management, Policy, and Information, University Honors

Yasmine Khabou, Behavioral Neuroscience, University Honors

Elizabeth Manning, Finance, University Honors

Allyson Sullivan, Marketing, University Honors

Pine Island

Madison Tilton, English (Editing, Writing, & Media); History, University Honors

Thomas Windisch, Interdisciplinary Medical Sciences: Clinical Professions, University Honors

Trinity Iwicki, Environment and Society; Media Communication Studies, University Honors

Ponte Vedra

Samuel Airheart, Finance; Real Estate, University Honors

Sophie Barley, Asian Studies (Emphasis in Business); International Affairs, Honors in the Major

Kathryn Woodford, Biological Science, University Honors

Ponte Vedra Beach

Taylor Kaminsky, Psychology, Honors in the Major

Noura Shaya, English (Literature, Media, & Culture), Honors in the Major

Alyssa Stern, Hospitality and Tourism Management, University Honors

Port St. Joe

Lee Maestri, Classical Archaeology, Honors in the Major

Port St. Lucie

Pearl Ray, Psychology; English (Creative Writing), Outstanding Senior Scholar

Aliyah Blake, Communication Science and Disorders, Honors in the Major

Santa Rosa Beach

Santiago Botero-Echavarria, International Affairs, University Honors

Allison Kukanza, Economics, Outstanding Senior Scholar

Emilio Palombo, International Affairs; Marketing, University Honors

Nicholas Schwab, Media Communication Studies, University Honors

Spring Hill

Ellianna Holcomb, History; International Affairs, University Honors

Andrew Louis, Political Science, University Honors

St. Augustine

Natalie Watson, French; Linguistics, Honors in the Major

Emma Feeks, Nursing, University Honors

St. Petersburg

Samuel Appel, Political Science, University Honors

Harrison Betz, International Affairs; Spanish, Outstanding Senior Scholar

Melody Geiger, Meteorology, Honors in the Major

Meredith Grimm, Sport Management, University Honors

Steven LaBarbera, Finance; Risk Management/Insurance, University Honors

Mia McSheffrey, Interdisciplinary Medical Sciences: Clinical Professions, University Honors

Andrew Reilly, Biological Science, University Honors

Mallory Mei, Biological Science, University Honors

Tallahassee

Grace Bouloy, Political Science; Sociology, University Honors

Anya Byrne, Economics, University Honors

Connor Couch, Public Health, University Honors

Katrin Frederickson, Human Development and Family Sciences, University Honors

Dominic Garrett, Chemical Engineering, University Honors

Ansley Garrison, Interdisciplinary Medical Sciences: Clinical Professions, University Honors

Griffin Hanson, Accounting, University Honors

Katherine Henning, Environmental Science, University Honors

Somya Joshi, Actuarial Science, University Honors

Peninah Kimelman, Communication Science and Disorders; Linguistics, Honors in the Major

Saleha Mahboob, Interdisciplinary Medical Sciences: Clinical Professions, University Honors

Mary McGrane, Communication Science and Disorders, Honors in the Major

Kathryn Merritt, Computational Biology; Statistics, University Honors

Andy Mills, Studio Art; English (Creative Writing), Honors in the Major

Chloe Molinaro, Communication Science and Disorders, Honors in the Major

Aya Najjar, Biological Science, University Honors

Hanna Neustadter, Health Management, Policy, and Information, Outstanding Senior Scholar

Ahna Peace, Human Development and Family Sciences, Honors in the Major

Oliver Schoonover, Music Composition, Honors in the Major

Emily Southwell, Public Health, University Honors

Madeleine Stults, Psychology, Honors in the Major

Makenzie Wiggins, Mechanical Engineering, University Honors

Jake Albrighton, Finance, University Honors

Natalie Bardin, Behavioral Neuroscience, Honors in the Major

Aedan Bennett, Religion, University Honors

Julia Caterson, English (Editing, Writing, & Media), University Honors

Cristina Dabrowski, Biological Science; Music, Honors in the Major

Jordyn Dees, Information Technology; English (Editing, Writing, & Media), University Honors

Arthur Egan, Biological Science, University Honors

Elise Frierson, Cell and Molecular Neuroscience, University Honors

Alexandria Fuertes, English (Creative Writing), Honors in the Major

Ethan Hernandez, Digital Media Production; English (Creative Writing), Honors in the Major

Eve Larkin, Advertising, University Honors

Jaden McCray, Biological Science, University Honors

Kayla McLoone, International Affairs; Middle Eastern Studies, University Honors

Emma Pollard, Chemical Engineering, University Honors

Arthi Solayappan, Political Science, Honors in the Major

Audrey Steadman, Interdisciplinary Medical Sciences: Clinical Professions, University Honors

Tarpon Springs

Sydney Mullen, International Affairs; Psychology, University Honors

Alana Jakee, Economics, University Honors

Fiona Giardino, Public Health, Outstanding Senior Scholar

West Melbourne

Gia Rivers, Biochemistry, Honors in the Major

Sarah Gibson, Political Science; Interdisciplinary Social Sciences, University Honors

Danielle Marie Velez, Public Health, Honors in the Major

Natalie Medina, Finance; Commercial Entrepreneurship, University Honors

Renzo Nucci, International Affairs, University Honors

Nicolas Sanchez, Biomedical Engineering, Honors in the Major

Taylor Tieder, English (Creative Writing), Honors in the Major

West Palm Beach

Madison Berresford, Classical Civilizations, University Honors

Tre Hands, English (Creative Writing), Honors in the Major

Landon Heller, Psychology, University Honors

Ian Mutschler, Meteorology, Dual Honors

Sophia Saadati, Biological Science, University Honors

Sasha Smith, Hospitality and Tourism Management, University Honors

Ty Kenoyer, Finance; Real Estate, University Honors

Winter Garden

Andrea Emmanuelli, Geology, Honors in the Major

Winter Park

Thomas Beamish, Finance; Management Information Systems, University Honors

Elizabeth Ferguson, Accounting; Criminology, University Honors

Hanna McDaniel, Meteorology, University Honors

Sydney Neibert – Cell & Molecular Neuroscience, University Honors

Alexandra Early, Biological Science, University Honors

Lucia Villanustre, Retail Entrepreneurship, University Honors

Noah Strong, Religion; Philosophy, Honors in the Major

Anna Mitchell, Public Health; Statistics, University Honors

Kiersten Schweizer, Biological Science, University Honors

Ava Terry, Media Communication Studies, University Honors

Andrew Glennon, Finance, University Honors

Will Jackson, Chemistry, University Honors

Ian Haas, English Education, University Honors

Rheanne Walton, Theatre; Marketing, Dual Honors

Baton Rouge

Anna Blanchard, Political Science; Media Communication Studies, University Honors

Sofia Lavidalie, English (Editing, Writing, & Media), University Honors

Cordelia Keeley, Production, Honors in the Major

Crownsville

Emily Shay, Accounting, University Honors

Ellicott City

Kara Sloper, Nursing; Public Health, University Honors

MASSACHUSETTS

Jason Stelman, Finance, University Honors

Payton Nestor, Public Health, Honors in the Major

East Lansing

Anisley Coty, Political Science; History, University Honors

Ryan Ollar, Accounting; Management Information Systems, University Honors

Jessica Bellaire, Mathematics; Music, Honors in the Major

Sydney Putnam, Hospitality and Tourism Management, University Honors

Victor Achard, Marketing, University Honors

Sydney Cole, Sociology; English (Editing, Writing, & Media), Outstanding Senior Scholar

Zoe Krassos, Interdisciplinary Medical Sciences: Clinical Professions, University Honors

Julia Oliveira, Biological Science; Public Health, University Honors

Green Brook

Jacqueline Mills, Finance, University Honors

Sophie Breeze, Marketing, University Honors

Dalton Britner, Actuarial Science; Statistics, University Honors

Tinton Fall

Jack Huisman, Finance; Chinese Language (Business Concentration), University Honors

Brooke Engler, Accounting, University Honors

Matthew Danise, Finance; Real Estate, University Honors

East Quogue

Rachel Frank, English (Editing, Writing, & Media); Humanities, University Honors

New Rochelle

Jamie Cantone, Commercial Entrepreneurship, University Honors

Ethan Forberg, Management Information Systems, University Honors

Pearl River

Catherine McDermott, Sociology, University Honors

Katherine Velardo, Psychology, Outstanding Senior Scholar

Haleigh Gahan, Computer Science, University Honors

Olivia Csernecky, Behavioral Neuroscience, University Honors

NORTH CAROLINA

Moriah House, Anthropology, University Honors

Gabe Herschelman, Biological Science, University Honors

Chandler Pruett, Meteorology; Statistics, Outstanding Senior Scholar

Winston-Salem

Catherine Wondra, Interdisciplinary Medical Sciences: Clinical Professionals, University Honors

Minh Tran, Finance; Management Information Systems, University Honors

Elizabeth Schutte, Public Relations; Spanish, University Honors

Emma Roush, Media Communication Studies, Marketing

Mia Mantei, Behavioral Neuroscience, Outstanding Senior Scholar

Kate Lohrey, Biochemistry, University Honors

North Olmsted

Albert Oleksy, Statistics, University Honors

Clayton Powell, Athletic Training, University Honors

PENNSYLVANIA

Monroeville.

Tadeusz Horomanski, Actuarial Science; Statistics, University Honors

Philadelphia

Anthony Psulkowski, Industrial Engineering, Dual Honors

Rebecca Anestad, Computer Science, University Honors

SOUTH CAROLINA

Michael Kopelman, Meteorology, Honors in the Major

Mary Katherine Gelasco, Biochemistry; Music, Outstanding Senior Scholar

Brayden Poorvin, Information, Communication, and Technology, University Honors

Chattanooga

Hannah Carter, Political Science, University Honors

Sofia McDonough, Biological Science; Biomathematics, University Honors

Clarksville

Nina Chong, Chemical Engineering, University Honors

Jacob Dell, Music; Economics, University Honors

Matteo Gisellu, Interdisciplinary Medical Sciences: Clinical Professions, University Honors

Flower Mound

Jared Dasher, Political Science, University Honors

Andrew Zoch, Digital Media Production, University Honors

Robert Szot, Meteorology, Dual Honors

Jasmine Burelsmith, Dance, University Honors

San Antonio

Ethan Aguilar, Neuroscience, University Honors

Salt Lake City

Natalie Griffiths, Biological Science, University Honors

Ava Kazerani, Biological Science, University Honors

Lauren Amparo, Social Science Education, University Honors

Nicholas Vantre, Finance; Real Estate, University Honors

Melisa Sencer, Cell and Molecular Neuroscience, Honors in the Major

Benjamin Richter, Accounting, University Honors

David Quirie, Chemical Engineering, University Honors

Huiying (Amy) Ni, Media Communication Studies; Psychology, Honors in the Major

Andres Felipe Gil Arana, Neuroscience, Honors in the Major

Christiana Michael, Applied and Computational Mathematics, Honors in the Major

DOMINICAN REPUBLIC

Vivian Bernard, Biomedical Engineering, Honors in the Major

Isabella Coddington, Statistics, University Honors

Lydia Coddington, Political Science; Psychology, University Honors

Port-au-Prince

Thamengie Richard, Psychology, Honors in the Major

Diya Choudhary, Physics, Honors in the Major

Maria Aleman Martinez, Political Science; Economics, University Honors

Freydell Espinoza, Biomedical Engineering, Honors in the Major

REPUBLIC OF PANAMA

Panama city.

Astrid Daugherty, Biomedical Engineering, Honors in the Major

Santiago Lazarte, Biomedical Engineering, Honors in the Major

SOUTH KOREA

Yeonsu Kim, Nursing, University Honors

Ho Chi Minh City

Khoa Dao, Computer Science, University Honors

Linh Hoang, English Education, University Honors

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Class Search Catalog available at  classes.osu.edu

POLITSC 1300 Global Politics

Summer Term | 3 credit units | Distance Learning

Cooperation and conflict in world politics. Covers basic theories of international relations and key issues, including security, political economy, international organizations, and the environment. Prereq: Not open to students with credit for 145 or 145H. GE soc sci human, nat, and econ resources and diversity global studies course. GE foundation social and behavioral sci course.

POLITSC 2300 American Foreign Policy

Session 2 | 3 credit units | Distance Learning

The role of the United States in world politics since the Second World War, emphasizing structural change in economic and political-military relations. Prereq: Not open to students with credit for 245 or 245H. GE soc sci orgs and polities and diversity global studies course. GE foundation social and behavioral sci course.

POLITSC 3240 Political Violence

Session 2 | 3 credit units | In person

This course will expose students to major theoretical debates and broad empirical patterns of intrastate conflict during the post-World War II era.

POLITSC 3798 Field Research Methods for Politics & Development in Africa: Education Abroad in Malawi

Summer term | 3 credit units | In Person

Introduction to the tools of data analysis in political science, with an emphasis on data visualization. GE data anly course. GE foundation math and quant reasoning or data anyl course.

POLITSC 3910 Identity Politics

Session 2 | 3 credit units | In Person

Explores who controls the meaning of identity in society; examining identity from the perspective of liberal, sociological, and social psychological, structuralist, and institutionalist theories. Prereq: Not open to students with credit for 547.

POLITSC 4131 American Supreme Court

This course focuses on the U.S. Supreme Court as an institution and emphasizes the ways in which its formal and informal norms and structures shape the nature and content of the law the Court makes.

POLITSC 4191 Internship

Session 2 | 0-10 credit units | Distance Learning

Combines experience in political institutions or policy processes with analysis of that experience in light of relevant scholarly literature. Prereq: Permission of instructor. Repeatable to a maximum of 10 cr hrs or 3 completions.

POLITSC 4310 Security Policy

Session 1 | 3 credit units | In Person

National security and military policy issues and trends since 1945; covers containment, deterrence, Vietnam, nuclear weapons, terrorism, and globalization. Prereq: Not open to students with credit for 552.

POLITSC 4998 Undergraduate Research in Political Science

Summer Term | 0-10 credit units | In Person

Undergraduate research in variable topics. Prereq: Permission of instructor. Repeatable to a maximum of 10 cr hrs or 10 completions. This course is graded S/U.

POLITSC 4999H Honors Thesis Research

Summer Term or Session 2 | 2-4 credit units | In Person

Honors thesis research with thesis adviser. Minimum of two semesters required of candidates for BA with distinction in political science. Prereq: Honors standing, and Sr standing, and enrollment in Political Science major, and permission of instructor. Repeatable to a maximum of 12 cr hrs or 4 completions. This course is graded S/U.

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Deepasri prasad awarded national science foundation graduate research fellowship, posted on may 21, 2024 by lisa d. aubrey.

Second-year PBS graduate student Deepasri Prasad was awarded a National Science Foundation Graduate Research Fellowship. The NSF GRFP grant is in recognition of Deepasri's high achieving scientific potential, and her winning project proposal, "Understanding the behavioral and neural effects of multisensory context on scene memory." This five-year fellowship provides three years of financial support as Deepasri works on her PhD in Caroline Robertson's Perception, Memory, and Neurodiversity Lab.