honors thesis georgetown

College of Arts & Sciences

Research Theses of Honors Seminar History/IHIS Majors

Christian Baldari: “Shattered Dream”: Ever-changing Ideologies of A French Resistance Movement During World War II

Ella Castanier: Psychiatry of the Oppressed: An Intellectual History of Black Psychiatrists in the United States During the Long 1960s

Maanasi Chintamani: Out of the Lineup: How Women Fueled the Rise of the National Football League, 1950s-1970s

Juan Pablo Espinosa Unlikely Messiahs: The Missionary Church and Indigenous Conversion in the Early Years of New Spain

Elias Ferguson: Hammer of Heretics: Far-Right Conceptions of Spanish Identity During the Franco Regime and Today

Dami Kim: Harriet Hayden: 19th-Century Black Womanhood, Respectability Politics, and Material Culture

Hugh McKelvy: Equally Visionary and Nefarious: The Story of the South Sea Bubble in the Industrial Century 1770-1850

Caitlin McLean: “Half ally, half-untouchable:” American and British Press Coverage of Apartheid

Jackson Metzger: Between Bureaucracy and Sensationalism: the Dichotomy in Australian DEA Reports and Newspaper Portrayals of the PKI

Austin Nellessen: Resisting a Melting Pot: Mongols and Ethnic Minority Policy in Inner Mongolia

Angela Nguyen: Hail Mary: Our Lady of Fátima as a Vietnamese and Vietnamese American Anti-Communist

Thea Oberman: Al-Andalus on the Road: Understanding the Legacy of Andalusi Culture on Its Jewish Community

Julia Staley: Clerical Collusion: How the Catholic Church supported Francisco Franco’s Spanish Regime

Daniel (Robby) Turner: Ink That Cannot Dry: Changing Narratives of the 1654 Treaty of Pereiaslav

Jacob Adams – Claiming Our Deepest Interest: The Witness and Zionism

Caroline Coopersmith – One Nation Under God, Divisible: The Public Relations Trial of Dorothy Sheridan and Christian Science

Charlotte Cromack – Damsels in Dissent: Gender Performance as a Political Tool in Late Imperial Russia

Soumil Dhayagude – A Decolonization of Capital: Money and the Global in 20th Century Indian Thought

Kelvin Doe – Rewriting Inconvenient Truths: How Charlemagne Rewrote his Ancestry to Justify his Leadership

Jimmy FitzPatrick – “Irish, Rally to the Rescue!”: The 6th and 17th Wisconsin’s Diverging Wartime Experiences During the American Civil War

Ian Gould – Streetcars on the Santa Fe Trail: The Strang Line and Suburbanization in Johnson County, Kansas, 1906-1940

Jack Grier – Development Diplomacy and Dialectical Diaries: Unveiling the Impact of Joseph E. Davies and Progressive Politics on U.S. Foreign Policy

Katie Hawkinson – Reframing Citizenship and Social Class: Christine de Pizan’s Political Thought in Sixteenth-Century English Translation

William Shaw Jacobson – You Will Fight and be Killed: Islamic State Small Unit Battle Tactics in Iraq and Syria

Kiely Johnson – The Local Contains Multitudes: East Somerville, Massachusetts and the Experiences and Impacts of the Irish and Salvadorans in an “Immigrant City”

Sophia M. Kloncz – Sounds of Struggle: Uncovering the Complexities of the Enduring Legacy of New Orleans Jazz in the Context of Racism, Drugs, and Urban Renewal

Tina Ma – A Study of Kyowa-go in Manchukuo

Paneez Oliai – The Price of Freedom: Examining Programs, Policy, and Thought in the History of American Bail

Gabriel Panuco-Mercado – Quehaceres Between Cane and Maize: Gendering the Green Revolution and its Social Outcomes in a Jalisco Town, 1943-2001

Axel Leon Opwis Soares – A Reluctant Embrace: The Rise of the Department Store and Consumer Society in Germany 1882 to 1938

Irmak Şensöz – Settling the Countryside: Pastoralists, Migrants, and the Tanzimat Era in Central Anatolia

Michael Skora – “America Should Take Her Share”: Georgetown University’s School of Foreign Service and U.S. Imperial Ambitions, 1915-1929

Annika Wang – A History of Advanced Placement United States History: A Look into the Pushes and Pulls of Educational Reform in American High School History Classrooms

Ethan Williams – Bye Confucius: The History of Social Transformation in the Chinese Province of Shanxi During the 20th Century

Xin Zheng – Constructing an Ideal Renaissance Persona: A Study of Italian Renaissance Portraiture of Rulers and Their Underlying Political Messages

Will Bartlett – “Edat Hispania Sententiam Suam”: Orosius’ Hispanic History

Tommy Batterman – The Plague That Didn’t Happen: Yersinia Pestis and the Lombard Conquest of Italy, 565-572 (Morris Prize Winner)

Will Cromarty – The Rise of Conservatism in Orange County, CA, ca. 1945-1980

Henry James – Working-Class Liberal: Daniel Patrick Moynihan, a Changing Democratic Party, and the Politics of Poverty

Helena Jensen – Precursors to Precarity: Gender and Resistance to Changing Employment Structures in the 1970s in the United States

Amanda Kenn – To Tear Off the Veil: Frustration, Fantasy and (in)Flexibility in French Perceptions of l’Algérienne, 1830-1962

Mike Kim – Colonial Memory and Nationalism: An Analysis of Chinese and Korean History Education Concerning the Island Disputes in East Asia

Amanda Lin – Constructing the Citoyenne : The Rise and Fall of the Political Woman in the French Revolution

Nicole Marion – Short Skirts, Strong Boots, and Revolvers: Unveiling the Hidden History of Paramilitary Women in Northern Ireland during the Troubles

Kia Muleta – How to Justify and Demand Secession in the Era of African Nationalism: The Case of Oromos and Igbos, 1960-1980

Susan Rahimzadeh – On Resistance: Conflict and Collaboration in Les Visiteurs du Soir

Oliver Ritter – Louis XVI Before the Revolution

Daniella Sanchez – Salvadoran Women as the True Builders: The Development of the Transnational Culture of El Salvador and Los Angeles, 1980-2000

Derek Tassone – “Yesterday’s Liberalism is Today’s Conservatism”: The Jewish Roots of Neoconservatism, as Shown by the Rise and Evolution of Commentary

Liam Giombetti – The Forgotten Republic: Renaissance Florence Without the Medici, 1494-1512 Ojus Jain, Radicalism & Mass Politics: Revolution in Colonial India 1905 – 1928

Michael Keeler – Interrogating the Original All Blacks: An Investigation into the Colonial Legacy and Mythology of the 1905-1906 New Zealand Men’s National Rugby Team

Sarah Laird – If Pachacuti Ran Your Hospital: What Inca and Andean Healing Practices Reveal About the Role of Rituals in Medicine

Chau Le – The Stateless: French Colonists as Apostates and Traitors in the Parti Communiste Algérien, 1936–1954

Hannah Levine – Between Colonizer and Colonized: African Policemen in French Equatorial Africa, 1910s-1930s

Marie Luca – History in the Happiest Place on Earth: Perception, Deception, and the American Dream as Told by Disney

Sarah Mendelsohn – “To The Women For Pulchritude; To The Men For Jazz”: Sexism in Post-World War II Jazz

Maya Moretta – Sustaining Community in The Pursuit of Freedom: The Greater Shirley Communities’ Journey through Enslavement, the Civil War, Reconstruction, and Freedom

Kristen Pavlounis – Fashioning Industry Trends: Piracy, Celebrity, and Femininity

Angelica Rossi Hawkins – Raimondo Tulli: Continuity and Collusion from Fascist to Democratic Italy (Morris Prize Winner)

Richard Schofield – The Virgin Mary’s Journeys South: Vietnamese Catholic Refugee Resettlements, 1954-1988

Rachel Singer – “Scandal” in Poitiers? Three Perspectives on a Medieval Nuns’ Rebellion (Morris Prize Winner)

Isabella van der Meulen – Through the Lens of Biafra: Continuity and Change in Postcolonial Humanitarianism  (Davids Award)

Jeremy Cohen – Of Khans and Caravanserais: Travel Literature in the Age of the Russian Conquest of Central Asia

Georgia Kamm – Refuge and Resistance: The Creation, Division, and Unification of the Sanctuary Movement, 1980-1986

Sean Lee – At the Helm of the Republic: The Origins of Venetian Decline in the Renaissance

Gabriel Mielke – Orientalist Legacies, State Security, and Urban Planning in Amman, Jordan (1850-1968)

Sonali Mirpuri – Mahaboob Ben Ali and His Chili Bowl: A Story of Family and Identity in the U Street Corridor

Jackie Nowakowski – Merovingian Queens: Status, Religion, and Regency

Nicholas E. Peang-Meth – “The Property-holders shall rule this town!” The Danville Massacre and the White Reactionary Campaign against Biracial City Government 1882-84

Felix Pilkington – Revolutionary Music: How Kansas City Jazz and Los Angeles Gangster Rap Redefined American Art

Aidan Poling – Beyond Pater Patriae : The Many Faces of George Washington

Paul Rochford – The Origins of Soviet Ethnic Terror: The Repression of Ethnic Minorities in Stalin’s USSR, 1937-1953

Ross Snyder – “The Window Through Which the World Looks into Our House”: The Impact of US Foreign Policy on Supreme Court Rulings on Race, 1920-1960

Isaac Stone – Downton Abbey Socialism: Stalin’s Sympathizers in the British Establishment

Jennifer Sugijanto – Beyond, Within, and Outside the U.S. Nation-State: Shifting Boundaries of Asian American Panethnic Identities and Solidarities

Reilly Barry – To “Try Hard to Seem Turkish”: Turkish State Formation and the Sephardic Community

C. C. Borzilleri – The Litchfield Effect: The Legacy of Miss Sarah Pierce’s Litchfield Female Academy

Jacqueline Crispino – Leaving the Empire Behind: A Transnational History of Russian-Jewish Immigration Beginning in 1881

Meredith Duflock – Security in an Insecure Age: Cybersecurity Policy and the Cybersecurity Community, 1967-1986

Brynlee Emery – Those who Admit Their Belief: Latter-Day Saint Immigrants and the Polygamy Restriction in U.S. Immigration Law

Caroline Genster – Conscious Motherhood: Gender and the Birth of Family Planning in 1960s Chile

Harrison Goohs – A Funeral Pyre or a Comforting Shimmer of Peace? The World of the Congress of Rastatt (1797-1799) and the End of the First Reich

Evanthea Hammer – “Masterpieces of Horror”: Arthur Szyk’s One-Man Quest to Fight the Axis through Art

Jonah Langan-Marmur – Confucianism with Chinese Characteristics: The Confucian Origins of Modern Chinese Internationalism

Jonathan Lanz – “Shattered Childhoods”: A Children’s History of the November Pogrom

Marcus Lustig – Blacking Up the Ivory Tower: Blackface Minstrelsy in College Life at Georgetown

Kenneth Marrs – The Enemy of My Enemy: Rivalry, Cooperation, and the Restoration of Poland

Aliyah Quereshi – Independence-Era Feminism and Nationalism: Envisioning Women’s Role in India

Sydnie Sousa – Perception and Actuality: Migrant Children in California’s Kern County 1935-1940

Brett Voyles – Transformations in Blackness: “Revolutionary” Afro-Cuban Identity, 1959-1966

Samuel Zaroff – A Moment in the Sun: Music, Culture, and the Rise and Fall of the Haight Ashbury Counterculture

Mateusz M. Zezula – Culture, Currency, and Kiełbasa: Polish Immigrant Finance in the United States, 1850-1940

Katherine Cienkus – The “Woking Gang”: Political Activities of British Muslims, 1905-1920

Camden Elliott – “Through Death’s Wilderness”: Environment and Warfare in the American South, 1835-1865

Jemma Fagler – The “Picture Bride Problem”: Experiences of and Attitudes Toward Japanese Picture Brides in California, 1908-1920

Isabella Goonetillake – From Salons to Convents: Female Emancipation in Seventeenth-Century Paris, 1600-1670

Melina Hsiao – “Educating the Unreached”: The Rise and Decline of Frelinghuysen University, 1906-1964

Xinlan Hu – Danger and Opportunity: The Sino-U.S. Rapprochement as a Domestic Political Crisis in Both Countries, 1971-1972

Rebecca Kuang – Nanjing Remembered: China’s Public Commemoration of the 1937 Nanjing Massacre

Simon Mairson – Nationalism, Activism, and Moralism: The Atomized Politics of Frédéric Joliot-Curie

Jonathan Marrow – “Let us form a bodyguard for Liberty”: Conceptions of liberty and Nation in Georgetown College’s Philodemic Society, 1830-1875

Ari Shapiro – “The Spirit of Love for Our Holy Land”: Sephardi Zionism in Hamidian Jerusalem

Noah Buyon – Cold Warriors, Cold Feet? America’s Uneven Response To Regime Change in Hungary, 1989

Olivia D’Aliberti – Food for Thought: Dining and Discipline at Georgetown College, 1889-1928

Patrick Gage – Georgetown at Nuremberg: Edmund Walsh and the Curious Case of Karl Haushofer

Matthew Hinson – Crimes on Sacred Ground: Massacres, Desecration, and Iconoclasm in Lebanon’s Mountain War 1983-1984

Ryan Kuchinski – Yes on Death: California’s 1972 and 1978 Death Penalty Initiatives

Andrew Meshnick – A Morbid Disconnect: The Battle Over Slave Health in the Early American Tobacco Industry

Madeleine Moore – Red Blood and Red Tape: Building the Collections of the National Zoological Park, 1887-1908

Daniel Paradis – The Christianization of the Roman Empire under Constantine

Nicholas Pavlovic – Strange Coalition: Iran’s Resistance Movement Between Coup and Revolution

Matthew Raab – William Walker and the Public Imagination: Cultural Manifestations of American Filibustering in Latin America

Katherine Randazzo – Convivencia Contested: Papal and Monastic Influence on Castilian Royal Policy Toward Religious Minorities

Alyssa Russell – Cleaning Up the Service Sector: The Justice for Janitors 1990s Campaigns in Washington, DC, and Atlanta, GA

Zack Saravay – The National Monetary Commission: American Banking’s Debt to Europe

Kyu Won Shim – What They Said and What We Remember: The role of Personal Testimony in National Memory

Nicholas Simon – Georgetown in Gray: The Confederate Students of Georgetown College

Taylor Tobin – Nationalism Can’t Be Built: The Story of Abuja’s Creation

Daniel Aherne – Trouble Brewing: Brewers’ Resistance to Prohibition and anti-German Sentiment

James Constant – The Day We Lost the Beat: Techno’s Journey from Detroit to Berlin

Michael Donnay – Under One Management: The Jesuit Colleges in the Maryland-New York Province, 1879-1926

James Gadea – Regional Ostracism and Outcast State-Bonding: The Crystallization of Diplomatic Relations between Israel and Communist Romania, 1948-1989

Emily Kent – Making French: Redefining the Language of Intellectualism in Sixteenth-Century Paris

Samuel Kleinman – State’s Spies: The Bureau of Secret Intelligence and the Development of State Department Bureaucracy in the First World War

Caleb Morell – Radically [In]tolerant: How English Baptists Changed the Early Modern Toleration Debate

Edward Percarpio – Building Glass Castles: Rethinking Privacy andSurveillance from the Pantheon to the Panopticon

Matthew Quallen – Making Animals, Making Slaves: Animalization and Slavery in the AntebellumUnited States

Emma Schaff – A Fair to Remember: The Gilding of Chicago at the 1893 World’s Fair.

Lauren Wyszomierski – “He Killed My Ma, He Killed My Pa… I’ll Vote for Him”: The Narratives of Liberia’s Warlords, and Where the World Stopped Listening

Molly DePippo – “We will be the Sufferers if We Let Great Wrongs Occur without Exerting Ourselves to Correct Them”: Evaluating the Roosevelt Administration’s Response to the Jewish Refugee Crisis from 1933 to 1945

William Halle – Establishing the Federal Reserve: A Product of Changing Public Sentiment

Philip Heyward – The Boycott and the Early Palestinian National Movement: From Non-Cooperation to Nationhood?

Philip Layfield – Jihad and Jihadn’t: Emerging Parallels in Twentieth-Century Holy War Propaganda

Allison Liotta – Community Action toward the Desegregation of the DC Public Schools, 1947-1954

Benjamin Maher – “Every Swamp a Citadel”: The Landscape of Resistance and Removal in the Seminole War

Sophie Siebach – “I Will not Feed the One I Fight”: Genocide and the Nigerian Civil War, 1967-1970

Brian Wagner – Legionaries Living in Lutetia: A Study of the Socio-Economic Effects of the Roman Army during the Principate

Cody Williams (RCST) – Popular Rhymes of Resistance and the Rhythm of Agrarian Reform: Brazil, Cordels, and the National Plan for Agrarian Reform from 1986 to 1988

Mary Borowiec – Women and the Welfare State: Deconstructing Women’s Relationship to the State in Ecuador from 1925-1938 from the Perspective of Carol Pateman’s The Wollstonecraft Dilemma

Alexander Boudreau – What Kind of Example? Elite and Activist Perceptions of the US Reconstruction Period in Subsequent Reform Movements

Dwight “Sam” Brothers – The Enemy of My Enemy: The Sino-Vietnamese War of 1979 and the Evolution of the Sino-American Covert Relationship

Victoria Edel – God Save the Queen: British Pop Culture and Shifting Perceptions of Monarchy

Edward Hocter – The Seeds that Grew: The Rise of Political Theology in El Salvador, 1968-1992

Kathleen Kokensparger – Les Mécontentes: Gender and Profession in Third Estate Women’s Cahiers de Doléances on the Eve of the French Revolution

Mark Lipschultz – The IRCA Experiment: A Failure To Solve America’s Immigrant Problem

Kevin Magana – From White to Brown: Top-Down Political Messaging and the Civil Rights Movement in Texas

Andrew Markoff – Composing Identity: Richard Wagner’s Legacy in Divided Germany

Hannah Miller – Keeping a Nation’s Gates: William Williams, Ellis Island, and Immigration Policy in Early 20th Century America

Evan Monod – Société de Liberté: Slavery, Enlightenment, and Revolution, 1788-1802

Peter Prindiville – Catholics, Carter, and the Canal: Transnational Religious Identity and Domestic Engagement on Issues of Foreign Policy, 1964 – 1979

Clare Southern – From Forest to Table: The Columbian Exchange and the Changing Marketplace

Evan Tarte – The 1970s Arab Oil Embargo: Crisis, Response, and Aftermath

Roland Templeman – Gold, Garibaldi, and the Italian-American Experience in the Years of Risorgimento

Peter Vale – Remembering “Koevoet”: How South Africa has Come to Understand the Covert Police Operations in Angola and Namibia during the 1980s

Yongle Xue – Oil for the Engines of China: The Standard Oil Company and the Early Mechanization of China, 1927-1953

Bridget Ansel – From “Money Power” to “Slave Power”: The Threat to Thomas Hart Benton’s Jeffersonian Vision

Kathleen Bush-Joseph – Ibn Jubayr: The Rihla

Carolyn Carson – Sanitizing Africans: Health, Hygiene, and Women’s Work in French West Africa’s Civilizing Mission 1819-1960

Jonathan Coumes – Artful Intrigues: Cuban Culture in Times of Peace

Joshua Donovan – Becoming God’s Cold Warrior or Destroying an Ideal? John Foster Dulles and the Middle East (1919-1959)

Gina Falaschi – Thomas Jefferson’s Table

Samuel Gerstle – Pawns in the Cold War: The Indoctrination and Repatriation of Japanese POWs in Siberia, 1945-1949

Amanda Lanzillo – Exile and the Mughal Harem: Timurid Cultural Continuities and Adaptations in Early Mughal Imperial Domestic Space

Margaret Luther – The Order: The Dawn of a New White Supremacy in America

Alexander Miller – Worth a Dime: Edward Wheeler’s Critical and Celebratory Portrayal of Black Hills Mining in the Deadwood Dick Dime Novel Series, 1877-1884

Roxanne Salas – The Holy See and Cuñadísimo Ramón Serrano Súñer: The Formation of Spain’s Neutrality in World War II between 1939 and 1942

Brandon Sharp – Cooperation and Sacrifice: How Divergent Allied Objectives, Interests, and End States Sowed the Seeds of Failure in the China-Burma-India Theater

Oliver Silsby – Dogs of War, Knights of Bronze: Reflections on the Condottieri’s Sociopolitical Evolution in Late Medieval and Renaissance Italy

Cole Stangler – From Revolution to Rights: The Politics of Immigrant Activism in France (1968-1983)

Peter Stanton – Lingít ḵa Waashdan Ḵwáan, the Tlingit and the Americans: Interactions and Transformations, 1856-1896

Mark Stern – Speaking with Fire: Evolving Protections for Symbolic Speech in Twentieth-Century American Jurisprudence

Charles Tiblier – “Ya la Isla no es la Isla como era de primero”: The Trade Winds that Washed Away Isleño Culture

Mary Willis – “The Scandal Greater than Teapot Dome”: Huey P. Long’s Win or Lose Corporation and the Limits of Corruption in Louisiana

Kevin Baird – Interests and Ideals: Sources of British Worker Opinion on the American Civil War

Clark Bakewell – The Development of American Intellectual Property Policy in East and Southeast Asia, 1868-1994

Emily Bierman – David and Goliath: How the McClellan Committee Inspired Robert F. Kennedy’s Fight to Bring Down Labor Giant James R. Hoffa

Alexander Bodaken – Reimagining Nixon’s Civil Rights Legacy: A Re-Evaluation

Cyrus Bordbar – A Laboratory of Labor Ideology: The International Workingmen’s Association in the United States

Michael Boyajian – The Dangerous Pattern of Genocide and the Armenian Precedent

Kinne Chapin – “Good Taste and Delicacy”: Female Sexuality in the Production Code Era, 1930-

Tucker Fross – Imperial Disposition: The Impact of Ideology on French Colonial Policy in Madagascar from 1883-1895

Robert Kaminski – The Military in the Relationship Between the Transcontinental Railroads and Congress, to 1880

Satinder Kaur – Equating the Indigène and the Ouvrier: French Communist Party Relations with Native Algerians and French workers in Light of a Saint-Simonian Past

Benjamin Kirschenbaum – The High Priest of Nature [Isaac Newton]

Taylor Lescallette – “Vietnam is the Auschwitz of Our Generation”: National Socialism, the Holocaust, and the Cold War in the Writings of the Red Army Faction, 1968-1977

Rebecca Moses – A Queen, and a Queen of England Too: The Intersection of Gender and Nationality for Mary and Elizabeth Tudor

Carolyn Shanahan – Bridging the Gap: Yuri Norstein, Tale of Tales and the Great Russian Cultural Divide

Zoe Walder-Hoge – Watching a River Flow to the Sea: How Three Greco-Roman Cities on Asia Minor’s Western Coast Adapted to a Shifting Natural Environment

Francis Gieringer – “Born into the Purple”: American Perceptions of the Japanese at the Lewis and Clark Centennial and the Alaska-Yukon-Pacific Exposition

Samuel Harris – Our Historic Elysium: The Forging of Modernity in Ridgefield, Connecticut during the Country Place Era, 1880-1920

Kristen Leung – Digesting Southern Food: How New Deal Cultural Programs Constructed a Folk Image of Southern Food

Jennifer McCarter – Mul s-sa’a: the “Great Man of the Hour”—An Analysis of the Political Opportunity Structures that Facilitated Tribal Mobilization in the Rif War, 1921-1926

Charles McElyea – The Paradox of Apartheid: Social Segregation and Cultural Collaboration in Medical Discourse

Keith Rafferty – A Few Clerics at Court: Catholic Clergymen in the Lay Politics and Administration of Spain during the Reigns of “Los Austrias Mayores”, Charles V/I and Philip II: 1516-1598

Kristen Sandgren – Sorrow Unspent: Professional Discourse Between 1960 and 1980 Concerning the Development of a PTSD Diagnosis

Caitlin Shea – “John Bull’s Other Island” and British Identity in an Era of Imperialism: The Reactions of the Anglo-Irish Literary Elite to the Execution of the Leaders of the Easter Rising and the Trial and Hanging of Sir Roger Casement (1916)

Victoria Stulgis – Operation Soft Energy: The Energy Crisis and the Environmental NGOs Behind the Anti-Nuclear and Solar Movements

Jeffrey Bolling – From Red Wings to Red Stars: Bombers, Intercontinental Ballistic Missiles, and the Evolution of the Soviet Strategic Arsenal in the Early Cold War

Bissie Bonner – “One and Done” or “Long Run” Democracy? The Rhetoric and Behavior of Algeria’s Front Islamique du Salut, 1989-1992

Maya Brodziak – “The Pagans are Wrong and the Christians Are Right:” The Evolution of Europe’s Understanding and Perception of the Muslim World During the Crusades, 1095-1291

Eliza Buddenhagen – The Taching Oil Field: A Window into the Cultural Revolution

Jonathan Cohn – Who Is Out of Line in the March of Progress? Perspectives on Religion and Industry Around the Great Exhibition of 1851

Sarah Forrest – The Nation Under Construction: Identity as a Political Tool in the Formation of the Senegalese State (1945-1980)

Jeanne Fundakowski – Patent Medicine and the Failure of Federal Regulation in the 1906 Pure Food and Drugs Act: Cocaine, Coca-Cola, and the Evolution of an Industry

Matthew Giffin – The Britain of the East: Liberalism, Darwinism, and British Perceptions of Japan, 1851-1914

Rebecca Glade – “The Americans Call Me Africa’s Lenin:” Hassan al-Turabi’s Role in Sudan, 1989-2000

Adam Kemal – The Limits of Soft Empire: Great Britain, Egypt, and Middle Eastern Defense, 1945-1949

Charles Leisure – The Development of the British Capital Markets of the Nineteenth Century and Their Importance in Submarine Telegraph Financing

Henri Minion – Community in Diversity: A History of International Students at Georgetown University, 1789-1860

N. Blair Munhofen – The Origins of Hizbollah: Lebanon’s Islamic Resistance to Israeli Occupation

Dana Patton – “I Gave Them a Sword:” How the Watergate Scandal Contributed to the End of Détente

A.E. Talarico – Educating Christianity in Saint Basil’s “Address to the Young Men”

Nathaniel Weisenberg – The Unraveling: Seville, the Jews of Castile, and the Road to the Riots of 1391

Kevin Windels – The Revolutionaries Who Never Got to Play: An Examination of the Perspectives of Abigail Adams and Madame de Staël on the Aims and Leadership of the American Revolution and the French Revolution

Benji Barron – “A Mysterious Revival of Roman Passion”: Mussolini’s Ambiguous and Opportunistic Conception of Romanità

J. Patrick Brown – Migrants, Miners, and Mayors: A History of Scranton, Pennsylvania, from 1865-1902

C. Hardy Calvert – Conflict and Acculturation. Patterns of Cross-Cultural Exchange in Norman Sicily

Lauren Ditty – Knowledge and Complicity: High-Society Women and the Third Reich

Annie Evans – “We Shall Never Be the Same As We Have Been”: Northern and Southern Women in the Civil War

Daniel Franken – Industrial Modernization in Argentina: Understanding the Economic Strategy of Martínez de Hoz, 1976-1981

Daniel Groh-Wargo – Cornerstone or Chimera? The Role of the Jewish National Fund in the Formation of the Jewish State, 1920-1939

William Howerton – Le Tigre et Sa Jungle: A Comparative Study of the Political Development of Georges Clemenceau and the French Third Republic from 1871-1906

Ava Jacobi – Into the Abyss: The Legacy of the “Rape of Belgium” Propaganda

Elizabeth Kerley – Apostates from the Intelligentsia: Personality, Culture, and the Defense of Absolute Values in the Philosophical Thought of Petr Struve, Semën Frank, Nikolai Berdiaev, Absolute Values in the Philosophical Thought of Petr Struve, Semën Frank, Nikolai Berdiaev,

James Leader – Abolition’s Unwitting Sacrifice: How the British Abolitionist Movement Betrayed the Black Loyalists in Sierra Leone

Benjamin Levandoski – Organic Documents: American History Textbooks from 1944-1985

Chris Howard Miller – The Domestic Nation: The Relationship between Nation and Family in the Confederacy

Malcolm Munkittrick – The Aga Khan Award for Architecture and the Creation of an Islamic Built Identity, 1976-2007

Anthony Piccirillo – “A Vile, Infamous, Diabolical Treaty”: The Franco-Ottoman Alliance of Francis I and the Eclipse of the Christendom Ideal

Daniel Rendleman – From Revolution to Rebellion: George Washington as Seen by the Literary Societies of the Greater Chesapeake, 1813-1868

Zack Tupper – Hoya Paranoia: How Georgetown Found its Swagger During the Reagan Years

Rick Umbrecht – “Idle Tales of some Designing Men”: the Pennsylvania Assembly and the Wyoming Crisis, c. 1754 – 1810

Mary Bracewell – Sendero Luminoso: Organizational Strengths Become Revolutionary Weaknesses

Reid Collins – British Counterinsurgency Strategy and the Anglo-Boer War (1899-1902)

Anne Fauvre – The Bosnian War in a Post-Cold War Context: Russia’s Effect on US Foreign Policy and the Creation of Peace in Bosnia, 1994 -1995

Eren Jon Gryskiewicz – The Family Jewels: The CIA at the Intersection of Law, Politics, the Presidency, and the People

Heather Hosmer – Attaché to Armament: The Impact of the Spanish Civil War on United States Defense Capabilities

Stephen Kenny – Rex Anglorum: The Transformative Reign of Alfred the Great and the Unification of England in the Ninth and Tenth Centuries

Steven Kensinger – Tuaoi afa ma maninoa [The Hurricane and the Calm are Neighbors]: The Colonial Period in Western Samoa, 1900-1935

Julia McCarthy – Japan and the International Labor Organization’s Emerging Relationship, 1919-

Alexander Parkhouse – The British Reaction to the Soviet Invasion of Afghanistan: Efforts to Promote the British Commitment to the European Community

Daniel Quinlan – British India from Honourable Company to Honourable Colony: The East India Company and the Charter Act of 1813

Lorraine Riley – At the Crossroads: Franklin D. Roosevelt, Father Coughlin, and the Changing Consciousness of Catholic America

Rose Katherine Townsend – China’s Interest and Africa’s Responsibility: An Analysis of China’s Post-Cold War Economic Foreign Policy on Sub-Saharan African Development

Patrick Connolly – The Rise of Immaterialism in Eighteenth-Century Britain

Emily Curran – Félix Ireta Viveros and la Danza de los Cerdos Corruption, Politics, and Foot-and-Mouth Disease in 1940s Mexico

Gina Farinella – “Breeding an Imperial Race”: Fabians, Eugenics, and Empire, 1884-1914

Jonathan Fayer – Let the Prodigals be Welcome: William F. Buckley Jr., White Ethnics, and the 1965 New York City Mayoral Election

Kara Flook – The Rise and Fall of the Fourth Power: Examining the Mutual Influence of the Independent Russian Press and the First Chechen War

Matthew Freeman – New Zealand’s Mixed Member Proportional and Maori Representation: Improvement in Rights and Relations

Jonathan Gingerich – The Politics of German Idealism: Humboldt, Hegel and the Rise of the Prussian University

Robert Heberle – A New Faith in the Balance: Hugo Black, the First Amendment and the McCarthy Era

Julia Melle – Educating an Empire: United States Perspectives on Education in Hispaniola During the Age of Imperialism, 1915-1934

Kathleen Riordan – No Need of Prayers: The Role of Martyrdom in the Irish Republican Movement

Chana Sacks – In the Wake of an Uprising: An MSF Intervention in Chiapas, Mexico, 1994-2004

Daniel Starck – The French Empire and the Evolving Image of the Tirailleurs Sénégalais

Lucas Wittmann – Writing History in the Present Tense: The Postwar Public Historian in America

Ryan Winn – From Brest-Litovsk to Rapallo: The Effect of the German View of Communism on the Soviet-German Relationship

Emily Zand – The Saffron Wave Ebbs, Reformism Flows: The Bharatiya Janata Party within the National Democratic Alliance, 1998-2004

Bojan Bozovic – American Media Portrayals of the Srebrenica Massacre and Operation Storm: A Study in Media Bias

Laura Dziorny – Party Politics in the Congressional Elections of 1930

Prashina Gagoomal – Unsung Heroes: An Examination of the Role of U.S.-based Filipino Exiles in the Overthrow of Ferdinand Marcos’ Regime (1972-1986)

Marta Kalabinski – How the New York Times Covered the Warsaw Uprising of 1944

Berry Kurland – The Failure of Third Republic Education Policies in Lower Brittany, 1870-1914

Jason Meyer – American Involvement in the Clandestine Immigration of Jews to Palestine, 1945-1948

Mark Murphy – Archbishop Oscar Romero and American Foreign Policy toward El Salvador, 1977-1980

Kelsey Ruppel – Values of Work in Volga German Culture(s), 1850-1917

Stewart Salwin – Shakespeare and the Richard III Debate: A Historiographical Analysis

John Sutherland – Aegypto Capta: Finding the Poor in Egypt Under the Roman Empire

Vikram Tamboli – Bandits and Mapuche Rebellion: The Development of Indigenous Resistance in 19th-Century Chile

Nicholas Wheeler – A Voegelinian Interpretation of the Polemical Literature of the Gregorian Revolution

2004 – 2005

Liam Ahearn – Irish-American Patriots: The Irish Brigade and their Impact upon Mid-19th Century America

Lyndsay Arundel – An Analysis of the 1864 Massacre at Sand Creek: Representations of Various Social Perspectives

Gina Castellano – Community Action Programs during the War on Poverty

Brian Cwiek – Changing Faces: Picturing Minorities in 20th Century China

Robert Houston – Novus Ordo Seclorum: The Role of Near Eastern Symbolism within European Freemasonry through the Establishment of the American Republic

Jeffrey Katra – The Politics of Monticello

Ilya Kharin – Japanese Orthodox Church: The Trial Year, 1912-1945

Eric Lipton – The New Guinea Annexation Crisis of 1883

Philip Marcelo – The Relationship between European Settlers and Native Americans in Turn of the Century Tierra del Fuego and Patagonia (Southern Chile and Argentina, 1890-1920)

Sara Mills – Two Cultures Collide: The Socio-Cultural Effects of French Occupation on Indochina

Philip Pearson – Wool & Crime in 19th Century Australia

Daniel Sirkin – A Third Force or Merely a Third Circle? – British Decision-making Regarding European Integration, 1951-1956

Jordan White – Young Europe: Mazzini’s Role in the Development of European Nationalisms

Eight Seniors Complete New Honors Thesis Program

May 12, 2020

In its inaugural year, eight Georgetown McDonough seniors completed the Seniors Honors Thesis Program, where they had the opportunity to pursue research in a subject of their choosing. 

“We wanted to give our McDonough undergraduates the opportunity to write a senior thesis. We know that it is extremely valuable for students to be able to frame research questions, conduct independent research, and communicate their research clearly,” said Daniela Brancaforte, senior assistant dean in the Undergraduate Program. “These skills are closely related to good critical thinking, and also to a sense of pride, confidence, self-direction, and independence.” . 

To apply for the program, students must be second semester juniors and in good standing. All students must submit a research proposal and find a faculty advisor who will work with them one-on-one throughout the year. Students take two courses as part of the program: BADM 398-Senior Thesis I in the fall of their senior year and BADM 399-Senior Thesis II (1.5 credits) in the spring.

Caprice Catalano (B’20), studied the impact of different types of transparency information on consumer purchasing behavior in the fashion industry.

“Throughout my operations classes, I have learned a great deal about supply chains. In these lessons, I have seen the immense pressure that companies are facing to disclose more information regarding their supply chains due to increasingly complex global operations and the emergence of ethical dilemmas,” she said. “This demand for transparency is growing within the fashion industry, given the extensive social and environmental impacts associated with clothing production.” 

Catalano saw the program as a way for her to become more involved with academic research, and to more deeply explore the topic of her thesis. 

“I would definitely recommend the program to students who are eager to learn more about academic research or who want to explore certain interests outside the typical classroom setting,” she said. 

Lisa Park (B’20), wrote her honors thesis on the effects of childhood socioeconomic status on product retention and disposal behavior in adulthood. 

“I came up with the idea after reflecting on my own childhood and of those around me,” she said. “While things are different now, my childhood socioeconomic status didn’t allow for the same lifestyle as others.” 

Like Catalano, Park found the experience rewarding but demanding. She says the key to maximizing the experience is choosing a topic that is interesting to the student. 

Brooke Stanley (B’20) was inspired to write her thesis from her experience in Professor Marcia Miceli’s course on Men, Women, and Gender in the Workplace.

“My thesis explored how the lack of a federally mandated paid parental leave policy in the United States affects marginalized communities, particularly women, minorities, and those of lower socioeconomic status,” she said. “I was originally very interested in the topic of parental leave policies after learning in Professor Miceli’s class that the U.S. is the only industrialized country in the world without a federally mandated policy.” 

For Stanley, the key to writing an honors thesis is successfully managing a large, independent project. 

“The biggest lessons I took away all centered around self-discipline and learning how I worked best on projects that did not always have strict deadlines,” she said. 

In addition to Catalano, Park, and Stanley, five other seniors presented an honors thesis this year: Gabriel Berkowitz (B’20), Megan Carey (B’20), Nicholas Elliot (B’20), Katherine Evanko (B’20), and Carolyn Kirshe (B’20). 

“I really can’t stress how much I’ve enjoyed this program. It is one of the few things I think I will point to in my undergraduate experience as something I’m not only extremely proud of, but that also allowed me to explore the things I’m passionate about in current affairs,” said Elliot.

College of Arts & Sciences

Senior Honors Thesis

The option of writing an honors thesis is offered to qualifying majors in the Department of Theology and Religious Studies who wish to conduct in-depth research under the guidance of a faculty member.  To qualify, the students must have achieved, by the end of their fifth semester, a 3.5 grade-point average or better, both in Theology/Religious Studies courses and as a general GPA.

Students pursue the thesis project during their final three semesters, usually but not always the spring of the student’s third year and the fall and spring of their fourth year.  Students who plan to graduate early or whose education extends beyond four semesters should adjust the text below to match the three semesters that will culminate in their graduation.  Students who are studying abroad during the spring semester of their third year should consult the information in the associated FAQ sheet.

In the first semester, the student seeks an adviser, develops a prospectus (general description of the project), and secures the requisite permissions; no academic credit is earned for this preliminary work.  In the second semester enrolls in a 3-credit tutorial reading course, carries out research, and writes a preliminary draft of the thesis.  In the third semester, the student enrolls in a 1.5 credit thesis completion tutorial, during which the student revises, completes, submits, and defends the thesis.  After the thesis is accepted and defended, an honors thesis notation is placed on the student’s transcript.  To facilitate depth of inquiry, students are encouraged to choose topics that will enable them to draw upon established skills and previous coursework.

    Semester #1 (normally the spring of the student’s third year)

Responsibilities of the student:

• The student initiates conversation with one or more faculty in the Department of Theology and Religious Studies about the possibility of writing an honors thesis. In order for a thesis proposal to be approved, the student must secure the full support of one faculty member who agrees to act as a mentor for the project. This faculty member will oversee the research tutorial (THEO 4998), as well as the thesis completion tutorial (THEO 4999), and will read and evaluate the thesis that is submitted.
• In consultation with this faculty member, the student develops a prospectus or general description of the project. This will normally include (a) the question or thesis to be investigated, (b) the significance of the issue, (c) a general research plan, and (d) a preliminary bibliography.
• Once the faculty mentor has approved the prospectus, the student submits the prospectus to the student’s concentration advisor and to the Director of Undergraduate Studies to notify them of the student’s intent to compose an honors thesis. No formal departmental approval of the project is required beyond that of the faculty mentor, but notice of intent does need to be given to the concentration advisor and the Director of Undergraduate Studies.
• The student registers for a three-credit tutorial reading course (THEO 4998) to be taken with their mentor in the following semester.
• As soon after registration as possible, the student files a “Tutorial Registration Form” with the dean’s office. Normally, this form will be filed no later than the end of spring semester finals; where there are extenuating circumstances, it can be filed later, but in all cases must be on record before the start of fall classes. The course description and bibliography can be drawn from the prospectus; the student will work out answers to questions about the structure of the tutorial with the faculty mentor.  Note that the Dean’s office requires the signature of both the faculty mentor and the department chair.  The Tutorial Registration form can be obtained here.

Responsibilities of the faculty mentor:

• To notify the Director of Undergraduate Studies that they are willing to supervise the student’s tutorial, receive and evaluate the thesis, and appear at the thesis defense meeting.
• To assist the student in developing the thesis prospectus and to approve the prospectus as an adequate research plan for developing and composing an honors thesis.
• To work out the structure of the tutorial (THEO 4998) with the student.
• To review and sign the Tutorial Registration Form and follow up with the student to ensure that it has been signed by the Department Chair and submitted to the Dean’s office.
• At the discretion of the faculty mentor, a second reader may be secured for the thesis.  This second reader must be a faculty member but may be from another department.  If there is to be a second reader, that individual would normally receive a copy of the prospectus for comment, prior to approval

    Semester #2 (normally the fall semester of the student’s fourth year)

Although the student conducts independent research during this semester, close collaboration between student and mentor is expected.

• In the first week, the student meets with the faculty mentor to review (and, if necessary, adjust) the prospectus and the structure set out in the Tutorial Registration Form. 
• Throughout the semester, the student and mentor will hold regular meetings to discuss the readings and research that the student is conducting independently.  Mentors may, at their discretion, require periodic submission of written work.  At or before the end of fall semester finals, the student should submit a coherent and comprehensive first draft.
• The mentor will offer detailed comments and suggestions concerning this draft.  This assessment and guidance will provide the framework within which the student will revise and complete the thesis the following semester.
• The mentor will usually enter a grade of incomplete at the end of the fall term, replacing that incomplete with a letter grade when the thesis has been submitted in the spring.  (For the rare case in which a student decides not to complete the thesis, consult the FAQ sheet.)
• If the mentor regards the student’s progress as satisfactory when registration period opens in November, the student will enroll, for the spring semester, in a 1.5-credit thesis completion tutorial (THEO 4999), which will also be under the direction of the mentor.

    Semester #3 (normally the spring semester of the student’s fourth year)

Research for the thesis having been completed in the fall, the thesis completion tutorial (THEO 4999) provides the context for reviewing and refining the argument, developing appropriately supportive documentation, and revising the text in light of continuing dialogue and critique. The student normally submits three drafts as the thesis project moves to completion. The decision to accept or not to accept the final draft is made by the mentor, though the mentor may consult as needed with the Director of Undergraduate Studies, the Department Chair, and/or a second reader.

• As indicated above, the first draft is submitted to the mentor at the end of the fall semester and receives a detailed response that provides the basis for revision and for any additional research that may be required. If for any reason the student is not able to submit a full draft by the end of the fall semester, such a draft must be supplied to the faculty mentor no later than January 15 so that the mentor can provide timely comments to guide the final stages of the project.
• The second (and potentially final) full draft of the thesis is due to the mentor no later than February 28. This draft is normally expected to be 40 to 55 double-spaced pages (or between 10,000 and 14,000 words), including notes, bibliography, and an abstract. The mentor may either accept this draft or return it to the student for further revision. In the latter case, the mentor will state specific reservations or concerns and will provide clear expectations for the final revision.
• If the manuscript is returned for further revision, a third and final draft is due no later than March 31. Normally, no further changes to the text can be made after this submission. Extensions of this deadline are not feasible and should not be requested.
• In April (or earlier, if an acceptable draft is submitted before March 31), the manuscript will be circulated to a second reader (if one has been identified), the Director of Undergraduate Studies, the Department Chair, and any other interested faculty members. The mentor, in consultation with any other readers, will determine whether or not to accept the manuscript as a completed honors thesis.  In rare cases, at the discretion of the mentor, further specific revisions may be required in order for the thesis to be accepted by graduation.
• When the faculty mentor formally accepts the final draft of the thesis, the mentor, in consultation with the student and the Director of Undergraduate Studies, will schedule a thesis defense at which the student will present their findings to other majors and faculty who are able to attend. If more than one student completes a thesis in a given term, the usual practice is to coordinate the defenses in one assembly.
• Upon acceptance of the thesis, the mentor will submit a grade change form substituting a letter grade for the incomplete earlier submitted for THEO 4998. This will normally be the same grade that the mentor records at the end of the spring semester for the thesis completion tutorial (THEO 4999), although it lies within the discretion of the mentor to record different final marks for the two tutorials if there are persuasive reasons for doing so.

Upon being notified by the mentor of acceptance of the thesis and of a successful thesis defense, the Director of Undergraduate Studies will notify the College Dean’s office that a notation of “Honors Thesis” is to be added to the student’s transcript.

Frequently Asked Questions regarding the Senior Honors Thesis in the Department of Theology and Religious Studies

    can someone who does not major in theology and religious studies write an honors thesis in this department for example, are students who have completed a minor in theology and religious studies eligible.

No. Only those who are majoring in Theology and Religious Studies and have achieved the requisite GPA are eligible to write an honors thesis in this department.

    Does the concentration a student has chosen within the department have any effect on thesis eligibility?

No. Students in all the concentrations, if they have a qualifying GPA, are eligible to write an honors thesis, and the procedures are the same in all concentrations.

    If a faculty member from a different department or program (for example, JUPS, Catholic Studies, or the Berkley Center) is willing to supervise a thesis in the Department of Theology and Religious Studies, is that permissible?

Some faculty with primary appointments in other units of the university have a secondary or affiliate appointment in the Department of Theology and Religious Studies. A faculty member who has affiliate status would be eligible to supervise a senior honors thesis. To determine the eligibility of a faculty member, consult with the Director of Undergraduate Studies.

    If a student does not have a 3.5 at the end of the fifth semester but does have the requisite 3.5 by the end of the 6th semester, would the student be eligible to write an honors thesis?

In such a case, the student may petition the Director of Undergraduate Studies for consideration in the 30 days after final grades for that semester are released. If the DUS determines the student to be eligible to write an honors thesis, all of the arrangements that normally happen during Semester #1 would need to be completed before the beginning of the semester in which the student registers for THEO 4999.

    What are the procedures for students who are studying abroad or are otherwise away from the campus during the spring semester of their third year?

Ideally, students who will be away from the campus during the spring semester of their third year would make all of the necessary arrangements in the fall semester before they depart. This is especially true if they will be studying abroad, since working out the prospectus early would allow the student to discuss with their mentor how they might use opportunities abroad to enrich their research. However, it is also possible for students who are away during the spring semester, to have the consultations and make the arrangements remotely—or to do so during the summer after they return. In any case, the mentor must be identified and the requisite permissions must be secured before the beginning of the fall semester of the year in which the student plans to graduate.

    If for any reason a student finds that they cannot complete the thesis or if the thesis submitted is not accepted, what happens?

If the student comes to this realization while the fall semester research tutorial (THEO 4998) is in progress, the student and the mentor should discuss whether the student should withdraw from THEO 4998 or whether the tutorial should simply be converted to a reading course with an appropriate finishing written assignment for an earned grade. If the student comes to this realization in the final semester while enrolled in the thesis completion tutorial (THEO 4999), after the research tutorial has been taken and still carries a grade of incomplete, the student will withdraw from the thesis completion tutorial. The mentor will then determine an appropriate retrospective grade for THEO 4998 which will accordingly appear on the transcript as a three-credit reading tutorial. If no written work was submitted during the research tutorial, the mentor may determine a grade that reflects the absence of written work or may provide the student the opportunity to submit the equivalent of a seminar paper based on the student’s independent research. No notation of any kind is made on the student’s transcript regarding an honors thesis.

If the student submits a manuscript by March 31 that is not acceptable as a senior honors thesis, the mentor will determine an appropriate letter grade for each of the two tutorials on the basis of the work that has been submitted. No notation of any kind is made on the student’s transcript (apart from the record of the two tutorials taken for credit) regarding an honors thesis.

    Can the thesis tutorials be counted toward the required number of courses (9 in addition to the 2 courses satisfying the core requirement) that the student must take to complete the major?

At the discretion of the concentration advisor, the thesis research tutorial (THEO 4998) can be incorporated into the student’s major program as an advanced course. Because the thesis completion tutorial (THEO 4999) carries only 1.5 credits, it cannot be counted as one of the students nine required courses toward the major.

College of Arts & Sciences

Awards and Senior Honors Thesis

Senior honors thesis.

The Senior Honors Thesis provides an opportunity for senior anthropology majors to engage in and/or continue in-depth research on a topic of particular interest and to produce a substantial piece of written work that, upon completion, will be noted on the transcript and diploma at graduation. The final thesis should be 35-40 pages long. Students must have a 3.7 GPA in their major courses and must apply to a faculty committee for approval during their Junior year.  Please note that a senior thesis is optional and not required for the completion of the degree.

Juniors should reach out to the Director of Undergraduate Studies (DUS) for further advising regarding the process and timing of the application, as well as help in identifying an appropriate faculty mentor. After speaking to the DUS, students should reach out to and have a planning meeting with their faculty mentor who will direct their thesis. The faculty mentor must be consulted during the development of the application and will sign off on it prior to the submission to the Department’s Thesis committee. The 2024 deadline to submit is Friday, April 26th at 5:00.

Stapleton Award

The Department of Anthropology honors the memory of the late student, Scott MacPherson, through the Stapleton Award. The award is designed to support the research and intellectual motivations of talented and committed undergraduate students like him, and it seeks to provide anthropology majors and minors the opportunity to pursue their passions relating to anthropology outside the classroom. The award provides $2,500 per term, up to $5,000 for an entire academic year, and will give the awarded student the resources to focus on independent research, an unpaid internship, or a professional experience related to the social and cultural concerns of Anthropology. More information about Scott, the award, and past projects can be found here. To apply, please submit a statement of interest and a 1-2 page proposal to Amanda Armstrong ([email protected]) by Friday, April 15th at 5:00 PM .

Anthropology Research Award

The Anthropology Research Award recognizes excellence in anthropological research for senior Anthropology majors and minors. It will be presented at the Tropaia Exercises during graduation weekend. Graduating seniors are invited to submit a paper of original anthropological research, along with their transcript. The paper can be one that they have written for a class, or on their own. To apply, please submit your paper and transcript to Amanda Armstrong ( [email protected] ) by Friday, April 15th at 5:00 PM.

College of Arts & Sciences

Senior Thesis Guidelines

Guidelines prepared by Prof. Nicoletta Pireddu

Each Global and Comparative Literature major will write a senior thesis during the senior year.

Seniors with a 3.5 GPA in their major and a 3.5 overall GPA are entitled to count the Global and Comparative Literature thesis requirement as an honors thesis. They will receive a letter of invitation from the Global and Comparative Literature Program Director by the beginning of their senior year, and will have the option of either working at an honors thesis or submitting a regular senior thesis.

The following remarks are supposed to provide Global and Comparative Literature majors with a series of requirements and suggestions for their undertaking, and to help faculty members in their task as thesis mentors.

Senior Thesis Topic and Structure

The thesis topic should be comparative in nature. It should involve authors, works, or movements belonging at least to two literary and linguistic traditions (usually the student’s primary and secondary concentration). For instance, a comparative examination of James Joyce’s and Italo Svevo’s representation of the modernist self; the influence of Fernando Pessoa upon Antonio Tabucchi; Charles Baudelaire as a translator of Edgar Allan Poe.

Alternatively, the thesis can privilege works from one literary tradition, provided they are analyzed with the aid of two distinct theoretical or disciplinary approaches. For instance, an analysis of Walter Pater’s The Renaissance, from the standpoint of literary theory and of art history; an examination of Balzac’s Old Goriot from a narratological and a sociological point of view; a reading of Virginia Woolf’s personal diaries according to a psychoanalytic approach and through the lens of feminist studies; a comparison of a novel and of its film version.

Students who wish to write a thesis on topics that do not conform to the above-mentioned formats, should discuss closely with the Global and Comparative Literature Program Director, and provide strong and convincing reasons for their projects. The Director, in consultation with faculty members in areas pertinent to the prospective project, will decide whether the thesis proposal is feasible and compatible with the definitions and the boundaries of Global and Comparative Literature.

Students are recommended to avoid working on subjects for which they do not have adequate preparation. They should not turn faculty advising for the thesis into an informal tutorial aimed at broaching a totally new topic. In special cases, however, the thesis mentor may agree to offer the student the option of a 3-credit independent study. This option should be discussed and dealt with by the mentor, the student, and the Global and Comparative Literature Program Director on a case by case basis, and should not be the standard procedure.  Students are also discouraged from focusing on works they cannot read in the original language.

The approximate average length of the thesis is 30-40 pages, including notes but excluding bibliographical references.  The thesis will be written in English, but all primary works discussed in the thesis should be consulted and quoted in the original languages. Whenever necessary, an English translation of the quotes may be given in endnotes.

What are the expectations for a good thesis?

The thesis should be supported by a cogent argument. It should demonstrate originality of thought, analytical strengths, and ability to examine texts in a comparative and interdisciplinary perspective. It should also comply with the standard criteria for quotations and bibliographical references.

Thesis Mentoring

The thesis will be mentored by a faculty member whose teaching and research are comparative in nature, and related to the thesis topic. The choice will be made in consultation with the Global and Comparative Literature Program Director. Due to the comparative and multilingual quality of the project, more faculty members may be involved as mentors in the project, whenever necessary or appropriate.

Steps and Deadlines

Due to the rather demanding work required for a Global and Comparative Literature thesis, majors are invited to think of their project as early as possible.

The study abroad year can be a valid occasion for an initial reflection on the thesis topic. It is recommended that Global and Comparative Literature majors remain in contact with the Program Director from abroad, so as to make sure that enough coordination exists between courses taken at foreign universities and the Georgetown Global and Comparative Literature curriculum, not only in order to guarantee a thorough development of their overall program, but also in view of the thesis project.

By the Spring semester of their junior year, students should decide who could be the most appropriate mentor for their thesis, after consultation with the Global and Comparative Literature Program Director. They should approach that faculty member with the following information and documents:

• a list of courses on the student’s transcript that are relevant to the thesis topic;
• a preliminary proposal
• a copy of these guidelines to be left with the mentor.

The preliminary thesis proposal should include:

• a discussion of the topic that the thesis intends to examine, with particular attention to the comparative aspect of the project;
• a comment on the major texts around which the project will revolve

Once the mentor has agreed to direct the thesis, it is expected that the central issue, material and methodology illustrated in the preliminary version of the thesis proposal will be better defined and expanded upon the mentor’s suggestions.

A formal thesis proposal is due by the end of Add-Drop period Fall semester of Senior Year.

The thesis proposal should include:

• a discussion of the topic that the thesis intends to examine;
• an explanation of how the student will address the central question, with particular attention to the comparative aspect of the project;
• a comment on the major texts around which the project will revolve;
• a bibliography of relevant primary and secondary sources to be used for the thesis research.

As soon as an agreement has been reached about the content and format of the proposal, a copy of the document should be signed by the mentor and submitted by the student to the Global and Comparative Literature Program Director for review.

During the preregistration period in the Spring semester of the junior year, students should register for GCPL-4961 (the mandatory 3-credit Senior Thesis writing tutorial to be taken in the Fall semester of the senior year). In consultation with the Program Director and their thesis mentor, students are also recommended to choose other courses that have connections with their thesis (i.e., courses on periods, genres, authors or issues pertinent to their projects).

Students can and are invited to begin their preliminary research on the topic already in the Spring semester of their junior year, by reading sources in their bibliographies, by adding new items, by further elaborating on their project, and/or by familiarizing themselves with the thesis process with the aid of their thesis mentor and of the Program Director.

In the Fall semester of their senior year, students will continue working at their projects within the framework of the GCPL-4961 tutorial. Mentors with help students get a good grasp of effective thesis writing techniques, and will guide them to appropriate resources. Students are expected to meet regularly with their mentors, and to submit to them their written work in progress, so as to receive feedback and suggestions about further revisions whenever necessary. Particular attention is to be devoted to the comparative nature of the research project. By the end of the Fall semester of their senior year, students are required to have submitted to their mentors at least a 12-15-page document on their thesis topic, either as a formal paper to be substantially revised, expanded and incorporated in the actual thesis in the subsequent months or as a first portion of the thesis itself.

In the Spring semester of their senior year, students will continue working at their projects within the framework of the GCPL-4961 seminar or tutorial (depending upon number of majors in a given year).

It is expected that students will complete and submit a copy of their complete thesis to both their mentors and the Program Director by at least two weeks before the end of spring semester classes. Students should consult with their mentors to determine exactly when in advance of the submission date mentors wish to receive the definitive version of the thesis. Mentors should be given enough time to read and evaluate each work, and to provide a final grade for the GCPL-4961 tutorial taken in the Fall semester. Since the final grade for GCPL-4961 is awarded retroactively, students receive an “IP” grade for the tutorial on their Fall transcripts. Upon satisfactory completion of the thesis, the grade is changed to a final letter grade and a grade is awarded for GCPL-4962. In line with the university policy, no additional credit is given for the thesis work accomplished during the Spring semester.

The Global and Comparative Literature Senior Honors Thesis

Rising seniors whose overall and major GPA is 3.5 are invited to write an honors thesis.

The guidelines given above for the topics and structure of the Global and Comparative Literature senior thesis also apply to the honors thesis.

However, the research standards and expectations for honors theses are very high. A student who receives an award of honors is supposed to have performed at the highest level that Georgetown University can attain.  A Global and Comparative Literature honors thesis is expected to provide evidence of original research, accomplished with strong analytical skills. Students should carefully investigate what the existing scholarship has produced on their topics, and offer innovative and sophisticated arguments in a well-defined theoretical framework.  The expected length for a Global and Comparative Literature honors thesis is at least 50-60 pages, including notes but excluding bibliography, title page, and table of contents.

For both Senior and Honors Theses, the manuscript should be double-spaced, typed in 12-point Times font, on single-sided 8 1/2 –by-11 inch paper. Left and right margins should be 1 ¼ inches. Top and bottom margins should be one inch. Pages should be numbered, except the title page.  The title page should contain the thesis title, the student’s name, the mentor’s name, and the phrase “A Thesis Submitted in Partial Fulfillment of the Requirements for the Award of Honors in Global and Comparative Literature, Georgetown University, [Semester and Year]”.  For footnotes, endnotes and citation standards, students should follow a standard scholarly format like the MLA Handbook or the Chicago Manual of Style.

The steps and deadlines for the Global and Comparative Literature honors thesis, as well as the mentoring process, are the same as those illustrated above for the senior thesis. However, Comparative Literature honors students are also required to give an oral presentation before a small group of faculty members (among whom the Global and Comparative Literature Program Director) and peers by the end of April of their senior year.  Faculty members invited to the presentation should be chosen in consultation with the thesis mentor and the Program Director, so as to form a consistent Thesis Committee. Copies of the thesis should be given to the thesis mentor, the Global and Comparative Literature Program Director, and to the other Thesis Committee faculty members prior to the date of the oral presentation.  At the end of the oral presentation, the thesis mentor, the Program Director and one other selected reader from the Thesis Committee will convene to generate a final evaluation of the student’s thesis, and to deliberate in favor or against the “distinction” award.  In case additional revisions of the thesis are necessary after the oral presentation in order to incorporate comments from the Committee, students should turn in a copy of the final version of the thesis to their mentor(s), as well as to the Global and Comparative Literature Program director, by the last day of spring semester classes.

By the end of the Spring semester, in addition to the retrospective grade for the Fall semester tutorial for thesis writing (GCPL-4961), the final assessment for the honors thesis will be posted on the students’ transcripts as either “Senior Honors Thesis” or “Senior Honors Thesis with distinction”.

For any questions about these guidelines, as well as about any aspects of the thesis, please feel free to contact the program director, Professor Nicoletta Pireddu .

College of Arts & Sciences

Senior Honors Thesis

Are you ready for a challenge? While all majors participate in a fall capstone course,  outstanding majors will be invited to participate in the Department Honors Program. The Honors Program offers students the opportunity to work closely with a faculty mentor and pursue original scholarly research that results in an honors thesis. These students are also invited to share meals with their mentors and other faculty and to present their thesis at a public forum. Students who complete the program will receive “Honors” in their official transcripts. Students who write truly exceptional theses will be awarded “Distinction” in addition to “Honors.” The Department of Spanish and Portuguese also awards a prize annually for the best thesis.

Honor Thesis

    Thesis 2022

Mia Balabanis: “Los desafíos y las oportunidades para mujeres hispanas al nivel ejecutivo de compañías estadounidenses” . 

Noelle Whitman:   “Los años transitorios: Manifestaciones de resistencia, nostalgia y conflicto identitario en Filipinas” . 

Matthew Crandall: “ Id, pues, y haced discípulos a todas las naciones : José de Acosta, Pablo de Tarso, y las implicaciones de la evangelización cristiana para los pueblos indígenas del Perú”.  

Triveni Patel:   “Resistencia y agencia femenina contra el patriarcado en  La esclava de su amante  por María de Zayas y Sotomayor”.

Honor Thesis Videos

These are the 2020 honors thesis writers

These are the 2019 honors thesis writers .

Thesis and Honors Program

Honors research and thesis writing, black studies thesis application form.

The Thesis Research and Writing option is reserved for outstanding students majoring in Black Studies. These students should submit the Black Studies Thesis Application Form to the department no later than March 15th of the junior year. To be eligible for doing honors research and writing, as well as qualifying for the honors designation, a student must first complete at least 15 credits of Black Studies courses with a minimum GPA of 3.67 and must also have a 3.40 GPA overall.

Thesis Requirements

Starting at least two semesters prior to graduation, and after completing the requirements listed for eligibility, students must successfully complete a course of research reading (BLST 4580) and **a senior honors thesis writing (BLST 4600) with a grade of A- or higher in each course. ***Students must also formally ask a faculty sponsor to serve as a sponsor and mentor (and with permission of the director of undergraduate studies or chairperson).

Students must fill out the department application form and obtain the faculty mentor’s signature as well as the approval of the chair/director of undergraduate studies before registering for BLST 4580 and BLST 4600.

In summary, students must:

• Maintain a 3.67 GPA in Black Studies
• Maintain a 3.40 GPA overall
• Complete all requirements for major and degree
• Apply for departmental honors no later than the second semester of the junior year
• Receive chair approval
• Have taken BLST 4560 Methodologies and Theories (with a B+ or higher) before registering for BLST 4580 and BLST 4600
• Take BLST 4580 and BLST 4600 consecutively during the senior year, earning grades of A- or higher in each course
• Research and write an honors thesis which earns a grade of A- or higher

**Because Black Studies is an interdisciplinary and transdisciplinary field, the thesis can use mixed methods and be critical or creative (written, performative, visual, digital, etc.).

*** Students should understand that faculty are not required to serve as sponsor/mentors, and so serving as a sponsor/mentor is left to the discretion of individual faculty.

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Accessible Aid, Inaccessible Conditions: The Effects of International Aid on the Deinstitutionalization of Children with Disabilities in Bulgaria 

Another East Bay Night: Occupy Wall Street, the Port of Oakland, and the Coloniality of Global Logistics 

Beirut is Burning: Drag in the Creation of Queer Lebanese Identities 

Beyond Activity & Passivity: The Oral Life History of an Afghan Refugee Woman in Pakistan 

Caring for 'The Least of These': An Analysis of Social Justice Activism in the Black Church in the Twenty-First Century 

CHRISTIAN INSTITUTIONS IN GHANAIAN POLITICS: SOCIAL CAPITAL AND INVESTMENTS IN DEMOCRACY 

Contested National Memories: Competing Narratives of ‘Comfort Women’ in Contemporary South Korea 

Dismissed: How Rent Courts Process and Punish Low-Income Tenants in Washington, DC 

“El problema estético del arte comprometido”: Marxist Notions Of Committed Art In Spanish Criticism, 1959-1975 

“Estamos en el Centro de una Necesidad Profúnda”: Latino Churches and Social Change 

The Ethics of Voicing Subaltern Women: Politics of Representing Birangona Women in Bangladesh 

Fanfiction and the transgression of fandom communities .

The "For-Profit Panopticon:" Huawei, and the British Surveillance State 

From Slavery to Kafala: British Colonialism and Its Impact on Labor Governance in the Persian Gulf 1800 - 1950 

Gender in the Jasmine Revolution: State versus Female Protester's Conceptions of the Idealized Woman 

Hidden Waste, Toxic Bodies: Narratives of Industrial Pollution in the USS Lead Superfund Site, East Chicago, Indiana 

Ibn Dayfulla's Tabaqat: An Analysis of Proto National Identity under the Funj Sultanate (1504 - 1821) 

The Impact of Identified Individual Victims on Funding in Humanitarian Crises 

Investigating Accountability: Language Ideologies & Internalization at a New Mexican High School 

Jeel Al-Taybeen: Reimagining Narratives of Heritage and Identity in Qatar 

STIA-BSFS Major

–> List of all Fall 2024 STIA Courses

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Now more than ever, science and technology are at the heart of international affairs. The Science, Technology, and International Affairs (STIA) major equips students with the knowledge, skills, and confidence to engage with these challenges and opportunities. STIA students follow the regular SFS core curriculum, complete a lab science sequence, and develop an in depth understanding of a technical area as a concentration. The STIA major can also facilitate pre-medicine and pre-engineering programs.

Goals of the Major

Some of our graduates become scientists and doctors. However, the goal of the major is to create technically informed leaders who engage in some of the most pressing political, social, and ethical issues at the interface of science, technology, and international affairs for the benefit of their organizations, countries, and the world.

STIA majors will:

• complete a challenging introductory course to build a foundation
• understand the theory and practice of science through a laboratory-based science sequence
• develop expertise in an area of concentration
• integrate science into the SFS’s core foundation in the liberal arts, ethics, language, and international understanding.

Requirements

Courses in the SFS Core requirement serve as foundational requisites of this major.

Science Fundamentals

STIA majors are required to develop a grounding in at least one field of science. The STIA major science fundamentals requirement can be met before or after declaring STIA as a major, although it is strongly recommended that these courses are taken in the first or second year of study. This requirement can be met by taking one of the following foundational sequences of laboratory based, natural or computer science:

• Biology Track: BIOL 1203&1204 with 1213&1214 (labs)
• Chemistry Track:CHEM 1100&1200 with 1105&1205 (labs) or CHEM 1300&1400 with 1305&1405 (labs)
• Physics Track: PHYS 2051&2052 or 2101&2102 (includes labs)
• Comp Sci Track: COSC 1020&1030 and COSC 1110
• Environment & Sustainability Science Track: ERTH 1050&1060 and 1051&1061 (labs) plus one of the following: STIA 2270; STIA 4012; STIA 4230; STIA 4117; STIA 4962; CHEM 1020; ERTH 3380; STIA 4235

Note that AP credit, Science for All courses, Core Pathways science courses and SFS science classes (INAF 100s)   do not meet the STIA science prerequisite. Students who have already taken these courses or AP equivalents before coming to Georgetown can request approval to take an upper level sequence in one of the science departments instead. While natural science classes (bio, chem, physics and env sci) that meet the STIA major science requirement meet the SFS and main campus core science requirements, computer science classes do not.

STIA students are strongly encouraged to develop a deeper background in science and technology through additional coursework related to your foundational sequence of science courses. One option is the completion of the courses equivalent to a science minor or other structured sets of course work such as Pre-Engineering, Pre-Medicine, or CyberCorps (more information below).

STIA majors are also required to take one course in research or analytic methods related to STIA disciplines. Examples of courses that meet the methods requirement include INAF 3200 Quantitative Methods for International Affairs, MATH 1040 Probability and Statistics, ECON 2110 Economic Statistics, and STIA 4554 Remote Sensing.

STIA Fundamentals

STIA majors must complete the following courses:

• STIA 3005 – Science & Technology in the Global Arena, should be taken in the sophomore year (4 credits)
• Four courses from an area of concentration (at least two of these courses must have STIA prefixes)
• One STIA Senior Seminar course or the STIA Honors Thesis course sequence

STIA fundamentals courses should be chosen in consultation with the STIA faculty advisor and STIA Curricular Dean.

STIA Concentrations:

• Energy and Environment
• Business, Growth, and Development
• Biotechnology and Global Health
• Science, Technology, and Security

In special cases where a student has a particular interest not reflected in the current STIA concentrations, students may apply to the STIA Director to create their own concentration that aligns with their academic goals and interests. This application must include the following: 1) how the proposed concentration will cultivate a deep understanding of a STIA relevant topic; 2) the reason for the student’s interest; 3) proposed courses that would constitute the concentration; and 4) a faculty member who will act as the advisor and mentor. Before applying, students must speak to the potential STIA advisor for guidance.

Study Abroad

While not mandatory, STIA students are strongly encouraged to spend meaningful time abroad. STIA requirements mean that coursework should be carefully planned so students are encouraged to speak early and often with their STIA faculty adviser and the STIA Curricular Dean to plan coursework and discuss the most relevant opportunities to spend time abroad.  

Honors in the Major

Selection of honors candidates is based on evaluation of proposals submitted during the spring semester of junior year. In order to graduate with honors in STIA, a student must:

• Earn a cumulative grade point average of 3.50 and a grade point average in the major of 3.67 by the date of graduation.
• Successfully complete the two semester Honors seminar series (STIA 4998 & 4999)
• Present the senior thesis in an oral defense before a committee of faculty members and peers during the spring semester.

Information for current and prospective honors students is available in the STIA Honors Program Information Packet.   Georgetown’s library keeps a repository of student theses for students who choose to post their completed theses there.

Honors students are eligible for STIA-supported funding to assist with approved travel and research expenses, and are also encouraged to apply for supplemental funding. For more information see Student Research Opportunities.

Writing in the Major

A core part of the STIA major is learning how to translate science to non-science decision-making. Students must learn to think critically and communicate what they learn effectively. This requires being able to formulate meaningful questions, find information that will inform questions, evaluate information sources, effectively synthesize and analyze information, and present findings to varied audiences.

STIA students are expected to gain experience in discussion and debate, oral presentation, and, of course, advanced level writing. The STIA major seeks to help students build these communication competencies throughout the curriculum. There are three primary components of the major that focus specifically on writing:

• All STIA majors are required to take STIA-3005: Science and Technology in the Global Arena. By taking this gateway course, students move beyond the fundamentals of academic writing gained in SFS core courses and make progress in evaluating primary and secondary sources and communicating science to non-scientists.
• All STIA elective classes are expected to have at least one written assignment. Most classes have multiple writing assignments ranging from literature reviews to research proposals and full research papers to policy briefs, professional blogs and opinion pieces.
• All STIA majors are required to complete either a STIA Senior Seminar or the STIA Honors Thesis. By completing this course, students are expected to generate original research questions, devise plans to test and prove their findings and present a convincing hypothesis to a diverse audience through a significant writing assignment or the equivalent.

Science Minors

STIA majors are encouraged to simultaneously pursue minors that will enhance their scientific and technical training. As a result, STIA majors in the Class of 2022 forward who decide to concurrently pursue a minor in Georgetown College in either  biology, chemistry, physics or computer science can count the STIA science fundamentals requirement listed above as a co-requirement to the major so that they can be applied toward the completion of the minor. This means that up to two courses in biology, chemistry, and physics and up to three courses in computer science that qualify for the STIA science fundamentals requirement are eligible to count as co-requirements for the STIA major and be applied towards the minor. Note that students interested in pursuing the Environment & Sustainability minor (formerly the Environmental Studies minor) may not double count the environment and sustainability science sequence (except the 1-credit labs, ERTH 1051/1061) towards that minor and will have to take additional coursework approved by the Environment & Sustainability program. For more information on minor requirements see the associated minor webpages administered through Georgetown College .

Complementary Programs

Some students combine the STIA major with programs in business, CyberCorp, Pre-Medicine, or Columbia’s Engineering program. Students who wish to combine a STIA major with any complementary program with structured course requirements should discuss their plans with the STIA Curricular Dean for assistance in course planning. These programs complement the STIA experience but require careful planning.

Engineering Program

Georgetown University offers a 3-2 Combined Plan joint degree in partnership with the  Fu Foundation School of Engineering and Applied Science at Columbia University. Columbia’s program, the first dual-degree engineering program instituted in the United States, is designed to provide students with the opportunity to receive both a B.A. (or other bachelor’s) degree from Georgetown and a B.S. degree from Columbia Engineering in five years. More information on the dual-degree program is available here .

Accelerated Master’s Programs in SFS

Several Georgetown master’s programs offer an accelerated degree option for currently enrolled undergraduate students. Please contact the programs for more details.

For additional information on major requirements see the SFS Bulletin . For undergraduate student advising questions please contact the STIA Curricular Dean, Anna Steinhelper

College of Arts & Sciences

English Honors Program

The Undergraduate Honors Program in English provides students the opportunity to  work closely with other honors students  and  individually with a faculty member on an independent project  that can function as a capstone for the major and a culmination of a student’s undergraduate experience in the field. The Department of English encourages English majors to apply, whether they are considering graduate work in English or simply wish to enrich their college experience through an honors thesis project.

The  honors thesis represents an important achievement in a particular genre of writing  (whether critical or creative or a mix of the two), so students should apply to do honors work in a field in which they already have significant experience, usually from classes taken during the first three years of the undergraduate curriculum in English. In most cases, the honors thesis  should be viewed as the culmination of a sustained interest in a set of critical and/or creative questions and issues . The Honors Program in English welcomes critical, creative, interdisciplinary, mixed genre, and hybrid creative/critical projects. 

The program begins with the  application process in the spring of a student’s junior year . Following successful admission into the program, honors students will begin preliminary reading and writing over the summer. Candidates will  take a honors seminar (3 credits) in the fall of their senior year  and begin work on their theses—work which continues into the spring. Students will complete a substantial portion of the thesis by the end of the fall semester. The thesis mentor and the Director of Honors will then evaluate the student’s work and determine whether the student should proceed to the completion of the thesis in the spring. In a case of discrepancy between the mentor and the Director of Honors, the Honors Committee will read the student’s work on the thesis to that point and consult with both faculty members in order to make a final decision.

In the spring of their senior year, each student will complete their thesis and enroll in a 3-credit thesis tutorial course, which combines a weekly seminar course guided by the Director of Honors with an independent study with the student’s mentor. The  final draft of the thesis is due in mid-spring, and is submitted both to the faculty mentor and department staff . Theses differ in length depending on their topics and genres, but the  recommended length is 50-65 pages . Honors theses should not exceed 100 pages in length. 

In April,  during their senior year , successful candidates (those receiving a minimum of an “A-” in the judgment of the student’s faculty mentor and a second anonymous faculty reader chosen by the Honors Committee) will  make brief presentations  of their thesis projects  at the Honors Thesis Colloquium , to which all faculty and students are invited. Their achievements are recognized and celebrated at this event. 

The honors seminar courses satisfy the Senior Seminar requirement for English majors. Otherwise, all honors work is done in addition to completing the requirements for the English major.

Director of Honors:  Prof. Kathryn Temple

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The Unique Burial of a Child of Early Scythian Time at the Cemetery of Saryg-Bulun (Tuva)

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Pages:  379-406

In 1988, the Tuvan Archaeological Expedition (led by M. E. Kilunovskaya and V. A. Semenov) discovered a unique burial of the early Iron Age at Saryg-Bulun in Central Tuva. There are two burial mounds of the Aldy-Bel culture dated by 7th century BC. Within the barrows, which adjoined one another, forming a figure-of-eight, there were discovered 7 burials, from which a representative collection of artifacts was recovered. Burial 5 was the most unique, it was found in a coffin made of a larch trunk, with a tightly closed lid. Due to the preservative properties of larch and lack of air access, the coffin contained a well-preserved mummy of a child with an accompanying set of grave goods. The interred individual retained the skin on his face and had a leather headdress painted with red pigment and a coat, sewn from jerboa fur. The coat was belted with a leather belt with bronze ornaments and buckles. Besides that, a leather quiver with arrows with the shafts decorated with painted ornaments, fully preserved battle pick and a bow were buried in the coffin. Unexpectedly, the full-genomic analysis, showed that the individual was female. This fact opens a new aspect in the study of the social history of the Scythian society and perhaps brings us back to the myth of the Amazons, discussed by Herodotus. Of course, this discovery is unique in its preservation for the Scythian culture of Tuva and requires careful study and conservation.

Keywords: Tuva, Early Iron Age, early Scythian period, Aldy-Bel culture, barrow, burial in the coffin, mummy, full genome sequencing, aDNA

Information about authors: Marina Kilunovskaya (Saint Petersburg, Russian Federation). Candidate of Historical Sciences. Institute for the History of Material Culture of the Russian Academy of Sciences. Dvortsovaya Emb., 18, Saint Petersburg, 191186, Russian Federation E-mail: [email protected] Vladimir Semenov (Saint Petersburg, Russian Federation). Candidate of Historical Sciences. Institute for the History of Material Culture of the Russian Academy of Sciences. Dvortsovaya Emb., 18, Saint Petersburg, 191186, Russian Federation E-mail: [email protected] Varvara Busova  (Moscow, Russian Federation).  (Saint Petersburg, Russian Federation). Institute for the History of Material Culture of the Russian Academy of Sciences.  Dvortsovaya Emb., 18, Saint Petersburg, 191186, Russian Federation E-mail:  [email protected] Kharis Mustafin  (Moscow, Russian Federation). Candidate of Technical Sciences. Moscow Institute of Physics and Technology.  Institutsky Lane, 9, Dolgoprudny, 141701, Moscow Oblast, Russian Federation E-mail:  [email protected] Irina Alborova  (Moscow, Russian Federation). Candidate of Biological Sciences. Moscow Institute of Physics and Technology.  Institutsky Lane, 9, Dolgoprudny, 141701, Moscow Oblast, Russian Federation E-mail:  [email protected] Alina Matzvai  (Moscow, Russian Federation). Moscow Institute of Physics and Technology.  Institutsky Lane, 9, Dolgoprudny, 141701, Moscow Oblast, Russian Federation E-mail:  [email protected]

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