university of utah honors thesis

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USpace's Theses and Dissertations collection includes dissertations, theses and masters projects from University of Utah graduates.

Masters Projects Collections

Department of modern dance & ballet.

Digital restoration project to relocate and preserve theses stored on UMatic tapes

Masters of Fine Arts

Theses projects produced by A+P graduates

Architecture + Planning theses

Digital archive supporting the full text version of the condensed printed volume published by Oxford University Press.

Honors College

The Honors College and departments across campus have provided a Departmental Honors Liaison (DHL) for students in every college. Liaisons can help you explore ideas for your thesis, connect with other faculty in the department to supervise your thesis work and, in some cases, develop a plan to complete Honors track requirements.

Departmental Honors tracks have specific course requirements that must be completed to earn an Honors degree.   Students need to meet with the Departmental Honors Liaison in their department to be admitted to the Honors track and fulfill track requirements.

Find Your Advisor:

Department of Writing & Rhetoric Studies

College of humanities, main navigation, honors in writing & rhetoric, departmental thesis advisor.

Your first step is to meet with the Honors departmental thesis advisor so they can help you in the initial stages of the project, especially in terms of connecting you with the most appropriate thesis advisor, if you don’t already have one in mind. Currently, the Honors departmental thesis advisor is  Dr. Maureen Mathison . You can  contact her via email .

Thinking about your Thesis

The thesis represents the culmination of your Honors Degree. It may seem daunting to begin, but you are not alone. We are here to support you. A good rule of thumb is to start early and make an appointment with the Honors departmental thesis advisor for the Department of Writing and Rhetoric Studies.

Ideally, you will meet with the Honors departmental thesis advisor two semesters before you complete the thesis and graduate. This provides enough time to help you explore what you want to do and to direct you to a faculty advisor who will work closely with you to mentor you through the process. Your schedule and working relationship will be decided between the two of you. How often will you meet? When will you provide drafts for feedback? Etc.

Once you have connected with your faculty advisor, the two of you can further develop your ideas and determine the genre and style of your document. Theses in our department tend to run between 30- 80 pages. The length and content should be appropriate for your goals. Your project may also be multimodal, engaging visual, sonic, or include other elements of rhetoric. The scope of the project is to be decided with your faculty advisor. The quality of your thesis is based on whether or not you have achieved your purpose given the project.

The final thesis is approved by your faculty advisor, the Honors departmental thesis advisor, and the chair of the department. The Honors College deadline is toward the end of each semester, so be sure to note that several people will be reading your final document and signing off on it.

PLEASE NOTE that a J. Willard Marriott Library Award is given each year. If you wish to be considered for this award, your thesis deadline will be approximately April 1st.

Otherwise, your final thesis is due to the Honors College on the last day of classes of the semester you complete it.

Resources for your Thesis

For more information about the thesis process and deadlines, visit the Honors website.

Department of Political Science

College of social and behavioral science, main navigation, political science honors degree.

" When you graduate with an Honors Degree, you will have developed and practiced the skills necessary to become a force in your chosen field. You will be armed with the critical thinking, writing and nimble problem solving skills   needed  to contribute to the economic and social vitality of our communities." -  Sylvia Torti, Honors College Dean

The Department of Political Science offers graduate level courses for students in the Honors College who wish to enrich their experience within the Political Science major. Taking advanced coursework in Political Science may be especially useful:

• for honors students majoring in political science who are focused on graduate school by helping them to engage in serious research and take classes in an accelerated curriculum;
• as an alternative to University Honors for students who come to the University with a significant number of AP credits and have completed most of their general education requirements and are ready to work on their major;
• for transfer students who have an Associate's Degree or have already satisfied most of their general education requirements and who are ready to enter the major.

Students can either complete an Honors College degree and submit an honors thesis through the Political Science Department or complete the departmental honors courses to complete the honors degree and submit an honors thesis through the Political Science Department. The departmental honors courses count toward the student's major as well as toward the honors degree, or the honors certificate.

Students considering getting an honors degree in Political Science should talk to an advisor in the Honors College to make sure they understand all requirements for the honors degree. A year prior to graduation, students need to schedule a pre-thesis interview in the honors program. The honors advisor will explain the thesis process and provide information on deadlines, formatting, signature requirements, and the like.

Students should also schedule an appointment to meet with the department honors advisor, Dr. Ella Myers. The department honors advisor can provide honors students with additional information on the graduate level courses, help students to plan for completing the course requirements of the degree, and prepare to complete an honors thesis in Political Science.

Honors Advising

 Honors Advisors serve as a bridge connecting students to opportunities tailored to their interests. Honors advisors and students work together to develop academic plans, explore campus and community resources, and set attainable goals.

Karleton Munn Student Program Manager, Honors Advisor Email

Honors Faculty Advisors can help you explore ideas for your thesis, connect with other faculty in the department to supervise your thesis work, and (in some cases) develop a plan to complete Honors track requirements.

Professor   Eunbin Chung  Assistant Professor & Honors Faculty Advisor Office:   Carolyn and Kem   Gerdner   Commons, Suite 3345 Email

Admissions and Requirements

• Students must apply and be admitted to the Honors College Program.
• two semesters of the honors core in intellectual traditions
• one semester of honors writing, either Honors 2211 (WR2) or Honors 3200 (CW)
• two additional honors courses (American Institutions, Honors Calculus, Honors Core in Social and Behavioral Science, Honors Core in Physical and Life Science, Honors Core in Fine Arts, Construction of Knowledge, or any of the Honors seminars).

After completing the Honors Certificate requirements, students may complete an honors degree by completing two additional honors courses, or graduate level political science courses and submit an honors thesis through the Political Science Department. The specifically approved graduate level courses are offered each semester. These courses meet with regularly scheduled graduate classes. Prior to each fall and spring semester, honors students in political science will be notified of approved honors courses offered during that semester and a current list of approved courses will be available within the Political Science Department. Students must complete the departmental honors courses with a minimum grade of a B and must have a cumulative GPA of 3.5 or better in all course work to complete the degree.

Research Seminar and Honors Thesis

It is possible, and often desirable, for students to take the topic and the paper from a research seminar, POLS 5810, and develop it substantially for the honors thesis. Indeed, this process fits with the common scholarly practice in which research is conducted and presented at conferences and then later revised and refined.

Even if students choose not to pursue the topic from their research seminar, the research seminar requires the completion of a major research project and thus ensures that students have a substantial research and writing experience that prepares them for the honors thesis process.

Honors students should consult with the department's honors advisor concerning when is most appropriate to take a research seminar in the student's academic career. Generally, it is advised that students consider a research seminar after completing approximately 75 hours of course work.

Honors Supervisory Faculty Member

In order to complete an honors thesis, each student needs to have an   eligible   political science faculty member to supervise the research and writing of the thesis. Honors students are responsible for identifying and asking a political science faculty member to serve as the honors supervisor but the departmental honors advisor can help identify faculty whose scholarly interests may fit with the student's honors topic. Please be aware that teaching assistants, graduate instructors, and most adjunct professors are not eligible to supervise an honors thesis. The faculty supervisor must approve the final version of the honors thesis and will grade the required honors thesis hours (POLS 4999) when the thesis is completed.

Though it is ideal for an honors student to have taken a class from the faculty member who will supervise the thesis, it is not necessary to do so. Having completed a research seminar (POLS 5810) or an honors track seminar course to demonstrate one's research and writing experience can be very useful in identifying a professor to serve as the honors thesis supervisor. In some cases, however, it may be best to identify a faculty member as a possible thesis supervisor based on the professor's area of interest and expertise in the general area of the thesis topic. In either case, it is critical to consult with the supervisor early in the process so that there is mutual agreement on the topic, specific research question, and general approach. Students should expect to submit multiple drafts of their thesis to their faculty advisor and to prepare to make substantial substantive and stylistic changes in order to produce a completed honors thesis of acceptable quality. Completing an honors thesis takes time, willingness to assess and revise one's work, and persistence. Students should be aware that a first draft, particularly if handed in close to the deadline, may not pass muster.

From the perspective of faculty, the ideal honors student has the ability to work independently and responds enthusiastically to constructive criticism of drafts. It is also ideal if the student has, or can develop, a passionate interest in his or her substantive topic.

Prior to beginning work on theses, students should consult with their faculty supervisor on the preferred citation style. The Department of Political Science recognizes four styles that are acceptable for citations and references in an honors thesis:

• the citation style used by the   American Political Science Review   (APSR);
• the citation style used by the American Psychological Association (APA);
• the in-text citation style based on the   Chicago Manual of Style ; or
• the footnote style of citation based on the   Chicago Manual of Style .

Select one of these styles of citation, reference, and presentation and use it exclusively (except when it conflicts with the style mandates for an honors thesis required by the Honors College, in which case follow style specified by the Honors College).

More information on proper usage of citations and references can be found by consulting the following sources:

• for the APSR style the current edition of the   Style Manual for Political Science   (Washington, DC: American Political Science Association);
• for the APA style the most current edition of the   Publication Manual of the American Psychological Association   (Washington, DC: American Psychological Association); and,
• for in-text references or footnotes in the Chicago style, see the current edition of Kate L. Turabian,   A Manual for Writers of Term Papers, Theses, and Dissertations   (Chicago: University of Chicago Press).

Honors Thesis Deadlines

• Fall semester: November 15
• Spring semester: March 31
• Summer session: July 15

The deadlines above are the deadlines of the honors program. Honors supervisors and honors advisors need a minimum of two weeks to respond to a draft. A common problem is that students do not allow sufficient time for working through drafts with their honors supervisor, for the department honors advisor's final reading, or to gather of signatures for the final title page.

Honors College

The what and why.

The culmination of the Honors Bachelors degree, the Honors Thesis is a significant undergraduate research project completed under the supervision of a faculty member approved by the Honors Faculty Advisor in the student’s major. Its purpose is to advance knowledge and understanding within the context of a research university and to further develop the student’s intellectual, professional and personal growth as a member of the Honors College. Thesis projects may take different forms in different majors – e.g. laboratory experiments, historical research or artistic creations, to name a few – but always demonstrate research expertise in the major field, a command of relevant scholarship and an effort to contribute to that scholarship.

Whether you’re committed to working in your major field, or keeping your options open, completing an Honors Thesis gives you the experience to help you get where you want to go.

Gain real research experience in your field and learn how to communicate it. Tackle and own a project that you’re passionate about. Stretch yourself intellectually through close work with a faculty expert. And the practical value of an Honors Thesis? Unlimited. An Honors Thesis helps you to:

Get accepted to grad school, medical school, law school Competitive programs greatly value research experience and the motivation, maturity, and depth of study required to complete a thesis. Find a job. Employers, in your field or outside it, seek candidates with the commitment and practical skills required to complete an independent project. Figure out your path. Do you even like research in your major? Or are you ready to try something else?

Each department defines the appropriate topics, parameters and standards of Honors thesis research. Faculty outside of the major may supervise thesis projects with the approval of the Honors Faculty Advisor in the student’s major. Topics might be developed out of faculty research, coursework, class projects, UROP projects, community engaged research or even internships. The required Thesis Proposal Form must be signed by both the Thesis Faculty Mentor and the Honors Faculty Advisor within the student’s major. Take a look at our general Thesis Guidelines.

There is no uniform required length for Honors theses, which vary widely across different fields and topics. However, a range of 30-40 pages is common. Honors Faculty Advisors in each major and the Faculty Supervisor will set specific expectations. See examples of theses from your major here.

DEVELOPING A THESIS

Think About Potential Thesis Topics While taking upper-level classes in your major, start thinking about what topics you like that are being discussed.  What interests you?  What sounds like a good project? Is there a paper, group project, or internship  you have completed and would like to continue or develop further? If you are in the sciences and are working in a research lab, is there a project you could start working on that might culminate in your thesis? Talk to your professors!  Based on your classes and other academic or research experiences, think about narrowing down to a more specific topic. See examples of theses in your major.

Second and third years typically see students refining their interests in their major, and starting to hone in on a research topic. Continue taking classes in your major, and paying attention to things like: topics that interest you; faculty whose research is interesting, and with whom you connect; questions you have that don't seem like they have good answers. These are all important data in developing your project! Make sure that you are a part of the Thesis Mentoring Community, and that you are consulting those modules and attending events that are of interest to you. And connect with other students in your major - though everyone types their own thesis, we never think in a vacuum and having a community of peers makes the process so much more fun. Also, be in touch with your Honors Faculty Advisor. You can determine who that is from the link below.

Honors Faculty Advisor Directory

For many of you, this could be your first time working on a big research project. You might be excited, but you also might be nervous and feel unprepared. All of those things are normal! The Thesis Mentorship Community (TMC) is here to help with that. This community has a living-learning community (LLC) component but also is open to all students in the Honors College via the Canvas Course for the community. The TMC is open to students in their second year and beyond, and will help guide (mentor) you through the thesis process from preliminary planning, to research, and on to the writing of the thesis. Information on the Canvas course as well as programming organized through the Canvas course connects students to other honors students in their field of study as well as faculty in their home department and resources throughout the larger university that will assist in the thesis research and writing process.

Meet with your department’s Honors Faculty Advisor to discuss potential topics and faculty members to serve as your Thesis Faculty Mentor. (If you are working in a research lab, usually the professor over the lab can be your thesis mentor.)

Meet with Thesis Faculty Mentor and Solidify Topic: Meet with your Faculty Mentor and confirm the topic and scope of your thesis.  Work together on creating a timeline for your thesis work, and establish how you will go through the revision and completion process. After you have finalized your thesis topic, submit a signed Honors Thesis Proposal form to the Honors College.

Meet with Your Honors Faculty Advisor

THESIS COMPLETION TIMELINE

You have your thesis topic and mentor, now the real work begins. Here are the steps you need to take to complete your Honors thesis.

*Note: Dates are for a Spring graduate, modify accordingly if you are graduating in a different semester

WRITE YOUR THESIS

Typically during your Third and/or Fourth Year

Turn in Completed Thesis Proposal Form via email to Dr. Virginia Solomon ( [email protected] ). The soft turn in date for this form is September 15 th to ensure you are on track.

Be sure to meet with your Faculty Mentor to agree on a schedule for reviewing your progress, submitting drafts, making final revisions, etc. Theses with approval signatures are due to the Honors College one week before grades are due to the Registrar's Office , the semester you plan to graduate.

Please use the Thesis Formatting Template for your final thesis.

Sign up for **** 4999 (Honors Thesis Course in your major)

4999 is a 3 credit hour class in your major, which indicates you are working independently with your supervisor on your thesis. Talk to your Honors Faculty Advisor or major academic advisor to receive a permission code.

Also make sure your major advisor has declared you for an Honors Bachelors Degree in your major (HBA, HBS, HBFA etc.)

PRESENT YOUR WORK

Honors students must present their thesis work at the annual  Undergraduate Research Symposium  at the U, at NCUR, or at discipline related research conferences

PUBLISH YOUR WORK

You can also publish in the U’s Undergraduate Research Journal. Submissions are accepted year-round for online publication each summer

Click here to submit – students must submit on their own behalf

FINAL SUBMISSION OF YOUR THESIS

Your final Honors Thesis will require electronic signatures from your Thesis Faculty Mentor, Honors Faculty Advisor, and Department Chair before you submit it to the Honors College. Approval signatures are due to the Honors College one week before grades are due to the Registrar's Office , the semester you plan to graduate. Please give yourself and Faculty Mentor at least three weeks to make final revisions and collect your three signatures.

Submit an electronic copy of your final Honors thesis with e-signature approvals from your Thesis Faculty Mentor, Honors Faculty Advisor, and the Department Chair. The Honors College will provide you with the upload link during your final semester.

Turn in a signed USpace Permission Form when you submit your thesis. USpace is the J. Willard Marriot Library’s institutional repository and provides permanent electronic storage for your work to be publicly available. If you have questions or concerns about making your thesis available through USpace, please contact the main Honors Office.

APPLY FOR GRADUATION

Spring Graduates (January 17th), Fall Graduates (September 4 th ), Summer Graduates (May 20 th )

Information on this process can be found through the Office of the Registrar

APPLY FOR UNDERGRADUATE RESEARCH SCHOLARS DESIGNATION (URSD)

Students who complete two semesters of research with a faculty mentor and present and publish their work (for example in the Undergraduate Research Symposium & Abstracts Journal) are eligible for this special transcript designation. Deadlines found here .

Honors Thesis Advice: Home

• Links to useful resources

Honors Workshop Handout

• Time Management 2013 workshop This handout covers tips and ideas about 3 topics related to your thesis: seeing the bigger picture of your thesis process, "chunking" your work into smaller pieces to make it more manageable and how to pace yourself.
• Goal Setting and Time Management Workshop Handout - 2014 This workshop focused on the different types of tasks you have as part of your thesis process and how you might track those and manage them in a more efficient way
• How To Write an Abstract
• Time Management Thesis

Honors Thesis Information

U of U Honors College Thesis and Capstone Information

Honors College Thesis Template in Word

Marriott Library Subject Guides of Interest

• Writing Research Papers libguide
• Advanced Researh in the Social Sciences Libguide
• Advanced Research in the Sciences libguide
• Art History Research libguide
• How to Post Research Papers in Uspace libguide
• Writing a Literature Review libguide
• Writing an Annotated Bibliography libguide
• End Note Support Libguide

Managing the thesis Writing Process

Time Management Strategies for a Thesis Writing Process

At the beginning your thesis project, the whole research and writing process may seem daunting and difficult to get your head around.  It is important to devote adequate time to the thesis process, stay organized, and remain on task so you can be successful. To do this I recommend you focus on three things:

1.      Plan for the Bigger Picture In order to really get a handle on the whole thesis project it is easier to visualize the bigger picture of the project first and then drill down to define tasks to be completed. This bigger picture view will also show you all that needs to be done and in what order and you will see stronger connections between the individual thesis projects and tasks. This will help you make sure you do not miss anything along the way that might cause a delay in your thesis completion.

• Schedule out your thesis
• University of Michigan: Writing a research paper schedule

2.      Chunk the Larger Project into Smaller Tasks A large writing project is always a little intimidating, but if you chunk into smaller tasks and deadlines it becomes easier to manage and succeed (see section 1 above).  Chunking out tasks and assignments into smaller pieces will help you make progress and build upon your progress as you go. So for example, you will need to find resources for your topic before you can write a review of the literature as an introduction for your paper. So don’t worry about your literature review until you have done your research – that would be a waste of time.

• Concept map or brainstorm ideas
• A video about using concept mapping to identify a topic  http://www.youtube.com/watch?v=KhgxuNvbNrA
• Getting started on a research topic
• One of the free concept mapping softwares IHMC Cmap  ( http://cmap.ihmc.us/ )
• Get creative juices flowing: Creativity Links
• Analyzing text for your research study (will need to consider this if you are designing a research project)
• How will you analyze data?
• Transcription Tools (will not transcribe for you but will help the process along)
• F5 for Macs / F4 for PC
• Dragon Naturally Speaking   and App
• Coding Analysis Tools
• NVivo Library Guide , Atlas.ti (text Analysis) Library Guide , Excel, Magic Markers?

3.      Pace Yourself Remember to pace yourself. It is important to stay on task on a continuous basis. Try to build in time to just reflect on your project, think about your draft, reread your drafts after taking a break so you have time to reflect. Sometimes you can be the most productive when you take a break and the pressure is off to “complete” a part of your project. Be open to thoughts popping into your head about your work; I often find I get great ideas like a few days or a week after I have written something.

• Reflect on your writing: Reflecting on your drafts
• Keep a research journal

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May 05, 2022 Honors Graduates Receive Theses Awards from Library

The Marriott Library is proud to recognize the extraordinary work of two graduates in the Honors College –  Hailey Danielson and Isabel Fuller – for their exemplary senior theses. These recipients were selected from the pool of senior Honors College students who create theses projects prior to their graduation in the fields of humanities and general sciences. Danielson and Fuller were each presented with a $1,000 award on behalf of the library in recognition of their outstanding projects.

Hailey is a double major in English and Communications with an emphasis in Journalism. She spent her time at the U serving as a photo journalist for The Daily Utah Chronicle and a tutor, now coordinator, at the University Writing Center.

Despite being a native of the quaint town of Pocatello, Idaho, Hailey Danielson’s University of Utah roots run generations deep. Her grandfather worked at the university and each of her parents graduated from the U, in fact Hailey is graduating almost exactly 30 years after her mom walked the same stage! Her roots may have been in Utah already but she felt that she was meant to attend the university only after she came on a tour with the Honors College when it really “felt right” to become a Ute.

Her journey to her thesis began with signing a contract for an Honors writing course that required her commitment to attend a 4:00 a.m. class! With the early morning behind her, the now finished project also serves as a book titled If I Should Die Before I Wake , mimicking the name of an 18 th century children’s prayer. This contemporary romance follows two young people who’re struggling to find themselves, a concept that feels all too familiar as a college student herself. The young characters help one another “find their own answers and grow together” but don’t get too attached; Hailey warns it does not have a happy ending!

This is no children’s book though, the approximately 360-page project features models and designs of various elements in the book Hailey created by hand for a visual reference to the setting. She also conducted significant research to accurately understand and portray the medical conditions some of her characters exhibit. All in all, the almost 100 pages of supporting documents that her project features are a testament to the intense passion and extensive time Hailey devoted to her creation.

To her, this was more than just another item on the checklist toward graduation, it was her achieving her goal to become an author. For the first time, Hailey states she felt, “the emotions and power of literature as the author, not just as the consumer.”  The whole process can be described as “bitter-sweet,” the first part referencing the sorrow she felt in finishing the book. “The book really writes itself,” Hailey explains. “I knew it had to have a heart-breaking ending, but when I got there, I cried my way through it.”

Working on this thesis turned book has adequately helped set Hailey up to successfully tackle her future. She reminisces on the 4:00 a.m. wake calls and how the overall thesis writing process refined her already good work-ethic and pushed her self-motivation to new heights. This intrinsic motivation will serve Hailey well as she moves on to work the graveyard shift at local television station KSTU following graduation.

And who knows, we may just see Hailey around campus again one day, as she aspires to earn a whopping three doctorate degrees!

Izzy Fuller is the second award recipient representing the category of general sciences. She came to the U from her Wisconsin home to double major in Environmental and Sustainability Studies and Urban Ecology. She received a scholarship to the university but it was the Honors College that won her over. “I was looking for a small school feel,” she explains. “It was the Honors College that I knew could provide me this experience despite the U being a large university.”

Once at the U, Izzy dove in head-first, immersing herself in a number of opportunities to get the most out of her undergraduate education. She served as the Chair for the Honors Student Advisory Committee, worked at the Bennion Center with community partner Food Recovery Network and gardened in the Edible Campus Garden.

Izzy’s thesis, “Impact of “Landscape Lab” Green Infrastructure on Red Butte Creek Hydrologic Patterns,” unintentionally began at the start of her freshman year when she was enrolled in an environmental course. The class offered guest lecturers—one of whom was Dr. Hinner, her now thesis faculty supervisor. Intrigued by Dr. Hinner’s presentation, Izzy stayed after class to learn more about how she could get involved at the U’s Landscape Lab, an ecological revitalization project near Red Butte Creek that conceptualizes turning urban storm water into a resource. Before she knew it, Izzy was working in the lab and even wrote a grant for additional lab funding, which dovetailed into her thesis project. “It was a natural transition,” Izzy recalls. “I had no idea that this was going to turn into a thesis when I talked to the professor at the end of that class, but it just made sense.”

Not only will her project earn her the distinction of an Honors College graduate, it will also serve as a valuable source of research for municipalities or other researchers who are interested in green infrastructure. Most existing urban stormwater studies are based in climates that experience high precipitation. Of course, the Landscape Lab is located here in Northern Utah so Izzy’s research is some of the first of its kind in featuring a semi-arid climate. Her work focuses on whether or not this is a sustainable and optimal path to continues down. Essentially, it will serve as a pilot to indicate if more Landscape Labs should be constructed as an efficient source of green infrastructure in obtaining stormwater.

Reflecting on the immense amount of time and effort she put into her project, Izzy admits that she was tempted to procrastinate thinking about how massive this endeavor in front of her was. What motivated her to tackle the thesis was considering the positive effects her research could have. “When I started focusing on something I really cared about, I became motivated to do the work. I really hope this is going to help other people, that it will do a lot of good,” Izzy confesses.

Ahead of Izzy lies big dreams and tremendous opportunity as she embarks on her post-college life. She has accepted an internship in sustainable agriculture in her home-state of Wisconsin for the summer. Beyond that, she aspires to study abroad in Europe, working in an urban planning program.

Izzy would like to thank Dr. Sarah Hinners for her mentorship and guidance through her college career.

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Department of Linguistics

College of humanities, main navigation, student theses & dissertations.

Congratulations to our students for these accomplishments! Please click below to see the great work of our Linguistics students.

PhD Dissertations

Matteo Fiorini

Exploring Focus in Camuno: Descriptive and Theoretical Insights

Ahmed Alnuqaydan The Interaction of Stress and Phonological Variation in Qassimi Arabic

Dori Huang The Use of Cohesive Devices in High School Chinese Dual Language Immersion (DLI) Learners' Writing

Catherine Showalter "Orthographic input familiarity and congruence effects on phono-lexical acquisition of Russian by native speakers of English”

Taylor Anne Barriuso "The L2 acquisition of phonemes and allophones under various exposure conditions."

Jin Bi "Bilingualism and Cognitive Control: A Comparison of Sequential and Simultaneous Bilinguals"

Abdulaziz Alzoubi "The Effect of Social Factors on Emphatic-Plain Contrast: A Sociophonetic Study of Arabic in Amman City of Jordan"

Miranda McCarvel "Harmonic Serialism with Lexical Selection: Evidence from Jèrriais Allomorphy"

Sarah Braden “Scientific Inquiry as Social and Linguistic Practice: Language Socialization Pathways in a Ninth-Grade Physics Class”

Katherine Matsumoto "Recent language change in Shoshone: Structural consequences of language loss"

Kristin Hiller "International Undergraduates and Discourses of Internationalization: Exploring Conceptualizations and Experiences of the Internationalization of Higher Education and Representations of International Undergraduates at a U.S. University"

Hossam Ahmed "Verbal Complementizers in Arabic"

Zebulon Pischnotte " A Sociolinguistic Study of Bitburger Platt German "  

Neil Olsen A Descriptive Grammar of Koho-Sre: A Mon-Khmer Language

Heeok “Jade” Jeong Exploring the spaces of culturally relevant pedagogy: The discursive (trans)formation of the pedagogical practices of two teachers of English language learners

Tamrika Khvtisiashvili Principal Aspects of Xinaliq Phonology and Morphosyntax

Asmaa Shehata " When Variability Matters in Second Language Word Learning: Talker Variability and Task Type Effects"

Kristen Lindahl Exploring an 'Invisible Meduim:' Teacher Language Awareness among K-12 Preservice Educators if English Learners

Anna Krulatz Interlanguage pragmatics in Russian: the speech act of request in email , 

Jelena Markovic The effects of the explicit instruction of formulaic sequences on second-language writers

Wilson Silva A Descriptive Grammar of Desano

Raichle Farrelly Emerging from the Echo Chamber: An Activity Theory Perspective on the Situated Practice of L2 Teachers of Adult Emergent Readers ,

Mara Haslam " The Effect of Perceptual Training Including Required Lexical Access and Meaningful Linguistic Context on L2 Phonology"

Naomi Palosaari Topics in Mocho' Phonology and Morphology

Zuzana Tomas Textual borrowing across academic assignments: Examining undergraduate L2 writers' implementation of writing instruction

Eleonore Lemmerich An Explicit Awareness-Raising Approach to the Teaching of Sociopragmatic Variation in Early Foreign Language Learning

Christopher Rogers A Comparative Grammer of Xinkan

Ellen Shipley Knell A Longitudinal Study of Early English Immersion and Literacy in Xi'an, China

Qing Xing "An Investigation of the Relationship Between the Teaching Beliefs and Behaviors of Teachers of English as a Second Language or Foreign Language"

Aleksandra M. Zaba "Relative Frequency of Patterns and Learnability: The Case of Phonological Harmony"

Susan McKay Raising-to-Object in French: A Functional Perspective

Toochukwu Awolor

Diagnostics, Atomicity, and Complementation in Semelfactive Eventuality Descriptions in Igbo

Maryam Kinani

E nglish Learners’ Perceptions and Use of Oral Communication Strategies in a Saudi Higher Education Context

Olamide Ogundare

Crosslinguistic Variability Judgement of Telicity in English and Yoruba

Dijana Trajchevska Crosslinguistic Influence and Evidentiality

Brendan Terry An Approach to Embedding Pronunciation Instruction into an Intermediate-High Level ESL Content-Based Instruction Course

Austin Tracy Looking for the Essence of Lexical Diversity

Daniel Razo Spanish Adverbials: Scales and Repetitian

Brian Collins "The Roles of -Ywac in the Polish Aspectual System"

Jessica Larsen "How 'Enjoying a Meal' Is Similiar to 'Beginning a Book': Investigating Compositionality and the Processing of Complement Coercion Verbs"

John Blackham "There and Back Again: An Adverb's Tale"

Dursun Altinok "Quantifier Scope and Prosody in Turkish"

Shasha Xu "Effects of ESL Instructors’ Ethnicity and Perceived Accent on University ESL Students’ Expectations of ESL Instructors"

Rachel Haynes Miller "Students’ Discrimination of German Contrasts after One Year of Dual Immersion"

Andrew Hayes " Integrated Versus Decontextualized Approaches to Vocabulary Instruction in a Second Language Writing Course"

Josh Jackson "The Effects of Novel Orthographic Elements and Phonetic Instruction in Second Language Phonological Acquisition"

Jemina Keller "An Investigation of K-5/6 Pre-Service Teachers’ Knowledge and Beliefs About the Utah Core State Standards and English Learners"

Andrew Bayles "High-Vowel Lenition in the French of Quebec and Paris"

Kelsey Brown "The Influence of Explicit Instruction on Failure to Acquire a Phonological Rule Due to Orthographic Input: The Case of Native English Speakers Learning German"

Derron Borders "The Role of Gender Socialization and Sibilants in the Perception of Gay- and Straight-Sounding Voices: A Study of Returned Latter-Day-Saint Missionaries in Utah"

George Michael Pescaru "Coordination and Interaction in Markedness Supression"

Christina Yong "Adverbial Ordering in English"

Andrew Zupon "Icelandic Quirky Agreement Restrictions: Evidence for Phi-Defective T in Quirky Subject Constructions"

Maria Alexeeva "Academic English Learners' Perceptions of the Value of Discourse-level, Form-focused Activities in College-level Grammar Instruction"

Mengqi Wang " Evidence on Long Head Movement in Mandarin Predicate Cleft" 

Vitor De Souza Action Research: Perceptions of Content-Based Instruction in an English as a Foreign Language Setting

Lindsay Hansen Second-Language Writer and Instructor Perceptions of the Effectiveness of a Curriculum-Integrated Research Skills Library Guide

Tulay Orucu , "Teaching English Grammar in a Hybrid Course: Student Performance and Teacher and Student Perceptions"

Amanda Rabideau Talker background and individual differences in the speech intelligibility benefit

Daniel Dixon "Leveling Up Language Proficiency Through Massive Multiplayer Online Role Playing Games: Opportunities for English Learners to Receive Input, Modify Output, Negotiate Meaning, and Employ Language-Learning Strategies"

Kevin Kau Teaching Beliefs and Practices of Language Teaching Assistants

Scott Duede Expanding and Explaining Classifier Typologies

Catherine E. Showalter The Influence of Novel Orthographic Information on Second Language Word Learning: The Case of Native English Speakers Learning Arabic

Deborah Wager Fingerspelling in American Sign Language:A Case Study of Discourse Styles and Reduction

Jennifer Mitchell Historical Duration in Modern Day Shosone Reflexes *aCi "

Gene Deal Shoshoni Geminates: A Description and Analysis

Todd McKay An Investigation into a Communicative Approach to English Language Teaching in Governmental and Nongovernmental Primary Schools in Bangladesh

Jenia Ivanova Phonological Aspects of Teacher Talk ,

Karen Marsh The Impact of Parent English as a Second Language Classes on Children's School Performance and Parent-School Interactions

Elizabeth Neilson Oral Stop Contracts in Omaha: An Acoustic Analysis

Robert D. Sykes A Sociophonetic Study of (ai) in Utah English

Dominique Samantha Pantophlet A Critical Period Hypothesis from an English as a Foreign Language Perspective

Sadie Moon Dickman Differences in Intelligibility of Non-Native Directed Speech and Hearing Impaired Directed Speech for Non-Native Listeners ,

Sara Christine Bridge Write Your Story: A Course to Promote L2 Writing Fluency Through Theme-Based Memoirs

Katherine Matsumoto-Gray Politeness in Increasing Degrees of Imposition: A Sociolinguistic Study of Politeness in Political Conversations

David Joseph Iannucci Aspects of Chitimacha Phonology

Shaun Paul Matthews Antisymmetry, Relative Clauses and Adjectives

Albert O. Jarvi Effect of Lexical Access and Meaningful Linguistic Context on Second Language Speech Perception

Joshua Bowles Agreement in Tuyuca ,

Marcus Feickert Without a Trace: Interpreting Full Copies of Qualifier Phrases in Semantics

Hossam Eldin Ibrahim Ahmed Parallel Derivation and Multiple Loci

Marlin Taylor Complements, Small Clauses, and Antisymmetry

Zebulon Aaron Pischnotte Optimality Theory Applied to Iñupiaq Eskimo Consonant Assimilation

Jennifer Leparmentier Novel Feature Processing by Children and Adults

2006 - 2003

Waleed A. Alrowsa Agreement in Najdi Arabic

Anna Lee Variable Consonant Sequence Reduction in English: An Optimality Theory Approach

David Patrick Hall Topichood, Scope, and Events

Zuzana Sarikova Shared Cognitive Learning Styles between Instructors and Students as Predictors of Attitudes toward Learning

Aleksandra Zaba Cross-Modular (Re)Balancing Effects in Language

Undergraduate Honors Theses

Andrea Gutierrez-Prieto A Psychopy Implementation of the Artificial Grammar Learning Paradigm: Replication LAIA Psychopy 

Hallie Allan Noun Incorporation in Crow: An Assessment of Various Approaches

Cailey Lloyd The Role of Written Input in the Acquisition of a German-Like Pattern of Final Devoicing by Native English Speakers: Evidence from a Listening Task

Marcel Peterson Language-Internal Alternatable Feature Strength in English and Italian

Julia Vonessen The Relationship between Listener Attitudes and the Comprehension of Nonnative-Accented Speech

Angel Elizabeth Kaiser

Tyler Watson Laws

Differences in Voice-Onset Time (VOT) in Spanish Between First Language (L1), Second Langauge (L2), and Heritage Speakers 

Austin Dean Buttars

Jacqueline Danae Jolley

Eve Olson Voice onset time in Arabic and English stop consonants

Sara Blalock NG

Musical Text-Setting as Evidence for Syllabification of Highly Moraic Structures in English

Eizabeth Anne Nakashima

Linguistic Reclamation in the LGBTQ+ Community

Jessica Loveland Learning styles of teachers and students in a second language classrooms

Alexander Nash The Proto-Indo-European urheimat: The Armenian hypothesis

Savannah Manwill Sociolinguistics of Basque in the U.S.

Andrew Lee Zupon Restrictions on Denominal Verb Formation

2009 - 2001

Stephen John Sovinsky Speech Act Theory and Internet Culture: Computer-Mediated Communication in the Era of Web 2.0

Zachary Bret Rasmussen The Interlanguage Speech Intelligibility Benefit: Arabic-Accented English

Robert Benjamin Young The Syntax of Double Objects as an Instance of V Segmentation

If you graduated with us and you don't see yourself listed here, please send your name, title, and semester and year of graduation to [email protected] .

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LaTeX example for U of Utah's Undergraduate Honors Thesis

philomates/U-of-Utah-Honors-Thesis

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Housing & Residential Education Student Affairs

Honors thesis mentoring communities.

Officers Circle 606, 610 and Marriott Honors Community

Description

If you’re an active member of the Honors College who’s completed your first year at the U, an Honors Thesis Mentoring Community (TMC) is an excellent Theme Community option for you. Honors Thesis Mentoring Communities are in two Officers Circle Houses and the Donna Garff Marriott Honors Residential Scholars Community. Students who live in a TMC have increased access to faculty, staff, and peer support as they pursue one of the most crucial points of their Honors Degree, the thesis. This support will help connect you to research opportunities and provide an ideal environment highly conducive to you academic pursuits.

Eligibility

Associated courses.

There are no associated courses for this community.

How to Apply

Complete your Housing U Application

[email protected]