(A full list of completed 2015 Honors theses can be found here.)

During the senior year students may write an Honors thesis or complete an equivalent Honors project. The precise form of the Honors Thesis will vary depending on the studentís major field. (Students in the School of Business have the option of undertaking a special honors project; see the School of Business undergraduate handbook for specific details.) To be eligible to write an honors thesis, a student must have an overall cumulative GPA of 3.4 or higher, and a GPA of 3.5 or higher in the major or majors for which the thesis is to be written.
(Click here for a list of honors thesis FAQs.)

(Click here for a list of honors thesis FAQs for faculty members.)

Note that students typically will not be allowed to register for the honors thesis in their third year of undergraduate study, regardless of whether or not they have sufficient credit hours to qualify for ďsenior standing.Ē Exceptions to this rule may be granted by way of a petition to the Director of the Honors Program in cases where students can demonstrate sufficient academic training, or some other compelling academic rationale, for undertaking the thesis project in the third year. Each petition must be accompanied by a letter of support from a faculty member who has agreed to direct the honors thesis.

As the culminating achievement of the scholarís undergraduate career, this thesis or project involves substantial independent research and study under the direction of a professor in the scholarís major department. The honors thesis should demonstrate the studentís capacity for quality research and should give evidence of mastery of the material in a field. Topics should be framed in terms of a question to be asked, a problem to be explored, or a hypothesis to be tested. The thesis should show comprehensive awareness of what scholars or relevant experts are saying and have said about a subject.

Topics for honors theses generally develop out of ongoing relationships with faculty mentors. Students normally begin preliminary exploration of the thesis topic in discussion with one or more potential faculty advisors during the spring of the junior year. Students in the humanities, in particular, are encouraged to take the Honors Thesis Boot Camp course during the spring of the junior year to facilitate this process. Please note that if you intend to write a thesis in the laboratory sciences, you must develop a relationship with a faculty member in whose lab you intend to do your research, and normally begin working in the lab during the junior year, if not earlier. Also note that if you intend to write a thesis in the performing or visual arts that it is expected that the thesis will also contain a significant written component.

All honors theses must be two semester projects.

A studentís Honors Thesis committee consists of three faculty members: a 1st reader/director, a 2nd reader, and a 3rd reader. The 1st and 2nd readers should come from the studentís major department. The 3rd reader, who represents the Honors Program, must come from outside the major department. Readers for Honors Theses must normally be full-time faculty rather than adjuncts or visitors, although exceptions may be made by the Director in particular circumstances. Students must sign up for their thesis in the home department each of the two semesters necessary for completion. All students must defend their thesis before their committees in an oral defense. The final copy of the thesis is due in the Honors Program office around ten days before Commencement.

A student who wishes to write a thesis for honors in two majors must have a 1st reader from one of the major departments, a 2nd reader from the second major department, and a 3rd reader from neither major department. The student registers for the Honors Thesis in one major department in the first semester, and the second major department in the second semester.

While the Thesis Committees have the responsibility of judging whether the studentís work meets the standards and expectations of the particular major or majors, the Honors Program also exercises oversight over the thesis project, in particular through a series of required forms:

  • Thesis Prospectus, due at the beginning of the fall semester.

  • First Progress Report, due around the middle of the fall semester.

  • Second Progress Report, due in late January.

  • Honors Thesis Oral Defense report, due after successful completion of the oral defense

A schedule of specific dates and deadlines is distributed each year, and is posted below.

2011 Thesis Bootcamp Syllabus    
Click here to download

Honors Thesis First Progress Form    
Due in the Honors Program Office Monday, November 9, 2015
Click here to download

Honors Thesis Guidelines 2015-16    
Click here to download

Honors Thesis Oral Defense Form    
Final date to schedule an oral defense is April 11, 2016
Click here to download

Honors Thesis Prospectus Form    
Due Wednesday September 9th, 2015
Click here to download

Honors Thesis Schedule 2015-2016    
Click here to download

Honors Thesis Second Progress Form    
Due in the Honors Program Office Wednesday, January 20, 2016
Click here to download

Honors Thesis Style Guide    
Thesis style guide with sample title pages and abstracts
Click here to download


School of Architecture
Impartial Space: Integrating Affordable and Market Rate Housing through a Shared Public Realm    
Kathryn Callander (Architecture)

Digital Presence: Revitalizing the Vacant Small Town Core through New Networks of Connection    
Meredith Jacobs (Architecture)

School of Business
Using Signals from the Implied Volatility Skew to Trade the S&P 500    
Nathaniel Ben David (Finance)

The Walt Disney Company: Regaining Status as an Industry Leader through Successful Mergers and Acquisitions    
Kelsey VanderGenugten (Case Study)

School of Liberal Arts
A Culture of Compliance: The History of Cancer Alley, Industrial Pollution, and the Origins of Louisianaís Environmental Justice Movement    
Anna Colarusso (History)

Structuring Communities After Collapse: The Development and Distinction of Private and Public Space in Crete 1200-700 BCE    
Sophie Cushman (Classical Studies)

An Examination of Residentís Current Opinions Regarding Segregation and Integration in New Orleans with Emphasis on Carnival Traditions    
Alarica Dietzen (Anthropology)

An Evolution of Ballet: Where Has the Emotion Gone    
Alixandra Domney (Dance)

Renewable Energy Development: An Analysis of the Factors Contributing to the Growth of Electricity Generation from Wind and Solar Sources    
Derek Ehrnschwender (Environmental Studies)

Rules are Made to be Broken: An Analysis of Corporate Tax Noncompliance    
Nicole Florack (Economics)

I am the Girl You Know: Female Singer-Songwriters and Confessional Poetry in the 1990s    
Katherine Grover (American Studies)

Please Leave Our Resources Where They Are: Environmental Protest by Chinaís Ethnic Minorities    
Elizabeth Hanlon (Political Science)

The Stories We Tell: A Discussion of Stories and Storytelling Under Repressive Regimes    
Hannah Horowitz (English)

Friends, Brothers, Lovers: The Language of Love between Men in the Revolutionary War    
Madeline Lafuse (History and Gender and Sexuality Studies)

The Los Angeles River Development: A Watershed in the Concrete Jungle    
Emma Loos (Sociology and Political Economy)

The Economics of Breast Cancer Screening Methods in New Orleans    
Suzanne McShane (Political Economy)

The Immorality of Abortion: A Conservative Approach to the Ethics and Metaphysics of Potentiality and Personhood    
Joseph Rosing (Philosophy)

Practice and Theory: The Sociology of Mental Illness in New Orleans    
David Silver (Sociology)

Grief in the Digital Era: The effects of Mourning on Facebook    
Ellen Tharp (Communication)

School of Science and Engineering
The Role of Parental Involvement and Peer-Mediation on the Effectiveness and Interventions for Children with Autism and Other Developmental Disabilities    
Stephanie Aaron (Psychology)

The Hardness of Blue Crab (Callinectes Sapidus) in Response to Ocean Acidification    
Daniel Coleman (Environmental Biology)

Modifiable Risk Factor Control in Acute Ischemic Stroke    
Janell Cyprich (Cell and Molecular Biology)

Reduction of Central Sensitization Via Acute Intrathecal Injection of an Endomorphin Analog    
Alec Friedman (Neuroscience)

Homology of Subword Order Complexes and its Applications    
Duc Ho (Mathematics)

Rapid Non-Genomic Actions of Glucocorticoid Receptor (GR)    
Andres Hughes (Biological Chemistry)

The Effect of Anticipating Weight Stigma on Task Persistence, Vigilance to Threats, and Body Satisfaction    
Nicole Lentini (Psychology)

Anxiety Behavior in Rodents Induced by Acute Stress    
Jonathan Solomonow (Neuroscience)

Assessing Mississippi Delta Marsh Stability through a Paleoenvironmental Analysis Using Foraminiferal Assemblages    
Briana Steinmetz (Environmental Science)

Comparative Population Genetics of Threespine Stickleback (Gatserosteus Aculeatus) Fish Hosts and the Cestode Parasite Schistocephalus Solidus    
Hannah Strobel (Ecology and Evolutionary Biology)

School of Public Health and Tropical Medicine
An Analysis of Knowledge, Perceptions, Prevalence and Intervention of Teen Dating Violence Amongst High School Students in New Orleans    
Sara Destefano (Public Health)


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