(A full list of completed 2013 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

2013 Honors Thesis Prospectus    
Due in the Honors Program Office September 9, 2013
Click here to download

First Progress Report Form    
Due in the Honors Program Office November 11, 2013
Click here to download

Honors Thesis Guidelines 2013-2014    
For students graduating May 2014
Click here to download

Honors Thesis Schedule 2013-2014    
For students graduating May 2014
Click here to download

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

Oral Defense Form 2014    
Click here to download

Second Progress Form    
Due in the Honors Program Office January 22, 2014
Click here to download

Spring-Fall 2013 Thesis Schedule    
For students planning to graduate December 2013
Click here to download


School of Architecture
Fugitive Context:Remediating the Federal Presence    
John Garbutt

School of Business
Investor Perceptions of a Growth Company    
Emily Needham (Case Study)

A Crisis in Confidence of Management: When Does the Board of Directors Step In    
Madison Stein (Case Study)

CSR: What Do Corporations Owe to Society    
Cortland Woodruff (Case Study)

School of Liberal Arts
The Woman Beneath the Collar: Gender Discrimination in the Protestant Episcopal Church of the USA    
Jane Ball (Anthropology)

Shelby, Lemoyne, Louise and Dick    
Erin Cessna (Theatre and Dance)

How Fashion Collaborates with Literature and Film: Daisy Buchanan, Holly Golightly, and Emma Woodhouse as Fashion Icons    
Lauren Cooper (Communication and English)

A Neoliberal Education: Schooling in the Crescent City    
Hillary Donnell (Political Economy and Political Science)

Realizing Chekhov: Performance and Analysis According to the Stanislavski Method    
Mari Shea Donovan (Theatre)

The Irrational Applicant: An Analysis of Campus Visits on Final Enrollment Decisions    
Jason Edgar (Economics)

Alice in Genderland: An Examination of Gender and Sexual Roles in Fairy Tale Texts    
Jason Ervin (English and Gender and Sexuality Studies)

Sister Outsider, Blues in Schwarz Weiss: A Study of the Effects of the Poetry of Audre Lorde and May Ayim on the Contemporary German Discussion of Race, Gender and Sexuality    
David Ewens (English and Germanic and Slavic Studies)

Sci-Fi Technologies and the Impact of Identification: The case of X-Men and Avatar    
Sarah Gersten (Communication and Film Studies)

Reincorporating Redfern:Remediating Colonial Planning and its Effects on Indigenous Populations    
Michael Kahn (History)

Maimonides on Intellect, Imagination and Knowing God    
Eli Kamerow (Jewish Studies)

Diagnostic Framing and the Occupy Movement: An Analysis of the Resonance between Movement Leadership and Participants    
Clare Kane (Sociology)

Conducting Stravinsky: A Performance and Analysis    
Phillip Larroque (Music Performance)

Oratory in Sallust: Caesar and Cato in the Cateline    
Rachel Love (Latin)

Racial Quotas or Racist Quotas? Civil Society Responds to Affirmative Action in Brazil    
Ailene Orr (Latin American Studies)

An Algorithmic Method for Vocal Rhythm Dissection and Replacement    
Michael Pepper (Music)

From Bystander to Sandanista: Individual Participation in Political Revolution Through the Lens of Decision-Making Under Risk    
Alison Perry (Political Science)

Arthur Dove and the Abstractions    
Brady Plunger (Art History)

Lire Avec Le Coeur: Aspects Philosophiques Dans LíOeuvre de Saint-Exupery    
Michael Ross (French and Italian)

Understanding Foreign Language Acquisition: The Role of Affective Filter in Tulane Foreign Language Classrooms    
Zachary Santosuosso (Linguistics)

En Quete DíIdentitie: Politique de LíAribastion au Maroc    
Tanvi Shah (French and International Development)

The Bases and the Binary: The United States and Spain from 1945 to 1955    
Sarah Sklaw (History)

The Ethical Implications and Religious Significance of Organ Transplantation Payment Systems    
Hunter Smith (Philosophy and Religious Studies)

Federico Garcia Lorca: Fantasias de Maternidad en Tres Obras Teatrales (1934-1936)    
Hannah Stohler (Spanish)

A Passing Foreign Landscape    
Engram Wilkinson (English)

Influence of Subsidies on Biodiesel Production in OECD Countries    
Alexandra Yarost (Environmental Studies and Economics)

School of Science and Engineering
Learning-Induced Changes in Phosphorylated CREB and TRKB Following Training on a Response Task in a Water Maze    
Rachel Britton (Neuroscience)

Relative Influence of Habitat Characteristics on the Composition and Diversity of Soft-Sediment Intertidal Invertebrate Communities    
Kyle Coblentz (Ecology and Evolutionary Biology)

Magnetite Functionalized Carbon Black Particles for the Magnetic Remediation and Tracking of Oil Spills    
Etham Frenkel (Chemical Engineering)

SHOX2 and TBX3 Interact to Induce the Pacemaker Program and Restrict the Working Myocardium Program in the San During Embryonic Development    
Jeanette Gehrig (Cell and Molecular Biology)

The Effect of Ketamine on Cortical Dendrites and Dendritic Spines    
Elizabeth Hargroder (Neurosciencee)

Combinatorial Interpretation of the Lucanomials Using Symmetric Function Theory    
Melanie Jensen (Mathematics)

Combinatorial Interpretation of the Lucanomials Using Symmetric Function Theory    
Melanie Jensen (Mathematics)

Rapid Non-Genomic Effects Initiated by Activation of Estrogen Receptors Alpha and Beta in a Mouse Hypothalamic Line    
Alexander Justen (Biological Chemistry)

Supramarginal Gyrus Asymmetry Predicts Disfluency Rate During Delayed Auditory Feedback    
Carolyn Kaufman (Psychology)

Quantifying Flood Magnitudes on the Little Missouri River    
Meagan Knowlton (Earth and Environmental Sciences)

Investigating the Activities and Mechanisms of Isozymes of B-Glucosidase from Sweet Almond    
Scott Kolmar (Chemistry)

Defining VZV Immunogenicity Using SVV Infection of Young Rhesus Macaques    
Aubrey Kraft (Biomedical Engineering)

New Exotic Properties of Doped Sr2Ru2O4    
John Elliot Ortmann (Physics)

Determining the Optimum Conditions for Glucose Fermentation and Exploring the Oxygen Tolerance of Novel Strains of Butanol Producing Bacteria    
Hailee Rask (Cell and Molecular Biology)

Analysis of the Impact of Storms on Mississippi-Alabama Barrier Island Morphology    
Tess Williams (Engineering Physics)

Ellucidating the Effect of Macromolecular Crowding on the Helix-Coil Transition    
Steven Williams (Chemical Engineering)

School of Public Health and Tropical Medicine
The Intersection of Childhood Lead Exposure and Nutrition:Effects on Mental Development and Violence in New Orleans    
Alec Barber Grossi (Public Health)


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