graduation thesis instructor

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Honors Program

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Your choice of Honors thesis supervisor shapes how you personalize the final stages of your academic studies at UConn and in Honors. You will select a thesis supervisor who will work closely with you and serve as a scholarly guide throughout the development, implementation, and conclusion of your thesis project.

What does the thesis supervisor do?

Your thesis supervisor is an expert on your thesis topic and will work closely with you in all stages of your project. Your supervisor is an important mentor for the process of completing your thesis as well as your specific topic, but they are not expected to be knowledgeable about other aspects of Honors.

Your Honors advisor is generally not your Thesis Supervisor; both are important toward your completion of your Honors thesis. Your advisor is knowledgeable about Honors requirements for your major, but they may not know as much about your specific topic. Keep them informed throughout your thesis work, because your Honors advisor must approve both your Thesis Plan and your final thesis . Your Honors advisor will continue to provide advice and support in your final semesters, including your choice of coursework.

Your Honors advisor and your thesis supervisor may be the same person if (a) your thesis topic aligns with your Honors advisor’s research, or (b) your department’s policy is to switch your Honors advisor to your thesis supervisor.

Who can be a thesis supervisor?

Your official thesis supervisor must be a faculty member at UConn (including UConn Health or regional campuses). Graduate students may not serve as official thesis supervisors, although they may be directly and actively involved in your thesis process. Your Honors advisor will need to approve your selection of thesis supervisor.

You should consult faculty members and advisors in your field to find the best person to help guide you through the thesis process. Select someone you can envision working with for multiple semesters; this relationship is critical to the success of your thesis!

Tips for securing, retaining, and managing the relationship with your thesis supervisor:

• Although your thesis timetable will differ based on your department, in general  you should have secured a thesis supervisor no later than the 2 nd semester of your junior year. For some majors, especially the sciences, thesis research arrangements should be made by the end of your sophomore year or very early in your junior year.
• Use the steps in the suggested timeline to learn what faculty members in your department or related departments are working on.
• Request a meeting to discuss shared interests and determine if the partnership is a fit. This in-person meeting is critical; don’t ask someone to be your thesis supervisor via email. Learn more about the best ways to connect with faculty .
• During or after the meeting, confirm with the faculty member that they are willing to serve as your thesis supervisor . A faculty member who agrees to work with you on “Honors research” has not necessarily agreed to supervise your thesis!
• Create a timeline with your thesis supervisor and set expectations for how often you will communicate and meet, as well as any internal deadlines.
• Stay in touch with your thesis supervisor throughout the process. Stick to deadlines, but communicate and seek help when you need it.
• Ask questions about your thesis, your field, and their journey in the field. Make the most of having this mentor.

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The First Steps: Choosing a Topic and a Thesis Supervisor

There are two key choices you must make when you embark on your thesis: choosing a topic and choosing a supervisor.

Choosing a topic

A research topic can be very broad - you have not yet developed a specific research question but instead, have an expansive area of interest[1]. Here are some tips for choosing a successful thesis topic:

Let your interests guide you. This project will consume a considerate amount of your time during your junior and senior years, so pick a topic that you are genuinely interested in and committed to exploring. Think about interesting topics or readings from your coursework—what caught your attention?

Pay attention to your social world. Look to the media, news outlets, your friends - what issues are people debating now? What questions need answering?

Think of this as a chance to do something totally new. Is there a course you wish that the School of Hospitality Management offered about a certain topic? What research questions follow from that topic?

Engage with current or past research. See what has been done. Look at journals like the Journal of Hospitality and Tourism Research, the Cornell Hospitality Quarterly, and the International Journal of Hospitality Management. What topics have they covered recently? What can you add to the debate?

Your research topic does not have to be specific yet. Do some brainstorming—write down 5 to 10 topics that interest you. Talk with friends and professors to see which topics are the most interesting (and could provide the starting point for a strong thesis). Once you have decided on a topic, you are ready for the next step.

Choosing a thesis supervisor

Once you’ve identified the broad subject area you are interested in exploring, you should think about who to choose as a thesis supervisor. Any graduate faculty member of the School of Hospitality Management may serve as a thesis supervisor. A list of the current graduate faculty members is provided in the Appendix. We have one research center within the School of Hospitality Management, the Center for Food Innovation. If you work with this center as part of your thesis work, you should plan, consistent with best practices across laboratories in the College of Health and Human Development, to choose a faculty member other than personnel from the center to be your thesis supervisor. However, it is assumed you will also work closely with personnel from the center during the completion of your thesis work.

There are several ways to go about choosing a thesis supervisor. One strategy is to consider professors in whose courses you have been or are enrolled. Is your thesis topic relevant to their research interests? A second strategy is to look on the School of Hospitality Management website for a listing of faculty members and their research interests ( /shm/directory/BioList.aspx ). You can also think about interesting articles or books you’ve read in your coursework. Finally, you can meet with the School’s honors adviser to brainstorm about who a suitable thesis supervisor might be.

Once you have identified a potential thesis supervisor, you must ask him or her to advise the thesis! This should take place during the fall or spring semester of your junior year. Before approaching potential supervisors, do some brainstorming on your own. For your own use, write a brief description of your potential topics and 2-3 more specific research questions. When you meet with a potential supervisor, you do not yet need to have a definitive research question. This is something a thesis supervisor will help with.

You should set up appointments to discuss the thesis with potential supervisors. Send them an email requesting a meeting to discuss the possibility that they advise your thesis. Include the description of your topic. When you have scheduled a meeting, present your potential topic and ask them if they would be interested in advising it. If you are still working on developing your specific research question, ask for their advice or feedback on your potential research questions.

Examples of the questions to ask during your first meeting with a potential supervisor:

• How promising do you find my research topic? 
• Are there particular directions you think I should explore in developing a research question?
• How often do you like to meet with advisees?
• How many drafts are you willing to read? How many days do you require to read a draft?
• What is your preferred method of maintaining regular contact?
• Do you have any books or journal articles that you think I need to read before our next meeting?

[1] Note that a topic is a broad subject area while a research question is much narrower. A research question is a specific problem or question within a given subject area that can be addressed within the approximate 1.5-year time frame given over to the thesis A research question is typically tested with empirical data.

Return to Thesis Guide Table of Contents

Duties of a thesis supervisor and the supervision plan

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Supervision work is closely linked to the intended learning outcomes of the degree and thesis as well as the related grading criteria. In accordance with the Regulations on Degrees and the Protection of Students’ Rights at the University of Helsinki, the student must receive instruction both during their studies and while writing their thesis.  See here for instructions on ensuring that your supervision is aligned with the learning outcomes.

On this page

Supervision principles.

The Rector decides on the principles of supervision, including the rights and obligations of the student and the supervisor. The degree programme’s curriculum must contain instructions on how to prepare a personal study plan, along with the practices for approving and updating the plan. Please review the curriculum of your faculty and the thesis grading criteria in order to ensure that your supervision is aligned with the learning outcomes.

In the Rector’s decision, supervision refers to the support provided for the student’s or doctoral candidate’s learning process as they change, gain experience and grow as an expert. As a whole, supervision consists of communication, advice, instruction and special guidance. Supervision and counselling can be organised in a group led by the supervisor, at a seminar, in a peer group of students or doctoral candidates organised by the supervisor or in a personal meeting separately agreed between the supervisor and the student/doctoral candidate. Supervision and counselling can also be provided electronically through, for example, Moodle or other teaching tools available. 

Members of the teaching and research staff provide counselling that is related to teaching and research and requires knowledge of the content of different studies and disciplines. This counselling may concern, for example, personal study plans or thesis supervision. 

Guidance and counselling are provided in the Finnish and Swedish-language and multilingual degree programmes in Finnish or Swedish depending on the student’s native language or in English or another language as agreed with the student. If the student’s native language is a language other than Finnish or Swedish, guidance and counselling are provided in English or, if agreed with the student, in another language. In English-language master’s programmes and doctoral programmes, guidance can also be provided solely in English.

The degree programme steering group is responsible for ensuring that each student is appointed with a primary supervisor who is responsible for the supervision of their thesis. Additional supervisors may also be appointed. Your supervision plan can be used to agree on the responsibilities related to the supervision.

Supervision as interaction and the supervision plan

Supervision is about interaction with responsibilities that are divided between the different parties of the supervision relationship. Ambiguities related to supervision are often due to the parties’ different expectations regarding the content and responsibilities of the supervision and the fact that the parties are often unaware of the others’ expectations. Below, you can find a table that serves as a great tool for considering the different rights and obligations related to supervision

The policies and practices of supervision should be discussed in the early stages of the thesis process. The supervisor and the student may also prepare a written supervision plan that clarifies the schedule for the supervision and the thesis work as well as the content of the supervision. The plan can also be utilised if any problems arise or you fall behind schedule.

Topics the supervisor should incorporate in the supervision

When supervising a student’s thesis work, remember to pay attention to the following topics:

• the responsible conduct of research and avoiding cheating
• guiding the student in matters related to data protection  
• matters related to open access publications and the public availability of theses  
• inform the student of the general process of thesis examination and approval and the related schedule 

Different faculties may have their own decisions and instructions on thesis supervision. Please read the instructions provided by your faculty.

See also the Instructions for Students

You will find related content for students in the Studies Service.

Bachelor’s theses and maturity tests

Thesis and maturity test in master's and licentiate's programmes.

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Enrichment Programs

Individualized & Interdisciplinary Studies Program

Guide for thesis supervisors.

Thank you for supervising an individualized major senior thesis project. Your expertise is critical in guiding the student’s project and setting the criteria for its evaluation. The guidelines below outline some considerations particular to individualized major students. They are most appropriate for traditional research projects but may also be relevant to less traditional final projects.

All individualized majors complete a capstone, which provides them an opportunity to integrate knowledge they have acquired during the course of their majors. About 40-45 percent of individualized majors do so by completing a thesis. (The rest complete our capstone course or an approved alternative.)

Thesis projects usually take the form of a traditional research study, but other formats, such as a photo essay, film, website, or piece of creative writing are also possible. Thesis projects, whatever their form, should contribute to the development of knowledge or practice in new ways, involve significant background research, and require sustained attention in the implementation of the project. If the final product takes a less traditional form, it should include a piece of writing that describes the student’s learning process.

Thesis Courses

Some thesis projects will comprise six credits completed over the course of two semesters. This is mandatory for students completing Honors Scholar requirements in their individualized major. Non-honors students may complete a one-semester, three-credit thesis project. Students intending to complete a thesis project must submit a thesis proposal  which they have discussed with their thesis supervisor no later than the last day of classes of the semester before they begin their thesis.

In the social sciences and humanities : In the Fall semester of the senior year, students will typically begin their research by enrolling in a thesis-related research seminar, graduate course, or independent study in their thesis supervisor’s department. During the Spring semester, students will enroll in UNIV 4697W Senior Thesis (for which the thesis supervisor serves as instructor) in which they will complete the research and write the thesis. During this process, the student meets regularly with the thesis supervisor for feedback on data collection, evidence gathering, analysis, and writing.

In the sciences , students may follow a more extended sequence, perhaps two to three semesters of data collection and laboratory work (independent studies or research courses) followed by thesis writing (UNIV 4697W) in the final semester.

Learning Outcomes

Individual faculty will differ in expectations regarding research methodology, theoretical approaches, and presentation of findings. Nonetheless, there are some general criteria and intended learning outcomes for all individualized major thesis projects.

• The student’s research, analysis, and writing on the thesis project should be relevant to their individualized major and represent an opportunity for them to integrate and deepen at least several aspects of study in the major.
• A thesis should do more than summarize the existing literature on a particular topic. It should make an original contribution to the field of study, present new findings in the form of new data, or new, critical interpretations of existing material. It should reflect a good command of the research methodologies in the relevant discipline(s).

Upon completion of the thesis project the student should be able to:

• Define a research question and design a substantial research project.
• Select a methodological approach to address the research question.
• Identify appropriate sources and collect relevant and reliable data that addresses the research question.
• Analyze the strengths and limitations of different scholarly approaches to the question, and recognize the resulting interpretative conflicts.
• Develop an argument that is sustained by the available evidence
• Present that argument in a clear, well-organized manner.

Requirements for Honors Students

As noted above, all Honors students are expected to complete at least six credits of thesis-relevant coursework. In addition, all Honors students are expected to have a second reader and make a public presentation of their thesis project.

Second Reader

We ask Honors students to identify a second reader for their thesis from a relevant discipline, which may be the same as, or different from, the supervisor’s discipline. The second reader will provide the student with a different perspective and may provide additional insights on how to achieve the intended learning outcomes of the thesis. The thesis supervisor, in consultation with the student, determines when to bring the second reader on board. It is the supervisor’s prerogative to define how the grade for the thesis will be determined.

Public Presentation

Honors students are required to make a public presentation of their thesis research in a format negotiated with the thesis supervisor. Where possible, the audience should include the thesis supervisor, the second reader, and an IISP staff member. Other faculty members and the student’s peers may be invited to join the audience, as well.

Existing departmental exhibitions or “Frontiers in Undergraduate Research” make excellent venues for student presentations. If a student cannot find a venue for his or her presentation, please consult with IISP and we will coordinate one.

Note: Although non-Honors students who are completing a thesis are not required to have a second reader or make a public presentation, we would certainly welcome them to do so.

Honors Advising

An IISP staff member serves as Honors Advisor to each individualized major following an Honors Scholar plan of study. The staff member’s role as an Honors advisor is to coordinate and facilitate students’ plans for completing Honors Scholar requirements, including the thesis, and to monitor progress toward completion.

Thesis Course Registration

Specific instructions for registering for UNIV 4697W are available on the Capstone page .

We very much appreciate your willingness to supervise an individualized major’s senior thesis. If you have any questions about the Individualized Major Program or about supervising an individualized major thesis, please contact IISP staff .

Assisting University Students with Graduation Thesis Capstone Essays

This issue’s Teaching Assistance suggests ways in which the student assistant (SA) and teaching assistant (TA) can help undergraduate students successfully write and present graduation theses.

Strong structures have foundation stones, cornerstones, and a capstone affixed on the top. Comprehensive curricula have foundation subjects, required subjects, and a capstone thesis. The graduation thesis is a multifaceted assignment in a particular field of study. In undergraduate programs at universities in Japan, a graduation thesis can be referred to as the capstone. University curricula vary, but successful completion of seminars that lead to, and include the required capstone course and thesis can represent 20 credits of a 124-credit university degree program. Formulating a hypothesis, reading related literature, designing a research instrument, and writing up results is the culminating academic and intellectual experience for students. For many degree-holders, in addition to a diploma, a well-written and well-defended 30-page thesis can represent the tangible, crowning achievement of four years of study.

In Japan, instructors in charge of seminars usually provide students with advice on the process of writing a capstone paper in the particular field of study they specialize in. Teachers in the field of English education, for example, can begin these seminars in the freshman year and continue until graduation. Capstone papers written by English language majors are predominantly penned in Japanese, but a number of papers written in English can readily be found online (Kubo, 2018).

Some universities offer report and thesis writing workshops assisted by TAs and led by qualified writing instructors. Others have curricula that include 30-week thesis writing courses led by professors. Large universities sometimes open writing centers in which students can seek assistance from SA’s and TA’s throughout the school year.

Writing instructors can lead students through the process of prewriting, organizing information, writing, evaluating, setting titles, and rewriting a graduation thesis. SAs can refer students to theses in comparable fields of research written by peers. Libraries contain style guides that TAs can emulate to help authors learn the appropriate style as well as rules of quotation, citation, and how to write references.

Capstone course books, such as that by Kluge and Taylor (2018), can include guides which provide worksheets and easy-to-fill-in templates to explain the style and formats which are essential for academic writing in English. TAs with specialization in a particular field of study can readily guide undergraduate students (Hussain, 2015).

Writing a good research paper is challenging and consumes a lot of class and extra-curricular time. There are always some students, however, who attempt to write a final paper during the closing week of the final semester. The Internet has made it easy for students with wide ranging interests and shallow knowledge to amass information and piece together a report. Kluge and Taylor (2018) suggest the following example of a good thesis statement: “The Internet of Things first showed much promise for improving daily life and health, but now disturbing problems have emerged” (p. 39). With such a topic, as an advisor of dozens of undergraduate theses, I have observed how some students can come up with a report overnight with chapters on: The history of machine communication, The way wireless connections have developed, and The means by which the government has tried to protect users of such technology from hackers. Students can draft such essays by pulling out references in Wikipedia, copy-pasting from computer journal articles, and paraphrasing recommendations from government papers. Data charts and maps can be readily downloaded and pasted into the appendices. The resulting 20 pages might look cohesive and thorough on the surface, but anyone with access to broadband can come up with a similar paper. Gratton (2014) observed similar performances by her own 15-year old before asking, “But does my son actually know anything about [it]? In a sense he does–but this is generalist knowledge created from the scraps and scrapings of information from public sources” (p.205).

An evaluation rubric (Table 1) would assist the course evaluator to assess papers, and sort passable papers from those that are too general to be of value. The capstone paper needs to be assessed on whether it contains original thoughts, well-developed points of view, and valuable insights that others don’t have, or is plagiarized. The rubric could also assist students to clearly see how they need to write a passable capstone paper. The TA could help explain the rubric during class. By doing this, students can grasp step by step what they need to do to write higher quality graduation papers. The supervisor should assess and give a final grade.

Toward the end of the capstone thesis writing process, the author should be encouraged to share their findings with seminar classmates during a group presentation. A final presentation to the whole seminar would encourage students in lower grades to possibly follow in the presenter’s footsteps.

Integrating and coordinating a capstone presentation for undergraduate theses could help universities reach their fundamental goal of equipping students who can participate in society, start on a career, and create the future. As a specific strategic effort to attain this goal, departments and faculties could promote the presentations of research papers, graduation theses, and seminar reports by students at meetings with faculty, TAs, SAs, classmates, and invited guests. This could be an improvement over most final examination systems that give instructors only two options: requiring students to submit written papers or sit for written exams. Together with those who supported them to graduate, alumni would reap the rewards of having studied in a stronger university structure that placed freshman courses at its foundation, required courses at its corners, and a deserving capstone thesis on top.

Gratton, L. (2014). The Shift . London, England: William Collins.

Hussain, Z. (2015). Teaching assistance: Learning the biochemistry of English classes in Japan. The Language Teacher, 39 (6), 38-39.

Kluge, D., & Taylor, M. (2018). Basic steps to writing research papers (Second Edition). Tokyo: National Geographic Learning.

Kubo, S. (2018). Impressions of Canada held by a sampling of Japanese people . Retrieved from: https://mcmurrayuniversity.jimdo.com/graduate/shiori-k/

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Thesis and Capstone Requirements for Teaching Programs

At the end of most teaching programs, students complete a capstone project or write a thesis to earn their degree. Both culminating experiences give students the opportunity to demonstrate mastery of their field. A student earns credits through their capstone course that count toward the total number of credits required for graduation. Postbaccalaureate programs often give students the option of completing a capstone project instead of writing a thesis. Local schools or community sites may also support capstone projects, and some schools allow a group of students to work together on their project.

At the end of most teaching programs, students complete a capstone project or write a thesis to earn their degree.

Students who opt to complete a capstone project must document their experience and submit a written summary of their work. Learners complete a more research-oriented thesis in addition to regular classes. Writing a thesis often includes an oral presentation or “defense” before a panel of academics familiar with the subject matter of the thesis.

What’s the Difference Between a Capstone and a Thesis in Teaching Programs?

Unlike a thesis, a capstone project addresses a practical problem or concern for which the student attempts to find a solution. A capstone project usually consists of an actionable proposal. A thesis, on the other hand, adds to the body of knowledge about much broader issues in the student’s field of study. Capstones involve developing a hypothesis, doing the necessary research to prove or disprove the hypothesis, drawing conclusions, and relating these to the core of existing knowledge on the subject matter. Undergraduate programs often include a capstone requirement for graduation, while postgraduate studies may require a thesis.

What Is a Capstone Like in Teaching Programs?

Teaching capstone format.

Most schools assign a minimum of three credits to an undergraduate capstone course. Students must select a topic or problem to study and resolve, typically within the course of a semester. Capstone projects often examine issues and concerns with a narrow focus.

The final form of a capstone project varies. However, students must often submit 10-15 pages describing their project and outcome. Most graduate-level programs that allow students to complete a capstone project instead of writing a thesis give students up to two semesters to fulfill the requirement.

Choosing Your Teaching Capstone Topic

A capstone project gives students the opportunity to apply classroom learning to practical situations related to their study. Capstone topics often connect to the concerns and challenges that currently exist in the field, with the course’s professor advising the project. However, some programs allow experts in the student’s capstone topic to act as an adjunct adviser for the project. As a result, students often find networking opportunities as they work on their capstone projects. These connections may benefit students after graduation in terms of pursuing the project further, possible employment, or professional referral.

Completing Your Teaching Capstone

Once you narrow your options, meet with your capstone adviser to discuss the project.

Every capstone project begins with choosing a topic. If a subject particularly interests you, list that as your top choice for the capstone. Explore other current issues in the field and come up with one or two additional areas to investigate. Once you narrow your options, meet with your capstone adviser to discuss the project. He or she can guide you in further sharpening your focus and coming up with the final framework or design for your project. Some programs permit students to carry out their capstone projects in their place of work. Find out if your program allows for this, as it can help you manage your time more efficiently.

Presenting Your Teaching Capstone

Undergraduate capstone projects often require a presentation before a panel of three to four members. The student’s adviser sits on the panel, along with the person who worked closely with the student in the field. Sometimes, the department head and other academic personnel with a connection to the project or the student also joins. Some schools hold these panel presentations within the context of a bigger event and may make the presentation open to the public. On occasions, students choose the manner of presentation, which largely depends of the nature of the project. For example, they could demonstrate a teaching method by conducting a mini-class or present their findings through a video or slideshow.

How Is a Teaching Capstone Graded?

Schools follow their own procedure in grading capstone projects. As part of a course, capstone projects can result in a failing grade but may depend on how the student performs in the other parts of the course. Most schools allow students to retake a capstone course. However, since students receive a clear grading rubric before they begin their project, most capstone projects turn out to be successful and deeply rewarding endeavors.

What Is a Thesis Like in Teaching Programs?

Teaching thesis format.

Most graduate-level programs give students up to a year to complete their thesis — from topic proposal and presentation to the final defense. A thesis is not usually administered as a course and must be completed before a student can graduate from a program. Most schools require students to enroll in a research course before beginning their thesis, as a thesis requires research-oriented written communication. Students work on their thesis on their own, rather than in groups, and remain under the close supervision of an academic adviser.

Thesis Topics for Education Majors

Deciding on a master of education thesis topic can prove a daunting task. The vast and vibrant education field develops and changes at every level. It can benefit you to begin with a topic that holds your interest. After all, you will work with this subject for a year — sometimes longer. A thesis should add to the existing body of knowledge in your field, so choose a topic that you feel you can examine in fresh light. Thesis topics for education majors vary and can include not only current issues in the field, but also future directions in light of technology, federal policies, and global factors.

Completing Your Teaching Thesis

In addition to selecting from a range of education master’s thesis topics, you will also need to choose your adviser carefully.

In addition to selecting from a range of education master’s thesis topics, you will also need to choose your adviser carefully. First of all, your adviser should be knowledgeable about your thesis topic to guide you properly throughout the process. Second, you will meet with your adviser several times during the school year, which requires a good working relationship. The adviser’s input is key to a successful thesis writing experience. Your adviser needs to approve your thesis topic before you can begin your research. It remains standard practice for students to report their progress to their advisers at regular intervals during the thesis writing process. This may involve pre-set times (once a month) or whenever the student completes the research and writing needed for a specific section of the thesis.

Presenting Your Teaching Thesis

During a thesis defense, a panel asks questions to ascertain your mastery of the thesis subject matter. It does not involve arguing or defending the merits of your work. In most instances, a defense proves largely formality since the adviser has already evaluated the paper many times during the work process, and the panel receives your work prior to the defense. As with a capstone project panel, a thesis panel typically comprises of the adviser and other faculty members with a deep familiarity with the thesis topic. Most schools do not open a thesis defense to the public.

How Is a Teaching Thesis Graded?

At the beginning of the thesis writing process, your adviser will instruct you on the thesis evaluation process to help you better interpret writing standards. Thesis grades come in the form of quality evaluation — excellent, very good, good, or satisfactory — instead of a letter grade. A good adviser will not let you defend a thesis until he or she approves all materials, so failing a thesis defense rarely occurs.

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