work related thesis

Thesis Statements

What this handout is about.

This handout describes what a thesis statement is, how thesis statements work in your writing, and how you can craft or refine one for your draft.

Introduction

Writing in college often takes the form of persuasion—convincing others that you have an interesting, logical point of view on the subject you are studying. Persuasion is a skill you practice regularly in your daily life. You persuade your roommate to clean up, your parents to let you borrow the car, your friend to vote for your favorite candidate or policy. In college, course assignments often ask you to make a persuasive case in writing. You are asked to convince your reader of your point of view. This form of persuasion, often called academic argument, follows a predictable pattern in writing. After a brief introduction of your topic, you state your point of view on the topic directly and often in one sentence. This sentence is the thesis statement, and it serves as a summary of the argument you’ll make in the rest of your paper.

What is a thesis statement?

A thesis statement:

• tells the reader how you will interpret the significance of the subject matter under discussion.
• is a road map for the paper; in other words, it tells the reader what to expect from the rest of the paper.
• directly answers the question asked of you. A thesis is an interpretation of a question or subject, not the subject itself. The subject, or topic, of an essay might be World War II or Moby Dick; a thesis must then offer a way to understand the war or the novel.
• makes a claim that others might dispute.
• is usually a single sentence near the beginning of your paper (most often, at the end of the first paragraph) that presents your argument to the reader. The rest of the paper, the body of the essay, gathers and organizes evidence that will persuade the reader of the logic of your interpretation.

If your assignment asks you to take a position or develop a claim about a subject, you may need to convey that position or claim in a thesis statement near the beginning of your draft. The assignment may not explicitly state that you need a thesis statement because your instructor may assume you will include one. When in doubt, ask your instructor if the assignment requires a thesis statement. When an assignment asks you to analyze, to interpret, to compare and contrast, to demonstrate cause and effect, or to take a stand on an issue, it is likely that you are being asked to develop a thesis and to support it persuasively. (Check out our handout on understanding assignments for more information.)

How do I create a thesis?

A thesis is the result of a lengthy thinking process. Formulating a thesis is not the first thing you do after reading an essay assignment. Before you develop an argument on any topic, you have to collect and organize evidence, look for possible relationships between known facts (such as surprising contrasts or similarities), and think about the significance of these relationships. Once you do this thinking, you will probably have a “working thesis” that presents a basic or main idea and an argument that you think you can support with evidence. Both the argument and your thesis are likely to need adjustment along the way.

Writers use all kinds of techniques to stimulate their thinking and to help them clarify relationships or comprehend the broader significance of a topic and arrive at a thesis statement. For more ideas on how to get started, see our handout on brainstorming .

How do I know if my thesis is strong?

If there’s time, run it by your instructor or make an appointment at the Writing Center to get some feedback. Even if you do not have time to get advice elsewhere, you can do some thesis evaluation of your own. When reviewing your first draft and its working thesis, ask yourself the following :

• Do I answer the question? Re-reading the question prompt after constructing a working thesis can help you fix an argument that misses the focus of the question. If the prompt isn’t phrased as a question, try to rephrase it. For example, “Discuss the effect of X on Y” can be rephrased as “What is the effect of X on Y?”
• Have I taken a position that others might challenge or oppose? If your thesis simply states facts that no one would, or even could, disagree with, it’s possible that you are simply providing a summary, rather than making an argument.
• Is my thesis statement specific enough? Thesis statements that are too vague often do not have a strong argument. If your thesis contains words like “good” or “successful,” see if you could be more specific: why is something “good”; what specifically makes something “successful”?
• Does my thesis pass the “So what?” test? If a reader’s first response is likely to  be “So what?” then you need to clarify, to forge a relationship, or to connect to a larger issue.
• Does my essay support my thesis specifically and without wandering? If your thesis and the body of your essay do not seem to go together, one of them has to change. It’s okay to change your working thesis to reflect things you have figured out in the course of writing your paper. Remember, always reassess and revise your writing as necessary.
• Does my thesis pass the “how and why?” test? If a reader’s first response is “how?” or “why?” your thesis may be too open-ended and lack guidance for the reader. See what you can add to give the reader a better take on your position right from the beginning.

Suppose you are taking a course on contemporary communication, and the instructor hands out the following essay assignment: “Discuss the impact of social media on public awareness.” Looking back at your notes, you might start with this working thesis:

Social media impacts public awareness in both positive and negative ways.

You can use the questions above to help you revise this general statement into a stronger thesis.

• Do I answer the question? You can analyze this if you rephrase “discuss the impact” as “what is the impact?” This way, you can see that you’ve answered the question only very generally with the vague “positive and negative ways.”
• Have I taken a position that others might challenge or oppose? Not likely. Only people who maintain that social media has a solely positive or solely negative impact could disagree.
• Is my thesis statement specific enough? No. What are the positive effects? What are the negative effects?
• Does my thesis pass the “how and why?” test? No. Why are they positive? How are they positive? What are their causes? Why are they negative? How are they negative? What are their causes?
• Does my thesis pass the “So what?” test? No. Why should anyone care about the positive and/or negative impact of social media?

After thinking about your answers to these questions, you decide to focus on the one impact you feel strongly about and have strong evidence for:

Because not every voice on social media is reliable, people have become much more critical consumers of information, and thus, more informed voters.

This version is a much stronger thesis! It answers the question, takes a specific position that others can challenge, and it gives a sense of why it matters.

Let’s try another. Suppose your literature professor hands out the following assignment in a class on the American novel: Write an analysis of some aspect of Mark Twain’s novel Huckleberry Finn. “This will be easy,” you think. “I loved Huckleberry Finn!” You grab a pad of paper and write:

Mark Twain’s Huckleberry Finn is a great American novel.

You begin to analyze your thesis:

• Do I answer the question? No. The prompt asks you to analyze some aspect of the novel. Your working thesis is a statement of general appreciation for the entire novel.

Think about aspects of the novel that are important to its structure or meaning—for example, the role of storytelling, the contrasting scenes between the shore and the river, or the relationships between adults and children. Now you write:

In Huckleberry Finn, Mark Twain develops a contrast between life on the river and life on the shore.

• Do I answer the question? Yes!
• Have I taken a position that others might challenge or oppose? Not really. This contrast is well-known and accepted.
• Is my thesis statement specific enough? It’s getting there–you have highlighted an important aspect of the novel for investigation. However, it’s still not clear what your analysis will reveal.
• Does my thesis pass the “how and why?” test? Not yet. Compare scenes from the book and see what you discover. Free write, make lists, jot down Huck’s actions and reactions and anything else that seems interesting.
• Does my thesis pass the “So what?” test? What’s the point of this contrast? What does it signify?”

After examining the evidence and considering your own insights, you write:

Through its contrasting river and shore scenes, Twain’s Huckleberry Finn suggests that to find the true expression of American democratic ideals, one must leave “civilized” society and go back to nature.

This final thesis statement presents an interpretation of a literary work based on an analysis of its content. Of course, for the essay itself to be successful, you must now present evidence from the novel that will convince the reader of your interpretation.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Anson, Chris M., and Robert A. Schwegler. 2010. The Longman Handbook for Writers and Readers , 6th ed. New York: Longman.

Lunsford, Andrea A. 2015. The St. Martin’s Handbook , 8th ed. Boston: Bedford/St Martin’s.

Ramage, John D., John C. Bean, and June Johnson. 2018. The Allyn & Bacon Guide to Writing , 8th ed. New York: Pearson.

Ruszkiewicz, John J., Christy Friend, Daniel Seward, and Maxine Hairston. 2010. The Scott, Foresman Handbook for Writers , 9th ed. Boston: Pearson Education.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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While Sandel argues that pursuing perfection through genetic engineering would decrease our sense of humility, he claims that the sense of solidarity we would lose is also important.

This thesis summarizes several points in Sandel’s argument, but it does not make a claim about how we should understand his argument. A reader who read Sandel’s argument would not also need to read an essay based on this descriptive thesis.  

Broad thesis (arguable, but difficult to support with evidence) 

Michael Sandel’s arguments about genetic engineering do not take into consideration all the relevant issues.

This is an arguable claim because it would be possible to argue against it by saying that Michael Sandel’s arguments do take all of the relevant issues into consideration. But the claim is too broad. Because the thesis does not specify which “issues” it is focused on—or why it matters if they are considered—readers won’t know what the rest of the essay will argue, and the writer won’t know what to focus on. If there is a particular issue that Sandel does not address, then a more specific version of the thesis would include that issue—hand an explanation of why it is important.  

Arguable thesis with analytical claim 

While Sandel argues persuasively that our instinct to “remake” (54) ourselves into something ever more perfect is a problem, his belief that we can always draw a line between what is medically necessary and what makes us simply “better than well” (51) is less convincing.

This is an arguable analytical claim. To argue for this claim, the essay writer will need to show how evidence from the article itself points to this interpretation. It’s also a reasonable scope for a thesis because it can be supported with evidence available in the text and is neither too broad nor too narrow.  

Arguable thesis with normative claim 

Given Sandel’s argument against genetic enhancement, we should not allow parents to decide on using Human Growth Hormone for their children.

This thesis tells us what we should do about a particular issue discussed in Sandel’s article, but it does not tell us how we should understand Sandel’s argument.  

Questions to ask about your thesis 

• Is the thesis truly arguable? Does it speak to a genuine dilemma in the source, or would most readers automatically agree with it?  
• Is the thesis too obvious? Again, would most or all readers agree with it without needing to see your argument?  
• Is the thesis complex enough to require a whole essay's worth of argument?  
• Is the thesis supportable with evidence from the text rather than with generalizations or outside research?  
• Would anyone want to read a paper in which this thesis was developed? That is, can you explain what this paper is adding to our understanding of a problem, question, or topic?
• picture_as_pdf Thesis

A Small Guide to Writing Your Thesis

Kevin Elphinstone

This is not intended to be a definitive guide to scientific authorship. There are many other guides available that are more comprehensive, both on the internet and in print. I suggest you refer to one or more of them before beginning to author a thesis.

This guide was motivated by reading many draft theses and the observation that most first-time thesis writers make very similar mistakes.  One  goal of this guide is mostly self-serving, it 's to avoid me spending my entire life repeating the same advice to every student whose draft thesis I receive. However, following this guide has advantages for both me and the thesis writer. It will allow me to spend my time concentrating on providing clear technical feedback, and not sounding like a tedious tape recording that is played independently of the submitted document. Heeding the advice contained herein is likely to produce a better thesis than simply taking a hit and miss approach. 

Prerequisites

Before submitting a draft to me, I expect the following work to be done.

• The thesis has a title and an author. You have seen my office,  your thesis will be placed in it at some point. You increase the odds dramatically of your thesis being found again if it is not an anonymous, untitled, pile of paper amongst all the other paper.
• The thesis has page numbers. Have you ever tried to piece together a 50+ page document without page numbers? I don't plan to!
• There are section headings and a table of contents. Like a long journey, a large document needs navigation aids to help steer the intrepid reader along the way. Don't risk me getting lost trying to find something.
• There is a bibliography with citations that are correct where cited . Have you ever tried checking the reference [?] ?

And most importantly

• The thesis has been spell checked, and proofread for clarity and grammatical correctness.

If you are too lazy to go to the trouble to provide me with a coherent document mostly free of inconsequential distractions (simple typos, etc.), then I will not read it.

The Thesis Itself

Simplistically, a thesis is a proposition advanced or position taken, that is then substantiated by argument or experiment.  A dissertation, the document that embodies the proposed thesis and substantiation, is also termed thesis. However,  thesis is not a fancy name for a report, or pile of paper. A thesis is expected to contain exactly that described above, a proposed position or solution, and a methodical substantiation. Avoid the common mistake of writing a chronological report of all the work you did. This is a good way to waste my time, and miss your chance to get feedback on the real thesis.

You should also note that a thesis is not a collection of ideas. A thesis has a single theme that is obvious from the start to the end of the document . If there is no obvious theme, you should seriously ask yourself why? Potential answers include a simple lack of coherent structure (the thesis is in there, but your hiding it), attempting more than one thesis (avoid tackling too many problems in too little detail), and having no clear thesis at all. Avoid the "build and experiment without clear reason" approach to research, you should identify the thesis prior to starting, not after supposedly finishing.

Contents    

Theses usually have an expected format. You should not stick rigidly to a standard format (show initiative and creativity), however you also should not deviate significantly from it. The more you deviate, the more you will have to lead the reader through your thesis. Don't risk losing the reader by trying to be "clever".

The standard thesis looks something like

Introduction

• Background & Related Work

Proposed Solution

Experimental results.

Now looking at each section in detail

A reader of the introduction should be able to answer the following questions, although not in any depth.

• What is the thesis about?
• Why is it relevant or important?
• What are the issues or problems?
• What is the proposed solution or approach?
• What can one expect in the rest of the thesis?

State what the thesis is about early. Don't keep the reader guessing until the end of the introduction, or worse, the end of the thesis (don't laugh, I have read draft theses that left me wondering after reading the entire document). You should provide a brief and gentle overview of the thesis topic (or problem) to give the reader enough context  to understand the rest of the introduction. Don't overwhelm the reader with detail at the start. You will provide the details later elsewhere in the thesis. Target the level of writing at one of your peers, but not necessarily somebody working in the same area.

State why the topic is important. Address the "so what?" criteria. Why are you working on the topic? Why should somebody else be interested? Your motivation should be obvious after the introduction, but not necessarily provably so at this point.

State what the major issues are in solving your problem. Coherently overview the issues in enough detail to be able to understand they exist, but don't go into details yet or attempt to prove they exist. The overview should be in just enough depth to understand why you might propose the your particular solution or approach you are taking.

Describe your proposed solution or position your taking. Again, you should not go into minute details, nor should you attempt to prove your solution at this point; the remainder of the thesis will describe and substantiate your solution in detail, that what a thesis is :-)

At this point the reader will know what your working on, why, what are the major issues, and what your proposed solution is, but usually only if he takes your word for it. You should outline what the reader should expect in the rest of the thesis. This is not just the table of contents in sentence form, it is an overview of the remainder of the thesis so the reader knows what to expect.

Related Work and Background

The related work section (sometimes called literature review ) is just that, a review of work related to the problem you are attempting to solve. It should identify and evaluate past approaches to the problem. It should also identify similar solutions to yours that have been applied to other problems not necessarily directly related to the one your solving. Reviewing the successes or limitations of your proposed solution in other contexts provides important understanding that should result in avoiding past mistakes, taking advantage of previous successes, and most importantly, potentially improving your solution or the technique in general when applied in your context and others.  In addition to the obvious purpose indicated, the related work section also can serve to:

• justify that the problem exists by example and argument,
• motivate interest in your work by demonstrating relevance and importance,
• identify the important issues,
• and provide background to your solution.

Any remaining doubts over the existence, justification, motivation, or relevance of your thesis topic or problem at the end of the introduction should be gone by the end of related work section.

Note that a literature review is just that, a review. It is not a list of papers and a description of their contents! A literature review should critique, categorize, evaluate, and summarize work related to your thesis. Related work is also not a brain dump of everything you know in the field. You are not writing a textbook; only include information directly related to your topic, problem, or solution.

At this point the reader will have enough background (from the related work and introduction) to begin a detailed problem analysis and solution proposal. You should clearly identify in detail what the problem is, what you believe are the important issues, describe your proposed solution to the problem, and demonstrate why you believe your particular proposal is worth exploring. Note you might have one or more variants that are worth exploring. This is okay assuming you have time to explore them as they can be compared experimentally if you cannot clearly justify the preference for a particular varient.

You must also clearly identify what the outstanding issues are with your solution. These are the issues that must be resolved by experiment. If you don't need to experiment, you must have proved your solution correct. This situation occurs in mathematics, but it is rare in operating systems. 

The reader now knows your proposed solution(s), understands the problem in detail, and knows what are the outstanding issues. You can now introduce the experiments you used to resolve the outstanding issues in your solution. You must describe how these experiments resolve the outstanding issues. Experiments without clear motivation why they were conducted are a waste of paper, give me an interesting novel to read if you really feel compelled to give me dead trees.

Describe the experimental set up in such a way that somebody could reproduce your results. This should be aimed at the level of somebody externally tackling the same problem, using your solution, and wanting to verify your results. This should not be targeted at the level of somebody within the local group, using your code, on our machines. Details such as  "do blah on machine X to get machine Y to perform monitor" should not be in a thesis. Such information is useful, but make it available outside your thesis.

Present the results in a comprehendible manner. Describe them in words. Don't simply include ten pages of tables and graphs. Again, buy me a book instead. Make sure that the tables and graphs have clear labels, scales, keys, and captions.   

This section takes the outstanding issues you previously identified, the experimental results, and analyzes them. Did the experimental results substantiate your solution, and how do they substantiate your solution. Where the results what you expected? Did the experiments create new issues? If so, identify them.

By the end of this section the reader should know how your proposed solution worked out. The reader should know what issues were resolve, what the resolution was, and what issues remain. 

Recap on your thesis. It has been a long journey if the reader has made it this far. Remind the reader what the big picture was. Briefly outline your thesis, motivation, problem, and proposed solution.

Now the most important part, draw conclusions based on your analysis. Did your proposed solution work? What are the strong points? What are the limitations?

Significant issues identified in the thesis, or still outstanding after the thesis, should be describe as future work.

After Completing the Draft

It is normal for most thesis authors to get lost in the details while writing such a large and detailed work. I highly recommend forgetting your thesis for at least a day or so (a week is recommended). Take a break, play sport, learn to parachute, read a book, just do something that distracts you completely from the job at hand. After taking a break, read the thesis from front to back in one attempt. Use a pen and critically review your own work, but don't distract yourself from reading by immediately fixing the thesis when you find problems. Ask yourself does the thesis convey the big picture, are the details comprehensible, are there holes in your arguments, is there irrelevant stuff in there, is there relevant stuff missing? You will be surprised what you find the first time you read from front to back after taking a break from the thesis.

At this point you should have a coherent document that you can be proud of, and I am now quite happy to proofread your thesis :-)

Second Opinions

I recommend getting a second opinion when dealing with any doctors :-)

Here are some links you may find useful in no particular order.

Student Academic Success Center

Related work / literature review / research review, download pdf handout:   literature reviews, watch video:   literature reviews.

A  literature review, research review,  or  related work   section compares, contrasts, synthesizes, and provides introspection about the available knowledge for a given topic or field. The two terms are sometimes used interchangeably (as they are here), but while both can refer to a section of a longer work, “literature review” can also describe a stand-alone paper.

When you start writing a literature review, the most straightforward course may be to compile all relevant sources and compare them, perhaps evaluating their strengths and weaknesses. While this is a good place to start, your literature review is incomplete unless it creates something new through these comparisons. Luckily, our resources can help you do this!

With these resources, you’ll learn:

• How to write a literature review that  contributes  rather than  summarizes
• Common mistakes to avoid
• Useful phrases to show agreement and disagreement between sources

Need one-on-one help with your literature review or research article? Schedule an appointment with one of our consultants now!

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Writing the "Related Work" Section of a Paper/thesis

By: Chamin Morikawa ( https://www.linkedin.com/pulse/writing-related-work-section-paperthesis-chamin-morikawa/ )

For most students, writing about what they did on their own is not hard. But writing about others' work - which is what you have to do in the "State of the Art" or "Related Work" section - is quite hard for them. Here are a few guidelines to make this task a bit easier.

Let's lay down our assumptions before continuing. I assume that you want to write a "Related Work" section for a research paper or a thesis that describes your approach to solve some problem. Let's also assume that there are other publications that attempt to solve the same problem, but the solutions in them are not perfect. Finally, let's assume that your approach has some difference when compared to those by others, and some improvement (faster, more accurate, easier to afford, etc.).

The question is, how do you come up with a good Related Work section for this publication?

The Reasons

Let's start by looking at the reasons for having this section in a paper or a thesis. While most of you already know them, a reminder can help us to compose it properly.

The primary reason for detailing the state of the art is to highlight that somebody else had not already tried what you did, when you started your research. In order to do this convincingly, you will have to have done a good survey of related research, make a good summary of them if there is a lot of work, and identify the need for improvement. Doing this allows you to demonstrate the motivation for your approach to solve the given problem, and also point out the difference between your approach and the others.

There are a few secondary reasons for writing this section. If you are writing a Master's or PhD thesis, this section serves as evidence of your research skills. Including a good description of the state of the art in a research paper will allow readers who are not very familiar with your topic to learn more about it (if you want your paper to be recommended by professors to their students, this will definitely help). A third reason, one that many researchers won't mention directly, is to have a place for "citations". Citations in other publications is the most important metric for assessing the value of a research publication. A description on others' research can help sustain this metric, and also give an opportunity to make favors (not that I recommend it, but many researchers are guilty of mutual citations and citation loops that boost their records).

One thing to keep in mind when writing the "Related work" section is that it should be shaped "like a funnel". To be more specific, the content should be broad at the start, and focused at the end.

Start with a very brief introduction of the basic research area that your work belongs to. For example, if your paper is about automatic age estimation using digital photos of faces, you can start by mentioning Automated Face Image Analysis as the basic area. You don't have to get down to Computer Vision; Automated Face Image Analysis is already a large research area. Selecting a couple of survey papers to show the advances of this area should be sufficient.

Now it is time to mention other papers that try to solve the same problem as the one that your paper does. You can organize them by idea, into paragraphs, so that the reader won't feel lost among a mix of research works. It is fine to mention the accuracies, and it is essential to mention the state-of-the art if there is a clear evaluation metric to identify it.

Now you are coming to the end of this section. If you are writing a thesis, or a survey paper, this is a good place to summarize the approaches with their performances, advantages and disadvantages, on a table.Otherwise, you can write a paragraph that summarize same content. In either case, the ending paragraph should be a pointer to you work; you point out the limitations in the existing approaches and then state that you are going to try approach X that is different from what has been tried before.

If you are writing a short paper or a demo, you can actually avoid having a specific section detailing related research. The primary reason for this is that the page count for such papers is smaller. In such a case, you can extend the introduction of the paper mentioning work that is closest to your approach. If your solution to the given research problem is very different from others, you can keep the related work section short; but some reviewers might be unhappy with this.

Concluding remarks

I gave you some guidelines on writing a "Related Work" section, based on my experience as a student, researcher, reviewer, and a teacher. I hope you find them useful. Finally, an unofficial guideline; know the snakes in your jungle! I know of a few reviewers who used to reject papers that did not cite their work, even though their work was so old that they could be cited only in the first couple of paragraphs of the related work section. Your advisor usually knows the culprits for your field.

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Home > College of Social and Behavioral Sciences > Social Work > Social Work Theses

Social Work Theses, Projects, and Dissertations

Theses/projects/dissertations from 2024 2024.

WHAT IS THE READINESS OF SOCIAL WORK STUDENTS TO WORK WITH AUTISTIC INDIVIDUALS? , Ignacio Aguilar Pelaez

EXAMINING EXPERIENCES AMONG SOCIAL WORKERS WORKING WITH PARENTS WHO SUFFER FROM SUBSTANCE USE DISORDER , Alicia Alvarado and Eleno Zepeda

COVID-19, SOCIAL ISOLATION, AND MSW STUDENTS’ MENTAL HEALTH , Cassandra Barajas

Through the Lens of Families and Staff in Emergency Shelters , Elizabeth Barcenas

MACHISMO: THE IMPACT IT HAS ON HISPANIC MALE COLLEGE STUDENTS RECEIVING MENTAL HEALTH SERVICES , Sara Barillas and Alexander Aguirre

THE DISPROPORTIONATE IMPACTS OF CERTAIN FACTORS THAT DIFFERENTIATE THE AMOUNT OF MENTAL HEALTH REFERRALS OF SCHOOL A COMPARED TO SCHOOL B , Jesus Barrientos

Correlation of Adverse Childhood Experiences and Somatic Symptoms in Adolescents , Shannon Beaumont

Caregivers of Dialysis Patients , Alyssa Bousquet and Amelia Murillo

Self-Care Habits and Burnout Among County Social Workers on the Central Coast of California , Jaclyn Boyd and Denise Ojeda

GENDER DYSPHORIA IN ADOLESCENCE AND THE MODELS OF CARE: A SYSTEMATIC LITERATURE REVIEW , Arnold Briseno

THE EFFECTS OF PARENTING STYLES ON COMMUNICATION AMONG ASIAN AMERICAN YOUNG ADULTS , Abigail Camarce

BARRIERS TO AND FACILITATORS OF CARE: EXPLORING HOW LOW-INCOME WOMEN ACCESS REPRODUCTIVE HEALTHCARE IN A RURAL COMMUNITY , Sydney Taylor Casey

CLIENT PERPETRATED VIOLENCE AND SAFETY CULTURE IN CHILD WELFARE: A SYSTEMATIC LITERATURE REVIEW , Amber Castro

ACCESSIBILITY OF SERVICES FOR TRANSGENDER ADOLESCENTS FROM A CHILD WELFARE PERSPECTIVE , Eduardo Cedeno

WHAT ARE THE BARRIERS TO SEEKING PSYCHOTHERAPY SERVICES ACROSS DIFFERENT RACIAL AND ETHNIC GROUPS? , Deysee Chavez and Elisa Rodarte

Homelessness In The Coachella Valley , Katrina Clarke

Challenges Veterans Encounter Receiving or Seeking Mental Health Services , Denise D. Contreras and Andrea Ramirez

EXAMINING THE EFFECTIVENESS OF PSYCHOSOCIAL INTERVENTIONS FOR OPIOID USE DISORDER: A SYSTEMATIC REVIEW , Elizabeth Ashley Contreras

IS A SOCIAL SUPPORT BASED MODEL BETTER FOR TREATING ALCOHOLISM? A SYSTEMATIC REVIEW , Jordan Anthony Contreras

SOCIAL WORKERS’ PREPAREDNESS FOR PRACTICE WITH PATIENTS EXPERIENCING PSYCHOTIC DISORDERS , Paula Crespin

INVESTIGATING THE LEVEL OF EVIDENCE OF ADVERSE CHILDHOOD EXPERIENCES AND PARENTING PRACTICES: A SYSTEMATIC REVIEW , Eloisa Deshazer

MENTAL HELP-SEEKING: BARRIERS AMONG AFRICAN AMERICANS: THE ROLE OF TECHNOLOGY IN ADDRESSING THOSE BARRIERS , Charneka Edwards

Treatment not Punishment: Youth Experiences of Psychiatric Hospitalizations , Maira Ferrer-Cabrera

THE BARRIERS TO NATURAL OUTDOOR SPACES: PERSPECTIVES FROM PEOPLE WITH MOBILITY DISABILITIES , Sierra Fields and Kailah Prince

IMPLEMENTATION OF MENTAL HEALTH SERVICES AND CURRICULUM FOR ELEMENTARY-AGED CHILDREN , Indra Flores Silva and Jason Kwan

POOR ACADEMICS FROM COLLEGE STUDENTS GRIEVING THROUGH COVID 19 , Sarah Frost

COMPASSION FATIGUE IN SHORT TERM RESIDENTIAL THERAPEUTIC PROGRAM SETTINGS , Sandra Gallegos

A SYSTEMATIC REVIEW ON THE EFFECTIVENESS OF THE GUN VIOLENCE RESTRAINING ORDER , Bonnie Galloway and Yasmeen Gonzalez-Ayala

STRESS AND HELP-SEEKING IN FARMWORKERS IN THE COACHELLA VALLEY , Alexis Garcia and Daniela Mejia

THE EFFECTIVNESS OF FEDERAL PELL GRANT PROGRAM , Maria Delcarmen Garcia Arias and Ashley Hernandez

PARENT INVOLVEMENT AND EDUCATIONAL OUTCOMES AMONG LATINO FAMILIES , Diana Garcia and Gabriela Munoz

IMPACT OF SCHOOL-BASED MENTAL HEALTH SERVICES ON STUDENT ATTENDANCE AT A SOUTHERN CALIFORNIA SCHOOL DISTRICT , Johanna Garcia-Fernandez and Morgan Stokes

BARRIERS TO GENDER-AFFIRMING CARE , Gloria Garcia

THE CONTRIBUTING FACTORS OF PLACEMENT INSTABILITY FOR PREGNANT FOSTER YOUTH , Amanda Garza and Shayneskgua Colen

PROGRESSION OF BLACK WOMEN IN TENURE RANKED POSITIONS , Unique Givens

Child Maltreatment Primary Prevention Methods in the U.S.: A Systematic Review of Recent Studies , Maria Godoy-Murillo

Assessing and Meeting the Needs of Homeless Populations , Mitchell Greenwald

Parity In Higher Education In Prison Programs: Does It Exist? , Michael Lee Griggs and Vianey Luna

SURROGACY AND IT'S EFFECTS ON THE MENTAL HEALTH OF THE GESTATIONAL CARRIER , DayJahne Haywood

SUBSTANCE USE TREATMENT WITHIN THE US PRISON SYSTEM , Timothy Hicks

LGBTQ+ College Students Hopeful Future Expectations , Savannah Hull

EFFECTS OF VOLUNTARY REMOVAL ON AN IMMIGRANT FAMILY , Miriam Jimenez

THE MOTIVATING FACTORS AFFECTING THE CONTINUANCE AND COMPLETION OF SUBSTANCE USE TREATMENT FOR MOTHERS , Jacquetta Johnson

FACTORS AFFECTING THE ENROLLMENT AND GRADUATION RATES AMONGST AFRICAN AMERICAN MALES IN THE UNITED STATES , Tracie Johnson

SUPPORTING FORMERLY INCARCERATED INDIVIDUALS IN HIGHER EDUCATION: A QUANTITATIVE STUDY , Lisa Marie Jones-Wiertz

PROTESTANT CHURCH WORKERS' KNOWLEDGE OF CHILD ABUSE REPORTING AND REPORTING BEHAVIOR , Rachel Juedes

Social Media Told Me I Have A Mental Illness , Kathleen Knarreborg

THE RELATIONSHIP BETWEEN ROLE MODELS, SOCIOECONOMIC MOBILITY BELIEFS, AND ACADEMIC OUTCOMES , Christian Koeu and Marisol Espinoza Garcia

CULTURAL AND STRUCTURAL BARRIERS OF UTILIZING MENTAL HEALTH SERVICES IN A SCHOOL-BASED SETTING FOR LATINX POPULATIONS , Silvia Lozano and Bridgette Guadalupe Calderon

EDUCATIONAL OUTCOMES FOR YOUTH THAT PARTICIPATED IN EXTENDED FOSTER CARE: A SYSTEMATIC REVIEW , Kassandra Mayorga and Roxana Sanchez

NON-BINARY IDENTITY WITHIN COMPETENCY TRAINING FOR MENTAL/BEHAVIORAL HEALTH PROVIDERS: A SYSTEMATIC REVIEW , Alexis McIntyre

Childhood Neglect and Incarceration as a Adult , Marissa Mejia and Diana Gallegos

IMPACT OF RESOURCE SCARCITY ON UNDOCUMENTED STUDENTS IN HIGHER EDUCATION , Sebastian Melendez Lopez

STUDY EXPLORING FEELINGS OF SELF-BLAME AND SHAME AMONG INDIVIDUALS RAISED BY SEVERELY MENTALLY ILL CAREGIVERS , Joanie Minion

THE OBSTACLES FACING HOMELESS VETERANS WITH MENTAL ILLNESS WHEN OBTAINING HOUSING , Melissa Miro

STUDENTS OF HIGHER EDUCATION RECEIVING SUPPLEMENTAL NUTRITION ASSISTANCE PROGRAM AND ITS IMPACT ON MENTAL HEALTH , Cristina Palacios Mosqueda

COMMERCIALLY SEXUALLY EXPLOITED CHILDREN TARGETED WITHIN SOCIAL SERVICES , Britny Ragland

ART THERAPY FOR BEREAVED SIBLINGS AFTER PEDIATRIC CANCER DEATH , Daniela Ramirez-Ibarra

HOW DID THE COVID-19 PANDEMIC IMPACT EXTENDED FOSTER CARE SOCIAL WORKERS WHILE PROVIDING SOCIAL SERVICES , Omar Ramirez and Victoria Lopez

A COMPARATIVE ANALYSIS OF BODY MODIFICATION BIASES IN THE MENTAL HEALTH FIELD , Lonese Ramsey

Bridging Training Gaps: Assessing Knowledge and Confidence of Mental Health Interns in Opioid Misuse Intervention for School-Aged Children and Adolescents , Carolina Rodriguez and Gabriela Guadalupe Gonzalez

PERCEPTIONS OF YOUTH ATHLETE SAFETY PARENTS VS DIRECTORS , Nicole Anais Rodriguez

SPIRITUALITY AND RECOVERY FROM ADDICTION: EXPERIENCES OF NARCOTICS ANONYMOUS MEMBERS , Elizabeth Romberger

ADVERSE CHILDHOOD EXPERIENCES AND ALTRUISM: THE IMPACT ON SOCIAL WORK AS A CAREER CHOICE , Nancy Salas and Brittany Altuna

MAJOR FACTORS OF SUSTAINING RECOVERY AFTER RELAPSE FROM A SUBSTANCE USE DISORDER , Amanda Tei Sandhurst

UNDERSTANDING THE PERSPECTIVES AND ATTITUDES OF 12-STEP PARTICIPANTS TOWARDS MEDICATION-ASSISTED TREATMENT , Christopher Scott

THE UTILIZATION OF MUSIC AND AUTONOMOUS SENSORY MERIDIAN RESPONSE IN REDUCING STRESS , Robert Scott

THE AFTERMATH OF THE PANDEMIC’S EFFECT ON COLLEGE STUDENT DEPRESSION , Lorena Sedano

Exploring the Experiences of Minority Former Foster Youths During and Post Care: A Qualitative Study , Caithlyn Snow

Factors that Contribute to Disparities in Access to Mental Health Services within Hispanic Adults , Jasmine Soriano

THE CHALLENGES TO THE IMPLEMENTATION OF ADMINISTRATION FOR CHILDREN AND FAMILIES MEMORANDUM: FOSTER CARE AS A SUPPORT TO FAMILIES , Rebecca Joan Sullivan-Oppenheim

RESILIENCE IN FATHERHOOD: EXPLORING THE IMPACT OF ABSENT FATHERS ON BLACK AMERICAN MEN'S PARENTING NARRATIVES AND PRACTICES , Ericah Thomas

FACTORS THAT IMPACT FOSTER YOUTHS’ HIGH SCHOOL GRADUATION , Esther Thomas

EXAMINING A RELATIONSHIP BETWEEN SEXUAL SATISFACTION AND CHILD MALTREATMENT , Amanda Titone

THE PRESENT STRUGGLES OF IMMIGRANT FARMWORKERS IN CALIFORNIA , Leslie Torres and Angelica Huerta

PROGRAM EVALUATION OF SCHOOL-BASED MENTAL HEALTH COUNSELING SERVICES , Yvette Torres and Emily Ann Rodriguez

Stressors, Caffeine Consumption, and Mental Health Concerns among College Students , Stacey Trejo

MENTAL HEALTH TREATMENT HELP SEEKING ATTITUDES AND BEHAVIORS AMONG LATINX COMMUNITY , Nancy Vieyra

JUSTICE-INVOLVED STUDENTS: EFFECTS OF USING SUPPORT SERVICES TO OVERCOME BARRIERS , Gabby Walker and Sofia Alvarenga

MANDATED REPORTERS’ KNOWLEDGE AND REPORTING OF CHILD ABUSE , Alexis Reilly Warye

THE COMMUNITY RESILIENCY MODEL (CRM) APPLIED TO TEACHER’S WELL-BEING , John Waterson

Addressing Rural Mental Health Crises: An Alternative to Police , Faith Ann Weatheral-block

Theses/Projects/Dissertations from 2023 2023

PROLONGED EXPOSURE TO CONGREGATE CARE AND FOSTER YOUTH OUTCOMES , Tiffany Acklin

YOU CALL US TREATMENT RESISTANT: THE EFFECTS OF BIASES ON WOMEN WITH BORDERLINE PERSONALITY DISORDER , Cassidy Acosta

EXAMINING SOCIAL DETERMINANTS OF HEALTH OF FORMERLY INCARCERATED CALIFORNIA STUDENTS WHO GRADUATED FROM PROJECT REBOUND , Ashley C. Adams

ALTERNATIVE APPROACHES TO POLICE INTERVENTIONS WHEN RESPONDING TO MENTAL HEALTH CRISES INCIDENTS , Karen Rivera Apolinar

Understanding Ethical Dilemmas in Social Work Practice , Arielle Arambula

IS THERE A RELATIONSHIP BETWEEN PROFESSORIAL-STUDENT RACIAL MATCH AND ACADEMIC SATISFACTION OF AFRICAN AMERICAN SOCIAL WORK STUDENTS , Ashlei Armstead

NON-SPANISH SPEAKING LATINOS' EXPERIENCES OF INTRAGROUP MARGINALIZATION AND THE IMPLICATIONS FOR ETHNIC IDENTITY , Marissa Ayala

SERVICES AVAILABLE IN THE MIXTEC COMMUNITY AND THE BARRIERS TO THOSE SERVICES , Currie Bailey Carmon

IMPACT OF OUTDOOR ADVENTURE ON THE SELF-ESTEEM, SELF-CONFIDENCE, AND COMFORT LEVEL OF BLACK AND BROWN GIRLS , Nathan Benham

THE ROLE UNDOCUMENTED STUDENT RESOURCE CENTERS PLAY IN SUPPORTING UNDOCUMENTED STUDENTS IN HIGHER EDUCATION , Cynthia Boyzo

Program Evaluation of Teen Parent Support Group , Brianne Yvonne Irene Brophy

THE IMPACT THE JOB STRESS OF A CHILD WELFARE SOCIAL WORKER HAS ON THE QUALITY OF THEIR RELATIONSHIP WITH THEIR INTIMATE PARTNER , Nadine Cazares

Adverse Effects for Siblings Who Witness Child Abuse , Leslie Chaires

ASIAN DISCRIMINATION: IN THE FIELD OF SOCIAL WORK , Sunghay Cho

PERCEIVED FINANCIAL STRAIN AND ITS EFFECTS ON COLLEGE STUDENTS’ WELFARE , Monica Contreras and Clarissa Adrianna Martinez

The Media and Eating Disorders , Diane Corey

INCREASING TEACHER AWARENESS OF MENTAL HEALTH IN CHILDREN , Sarah Alexis Cortes

The Investigation of Knowledge and Practice of Child Welfare Workers Providing Case Management to Children with Disabilities , Giselle Cruz

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Two receive TS Piper Award for outstanding PhD thesis

Two PhD graduates in the Department of Chemistry were awarded the 2024 Theron Standish Piper Award for outstanding thesis work in inorganic chemistry.

Chi-Herng "Daniel" Hu, advised by Prof. Liviu Mirica, and Joe Lastowski, advised by Prof. Greg Girolami, presented their individual thesis work during a special lecture in May and both received their 2024 TS Piper awards.

More about Daniel Hu

More about joe lastowski, related people.

• Awards and Honors
• Inorganic Chemistry

More Department News

• Two receive TS Piper Award for outstanding PhD thesis Two PhD graduates in the Department of Chemistry — Chi-Herng "Daniel" Hu and Joe Lastowski — were awarded the 2024 Theron Standish Piper Award for outstanding thesis work in inorganic chemistry. Read full story
• Frank Alcorn receives 2023 Klemperer Award for Outstanding Dissertation Alcorn is now a postdoctoral researcher in the Materials Physics Division of Sandia National Labs and recently returned to the Illinois campus to receive the Klemperer Award and present his dissertation research. Read full story
• Chemistry labs divert more than one ton of PPE from waste stream Through the Kimberly-Clark Right Cycle Program, teaching labs and some research labs in the Department of Chemistry diverted 1.03 tons or 2,278 pounds of PPE waste in 2023, earning the department a 2024 Greenovation Award. Read full story

Zhanyi Chen | 2024 Schnitzer Award

Zhanyi Chen (SMACT ’24) is one of three winners of the 2024  Harold and Arlene Schnitzer Prize in the Visual Arts . Chen, and her fellow winners, work across several media to offer novel sensations and perspectives. Their broad range of subjects includes technology, light waves, geopolitics, and unrequited love.

All across the MIT campus, researchers in 30 departments and five schools regularly test the boundaries of knowledge. Research at MIT is often empirical—based on quantifiable data gleaned from controlled experiments and observations. But there is another genre of research at MIT, the genre of art, equally valuable and equally rigorous. Working in a variety of media and subject matter, artists at MIT conduct a more visceral form of inquiry that helps expand and redefine our perception of the world and our relation to it.

Zhanyi Chen: Satellite of Love

Most artists use objects to tell stories and generate emotion. But few artists employ those objects the way Zhanyi Chen does. “I am interested in using technologies not in the ways they are intended to be used, but as conduits for expression,” says Chen, who will receive a master’s in MIT’s  Art, Culture, and Technology (ACT) program  this spring. “When we use those objects in this way we can see the beauty of human emotions in them.”

The objects that Chen “misuses” in her current portfolio are satellites. And the story she tells is about her—and our—relationship with the sky above. In “Artificial Satellite Astrology,” Chen draws an astrological chart with weather satellites substituting for planets. “Since ancient times, humans have used astrology to interact with planets in a beautiful way,” Chen explains. “Perhaps we can do the same thing with satellites, to follow their positions, and not just the information they transmit.”

Satellites, the sky, and the connections we draw with them drive much of Chen’s artistic inquiry. “Tele-Sky Unplugged” uses a mirror and lens to reflect images of the sky above onto an attached CRT monitor. The work is an analog version of artist Aldo Tambellini’s 1981 “Tele-Sky,” which transmitted sky images between different countries using satellite technology. In “The Female Painter Who Fell in Love with Clouds Turned into a Cloud,” a mixed media installation, Chen tells the story of a female painter who falls in love with clouds and views a satellite as her primary rival.

Cloudbusting (Rain Poems)

Cloudbusting (Rain Poems) 2024 Materials: rain, water transfer printing paper (tattoo paper), paper, and ink

In Cloudbusting (Rain Poems) , the writings of Peter Reich memorializing his deceased father and their shared memories of cloudbusting (making rain) in his childhood were printed on water transfer paper and left outside to be affected by raindrops. The words that remained visible—selected by the raindrops in their pressure and rhythms—are perceived as the rain’s poetry and a means to connect.

This work explores how mourning persists in the natural and constructed environments around us, and how to perceive physically distant things. The rain’s traces become a dual medium: one that mediates between us and the clouds, and another that connects us to the people we lost (medium as a spiritualist who can communicate with the dead.) These traces suggest the desire to reconnect with our loved ones and how we might experience this desire in the environment through transference, dissociation, or interpretation, making elements in the environment conduits for connection. The asemic quality of the “poems” serves only to show us that the attempt to connect is futile; they reflect the absurdity and melancholy one might experience in trying, and the beauty in still trying despite the futility—a failure of language, an absence of meanings, and a longing for miracles.

Tele-Sky Unplugged

Tele-Sky Unplugged 2023 Materials: sky, CRT TV casing, mirror, camera lens, diffuser

Tele-Sky Unplugged  is a reinterpretation of Aldo Tambellini’s  Tele-Sky  (1981). The original piece showcased slow-scan transmissions of live sky images from three different countries, displayed on CRT TVs. In this recreation, the original telepresence art is presented in an unplugged form: a CRT TV is repurposed by replacing all its electronic components with a mirror and a lens. This allows its screen to reflect the immediate sky of the viewer’s environment, rather than electronically displaying distant skies via satellite transmissions, processed signals, and pixels.

The original  Tele-Sky  (1981) was a part of the Sky Art movement that peaked during the 1980s, centered at the Center for Advanced Visual Studies (CAVS) at MIT. The recreation extends the Sky Art artists’ exploration of the sky as a canvas to the sky itself as media—not just as a backdrop but as an integral part of our environmental and media landscape. It’s also a critique of the infrastructures silently integrating into our natural surroundings and the politics surrounding satellite technologies, as well as a dialogue between artists who lived under the Space Race and Cold War-era sky and the sky of today.

Artificial Satellite Astrology

Artificial Satellite Astrology 2023 Materials: paper, ink, artificial satellite positions, copper core in coaxial cables, tin

Artificial Satellite Astrology  appropriates elements of astrology to imagine alternative relationships between the land and outer space for users of artificial satellites. It now includes astrological horoscopes that are constructed by artificial satellites instead of planets, antennas designed to receive divinatory signals from these spacecraft, and a fictional tutorial YouTube channel on satellite astrology.

Astrology is a beautiful way to connect us with distant things.  Artificial Satellite Astrology  explores how a sense of connection can evoke care and attunement, prompt reflection on whether the connection is physical, psychological, or a blend of both, and the tendency to construct our own narratives as a means to cope and counter.

About the Schnitzer Prize

Established in 1996 through the generosity of Harold ’44 and Arlene Schnitzer of Portland Oregon, the Schnitzer Prize is presented to current MIT undergraduate and graduate students for excellence in a body of work in the visual arts. Students submit an artistic portfolio for consideration.

The whole star is a moving skin

Sky Art 24 – Symposium & Exhibition

Zhanyi Chen’s Artificial Satellite Astrology

Counteractions: An ACT Thesis Screening

Counteractions – An Exhibition of Work by ACT Students and Alumni

Zhanyi Chen

• University of Wisconsin-Madison

Spring 2024 Mechanical Engineering Design Showcase

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Forty-six project teams made up of 187 mechanical engineering senior level students presented their work at the spring 2024 design showcase event earlier this month!

“The Showcase displayed a diverse group of projects (from Industry, Community Service, Research, and Student Design Competitions) that represent the diverse interests of our student body and the discipline of mechanical engineering, which is what makes this event so engaging,” shared course instructor and Assistant Teaching Professor Michael Cheadle .

Over the ten years that Cheadle has been running the course, the ME senior design program has seen incredible growth. This spring showcase featured ME alumni Tim and Tom Smart debuting the inaugural Smart Brothers Design Awards!

Special thanks to the project judges Tim Smart, Tom Smart, Lennon Rodgers, Jesse Darley, Jay Bowe, Joey Andrews, and Xiaoping Qian for their time, expertise, and appreciation for the hard work of our students!

Recent senior design stories

Bucky’s Bionic Runners pass the baton

A look at aerospace engineering in senior design

Featured image: The crowded atrium at the May 2, 2024 showcase event.