thesis opportunities

The Thesis Process

The thesis is an opportunity to work independently on a research project of your own design and contribute to the scholarly literature in your field. You emerge from the thesis process with a solid understanding of how original research is executed and how to best communicate research results. Many students have gone on to publish their research in academic or professional journals.

To ensure affordability, the per-credit tuition rate for the 8-credit thesis is the same as our regular course tuition. There are no additional fees (regular per-credit graduate tuition x 8 credits).

Below are the steps that you need to follow to fulfill the thesis requirement. Please know that through each step, you will receive guidance and mentorship.

1. Determine Your Thesis Topic and Tentative Question

When you have completed between 24 and 32 credits, you work with your assigned research advisor to narrow down your academic interests to a relevant and manageable thesis topic. Log in to MyDCE , then ALB/ALM Community to schedule an appointment with your assigned research advisor via the Degree Candidate Portal.

Thesis Topic Selection

We’ve put together this guide  to help frame your thinking about thesis topic selection.

Every effort is made to support your research interests that are grounded in your ALM course work, but faculty guidance is not available for all possible projects. Therefore, revision or a change of thesis topic may be necessary.

• The point about topic selection is particularly pertinent to scientific research that is dependent upon laboratory space, project funding, and access to private databases. It is also critical for our candidates in ALM, liberal arts fields (English, government, history, international relations, psychology, etc.) who are required to have Harvard faculty direct their thesis projects. Review Harvard’s course catalog online ( my.harvard.edu ) to be sure that there are faculty teaching courses related to your thesis topic. If not, you’ll need to choose an alternative topic.
• Your topic choice must be a new area of research for you. Thesis work represents thoughtful engagement in new academic scholarship. You cannot re-purpose prior research. If you want to draw or expand upon your own previous scholarship for a small portion of your thesis, you need to obtain the explicit permission of your research advisor and cite the work in both the proposal and thesis. Violations of this policy will be referred to the Administrative Board.

2. Prepare Prework for the Crafting the Thesis Proposal (CTP) Course or Tutorial

The next step in the process is to prepare and submit Prework in order to gain registration approval for the Crafting the Thesis Proposal (CTP) tutorial or course. The Prework process ensures that you have done enough prior reading and thinking about your thesis topic to benefit from the CTP.

The CTP provides an essential onramp to the thesis, mapping critical issues of research design, such as scope, relevance to the field, prior scholarly debate, methodology, and perhaps, metrics for evaluating impact as well as bench-marking. The CTP identifies and works through potential hurdles to successful thesis completion, allowing the thesis project to get off to a good start.

In addition to preparing, submitting, and having your Prework approved, to be eligible for the CTP, you need to be in good standing, have completed a minimum of 32 degree-applicable credits, including the statistics/research methods requirement (if pertinent to your field). You also need to have completed Engaging in Scholarly Conversation (if pertinent to your field). If you were admitted after 9/1/2023 Engaging in Scholarly Conversation (A and B) is required, if admitted before 9/1/2023 this series is encouraged.

Advising Note for Biology, Biotechnology, and Bioengineering and Nanotechnology Candidates : Thesis projects in these fields are designed to support ongoing scientific research happening in Harvard University, other academic institutions, or life science industry labs and usually these are done under the direction of a principal investigator (PI). Hence, you need to have a thesis director approved by your research advisor  prior  to submitting CTP prework. Your CTP prework is then framed by the lab’s research. Schedule an appointment with your research advisor a few months in advance of the CTP prework deadlines in order to discuss potential research projects and thesis director assignment.

CTP Prework is sent to our central email box:  [email protected]  between the following firm deadlines:

• April 1 and June 1 for fall CTP
• September 1 and November 1 for spring CTP.  
• August 1 and October 1 for the three-week January session (ALM sustainability candidates only)
• International students who need a student visa to attend Harvard Summer School should submit their prework on January 1, so they can register for the CTP on March 1 and submit timely I-20 paperwork. See international students guidelines for more information.

Your research advisor will provide feedback on your prework submission to gain CTP registration approval.  If your prework is not approved after 3 submissions, your research advisor cannot approve your CTP registration.  If not approved, you’ll need to take additional time for further revisions, and submit new prework during the next CTP prework submission time period for the following term (if your five-year degree completion deadline allows).

3. Register and Successfully Complete the Crafting the Thesis Proposal Tutorial or Course

Once CTP prework is approved, you register for the Crafting the Thesis Proposal (CTP) course or tutorial as you would any other course. The goal of the CTP is to produce a complete, well-written draft of a proposal containing all of the sections required by your research advisor. Creating an academically strong thesis proposal sets the foundation for a high-quality thesis and helps garner the attention of a well-respected thesis director. The proposal is normally between 15 to 25 pages in length.

The CTP  tutorial  is not a course in the traditional sense. You work independently on your proposal with your research advisor by submitting multiple proposal drafts and scheduling individual appointments. You need to make self-directed progress on the proposal without special prompting from the research advisor. You receive a final grade of SAT or UNSAT (failing grade).

The CTP for sustainability is a three-week course in the traditional sense and you receive a letter grade, and it must be B- or higher to receive degree credit for the course.

You are expected to incorporate all of your research advisor’s feedback and be fully committed to producing an academically strong proposal leading to a thesis worthy of a Harvard degree. If you are unable to take advice from your research advisor, follow directions, or produce an acceptable proposal, you will not pass the CTP.

Successful CTP completion also includes a check on the proper use of sources according to our academic integrity guidelines. Violations of our academic integrity policy will be referred to the Administrative Board.

Maximum of two attempts . If you don’t pass that CTP, you’ll have — if your five-year, degree-completion date allows — just one more attempt to complete the CTP before being required to withdraw from the program. If you fail the CTP just once and have no more time to complete the degree, your candidacy will automatically expire. Please note that a WD grade counts as an attempt.

If by not passing the CTP you fall into poor academic standing, you will need to take additional degree-applicable courses to return to good standing before enrolling in the CTP for your second and final time, only if your five-year, degree-completion date allows. If you have no more time on your five-year clock, you will be required to withdraw.

Human Subjects

If your thesis, regardless of field, will involve the use of human subjects (e.g., interviews, surveys, observations), you will need to have your research vetted by the  Committee on the Use of Human Subjects  (CUHS) of Harvard University. Please review the IRB LIFECYCLE GUIDE located on the CUHS website. Your research advisor will help you prepare a draft copy of the project protocol form that you will need to send to CUHS. The vetting process needs to be started during the CTP tutorial, before a thesis director has been assigned.

4. Thesis Director Assignment and Thesis Registration

We expect you to be registered in thesis soon after CTP completion or within 3 months — no later. You cannot delay. It is critical that once a research project has been approved through the CTP process, the project must commence in a timely fashion to ensure the academic integrity of the thesis process.

Once you (1) successfully complete the CTP and (2) have your proposal officially approved by your research advisor (RA), you move to the thesis director assignment phase. Successful completion of the CTP is not the same as having an officially approved proposal. These are two distinct steps.

If you are a life science student (e.g., biology), your thesis director was identified prior to the CTP, and now you need the thesis director to approve the proposal.

The research advisor places you with a thesis director. Do not approach faculty to ask about directing your thesis.  You may suggest names of any potential thesis directors to your research advisor, who will contact them, if they are eligible/available to direct your thesis, after you have an approved thesis proposal.

When a thesis director has been identified or the thesis proposal has been fully vetted by the preassigned life science thesis director, you will receive a letter of authorization from the Assistant Dean of Academic Programs officially approving your thesis work and providing you with instructions on how to register for the eight-credit Master’s Thesis. The letter will also have a tentative graduation date as well as four mandatory thesis submission dates (see Thesis Timetable below).

Continuous Registration Tip: If you want to maintain continued registration from CTP to thesis, you should meet with your RA prior to prework to settle on a workable topic, submit well-documented prework, work diligently throughout the CTP to produce a high-quality proposal that is ready to be matched with a thesis director as soon as the CTP is complete.

Good academic standing. You must be good academic standing to register for the thesis. If not, you’ll need to complete additional courses to bring your GPA up to the 3.0 minimum prior to registration.

Thesis Timetable

The thesis is a 9 to 12 month project that begins after the Crafting the Thesis Proposal (CTP); when your research advisor has approved your proposal and identified a Thesis Director.

The date for the appointment of your Thesis Director determines the graduation cycle that will be automatically assigned to you:

Once registered in the thesis, we will do a 3-month check-in with you and your thesis director to ensure progress is being made. If your thesis director reports little to no progress, the Dean of Academic Programs reserves the right to issue a thesis not complete (TNC) grade (see Thesis Grading below).

As you can see above, you do not submit your thesis all at once at the end, but in four phases: (1) complete draft to TA, (2) final draft to RA for format review and academic integrity check, (3) format approved draft submitted to TA for grading, and (4) upload your 100% complete graded thesis to ETDs.

Due dates for all phases for your assigned graduation cycle cannot be missed.  You must submit materials by the date indicated by 5 PM EST (even if the date falls on a weekend). If you are late, you will not be able to graduate during your assigned cycle.

If you need additional time to complete your thesis after the date it is due to the Thesis Director (phase 1), you need to formally request an extension (which needs to be approved by your Director) by emailing that petition to:  [email protected] .  The maximum allotted time to write your thesis, including any granted extensions of time is 12 months.

Timing Tip: If you want to graduate in May, you should complete the CTP in the fall term two years prior or, if a sustainability student, in the January session one year prior. For example, to graduate in May 2025:

• Complete the CTP in fall 2023 (or in January 2024, if a sustainability student)
• Be assigned a thesis director (TD) in March/April 2024
• Begin the 9-12 month thesis project with TD
• Submit a complete draft of your thesis to your TD by February 1, 2025
• Follow through with all other submission deadlines (April 1, April 15 and May 1 — see table above)
• Graduate in May 2025

5. Conduct Thesis Research

When registered in the thesis, you work diligently and independently, following the advice of your thesis director, in a consistent, regular manner equivalent to full-time academic work to complete the research by your required timeline.

You are required to produce at least 50 pages of text (not including front matter and appendices). Chapter topics (e.g., introduction, background, methods, findings, conclusion) vary by field.

6. Format Review — Required of all Harvard Graduate Students and Part of Your Graduation Requirements

All ALM thesis projects must written in Microsoft Word and follow a specific Harvard University format. A properly formatted thesis is an explicit degree requirement; you cannot graduate without it.

Your research advisor will complete the format review prior to submitting your thesis to your director for final grading according to the Thesis Timetable (see above).

You must use our Microsoft Word ALM Thesis Template or Microsoft ALM Thesis Template Creative Writing (just for creative writing degree candidates). It has all the mandatory thesis formatting built in. Besides saving you a considerable amount of time as you write your thesis, the preprogrammed form ensures that your submitted thesis meets the mandatory style guidelines for margins, font, title page, table of contents, and chapter headings. If you use the template, format review should go smoothly, if not, a delayed graduation is highly likely.

Format review also includes a check on the proper use of sources according to our academic integrity guidelines. Violations of our academic integrity policy will be referred directly to the Administrative Board.

7. Mandatory Thesis Archiving — Required of all Harvard Graduate Students and Part of Your Graduation Requirements

Once your thesis is finalized, meaning that the required grade has been earned and all edits have been completed, you must upload your thesis to Harvard University’s electronic thesis and dissertation submission system (ETDs). Uploading your thesis ETDs is an explicit degree requirement; you cannot graduate without completing this step.

The thesis project will be sent to several downstream systems:

• Your work will be preserved using Harvard’s digital repository DASH (Digital Access to Scholarship at Harvard).
• Metadata about your work will be sent to HOLLIS (the Harvard Library catalog).
• Your work will be preserved in Harvard Library’s DRS2 (digital preservation repository).

By submitting work through ETDs @ Harvard you will be signing the Harvard Author Agreement. This license does not constrain your rights to publish your work subsequently. You retain all intellectual property rights.

For more information on Harvard’s open access initiatives, we recommend you view the Director of the Office of Scholarly Communication (OSC), Peter Suber’s brief introduction .

Thesis Grading

You need to earn a grade of B- or higher in the thesis. All standard course letter grades are available to your thesis director. If you fail to complete substantial work on the thesis, you will earn a grade of TNC (thesis not complete). If you have already earned two withdrawal grades, the TNC grade will count as a zero in your cumulative GPA.

If you earn a grade below B-, you will need to petition the Administrative Board for permission to attempt the thesis for a second and final time. The petition process is only available if you are in good academic standing and your five-year, degree-completion deadline allows for more time. Your candidacy will automatically expire if you do not successfully complete the thesis by your required deadline.

If approved for a second attempt, you may be required to develop a new proposal on a different topic by re-enrolling in the CTP and being assigned a different thesis director. Tuition for the second attempt is calculated at the current year’s rate.

If by not passing the thesis you fall into poor academic standing, you’ll need to take additional degree-applicable courses to return to good standing before re-engaging with the thesis process for the second and final time. This is only an option if your five-year, degree-completion deadline allows for more time.

The Board only reviews cases in which extenuating circumstances prevented the successful completion of the thesis.

Harvard Division of Continuing Education

The Division of Continuing Education (DCE) at Harvard University is dedicated to bringing rigorous academics and innovative teaching capabilities to those seeking to improve their lives through education. We make Harvard education accessible to lifelong learners from high school to retirement.

Think of yourself as a member of a jury, listening to a lawyer who is presenting an opening argument. You'll want to know very soon whether the lawyer believes the accused to be guilty or not guilty, and how the lawyer plans to convince you. Readers of academic essays are like jury members: before they have read too far, they want to know what the essay argues as well as how the writer plans to make the argument. After reading your thesis statement, the reader should think, "This essay is going to try to convince me of something. I'm not convinced yet, but I'm interested to see how I might be."

An effective thesis cannot be answered with a simple "yes" or "no." A thesis is not a topic; nor is it a fact; nor is it an opinion. "Reasons for the fall of communism" is a topic. "Communism collapsed in Eastern Europe" is a fact known by educated people. "The fall of communism is the best thing that ever happened in Europe" is an opinion. (Superlatives like "the best" almost always lead to trouble. It's impossible to weigh every "thing" that ever happened in Europe. And what about the fall of Hitler? Couldn't that be "the best thing"?)

A good thesis has two parts. It should tell what you plan to argue, and it should "telegraph" how you plan to argue—that is, what particular support for your claim is going where in your essay.

Steps in Constructing a Thesis

First, analyze your primary sources.  Look for tension, interest, ambiguity, controversy, and/or complication. Does the author contradict himself or herself? Is a point made and later reversed? What are the deeper implications of the author's argument? Figuring out the why to one or more of these questions, or to related questions, will put you on the path to developing a working thesis. (Without the why, you probably have only come up with an observation—that there are, for instance, many different metaphors in such-and-such a poem—which is not a thesis.)

Once you have a working thesis, write it down.  There is nothing as frustrating as hitting on a great idea for a thesis, then forgetting it when you lose concentration. And by writing down your thesis you will be forced to think of it clearly, logically, and concisely. You probably will not be able to write out a final-draft version of your thesis the first time you try, but you'll get yourself on the right track by writing down what you have.

Keep your thesis prominent in your introduction.  A good, standard place for your thesis statement is at the end of an introductory paragraph, especially in shorter (5-15 page) essays. Readers are used to finding theses there, so they automatically pay more attention when they read the last sentence of your introduction. Although this is not required in all academic essays, it is a good rule of thumb.

Anticipate the counterarguments.  Once you have a working thesis, you should think about what might be said against it. This will help you to refine your thesis, and it will also make you think of the arguments that you'll need to refute later on in your essay. (Every argument has a counterargument. If yours doesn't, then it's not an argument—it may be a fact, or an opinion, but it is not an argument.)

This statement is on its way to being a thesis. However, it is too easy to imagine possible counterarguments. For example, a political observer might believe that Dukakis lost because he suffered from a "soft-on-crime" image. If you complicate your thesis by anticipating the counterargument, you'll strengthen your argument, as shown in the sentence below.

Some Caveats and Some Examples

A thesis is never a question.  Readers of academic essays expect to have questions discussed, explored, or even answered. A question ("Why did communism collapse in Eastern Europe?") is not an argument, and without an argument, a thesis is dead in the water.

A thesis is never a list.  "For political, economic, social and cultural reasons, communism collapsed in Eastern Europe" does a good job of "telegraphing" the reader what to expect in the essay—a section about political reasons, a section about economic reasons, a section about social reasons, and a section about cultural reasons. However, political, economic, social and cultural reasons are pretty much the only possible reasons why communism could collapse. This sentence lacks tension and doesn't advance an argument. Everyone knows that politics, economics, and culture are important.

A thesis should never be vague, combative or confrontational.  An ineffective thesis would be, "Communism collapsed in Eastern Europe because communism is evil." This is hard to argue (evil from whose perspective? what does evil mean?) and it is likely to mark you as moralistic and judgmental rather than rational and thorough. It also may spark a defensive reaction from readers sympathetic to communism. If readers strongly disagree with you right off the bat, they may stop reading.

An effective thesis has a definable, arguable claim.  "While cultural forces contributed to the collapse of communism in Eastern Europe, the disintegration of economies played the key role in driving its decline" is an effective thesis sentence that "telegraphs," so that the reader expects the essay to have a section about cultural forces and another about the disintegration of economies. This thesis makes a definite, arguable claim: that the disintegration of economies played a more important role than cultural forces in defeating communism in Eastern Europe. The reader would react to this statement by thinking, "Perhaps what the author says is true, but I am not convinced. I want to read further to see how the author argues this claim."

A thesis should be as clear and specific as possible.  Avoid overused, general terms and abstractions. For example, "Communism collapsed in Eastern Europe because of the ruling elite's inability to address the economic concerns of the people" is more powerful than "Communism collapsed due to societal discontent."

Copyright 1999, Maxine Rodburg and The Tutors of the Writing Center at Harvard University

Department of Psychology

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Thesis Opportunities

Psychology thesis (psyc 4950).

As a psychology major, you may conduct a research project under the direction of a faculty member through a senior thesis program. This program is aimed to help students wanting to enter a doctoral program in psychology. Our undergraduate students have published research in major psychology journals and have won undergraduate research competitions for their work on their thesis project.

What is a Thesis?

A Psychology Thesis, Psychology 4950, is designed to give undergraduate students their first experience with conducting their own research project in the field of psychology similar to what can be anticipated at their graduate level. It is recommended that before signing up to complete a Thesis, students have an idea of a research topic of interest and and have contacted a faculty member who will act as their mentor.

*Students should begin working with a faculty member at the beginning of their junior year or preferably earlier if possible.*

Minimum Requirements to Apply

• Must have taken the following courses: PSYC 2317 , PSYC 3650 , PSYC 3630
• Have a minimum of 18 hours in psychology
• Have a minimum GPA of 3.5 in psychology and 3.0 overall
• Complete the Special Registration Form and receive faculty approval

Time Commitment for Completing the Psychology Thesis

Engaging in the Thesis project requires a large amount of time, effort and a strong commitment. The typical length to complete a thesis can vary due to the complexity of the research topic and a students' course load. However, on average, the project takes about a year to complete after the student has selected a faculty mentor and chosen an acceptable research project to complete. Typically, student should anticipate spending approximately 8‐10 hours per week on the project. Keep in mind that this is just the average amount of time which will vary considerably depending on in which stage the project is and the various activities involved in the project.

Role of the Faculty Mentor

The primary function of the mentor will be to assist the student with the research project. The mentor will assist the student in formulating a research project, analyzing the data, writing up the results, and writing the Thesis proposal. The mentor will also serve as the chair of the student's thesis committee and selecting faculty members to serve on the committee to which the student will present their project. Another important role of the mentor is that they will get to know the student in a professional and personal manner and may be an important person to ask to write a letter of recommendation for graduate school admittance.

How to Select a Mentor

1. Student should decide on a general topic that they would like to study.

• A search of the literature on the topic may assist a student in understanding more about the research done in that area to provide students ideas for their thesis.

2. Seek out a faculty member to act as their mentor.

• The undergraduate advising office has a list of current faculty members and their research interests, which may be helpful in deciding who to approach and ask to advise the Thesis.
• Students can also visit the Faculty Page to read about faculty research interests​
• Often times students will ask their professors they have for a class to act as their mentor whose research and interpersonal style are congruent with the student's.

3. If the student experiences difficulties in finding a mentor he or she may seek out suggestions or guidance from an undergraduate advisor. Although advisors are not responsible for finding a mentor for the student, they may offer advice on how to approach and ask a faculty member.

What to Expect When Preparing to Present Your Thesis

1. Students are required to initially present their ideas for a research project to a panel or committee of experts. This presentation is called a "T hesis Proposal ."

• This panel is usually composed of 2 or 3 faculty members in that student's department. Oftentimes, but not always, the student will request a faculty member from another field or department to sit on this committee. Some reasons for this is that a member from another department may have skills which other members of the panel may not (e.g., extensive statistical background) or have a different perspective on that person's research interests.

2. Once the project is completed, the student normally presents their findings to that same panel again. This is referred to as the " Thesis Defense. "

• At this time, the panel's responsibility is to evaluate the quality of the project and make recommendations for ways to improve the study if not approved.

3. The final step is to write a manuscript , adhering to the current APA style. The manuscript must be a minimum length of 15 double spaced pages, including the (1) title page, (2) literature review, (3) results section, (4) discussion section, and (5) references. The normal length of the manuscript is usually 15‐30 pages.

Is a Thesis Necessary to Get Into Graduate School?

No. In fact, many students from the university and other schools are admitted into a graduate program in psychology who have not completed a Thesis. Many doctoral level programs in psychology, especially those offering the Ph.D., prefer students who are interested in and have had some experience with research. Therefore the chances of being admitted into a graduate program in psychology may be higher if a student has completed an independent research project like an Honors Thesis. It is also possible to obtain research experience by working on ongoing research projects in the department, but approval must be received from the appropriate professor conducting the research.

How does PSYC 4950 psychology differ from psyc 4951 honors college capstone thesis?

The PSYC 4950 Psychology Thesis is strictly for the Psychology Department. Students majoring in a B.S. Psychology Degree are NOT enrolled in the Honors College. Instead, students usually enroll in PSYC 4950 if they want to complete a thesis to help them be more competitive for graduate school, law school, or medical school. Thus, a Psychology Thesis must be completed according to the guidelines within the Department of Psychology.

However, the PSYC 4951 Honors College Capstone Thesis is strictly with the Honors College. A student must be enrolled in the Honors College to complete it. A student who has a BS with a Major in Psychology with membership in the Honors College must complete a thesis according to the guidelines within the Honors College. Visit the Honors College Website to learn more about joining the honors program.

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• Research Opportunities

Performing research can be a very enriching and transformative part of your undergraduate experience at the College. You may encounter it as part of your coursework, but it can also be something you do outside of the classroom as a way to gain practical skills, learn about methods of inquiry and contribute actively to the advancement of study in your field.

Finding a research opportunity will require you to be proactive, build faculty relationships , and use key resources . It may be good to start by charting your personal goals and interests in order to help you identify opportunities that are a match for them. Remember to give yourself plenty of time for your search and to remain flexible and open-minded through the process. Engaging with the research community at Harvard is possible for students in all concentrations. Whether you have participated in research work previously, or are just getting started, there are opportunities designed to meet you where you are right now.

Research opportunities come in many formats and happen in a variety of settings. They often start off as a question that someone wants to explore more fully. Faculty, for example, initiate research projects designed for this purpose. It might also begin with you! In your studies, for example, you may have noticed a lack of knowledge or a lack of recent work on a particular topic that interests you. With the guidance of a faculty mentor, you could be the person to explore and find answers to fill in the void of missing information.

Depending on the scale of a project, you might find yourself working on a team or operating on your own and coordinating your efforts with those of a faculty mentor. This work may take place on campus, at other domestic locations, or even internationally, during term-time or over the course of the summer.

Some common formats of research experiences for undergraduates include:

Course-based Research

Courses (existing or independent study). Many courses at Harvard and neighboring institutions (where you can cross-register ) have a strong research component. There is even the option for you to design an independent study course. To explore these options, the best starting point is with a concentration adviser knowledgeable about course offerings and policies in that concentration. You can also visit the Advising Programs Office  (APO) to connect with undergraduate concentration advisers.

Research Assistantships

There are many opportunities to work as a research assistant on an existing project. A research assistantship is an excellent opportunity for students with little experience to get their first exposure to research. Research assistantship postings can be found on department webpages, at research centers, as well as on the Student Employment Office Job Board . You can also check with nearby hospitals and research groups, in addition to faculty and grad students. If you have never contacted research investigators before, check out our tips on how to effectively reach out to faculty .

Research Programs

In lieu of performing research via a course or an assistantship, you might consider looking at a research program. Depending on the program, you might work on a project designed by a member of faculty or propose your own question to pursue under the guidance of a faculty mentor. URAF summer programs, for example, are designed to correspond to specific academic areas (i.e., STEM, Arts and Humanities, Social Sciences), forming a cohort of fellows working on various topics in their area of interest.

URAF research programs are offered on an annual basis, with pre-set start- and end-times, and require formal applications with strict deadlines. These programs often have different eligibility criteria (i.e., GPA, class year, research experience). Some programs require previous field-specific experience, while other are designed for newcomers to that particular field of study. Many research programs include various forms of financial support (e.g. stipends, accommodation, etc.) as well as opportunities for community-building and intellectual growth.

Thesis Research

Each concentration has its own requirements for thesis research, including topics allowed, prerequisites, timing, and who can supervise your work. If you are interested in thesis research, connect with advisers appointed by the concentrations for guiding undergraduates—information about concentration advisers can be found on the APO website. Also, check out our tips on how to effectively reach out to faculty .

Some questions to ask yourself when looking for a program are:

• Where do you want to be?
• What type of research would you like to do?
• Does the program offer additional support or programming that may be helpful?
• How long do you intend to do research?

The Browse URAF opportunities page of our website aggregates a large number of Harvard undergraduate research options. Please note, however, that not all Harvard-affiliated schools and programs are listed here. To ensure you are learning about all potential opportunities, don’t forget to consult faculty advisers, concentration advisers, and academic advisers to identify programs that match your interests and desired outcomes most closely.

Beyond browsing through URAF opportunities, you can explore our External Resources  page which provides another starting point for finding research opportunities, including research programs. Some are based at Harvard, while others are located across the US and worldwide. You can also use Google to search for research programs related to your topic and interests. Try using the keywords, "undergraduate research" or "summer undergraduate research."

If you have previously performed research at Harvard, you too might consider how you would benefit from exploring external opportunities . Exposure to research and processes at different institutions will allow you to expand your professional and academic networks, to explore a new place and even new ways of investigating topics that interest you.

At whatever point you happen to be in your undergraduate trajectory, URAF is here to support you through each stage of the process. You can even check out our remote-ready  resources webpages if you intend to perform all or part of your research online.

>>>>Browse URAF Opportunities for Research>>>>

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HSURV Abstract Books

Interested in learning more about projects that past fellows in the Harvard Summer Undergraduate Research Village (HSURV) have worked on? Check out our achive HSURV Abstract Books!

• 2023 HSURV Abstract Book (PRISE, BLISS, PRIMO, SHARP, SURGH, SPUDS)
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• 2021 HSURV Abstract Book (PRISE, BLISS, PRIMO, SHARP, SURGH, SPUDS)
• 2020 HSURV Abstract Book  (PRISE, BLISS, PRIMO, SHARP, SURGH)
• 2019 HSURV Abstract Book  (PRISE, BLISS, PRIMO, SHARP, SURGH)
• 2018 HSURV Abstract Book  (PRISE, BLISS, PRIMO, SHARP, SURGH)
• 2017 HSURV Abstract Book  (PRISE, BLISS, PRIMO, SHARP, SURGH, PCER)
• 2016 HSURV Abstract Book  (PRISE, BLISS, PRIMO, SHARP, SURGH)
• 2015 HSURV Abstract Book  (PRISE, BLISS, PRIMO, SHARP, SURGH)
• 2014 HSURV Abstract Book  (PRISE, BLISS, PRIMO, SHARP)
• 2013 HSURV Abstract Book  (PRISE, BLISS, PRIMO, SHARP)
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What is a Thesis? Everything You Need to Know about a Graduate Thesis

If you’re looking into graduate school, you may have read about graduate thesis requirements. In today’s blog, we’re giving you the rundown of what a graduate thesis is and whether you need to complete a thesis at Emerson . 

What is a graduate thesis?

A graduate thesis is a capstone project that demonstrates what a student has learned in graduate school. Some programs require students to conduct research for their thesis, while others may require a creative project. Regardless of what form it takes, a graduate thesis is a substantial project that showcases your ability to do independent, graduate-level work.

At Emerson, a graduate thesis can take multiple forms and might be optional, depending on your program. You may have the option to complete research, write a creative manuscript, or complete a film or other creative project as a graduate student at Emerson. 

Regardless of what format your thesis takes, students are expected to submit some form of academic or creative writing as part of their thesis. 

For a research thesis, this written submission will take the form of an academic research paper that presents your research question and findings. Programs at Emerson offering a research thesis track are:

• Communication Disorders
• Publishing and Writing
• Theatre Education & Applied Theatre 

If your thesis is a piece of creative writing, such as a novel or collection of poems, your manuscript will count as the written portion of your thesis. You would complete this type of thesis in the following programs:

• Creative Writing
• Popular Fiction Writing and Publishing

For a film or creative project as a thesis, the written portion of your thesis would include an explanation of your work and what purpose it serves within your field of study. These are the programs in which you might complete this type of thesis:

• Media Design
• Film and Media Art
• Writing for Film and Television
• Publishing and Writing 
• Theatre Education & Applied Theatre

Do I have to complete a thesis as part of graduate school?

It depends! Some of Emerson’s graduate programs don’t even offer thesis options, and many offer optional thesis opportunities. Only a handful of our programs require a thesis. 

The following programs at Emerson require students to complete a graduate thesis:

• Students complete a design book that includes a literature review, creative portfolio, media design for a specific organization’s need, and plan for continued work with the partner organization.
• Students complete a film or multimedia installation project as their thesis. They must also write an academic paper about their project.
• Students in this program complete at least 100 pages of a near-publishable novel. The novel can fall within any genre, from mystery to science fiction to romance. Along with the manuscript, students also write a 3-4 page synopsis of their thesis.
• Students submit a near-publishable manuscript in one of three categories: fiction, poetry, or creative nonfiction. Page requirements vary based upon the genre in which students are writing. 
• Students in this program complete a screenwriting thesis project. Generally, students can choose between writing a feature length screenplay, two pilot screenplays, or one pilot screenplay for a mini-series plus Treatment for Series that includes a summary for the other episodes in the series. 
• In the MA track of the Theatre Education & Applied Theatre program, students write a research paper about a topic that interests them. The research must be about a topic within the theatre education or applied theatre fields.
• Students in the MFA track of this program complete a two-part thesis, consisting of a thesis project and thesis paper. The thesis project is an opportunity to gain experience in the field of theatre education and/or applied theatre. For example, students could direct a play or design and implement their own curriculum as a thesis project. Students can either complete the thesis project independently or collaborate with 1-2 other MFA students for the project. Each student also completes a thesis paper, which is a critical reflection on the thesis project. 

For other programs, completing a thesis is optional.

The following Emerson graduate programs offer optional thesis tracks:

• Theatre Education & Applied Theatre, MA

Where do I start with a thesis?

The prospect of completing an entire research study or creative project yourself can be daunting, but Emerson faculty support students throughout the thesis process. While graduate theses are largely self-directed, each thesis student receives support and guidance from a thesis advisor. 

Usually, the thesis advisor is a faculty member within the student’s graduate program who has interest in or experience with the student’s thesis topic. The process of finding a thesis advisor varies slightly from program to program, but the advisor will schedule periodic check-ins with their thesis students, offering advice and support as needed. A graduate thesis is the student’s responsibility, but students are not alone in the process!

What are the benefits of completing a graduate thesis?

Having a graduate thesis under your belt can help set you apart as someone who is capable of self-directing large projects or research. This is helpful when you’re looking for work after graduation, or if you’re applying to PhD programs or want to work in research. 

Additionally, completing a creative project for your graduate thesis is a means for students to get their work recognized. For students in our writing MFAs, the thesis requirement gives them a polished, near-publishable manuscript that they can use to query agents after graduation. Students completing a film or media art project for their thesis will leave graduate school with a professional-level piece of work to showcase. Whether it’s a manuscript, film, or other creative project, completing a creative thesis in graduate school gives students material they can use to establish themselves in their field after graduation. 

Lastly, a graduate thesis is an excellent way to grow and challenge yourself. Whether you’re writing a novel, completing a research study, or creating a marketing design for a company, a graduate thesis will challenge you to get outside of your comfort zone. You’ll try new things and learn through your mistakes, all of which will help you grow both personally and academically.

We hope today’s blog has made the thesis process at Emerson a bit clearer. If you still have questions about graduate theses at Emerson, be sure to schedule a call with someone from our admissions team. To get an idea of what kinds of theses Emerson students complete, check out our Project Spotlight blog page. 

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Olivia Wachtel

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Olivia is a second-year student in Emerson's Communication Disorders MS program. Originally from Ohio, she is loving Emerson and city life. When she's not writing for the Grad Life blog, she loves to read, bake, and crochet.

Latest posts from Olivia Wachtel

• Page Turner Magazine: A Space for Genre Writers to Flourish - March 26, 2024
• Everything You Need to Know about Our Theatre Education & Applied Theatre Programs - March 19, 2024
• What’s the Difference between an MA and MFA, and Which is Best for You? - March 12, 2024

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Dissertations and Theses

The dissertation is the hallmark of the research expertise demonstrated by a doctoral student. It is a scholarly contribution to knowledge in the student’s area of specialization. By researching and writing a dissertation, the student is expected to demonstrate a high level of knowledge and the capability to function as an independent scholar. 

A thesis is a hallmark of some master’s programs. It is a piece of original research, generally less comprehensive than a dissertation, and is meant to show the student’s knowledge of an area of specialization.  

Document Preparation

PhD and master’s students are responsible for meeting all requirements for preparing theses and dissertations. They are expected to confer with their advisors about disciplinary and program expectations and to follow Graduate School procedure requirements.

The Graduate School’s format review is in place to help the document submission process go smoothly for the student. Format reviews for PhD dissertations and master’s theses can be done remotely or in-person. The format review is required at or before the two-week notice of the final defense. 

Access and Distribution

Ohio State has agreements with two organizations— OhioLINK   and   ProQuest/UMI Dissertation Publishing —that store and provide access to Ohio State theses and dissertations.  

Examinations

Graduate degree examinations are a major milestone in all graduate students’ pursuit of their graduate degree. Much hinges on the successful completion of these examinations, including the ability to continue in a graduate program. 

The rules and processes set by the Graduate School ensure the integrity of these examinations for graduate students, the graduate faculty, and for Ohio State. 

Final Semester

During your final semester as a graduate student there are many activities that lead up to commencement and receiving your degree. Complete the final semester checklist and learn more about commencement activities.

Graduation Calendar

Select your expected graduation term below to see specific dates concerning when to apply for graduation, complete your examinations and reports, submit approved thesis and dissertation, commencement, and the end-of semester deadline.

Applications to Graduate Due 1  : January 26, 2024

Examinations and Reports completed by 2  : April 12, 2024

Approved thesis and dissertation submitted and accepted by 3  : April 19, 2024

Commencement 4  : May 5, 2024

End of Semester Deadline 5  : May 6, 2024

Applications to Graduate Due 1  : May 24, 2024

Examinations and Reports completed by 2  : July 12, 2024

Approved thesis and dissertation submitted and accepted by 3  : July 19, 2024

Commencement 4  : August 4, 2024

End of Semester Deadline 5  : August 19, 2024

Applications to Graduate Due 1  : September 6, 2024

Examinations and Reports completed by 2  : November 22, 2024

Approved thesis and dissertation submitted and accepted by 3  : November 27, 2024

Commencement 4  : December 15, 2024

End of Semester Deadline 5  : January 3, 2025

Applications to Graduate Due 1  : January 24, 2025

Examinations and Reports completed by 2  : April 11, 2025

Approved thesis and dissertation submitted and accepted by 3  : April 18, 2025

Commencement 4  : May 4, 2025

End of Semester Deadline 5  : May 5, 2025

1  Applications to graduate include current semester or End-of-Semester deadline. Applications must be received by close of business.

2 Format reviews may occur electronically or in person at the Graduate School during announced business hours.  Both options require submitting a digital version of the dissertation or DMA document draft in a PDF format to  [email protected] .  

3  Approved documents must be submitted via OhioLINK and accepted by the Graduate School by the close of business before the Report on Final Document will be processed.

4  Students not attending commencement must complete the commencement section on the Application to Graduate to indicate how their diploma should be disbursed.

5  A degree applicant who does not meet published graduation deadlines but who does complete all degree requirements by the last business day prior to the first day of classes for the following semester or summer term will graduate the following semester or summer term without registering or paying fees

Still Have Questions?

Dissertations & Theses 614-292-6031 [email protected]

Doctoral Exams, Master's Examination, Graduation Requirements 614-292-6031 [email protected]

Student Research Projects and Theses

Trinity undergraduates conduct research with faculty members in courses, course labs, independent studies, research assistantships, summer research, the Interdisciplinary Science Program (ISP — a First Year program), and senior theses. Research conducted during the school year is presented in the all-college research symposium poster session in early May. Summer research is presented in September.

Senior Thesis FAQ Handout

• What is a senior thesis and how is it different from a senior seminar? A senior thesis (for psychology) is a year-long research project that involves collecting data, analyzing data, writing an extensive research paper, and presenting in the fall and the spring. A student comes up with an idea that they are interested in researching or bases it off of prior research they may have been involved in while at Trinity. A senior thesis is very involved and takes a lot of time, energy, and dedication to complete. This is why researching something that is interesting and/or important to you is necessary. A senior seminar is a class that meets for one semester, has a similar amount of work to any advanced psychology class, and is designed around a theme to help you integrate various perspectives and research findings in psychology.
• What are the benefits to the senior thesis process? Working on a senior thesis is a unique opportunity to pursue your academic passions, develop a strong bond with your advisor, gain intellectual autonomy, conduct empirical research, and increase your confidence in your speaking, writing and researching abilities. It can be seen as a culmination of all your experiences in psychology, and as a way to present the skills you have learned throughout your undergraduate career.Another benefit is gaining experience for graduate school or for positions as a research assistant after graduating. It is a great resume builder, and an attractive quality to have for potential employers, especially if you are pursuing a future career in a research-oriented field or the medical field. Another reason why students might pursue a senior thesis is to graduate with honors in psychology.
• What am I committing to if I do a senior thesis project? In writing a senior thesis, you must be engaged with the previous research on your topic, set aside around 8-10 hours per week devoted to literature review and writing, and have an interest in analyzing data. There are specific deadlines for the different sections of the thesis and your advisor will work with you to meet those. You are also required to attend Senior Thesis Colloquium, which will meet four times during each of the fall and spring semesters.
• Did I need to be doing research in the Psychology Department prior to starting a thesis? What are the different types of thesis projects that I can pursue? No, you do not have to be involved with psychological research prior to starting a thesis.There are a couple types of thesis projects you can pursue. For starters, if there is research already going on at Trinity’s campus that you are involved in or can get involved in (such as being a Research Assistant), you can do a thesis project based off of that. Within the realm of projects you can either choose to do quantitative or qualitative research (or a mix of the two). Quantitative deals more with numbers and statistics whereas qualitative deals with more words and meanings. If you were interested in running interviews or focus groups, this would be an example of qualitative research. Being involved with psychological research prior to starting a thesis can make it easier to pick a topic you are interested in, and allow you to start building your Zotero folder with similar research studies. Data collection may start earlier and the design and procedure may be laid out already.However, if you are not involved in research, there are endless possibilities of what you can write your thesis on. Some students follow up on class work that has introduced them to a subject area that they are eager to pursue. Some students become very passionate about their own ideas about a topic and find an advisor who would like to pursue the study with them. Other students are happy to pursue a study suggested by a faculty member.Psychology professors/advisors are happy to assist with this process.
• How do I select a research topic or develop a research question? How do I find an advisor for my thesis? In terms of selecting a research topic, brainstorming a list of the specific areas/realms of psychology or neuroscience you are interested in can be helpful whether that may be addiction, mental health, social psychology, etc. The next step might be narrowing down more specific questions or ideas within each of those realms that you think it could be interesting to research.Once you have a broad idea/question, meeting with your advisor, any psychology professor, or the Chair of the department (Professor Anselmi) is very helpful as you can talk through the idea and they can help pair you with a professor who has the most expertise in the area that you are interested in. As a guide to see previous student thesis projects, as well as faculty research interests, please see below.
• Once I’m signed up for a thesis, then what? When should I get started on the project / preliminary research? Starting a literature review (use Zotero) during the summer between junior and senior year is extremely helpful as it helps save you time in the fall when you have other things to be doing in regard to your thesis. It can also help guide and direct your thesis in creating potential hypotheses/research questions. Once you have a thesis advisor, you’ll want to talk with them about a specific timeline for starting your thesis project.

Psychology faculty members’ areas of expertise and titles of research projects they have supervised.​

Thesis Students and Advisors 2023

Below is a list of each faculty member’s research areas, followed by titles of research projects. Most are senior theses, but some of the work done under other auspices is listed if it shows the breadth of possibilities better. The purpose of this list is to help students, who want to do research, learn the range of topics appropriate to each faculty member.

Dina Anselmi (Cognitive, social, and gender development; children’s rights)

Titles of senior theses supervised by prof. anselmi.

Menounos, M. (2023). Does age, masculinity and vaccine conspiracy beliefs impact Covid-19 vaccination status?                                                                      Furlan, V. (2023). Do empathy, prosociality, and cultural orientation predict age and gender trends for Covid-19 vaccination status?                                              Kiely, E. (2022). The relationship between attachment style, personality, and intercultural effectiveness with intent to study abroad.                                      Parker, D. (2022). How do arts programs facilitate emotion regulation in the prison setting?

Gasataya, S. (2021). Understanding COVID-19Related Behaviors Through Culture. Alexandre, I. (2020). Differences in Maternal Care of Women under Medicaid  vs. Private Insurance in Connecticut.                                                                                                                                                      Armistead, C. (2018). Infant Mortality and Maternal Health in Hartford, CT. Howell, C. (2018). Performance on the Affective Oddball Silhouette Task in Preschool-Aged Children Exposed to Intimate Partner Violence. Vargas, J. (2018). Exploring Gender Identity in Cisgender Individuals. Sager, J. (2015). The relationship between academic and psychological help                                                     seeking and attachment styles.

Balsmeyer, L. (2014). Second and fifth grade children’s attitudes towards autism spectrum disorder (ASD). Scelsa, V. (2014). Effect of gender and type of gaming on aggressive and prosocial behavior. Sims, B. (2009). Effect of maturity level on family decision making processes and beliefs about children’s rights.

Freedman, R., & Hills, M. (2009). Metrosexuality in relationship to hegemonic masculinity and materialism. Jones, C. (2008). College students’ views on children’s rights and family decision-making in relation to adolescent psychological maturity. King, L, Williams, A., & Zanno, M. (2008). The effects of cognitive and social interventions on preschool children’s gender stereotyping. ​

Titles of Senior Theses Supervised by Prof. Anselmi and Prof. Lee  Meckler, S. (2008). Text messaging: Examining the significance of romantic relationships. Dance, K. (2006). Sensory integration dysfunction in children with and without autism.

Regalado, A. (2017). The Oregon Trail : A Think-Aloud Assessment of Metacognition in 8th Grade Students. Scollard, E. (2017). Learn 2 Learn : Developmental Differences in Motivation and Metacognition. Gonzalez, B. and Thomann, L. (2016). Learn 2 Learn: A metacognitive intervention for 6th and 8th grade students. Caporale, E. (2016). Enriching student success through metacognitive school-based intervention: Following students from middle school into high school. Schnackner, J. and Fulton, M. (2015). Enhancing metacognition and mindfulness in middle school students: Can simultaneous interventions improve academic performance? Godfrey, T. and Lopez, M. (2014). Learn 2 learn: a metacognitive intervention. Howe, E. (2013) Self-regulated learning and academic achievement in middle school students. (Non-Trinity sponsor: Debra Avery, Hartford Magnet Trinity College Academy). Naratil, T. (2013). The MC5: Creating a new adolescent measure of metacognition.

Titles of Senior Theses Supervised by Prof. Anselmi and Prof. Ho lt.

Lee, J. (2017). Using Literacy to Shift Attitudes and Behaviors for Children with Incarcerated Parents.

Titles of Senior Theses Supervised by Prof. Anselmi and Prof. Helt. Machinski, M. (2021). Examining the Impact of Familial Characteristics on Anxiety in High-Risk Children.

Susan Averna (Wellness interventions for college students, attachment-based interventions in education, impact of trauma on learning and behavior.

Titles of Senior Theses Supervised by Prof. Averna. Gilbertson, M. (2021). The Role of Peer Mentors in Patients’ Sense of Hope and Recovery.

Elizabeth Casserly (Language use, speech perception, speech poduction in different environments, bilingualism, issues of attention and memory)

Titles of Senior Theses supervised by Prof. Casserly

Sushon, Alexander. (2022). The effect of real-time visual feedback on visual intelligibility. Reifler, A. (2021). Puzzle Solving Strategies: How College Students Strategize and Solve Arrangement Problems. Spencer-Orrell, M. (2020). Mirror Presence and Cognitive Functioning: Working Memory and Eye-Tracking. Lee, N. (2020). The Interference and Intelligibility of Speech Articulation. Douglas, E. (2018). Linguistic Behaviors in Television Interviews. Kuzmickaite, B. (2018). Mirror, Mirror On the Wall: Influences on Short-Term Verbal Memory. Santora, M. (2018). How the Birth Control Pill Influences Women’s Attitudes and Expectations of Themselves. Thulin, J. (2018). Sensorimotor Speech Control and the Intelligibility of Speech.

Ballenger, T. (2017). Effects of Visual Self-Image on Attention During Speech.​ Pollack, E. (2017). Cooperation Via Communication: Influencing Vocal Alignment in Conversation. Drews, H. (2016). The effect of participant engagement on cochlear implant speech perception. Krizmanich, T. (2016). The effect of simultaneous incorporation of multiple talkers and semantic cohesion on cochlear implant speech comprehension.

Titles of Senior Thesis Supervised by Profs. Casserly and Reuman Singer, B. (2015). Extended stereotype threat: parental concern that a child will confirm a negative stereotype associated with dyslexia.

Brian Chin (social relationships (e.g., attachment theory, social support, social networks, social interactions, social behaviors, loneliness); behavioral medicine (e.g., sleep/circadian rhythms, exercise, eating, stress); social determinants of health (e.g., race, socioeconomic status)

Titles of senior theses supervised by prof. chin and prof casserly.

Marcial-Modesto, D. (2023). Pet ownership and mental health in United States adults during Covid-19 pandemic.

Kelly Ferreira (How different styles of regulating emotion can affect cognitive abilities and skills)

Titles of senior theses supervised by prof. ferreira.

Morgan, J. (2023).Evaluating law enforcement tactics used to de-escalate individuals with psychotic symptomology.

Jason Gockel

Titles of senior thesis supervised by prof. jason gockel.

Scott, B. (2017). Aggression and Depression Factors in Pornography Use of College Aged Individuals.

Michael Grubb (Visual perception and the factors that modulate it (e.g., selective attention, temporal and spatial context); speed-accuracy trade-offs in perception and cognition; the interaction of attention)

Titles of senior theses supervised by prof. grubb.

Massa, N. (2023). Manipulating uncertainty in value-driven attention capture. Collaborators: Nick Crotty, ’24 and Ifat Levy, Ph.D                                                                                                                              Wang, K. (2021). Investigate the Correlation Between State Boredom and Attentional Blink Degree. Miller, J. (2021). Investigating the Relationship between State Boredom and Response Criterion. Francis, J. (2021). Investigating the Change in State Boredom After Completion of the Attentional Blink Paradigm. Butler, D. (2019). Meaning-Imbued Onsets Yields Increased Efficiency in Performance-Contingent Reward Task, but Only Later in Time. Gannon, E. (2019). How Filmmakers Hijack Our Eyes: The Effect of Average Shot Length (ASL) on Attentional Synchrony. Li, Y. (2017). Speed-Accuracy Trade-Off in Value-Driven Attention Capture.

Molly Helt (Autism and interventions to lesson its effects)

Titles of senior theses supervised by prof. helt.

Freda, C. (2023). Self-esteem and resilience in College students with ADHD: Does social support play a critical role?                                                                                                                                                           Jensen, L. (2023). Do ADAH symptoms differ between sexes in college students diagnosed with ADHD?                                                                                                                                                            Greenbaum, J. (2021). What are the Social Implications of Dyslexia? Phuong, N. (2019). Parenting Style and Child Temperament Are Associated with Distinct Types of Child Behavior Problems. Vimini, S. (2019). The Relationship Between Parenting Styles and Child Anxiety with Age and Gender as Moderating Variables. Rock, D. (2016). Parent report on the impact a service dog has on children with autism spectrum disorder. Wadhwa, N. (2015). Are the self-stimulatory behaviors that children with autism engage in addictive?

Alisha Holland (Autobiographical memory and emotion: how we regulate our emotions about past events)

Michelson, H. (2022). Narrative coherence and well-being during life transitions. Blumenschein, B. (2021).  Impact of Transportability Into Literacy Fiction on Levels of Empathy Towards Outgroups. Lu, A. (2021). Autobiographical Memory and Body Image in Female Athletes.

Laura Holt (Clinical, community, addiction; evaluation of community and school-based interventions; personal, social, and academic adjustment to college)

Titles of senior theses  supervised by prof. holt.

Futter, A. (2023). Testing the feasibility of a positive psychology mobile health app for college electronic cigarette users?   Non-Trinity sponsor: Bettina Hoeppner, Ph.D.                                                                                                          Latimer, L. (2023). E-cigarette expectancies, consequences, and preferred quit strategies: Implications for interventions with college students.                          DeLucia, A. (2022). Predictors of medical misuse and diversion among college students prescribed stimulant medications. Shapiro, M. (2022). Changes in college students’ substance use habits and motivations during covid-19.                                                                                 Verdier, A. (2022). Predictors of prescription stimulant medical misuse and diversion: conduct problems and perceptions of risk. Wint, A. (2021). Nicotine and Cannabis Vaping Among College Students: Factors Associated with Initiation, Patterns of Use, and Dependency. Zeien, N. (2021). Substance Use Trajectories Among College  Graduates: Associations with Negative Mood States, Employment, and Quarantine. Pingeon, C. (2020). How Do Personality and the Media Shape Perceived Risks and Benefits of E-cigarettes? Najarian, C. (2020). Social Influences on Emerging Adults’ Vaping. Chambers, J. (2019). Racial/Ethnic Identity Expression at Trinity College: P.R.I.D.E as a Psychological Buffer. McCarthy, M. (2019). Predictors of Prescription Stimulant Misuse in College Graduates. Marsh, E. (2018). Efficacy of Different Refusal Strategies for Non-Medical Prescription Stimulant Requests. O’Connor, K. (2018). The Influence of Protective Behavioral Strategies and Coach Management Strategies on Student-Athletes’ Alcohol Use: A Mixed Methods Study. Stanley, A. Alcohol Use in Student Athletes: The Influence of Injunctive Norms, Trait Urgency and Competitiveness.

Marut, P. (2017). Pursued for Their Prescription: College Students with ADHD who are Approached for Their Stimulant Medication. Brattan, L. (2016). Factors that promote engagement in a youth violence prevention program. Engle, D. (2015). Preventing and reducing non-medical prescription stimulant use: A group motivational enhancement intervention. Long, M. (2015). A longitudinal examination of parental and peer attachment and its association with college adjustment and risky behavior during the college years.

Rorer, K. (2015). The effect of relationship education on college students’ negative affect, relationship beliefs, and risky sexual behavior. Eff, H. (2014). The content and malleability of college students’ perception of non-prescription stimulant use. Minot, C. (2014). Psychological and demographic predictors of non-prescription stimulant expectancies and misuse in college students.                                    Reingold, R. (2014). An exploratory study of college students’ attitudes about ecstasy. Young, M. (2014). College students’ perceived risks of ecstasy use and the state of ecstasy prevention.

Titles of Senior Theses Supervised by Profs. Holt and Casserly Zhu, T. (2021). Depression and Information Processing: The Influence of Affective Cues on College Students’ Memory Retrieval.

Titles of Senior Theses Supervised by Profs. Holt and Helt Chalfin, A. (2017). The Role of Family Dynamics in a Prevention Intervention Study for Childhood Anxiety.

Titles of Senior Theses Supervised by Prof. Holt and Carol Shilliday  Callahan, J. (2011).Relationships among Parent and Peer Attachment, Emotion Regulation, Self Esteem, and Risky Behavior in First-Year College Students

Titles of Senior Theses​ Supervised by Profs. Holt, Anselmi, and Reuman  Gascoigne, B. (2010). The effect of student perceptions of teacher feedback on motivational variables for learning. Klotz, E. (2010). Motivated to achieve: Improving academic achievement by enhancing students’ self-efficacy beliefs. Nyce, L. (2010). Perceived modifiability of quantitative reasoning and self-efficacy in college students.

Titles of Senior Theses Supervised by Prof.  Holt and Prof. Lee

Washington, J. (2013). Relations among psychological and demographic factors in individuals with lower limb amputation.

Titles of Senior Theses Supervised by Prof. Holt and Prof. Anselmi Benson, M. (2013). Effects of perceived opportunity and ego depletion on collegiate academic misconduct. Fernandez, G. (2012). Dysfunctional beliefs, ADHD symptoms, and early developmental influences as predictors of symptom severity in compulsive hoarding and obsessive compulsive disorder. Ley, J. (2012). The effects of a school-based arts program on youths’ social, personal, and academic functioning.

Randolph Lee (Clinical, stress reduction and athletic performance, Transcendental Meditation; eating disorders)

Titles of senior theses supervised by prof. lee.

Casey, T. (2023). The influence of digital media consumption on disordered eating and body image.                                                         Patel, A. (2023). The international student social experience at a predominately white institution.                                                        Densen, E. (2022). Covid-19 and anxiety and depression prevalence in college counseling centers. Rutt, S. (2021). The Relationship between Body Image Expectations and Exercise, eating, and Social Behavior. Gillen, C. (2021). The Effect of Dance Movement on Stress and Mood. Abrahim, P. (2020). Mantra in Meditation: the Effect of Sound on Relaxation. Ragland, J. (2020). The Actual versus the Perceived Substance Use of College Students. Aliev, A. (2018).  An Exploration of the Link Between Food Taste Preferences and Personality. Carlisle, P. (2017). The Effects of Mindfulness on Several Dimensions of Athletic Performance. Lukac, N. (2015). Participation in a group of formerly incarcerated women on students’ self-disclosure, self-esteem, empathy, and anxiety.  Supervised also by Prof. Judy Dworin. Blau, L. (2014). The effects of exercise on state and trait anxiety. Durkin, K. (2014). Autonomous sensory meridian response: the role of ASMR as a therapeutic relaxation technique. Buraityte, A. (2013). Comparative effects of mindfulness meditation and transcendental meditation among college students: perceived stress, mindfulness, and satisfaction with life. Howard, L. (2012). A comparison of stress levels in college athletes: Division I vs. division III. Pariseau, E. (2012). Assumptions and “facts” about college self-regulated sexual behavior. Poon, A. (2012). Computer game addiction and emotional dependence.

Titles of Senior Theses supervised by Profs. Lee and Raskin Desrosier, N. (2017). The Relationship Between Mindfulness Meditation, Stress, and Empathy.

Susan Masino (Neuroscience, role and regulation of adenosine in the brain – including caffeine effects, epilepsy and other clinical conditions)

Titles of Senior Theses supervised by Prof. Masino

Freedgood, N. (2018). The Ketogenic Diet Shifts Cerebrospinal Fluid Metabolome and has Differential Effects in Responsive vs. Non-Responsive Pediatric Epilepsy Patients. Suter, T. (2011) Pain reduction via the ketogenic diet: involvement of adenosine A1 receptors. Svedova, J. (2011) Effects of the ketogenic diet on behavior and symptoms of autism: human and animal studies. Chandra, R. (2010) Neural network abnormalities in AD/HD: A study using dynamic causal modeling. Ruiz, T. (2010) Effects of the ketogenic diet on behavior and physiology of R6/2 Huntington’s disease transgenic mice. Plotkin, L. (2009) The effect of situations predicted to influence adenosine on the stereotypical behaviors associated with autism. Pomeroy, L. (2009) How does the ketogenic diet stop seizures?: A genetic and pharmacological exploration. Wasser, C. (2008) Exploring the relationship between the ketogenic diet and endogenous adenosine levels in the brain.

Titles of Senior Theses​ Supervised by Prof. Masino and Prof. Blaise

Koranda, J. (2005) Adenosine modulation of synaptic plasticity in a freely moving mouse model lacking adenosine A1 receptors. Phouyaphone, N. (2006) Bi-directional synaptic plasticity in freely behaving adenosine A1 receptor-deficient mice. Chow, U. (2009) The effects of the ketogenic diet on synaptic plasticity in freely behaving adult rats.

Robert Outten (Intergroup relations, coping with discrimination, collective identity, social inequality, health and well-being, cross-cultural psychology)

Titles of Senior Theses supervised by Prof. Outten

Dimova, C. (2023). Generational status and acculturation as determinants of Bulgarian Americans’ life satisfaction and perceptions of self.                             Birk, G. (2021). Political Ideology and Personality as Predictors for COVID-19 Attitudes and Behaviors. Ren, E. (2021).  American Identity and the Symbolic Threat of COVID-19 as Determinants of Attitudes Toward the U.S., China, and Chinese People. Ferguson, Z. (2018). Americans’ Attributions About a Mass Shooting and its Perpetrator: The Role of the Perpetrator’s Cultural Background. Lee, T. (2018). Why Can’t You Guys be More Like Them? Model Minority Myth Salience Heightens

White Americans’ Negative Perceptions of Black Americans and Reduces Support for Affirmative Action. Muse, S. (2018). Do Trinity Students Involved in Greek Life Appraise Themselves, Others, Trinity College, and Society Differently than Non-Greeks Do? Dorsey, P. (2017). The Effect of a Single Mothers’ Marital Status on Sympathy, Character Evaluations and Maternity Leave Support.

Lawrence, M. (2017). The Interplay Between Gender Ideology, Gender Identity and Distinctiveness Threat in Cisgender Women’s Emotional Responses Toward Trans Women’s Acceptance into Women’s Colleges.

Sarah Raskin (Neuroscience, cognitive effects of brain injury, rehabilitation after brain injury, prospective memory)

Titles of senior theses supervised by prof. raskin.

Zhang, I. (2022). Online therapy’s influence on college student’s emotional health.                                                                                       Caceres, C. (2021). Traumatic brain injury consumers’ experience and satisfaction with telehealth during COVID-19 pandemic.                      Rangray, A. (2021). The effect of drinking behaviors on prospective memory among college students. Stein, M. (2016). Prospective memory and judgments of learning: Measuring the effects of traumatic and mild traumatic brain injury. Cazalet, A. (2014). Differences in empathy between high and low schizotypal college students. McCauley, S. (2013). Differences in empathy between high and low schizotypal college students. Zamroziewicz, M. (2013). Effects of drinking  patterns on prospective memory performance in college students. Mills, G. (2012). Prospective memory in children with epilepsy using memory for intentions screening for youth. Agolli, E. (2011). Predictors of cognitive rehabilitation success on a simultaneous multiple attention task in people with schizophrenia. Alderman, M. (2011). The impact of the age at surgery and type of surgical intervention on long-term neuropsychological outcomes in sagittal craniosynostosis. Foster, K. (2011). Altered default mode network connectivity is correlated with impulsivity and binge drinking in college students. Garbarino, J. (2011). A study of pro-social prospective memory in children.​ Lewis, A. (2011). The effects of exercise on the success of cognitive rehabilitation in schizophrenia. (Non-Trinity college sponsors: Matthew M. Kurtz and Mara De Maio, Hartford Hospital, Institute of Living. Novak, L. (2011). Brain and alcohol research in college students: collegiate academic performance in relation to alcohol consumption and cognitive ability.

Amie Senland  (Moral reasoning, empathy, and individuals with autism spectrum disorder, faith development)

Titles of senior theses supervised by prof. senland.

Kellar, A. (2023). The impact of empathy and moral disengagement on affective polarization.

Independent study projects on other topics have included

Russo-Savage, L. (2018). The Effects of Ketogenic Diet on Apomorphine-Induced Repetitive Motor Behavior in Mice. Sital, M. (2014). Cultural variations in distress tolerance:  influence on seeking social support. Arencibia, J. (2013). Cultural influences on the life satisfaction of white Americans and Latinos. Piotrowski, K. (2013). Cultural norms regarding emotional expression: influences on the provision and receipt of social support. Moore, M. (2012). The role of emotion regulation in the practice of familial coping among Latinos and Asian Americans. Zhang, H. (2012). The effect of primary and secondary control on social anxiety in Latino and Asian American college students. Vince, J. (2009). The relationship between Asian and Latino cultural values, primary and secondary control, and emotion regulation. Paneva, R. (2009). How familism and fatalism relate to primary and secondary control coping in Latino and Asian American college students. Matt, A. (2009). Differences in amount and perceived helpfulness of self-disclosure in Asian Americans and Latinos. Hughes, D. (2009). The effects of data representation on how individuals perceive results.

Research Opportunities

The Allen School is committed to offering research opportunities to its undergraduate majors. Research is an exciting, and sometimes challenging, process of discovering something completely new and communicating the discovery to others. For a research result to be meaningful, it must be shared for others to apply or build upon.

Research involves many aspects: investigating prior work, experimenting, inventing, reasoning (proofs), collaboration, organization, writing, and speaking. If there is no chance of failure, it is not research. Projects can vary. Always choose one that you think you would enjoy.

Finding a Research Project

Types of research credit.

• Registration

Research Funding

Departmental honors and senior thesis, cross-departmental research.

What is ugrad research?  |  Why should I get involved in research?  |  What are the prerequisites for research?  | I don't have the prereqs! |  How can I apply?

• What is ugrad research?
• Research is a fancy way of saying 'creating new knowledge.' Researchers tackle problems that have unclear solutions and produce new ways of solving these problems.
• Ugrad research is an opportunity to learn the research mindset and build a relationship with a mentor. This mindset looks different in different subfields (theory, ml/robotics, HCI) and mentors will also have different personal styles.
• Why should I get involved in research?
• The main reason is if you want to see what research looks like as a career / think you may want a PhD. Undergraduate research is (unsurprisingly) one of the best ways to experiment with research as a career path.
• Ugrad research is an experience that is also sometimes transferrable to industry - some subfields, especially in machine learning, HCI, and ubicomp will be programming-heavy and can demonstrate experience for SWE roles.
• What are the prerequisites for research?
• This will depend a lot on the subfield you are interested in. Here are a few sample research subfields and the type of work you might encounter:
• Human-Computer Interaction : HCI researchers ask, how do humans use computers? How can we make those interactions more seamless? Better for people with disabilities? HCI research often will involve coding, user studies, and data analysis.
• Machine learning/robotics : ML/robotics researchers ask, how can we teach computers to learn? What techniques does the literature use, and how can we improve on that? ML/robotics research will often be coding heavy and may involve matrix calculus/linear algebra. Taking CSE446 (ML) and math coursework is often recommended.
• Computational/synthetic biology : comp/synth bio researchers ask, how can computational techniques advance our understanding of biology? This field is broad and may require prior knowledge in biology or an aptitude to read papers from both computer science and biology. Research may look like work in the wetlab, data analysis / visualization, or coding.
• Theory : theory researchers ask, what can we prove using math? Theory often stands alone from other research areas in that coding is infrequently needed - most of the work is reviewing literature and proving theorems. Strong performance in CSE311/421, high level math coursework, or taking graduate level theory courses is recommended.
• I don't have the prereqs! What should I do?
• Colloquia  (CSE590) are amazing ways to explore a new field, meet grad students, and see cutting edge research! Plus, you can elect to get 1 credit.
• Take the relevant classes to your subfield and/or do personal projects
• Consider summer research internships like the Research Experience for Undergrads (REUs) or internships at a national laboratory
• What subfield am I interested in? Do I want to work on something specific (e.g. improving mobile communication access for rural communities) or something broad (e.g. exploring HCI as a subfield)?
• Why am I interested in doing research? Maybe you're interested in research to a) try it out, b) explore a new subfield, or c) deepen knowledge in a subfield you're interested in.
• How has my prior experience clarified my interests and passions? Did you take a class and really liked the style of thinking? How do you approach problems?
• (*) For non-theory students : Start at cs.uw.edu/findingresearch - some faculty and labs already have an established pipeline for applicants. If you do not see a faculty/subfield of interest, go to Faculty by Expertise  to see faculty by their subfield.
• (*) For theory students : your best bet is reaching out directly to theory faculty with some topics of interest. In general, there are fewer students interested in theory research, meaning it is easier to match with grad students or faculty.

The best way to do this is to explore, and the CSE department has a number of ways to do this.

• Check out the  research project home pages  to find out what research faculty members are doing. Here is an additional page specifically made for CSE undergrads with specific information about research labs and faculty and how to get involved with them. Building connections with graduate students and asking them about projects they are working on can also be a good way to learn more about research opportunities.
• Attend Faculty Colloquia in the Fall of each year (previous colloquia are archived in the  Colloquia On-Demand  webpage).
• Talk to the faculty teaching your classes about their work, and other related work going on in the department.

Step 2: Discuss your research interests with a potential faculty sponsor.

Occasionally, faculty members and graduate students will advertise research projects for undergraduates. It is not wise simply to wait for these announcements. It is better to approach a faculty member with the knowledge of their projects and how your experience and background can benefit them. Contact them during office hours or via e-mail to set up a time to discuss  their work. If it seems like a fit, it is worthwhile: (1) to discuss the planned duration of your research (either in terms of number of credits or number of quarters) and expected outcomes (for example, if you are expected to write papers or do a presentation at the end), (2) to make a plan for when you will start, and (3) to determine if you will work for academic credit (either C/NC or graded) or for pay (not all faculty offer paid research opportunities). There are ways to work on the same project for both pay and credit, but it must be clearly articulated which hours are paid and which hours are for credit. Students may not receive both pay and credit for the same hours of research work. If you have questions, please see an academic advisor to clarify your plans.

Step 3: Register for research credits during the quarterly class registration process.

Each research credit hour carries the expectation of three hours of work per week (1 credit = 3 hours per week, 2 credits = 6 hours per week, etc.). Use the CSE research registration tool  to get the add-code you need to enter when you register for classes.

Step 4 (for students pursuing CSE or College honors): Sign up for honors.

Make sure you are familiar with the CSE honors enrollment process and expectations .

Step 5: Complete research.

Be proactive in communicating with your research advisor and in making sure project goals/requirements are clear. One of the skills developed through engagement in research is the ability to work independently; therefore, you will be expected to be somewhat self-directed. Your faculty sponsor is the one to determine if you have met the requirements and expectations of the research project, so checking in periodically to make sure you are on track is a good idea. You should turn in any results, assignments or written work to them, and they will submit your grades at the end of the quarter. Research credits are subject to the UW's numerical and letter grading system . Honors students are required to do research and write a senior thesis.

Each year a Best Senior Thesis Award is given.

NOTE: Students who wish to participate in research outside of CSE can only use it toward CSE senior electives if they get a CSE faculty sponsor and register for CSE 498/496 credit. Please discuss this with an advisor if you have questions about conducting research in another department and applying it toward CSE requirements.

CSE 498, CSE 496, and CSE 499 are used to provide you with academic credit towards your degree requirements for research activities and/or independent projects conducted under the supervision of a faculty member (see detailed descriptions below).The department strongly encourages research and independent project participation by undergraduates both as a way to sample and prepare for graduate school and to work on the leading edge of the field.

Both CSE 498  (maximum of 9 credits) and CSE 496  (maximum of 9 credits) may be used to fulfill Computer Science & Engineering electives and are graded courses. The difference between the two is that CSE 496 is for students enrolled in the University or Departmental Honors programs. CSE 499 may be used only as free elective credit and is graded credit/no-credit. You may register for CSE 499 for a quarter or two prior to fully engaging in a research project under CSE 498/496.

The number of496/498/499credits you take per quarter may vary. However, the average is 3-4 quarterly credits. Expect the workload to be approximately 3-4 hours per week per credit.

A faculty member must officially supervise all projects. A CSE graduate student or industry supervisor may, under the direction of a faculty member, also supervise your work. A faculty member is always responsible for the grading of every research project. Honors projects include an additional requirement that is laid out in detail on the honors webpage. (The content of the honors paper is determined by the student and supervising faculty. The paper is submitted as part of the final grade for the project. Since honors projects span multiple quarters, a student should receive an "X" until a final grade is submitted the last quarter of the project.)

You may not be paid an hourly salary and receive credit for the same research hours. However, if resources allow, it is possible to split research by having some hours paid and some counting towards credit.

CSE 498, 496 Research Projects

To receive graded research, you should describe a development, survey literature, or conduct a small research project in an area of specialization. Objectives are: (1) applying and integrating classroom material from several courses, (2) becoming familiar with professional literature, (3) gaining experience in writing a technical document, and (4) enhancing employability through the evidence of independent work. Your project may cover an area in computer science and engineering or an application to another field. The work normally extends over more than one quarter. Prerequisite: Permission of instructor. Students pursuing 496, honors, must complete all 9 credits, their senior thesis, and oral presentation on the same project.

CSE 499 Reading and Research (1-24)

Available for CSE majors to do reading and research in the field. Usable as a free elective, but it cannot be taken in place of a core course or Computer Science & Engineering senior elective. 499 can be a good way to experiment with a research project before committing to 9 credits of honors work or further graded research. Prerequisite: Permission of instructor. Credit/No credit.

CSE 498, 496, or 499 Registration

The type of research credits a student can enroll in is dependent on the student’s faculty mentor. The flowcharts below describe the research credits you are eligible to enroll in.

If you are a CSE major requesting research registration with an Allen School full-time faculty member, follow the instructions below:

• Log in to your MyCSE webpage.
• Scroll down the front page until you see the "Apply for Research" box.
• Check to make sure the default quarter is accurate; this is especially important when signing up for fall quarter as summer may still be listed.
• Fill in the online form requesting research. If you plan to work with a CSE grad student, you should list their faculty advisor as your research advisor on the form.
• An email will be sent to your faculty advisor, who will then go online to approve the request.
• Once the request has been approved, you will be sent an email with an add code to use to register.
• Important last step: actually REGISTER for the approved credits.

You are responsible for making sure that you do not over-enroll for more than 9 credits of graded, 498 research (9 credits allowed/required for honors).

Faculty members who have NSF research grants can apply for NSF Research Experience for Undergraduates (REU) as supplements to their existing grants. You should remind your faculty sponsor about this opportunity. This site also gives information about REU programs at other universities for which you may be eligible. The Mary Gates Endowment and the Washington NASA Space Grant Program  have research grants for undergraduates.

For full requirements on how to graduate with departmental honors, please see the departmental honors web page .

Students typically complete their thesis during their last quarter of research. Once a decision is made to pursue departmental honors, you should notify your faculty advisor and determine a topic for your senior thesis. The honors research and project should be completed with one faculty member, or, in the rare instance where you need to switch advisors, faculty within the same area of research as the original advisor.

Once the thesis is completed, one copy should be submitted to the faculty supervisor and one to the CSE undergraduate advisors. If you do not meet the honors thesis requirements, you will not graduate with honors even if  you have successfully completed nine credits of research. In many cases, faculty will not issue grades for honors research until the entire project is finished and approved.

Undergraduate Thesis Archive

All CSE honors theses, including the past winners of the Best Senior Thesis Award, are published online as part of the UW CSE Undergraduate Thesis Archive .

Students can pursue research in any department. However, if they are doing CSE-related work and wish to earn CSE research credits they must find a CSE faculty member to sponsor the research. Credit types, amounts, and grading would then be worked out between the facutly sponsor, the student, and the research advisor in the other department. This should be arranged prior to beginning a project.

Research Opportunities

Undergraduate research in computer science.

For specific information on undergraduate research opportunities in Computer Science visit  https://csadvising.seas.harvard.edu/research/ .

General Information about Undergraduate Research

Opportunities for undergraduates to conduct research in engineering, the applied sciences, and in related fields abound at Harvard. As part of your coursework, or perhaps as part of individual research opportunities working with professors, you will have the chance to  take part in or participate in  some extraordinary projects covering topics ranging from bioengineering to cryptography to environmental engineering.

Our dedicated undergraduate research facilities and Active Learning Labs also provide opportunities for students to engage in hands-on learning. We encourage undergraduates from all relevant concentrations to tackle projects during the academic year and/or over the summer.

Keep in mind, many students also pursue summer research at private companies and labs as well as at government institutions like the National Institutes of Health.

If you have any questions, please contact or stop by the Office of Academic Programs, located in the Science and Engineering Complex, Room 1.101, in Allston.

Research FAQs

The SEAS website has a wealth of information on the variety of cross-disciplinary research taking place at SEAS. You can view the concentrations available at SEAS here , as well as the research areas that faculty in these concentrations participate in. Note that many research areas span multiple disciplines; participating in undergraduate research is an excellent way to expand what you learn beyond the content of the courses in your concentration! 

To view which specific faculty conduct research in each area, check out the All Research Areas section of the website. You can also find a helpful visualization tool to show you the research interests of all the faculty at SEAS, or you can filter the faculty directory by specific research interests. Many faculty’s directory entry will have a link to their lab’s website, where you can explore the various research projects going on in their lab.

The Centers & Initiatives page shows the many Harvard research centers that SEAS faculty are members of (some based at SEAS, some based in other departments at Harvard). 

Beyond the website, there are plenty of research seminars and colloquia happening all year long that you can attend to help you figure out what exactly you are interested in. Keep an eye on the calendar at https://events.seas.harvard.edu ! 

There are several events that are designed specifically for helping undergraduate students get involved with research at SEAS, such as the Undergraduate Research Open House and Research Lightning Talks . This event runs every fall in early November and is a great opportunity to talk to representatives from research labs all over SEAS. You can find recordings from last year’s Open House on the SEAS Undergraduate Research Canvas site .

Most of our faculty have indicated that curiosity, professionalism, commitment and an open mind are paramount. Good communication skills, in particular those that align with being professional are critical. These skills include communicating early with your mentor if you are going to be late to or miss a meeting, or reaching out for help if you are struggling to figure something out. Good writing skills and math (calculus in particular) are usually helpful, and if you have programming experience that may be a plus for many groups. So try to take your math and programming courses early (first year) including at least one introductory concentration class, as those would also add to your repertoire of useful skills.

Adapted from the Life Sciences Research FAQs

Start by introducing yourself and the purpose of your inquiry (e.g. you’d like to speak about summer research opportunities in their lab). Next, mention specific aspects of their research and state why they interest you (this requires some background research on your part). Your introduction will be stronger if you convey not only some knowledge of the lab’s scientific goals, but also a genuine interest in their research area and technical approaches.

In the next paragraph tell them about yourself, what your goals are and why you want to do research with their group. Describe previous research experience (if you have any). Previous experience is, of course, not required for joining many research groups, but it can be helpful. Many undergraduates have not had much if any previous experience; professors are looking for students who are highly motivated to learn, curious and dependable.

Finally, give a timeline of your expected start date, how many hours per week you can devote during the academic term, as well as your summer plans.

Most faculty will respond to your email if it is clear that you are genuinely interested in their research and have not simply sent out a generic email. If you don’t receive a response within 7-10 days, don’t be afraid to follow up with another email. Faculty are often busy and receive a lot of emails, so be patient.

There are several ways that undergraduate research can be funded at SEAS. The Program for Research in Science and Engineering ( PRISE ) is a 10-week summer program that provides housing in addition to a stipend for summer research. The Harvard College Research Program ( HCRP ) is available during the academic year as well as the summer.  The Harvard University Center for the Environment ( HUCE ) has a summer undergraduate research program. The Harvard College Office of Undergraduate Research and Fellowships ( URAF ) has more information on these, as well as many other programs.

Students that were granted Federal Work Study as part of their financial aid package can use their Work Study award to conduct undergraduate research as well (research positions should note that they are work-study eligible to utilize this funding source).  

Research labs may have funding available to pay students directly, though we encourage you to seek out one of the many funding options available above first.

Yes! Some students choose to do research for course credit instead of for a stipend. To do so for a SEAS concentrations, students must enroll in one of the courses below and submit the relevant Project Application Form on the Course’s Canvas Page:

• Applied Mathematics 91r (Supervised Reading and Research)
• Computer Science 91r (Supervised Reading and Research)
• Engineering Sciences 91r (Supervised Reading and Research)

In general, you should expect to spend a minimum of one semester or one summer working on a project. There are many benefits to spending a longer period of time dedicated to a project. It’s important to have a conversation early with your research PI (“Principal Investigator”, the faculty who runs your research lab or program) to discuss the intended timeline of the first phase of your project, and there will be many additional opportunities to discuss how it could be extended beyond that.

For students who are satisfied with their research experience, remaining in one lab for the duration of their undergraduate careers can have significant benefits. Students who spend two or three years in the same lab often find that they have become fully integrated members of the research group. In addition, the continuity of spending several years in one lab group often allows students to develop a high level of technical expertise that permits them to work on more sophisticated projects and perhaps produce more significant results, which can also lead to a very successful senior thesis or capstone design project. 

However, there is not an obligation to commit to a single lab over your time at Harvard, and there are many reasons you may consider a change:

• your academic interests or concentration may have changed and thus the lab project is no longer appropriate
• you would like to study abroad (note that there is no additional cost in tuition for the term-time study abroad and Harvard has many fellowships for summer study abroad programs)
• your mentor may have moved on and there is no one in the lab to direct your project (it is not unusual for a postdoctoral fellow who is co-mentoring student to move as they secure a faculty position elsewhere)
• the project may not be working and the lab hasn’t offered an alternative
• or there may be personal reasons for leaving.  It is acceptable to move on

If you do encounter difficulties, but you strongly prefer to remain in the lab, get help.  Talk to your PI or research mentor, your faculty advisor or concentration advisor, or reach out to [email protected] for advice. The PI may not be aware of the problem and bringing it to their attention may be all that is necessary to resolve it.

Accepting an undergraduate into a research group and providing training for them is a very resource-intensive proposition for a lab, both in terms of the time commitment required from the lab mentors as well as the cost of laboratory supplies, reagents, computational time, etc. It is incumbent upon students to recognize and respect this investment.

• One way for you to acknowledge the lab’s investment is to show that you appreciate the time that your mentors set aside from their own experiments to teach you. For example, try to be meticulous about letting your mentor know well in advance when you are unable to come to the lab as scheduled, or if you are having a hard time making progress. 
• On the other hand, showing up in the lab at a time that is not on your regular schedule and expecting that your mentor will be available to work with you is unrealistic because they may be in the middle of an experiment that cannot be interrupted for several hours. 
• In addition to adhering to your lab schedule, show you respect the time that your mentor is devoting to you by putting forth a sincere effort when you are in the lab.  This includes turning off your phone, ignoring text messages, avoiding surfing the web and chatting with your friends in the lab etc. You will derive more benefit from a good relationship with your lab both in terms of your achievements in research and future interactions with the PI if you demonstrate a sincere commitment to them.
• There will be “crunch” times, maybe even whole weeks, when you will be unable to work in the lab as many hours as you normally would because of midterms, finals, paper deadlines, illness or school vacations. This is fine and not unusual for students, but remember to let your mentor know in advance when you anticipate absences. Disappearing from the lab for days without communicating with your mentor is not acceptable. Your lab mentor and PI are much more likely to be understanding about schedule changes if you keep the lines of communication open but they may be less charitable if you simply disappear for days or weeks at a time. From our conversations with students, we have learned that maintaining good communication and a strong relationship with the lab mentor and/or PI correlates well with an undergraduate’s satisfaction and success in the laboratory.
• Perhaps the best way for you to demonstrate your appreciation of the lab’s commitment is to approach your project with genuine interest and intellectual curiosity. Regardless of how limited your time in the lab may be, especially for first-years and sophomores, it is crucial to convey a sincere sense of engagement with your project and the lab’s research goals. You want to avoid giving the impression that you are there merely to fulfill a degree requirement or as a prerequisite for a post-graduate program.

There are lots of ways to open a conversation around how to get involved with research.

• For pre-concentrators: Talk to a student who has done research. The Peer Concentration Advisor (PCA) teams for Applied Math , Computer Science and Engineering mention research in their bios and would love to talk about their experience. Each PCA team has a link to Find My PCA which allows you to be matched with a PCA based on an interest area such as research. 
• For SEAS concentrators: Start a conversation with your ADUS, DUS, or faculty advisor about faculty that you are interested in working with. If you don’t have a list already, start with faculty whose courses you have taken or faculty in your concentration area. You may also find it helpful to talk with graduate student TFs in your courses about the work they are doing, as well as folks in the Active Learning Labs, as they have supported many students working on research and final thesis projects.
• For all students: Attend a SEAS Research Open House event to be connected with lab representatives that are either graduate students, postdocs, researchers or the PI for the labs. If you can’t attend the event, contact information is also listed on the Undergraduate Research Canvas page for follow-up in the month after the event is hosted. 

For any student who feels like they need more support to start the process, please reach out to [email protected] so someone from the SEAS Taskforce for Undergraduate Research can help you explore existing resources on the Undergraduate Research Canvas page . We especially encourage first-generation and students from underrepresented backgrounds to reach out if you have any questions.

In Computer Science

• First-Year Exploration
• Concentration Information
• Secondary Field
• Senior Thesis
• AB/SM Information
• Student Organizations
• How to Apply
• PhD Timeline
• PhD Course Requirements
• Qualifying Exam
• Committee Meetings (Review Days)
• Committee on Higher Degrees
• Research Interest Comparison
• Collaborations
• Cross-Harvard Engagement
• Lecture Series
• Clubs & Organizations
• Centers & Initiatives
• Alumni Stories

Thesis Opportunities

Pursuing a thesis with dima.

Theses in DIMA are  often tied to ongoing  research projects sponsored by funding agencies and companies. These are  commonly written in English  (and some in German).   Problems are typically centered on topics in database systems, scalable and distributed data management, and machine learning systems, including: (i) query processing and optimization, (ii) storage, indexing, and physical database design, (iii) streams, sensor networks, and complex event processing, (iv) parallel and distributed databases, (v) databases for emerging hardware, (vi) benchmarking and performance evaluation, (vii) machine learning for data management, (viii) data management for machine learning, (ix) transaction processing, (x) database monitoring and tuning, (xi) data warehousing, OLAP, and SQL Analytics, (xii) database security, privacy, and access control, (xiii) data visualization, (xiv) graph data management, RDF, and social networks, (xv) knowledge discovery, clustering, and data mining, (xvi) spatio-temporal databases, and (xvii) very large data science applications/pipelines.

To pursue a thesis with us, students are generally required to possess:

• outstanding programming skills  in C++, Java, or Scala,
• extensive knowledge in database systems  (e.g., IBM DB2, Oracle) or  big data analytics systems  (e.g., Flink, Spark),
• basic knowledge in the use of an IDE  (e.g., Eclipse, IntelliJ),
• basic knowledge in the use of a distributed version control system  (e.g., SVN, Git).

Furthermore, to conduct a:

• Bachelor‘s thesis , students  must have successfully completed   ISDA  and  DBPRA   (at a minimum)  with a grade of good or better  and possibly several other Bachelor’s courses offered by DIMA, such as  DBPRO  and  DBSEM . 
• Master‘s thesis ,   students  must have successfully completed   DBT  and  DBTLAB  (at a minimum)  with a grade of good or better  and possibly several other Master’s courses offered by DIMA, such as  BDASEM ,  BDSPRO ,  DMH ,  IMSEM ,  MDS , and  ROC . 

Moreover, depending on the thesis topic, additional knowledge may be required (e.g., compiler technology, distributed systems, networking, operating systems, systems programming, machine learning).

Available Thesis Topics

If you are interested in our research areas and are currently in search of a thesis topic, we invite you to contact us. For more information, click on more below.

Completed Bachelor's and Master's Theses

Many students have successfully completed their Bachelor’s and Master’s Theses. For more information, click on 'more' below

Completed Dissertations

Several doctoral students have successfully defended their Ph.D. Dissertation. For a list of past doctoral students for whom Prof. Markl has served as the primary advisor or has served as a dissertation committee member, click on 'more' below.

Completed postdoctoral theses

Several researchers have successfully defended their Habilitation Thesis. For a complete list of researchers for whom Prof. Markl served as the primary advisor or a member of the Habilitation Thesis committee, click on 'more' below.

The Confounder

News, updates, and information for current students and alumni of the Department of Epidemiology at Rollins School of Public Health

APE or Thesis Opportunity, Time Has Chosen Us

• January 17, 2022

Category : APE/ILE Student Opportunities Thesis

Overview: The Time Has Chosen Us

As part of the Centers for Disease Control & Prevention’s support for the  Arts to Build COVID-19 Vaccine Confidence , Atlanta’s  Out of Hand Theater  is leading  The Time Has Chosen Us,  a project committed to increasing vaccine confidence and vaccinations among Black people who live in rural Georgia (GA). By collaborating with the GA Department of Public Health, RSPH Faculty, and a steering committee of Black leaders throughout rural GA,  The Time Has Chosen Us  will conduct surveys and focus groups to inform a script that will be developed into a series of digital performances shared across the state and evaluated through SMS-based text surveys for anyone who sees the performance. The narrative films will additionally be shown through livestreams and safely orchestrated in-person showings, feedback and Q&A sessions with public health officials, and the opportunity to receive the COVID vaccines on-site.

Request for Applications: RSPH Students

As a collaborative process,  The Time Has Chosen Us  seeks to work with RSPH students (capstones, class projects, practicums, thesis opportunities) who share our passion to increase vaccine confidence among Black people who live in rural settings in the US Southeast.

·          Timeline:  Feb – August 2022, with post-project mentorship available for thesis support

·          Various Skills/Interests  (students do not need to have all skills listed take part):   

o   Monitoring & evaluation, CDC reporting, grant management

o   Community needs assessment, qualitative analysis, public health messaging

o   Survey design, mHealth (SMS-text based) implementation, quantitative analysis

·          Contact:

o   Marcel Foster, MPH: Lead Evaluator,  Performance Hypothesis

o   Please email resume/CV to  marcel [at] performhy [dot] com

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Undergraduate Research

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There are many opportunities for undergraduate students to engage in research during the academic year and the summer. During the academic year, students can enroll in undergraduate independent research courses (CSCE 291 and CSCE 491) with faculty; please see the  departmental guidelines  for enrollment procedures. Also, all students in the computer science and engineering track of the Engineering Honors Program participate in an intensive undergraduate research experience, culminating in an honors thesis. Opportunities for participating in research during the summer: 

• Undergraduate Summer Research Grants at Texas A&M University
• CyberHealthGIS
• Research Experience for Undergraduates (REU) Program

For more undergraduate research opportunities, take a look at this  list of National Science Foundation-funded REU sites in computer science .