Final theses due November 15, For Spring Graduates:.
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Final theses due April 17, Final theses due November 19, Academic Year For Spring Graduates:. Proposals due February 18, Final theses due November 19, Academic Year Proposals due February 17, Final theses due November 18, Students should work closely with their honors thesis advisor in developing their thesis proposals. The purpose of the proposal is twofold. First, it formalizes a plan of study and establishes a set of expectations between the student and the faculty advisor.
Second, the Communication Undergraduate Curriculum Committee will facilitate a formal review of the proposal to determine whether it is consistent with honors thesis requirements and, in some cases, to make suggestions for improvement. After the April deadline, the thesis will be independently reviewed typically by two faculty committee members within about two weeks.
If further revisions are required, students will be informed and a revised draft will be requested. Students are responsible for submitting their formatted abstracts in accordance with abstract publication instructions. All proposals and theses should be uploaded and submitted to the Communication Undergraduate Program Coordinator through this online form. Skip to main content. Google Tag Manager.
Humphries , chair Overview The research honors program in communication offers outstanding undergraduate students the opportunity to work with a member of the communication faculty to pursue supervised independent research in the areas of media, technology, science, environment, health, persuasion, social influence, collaboration, intercultural communication, and other communication topics.
The thesis is due the 3rd Friday of April in the spring semester. For Fall Graduates: Junior year: contact communication faculty to talk about research ideas and identify thesis advisor The proposal is due the 4th Thursday of the spring semester. Daily visits are more common than weekly or monthly visits, with 26 participants reporting daily library use and 14 reporting weekly use Figure 5. Only one participant reported visiting the library less than weekly.
The students use library physical spaces extensively. Figure 5 shows the number of hours spent in the library, against the frequency of those visits. In those daily visits, students typically spend between two and six hours in the library. Many weekly users spend less than an hour in the library when they visit; the rest of the weekly users tend to spend up to four hours. Figure 5. Time spent in the library by duration number of hours and frequency of visits. Students reported engaging in diverse activities in the library, the top three of which are reading, doing research using library resources, and browsing collections Figure 6.
Both pre- and post-exam students identified browsing collections as one of their most frequent activities Figure 7. For both groups, reading is the second most frequent activity conducted at the library. Notably, writing is not the top reported activity of students at the post-exam stage, nor is it in the top three activities students at this level perform at the library.
Interviews revealed that even though there is no typical humanities doctoral student, the interviewees do share certain institutional and library-related concerns. While interviewees confirmed the importance of funding, jobs after graduation, and the quality of their relationship with their faculty adviser as prerequisites for completing their degrees in a timely fashion, their comments on what the library does and might do to contribute to their success were of particular interest.
The five major opportunities for libraries that emerged from the interviews were: 1 providing space, 2 fostering community, 3 providing access to deep research collections, 4 providing research assistance, 5 and nurturing the development of scholars. Each of these areas is discussed below, and is followed by a list of major opportunities for libraries to better support doctoral students in the humanities.
Because of the qualitative nature of the study, it was not possible to order these opportunities in order of priority. All the themes emerged as important, and participants did not rate them relative to each other. For interviewees, the library is an important support structure. They view library facilities as important campus environments where they research, study, read, write, and socialize.
The availability and quality of workspace were major factors in their productivity and academic success. Some called for spaces with large tables on which they could spread their work, while others preferred the seclusion of a carrel.
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Chief among the space-related challenges was the lack of dedicated carrels. Despite the need for seclusion, the interviewees appreciated seeing other doctoral students working in the library. Interviewees expressed a strong need for communities of support. Community activities include workshops, colloquia, speaker series, museum visits, and discussion groups that meet outside of the classroom and are often unrelated to specific courses. Many students expressed frustration because they lacked the requisite information to meet departmental and institutional requirements. Some preferred to rely on their peers rather than on faculty advisers to navigate the intricacies of administrative details.
Similarly, students expressed concern about their unfamiliarity with procedures associated with creating documents needed for advancement, such as a reading list for their qualifying exams or a prospectus for a dissertation, publication, or conference paper. These reported needs point to obvious opportunities for collaboration between libraries, academic departments, schools and colleges, and other campus agencies.
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The library already offers several workshops geared directly to graduate student needs e. These offerings could be expanded in partnership with other relevant campus units. Use of library collections varied widely among students, disciplines, and research topics. Many students entered their programs with extensive experience researching in libraries, while others reported limited experience.
Many noted they were able to find anything they needed, either locally or via a resource-sharing option. Attitudes toward e-books varied. Many opposed the thought of using e-readers or e-books; others embraced them. As access to the full scholarly record in multiple formats is perceived as necessary for a successful academic career, the opportunities for libraries in this area clearly lie in expanding resource-sharing partnerships and borrowing arrangements. Expanding the types of materials allowed for borrowing and lending, such as audio and video formats and primary source materials, could reduce the need for travel.
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Improving the discoverability and accessibility of physical and electronic collections would increase their utility for graduate students. Interviewees noted that they receive research assistance from faculty advisers, other faculty members, librarians, and student peers. Their opinions about the value of librarians and the assistance they provide were wide-ranging. Students discussed the need to grasp how the literature within their discipline is organized-an understanding that subject librarians seem uniquely positioned to impart.
Fengqi You – Fengqi You @ Cornell University
Most discussions of information management needs focused on the importance of citation-management techniques and tools. Many had developed their own approaches to citation management because of their frustration with online citation management tools. Most interviewees expressed frustration in having to navigate the large variety of e-book formats.
Questions about their file management habits elicited a wide range of responses. Respondents had adopted highly idiosyncratic approaches to managing their research information using a wide range of software products.
You Research Group @ Cornell University
Many reported frustration with or ignorance of effective note-taking strategies. When asked to evaluate the library as a resource for their own teaching needs, many students cited the importance of reserve readings and hoped that they might use library space for holding office hours.
Several had arranged for their students to receive an introduction to working with primary source materials and rare-book collections. Some suggested that this repository could be expanded beyond learning objects to include other types of content, such as sample dissertations, proposals, and syllabi. Funding was identified as the single greatest factor in doctoral student attrition rate as well as a source of significant stress. Many students did not know how to search for grant or fellowship funding opportunities outside of their own institution.
Many reported frustration in identifying outside funding to support travel for research and language acquisition, opportunities for non-U. Nonetheless, the interviewees identified several recurrent themes. Second, they described the expectations placed on them, often tacitly, to publish and participate in professional activities such as conferences.