- Since students typically need three full semesters in which to complete the honors senior capstone project, they must enroll in three sequential sections of the Honors Senior Capstone Experience, HON 4497, 4498, and 4499. They must take the first section at least two full semesters before the term in which they graduate. The capstone sequence is as follows:
- One one-hour, pass/fail senior capstone course (HON 4497) in which the student will find a full-time faculty member in his or her major to supervise the project; design the project, with that advisor’s support; and submit the Honors Senior Capstone Proposal for approval, first to the project supervisor and subsequently to the Honors Director and the Honors Council. A student whose honors capstone proposal is fully approved at all levels will receive a “Satisfactory” in HON 4497 and be cleared to register for the second capstone segment, HON 4498.
- One three-hour, pass/fail senior capstone course (HON 4498) in which the student will conduct research, articulate a research question and hypothesis (for an honors thesis) and create a research outline; or will produce a detailed progress report (for an honors service-learning or creative capstone project). A student who earns a “Satisfactory” in HON 4498 will be cleared to register for the final capstone segment, HON 4499.
- One one-hour traditionally graded section of the capstone sequence (HON 4499), culminating in the submission of an honors thesis or other honors-appropriate product and the honors portfolio. (Students who entered the Honors Program before the fall of 2010 must take HON 4499 exclusively, for three credit hours; those entering in and after fall 2010 must take the three-course honors capstone sequence, as described here.)
This collection began in Spring 2016. Uploading previous documents will occur when possible.Time to Submit Your Capstone or Thesis?
Capstones/Theses from 2016
Honors Senior Capstone Portfolio, Brooke M. Doss
Ultrasonic Data Steganography, Alexander Orosz Edwards
Math as Text, Rhetoric as Reason: Can the Humanities Save Math Education?, Elizabeth Melendez
Animations and Diagrams in Virology: Their Effects on Student Learning, Mary N. Reynolds
Ultrasonic Data Transmission and Steganography, Hunter Young