MODEL TIMETABLE FOR SPECIALIZED HONORS THESIS
2015/2016
The following timetable is designed to help you keep your thesis students on track for
completion. Some of the deadlines for specific elements will vary by discipline and faculty are
encouraged to replace or add dates that make sense for the project/thesis in order to continue
thesis development or to make alternative arrangements. At the end of the document I have
attached the rubric, which will be used to assess the Thesis. Faculty members may find it useful
to discuss the rubric with the thesis writer at various stages of the process. We encourage faculty
to use this model to discuss with the student an appropriate timeline for a successful thesis.
Junior year:
A) Meet to explore thesis ideas.
B) Encourage students who you think are considering a thesis to plan to register for
410 in the fall of senior year.
C) Encourage students to apply for development grants either from their
department or, if applicable, the Baldwin Honors Program.
D) With candidate, assemble summer reading list. The goal is to start the fall with a
robust bibliography of scholarly works, primary sources, initial experimentation design, or initial
project exploration. Experience has shown that students who have already begun their theses by
the beginning of the fall semester are much more likely to be successful.
SEPTEMBER
During the 1st week of the semester the primary reader and student meet to discuss work
done over the summer:
Draft of working thesis statement, project process, or experiment plan due in the third week of
the semester.
OCTOBER
The general goal of the October deadlines is to move forward to writing (or similar stage in the
various disciplines) such that by the end of the semester at least 30% of the thesis is complete.
First week of October: First draft of literature review, written engagement with text, initial
experiment questions, or initial outline of project/performance.
October 8: The Thesis Colloquium: thesis writers will have to present their project to faculty
and students.
Oct. 30: Second Draft of literature review, written engagement with text, initial experiment
questions, initial outline of project, or performance and revised thesis statement.
NOVEMBER
Nov. 13: A detailed outline of thesis to be discussed by the entire Thesis Committee in their
meeting at some point before November 20.
November 30: First chapter to be submitted to Thesis advisor. When the student meets with the
advisor before the end of the semester, the thesis should be largely taking shape with a clear idea
of how the spring deadlines will be met.
DECEMBER
Writing over the Winter break to achieve substantial preliminary draft by January 19.
Classes resume January 19, 2016.
The end of the drop/add period is Monday February 1.
It is important that the committee assess and make one of three recommendations outlined prior
to February 1st (the end of the drop/add period for spring classes).
It might also help faculty in making the assessment to review the rubric below with the student at
this point.
1) Enough progress been made to continue at the THESIS level. Roughly 60% of the project
should be completed, including bibliographic development sufficient to support the thesis,
review of needed literature for project, progress of experiments, and completed chapters, and an
outline of how the project will be finished in the time remaining.
2) The project is moving along, is robust and worth 8 credits of independent study (but has
either not met some of the requirements outlined above, or is largely descriptive and will not rise
to the analytical level expected of the thesis. In this case the student should convert the 411
Specialized Honors independent study for a 300 level independent study in their discipline.
3) The project has moved far enough along to constitute a 4-credit independent study, but is
not likely to able to forward enough to justify another 4 credits of independent study and
therefore the student, should they require the credits, is encouraged to add another 4-credit class
immediately.
If students drops the thesis after this point, and the advisor determines that the work only merits
4 credits, the student will get a "W" on their transcript.
FEBRUARY
A full first rough draft of the thesis is due to the committee members on February 19, who meet
by the end of the month to make specific recommendations.
MARCH
The second draft of the thesis is sent to the committee members by March 25.
APRIL
Final draft of thesis due on April 15.
Defense dates are arranged.
Specialized Honors Thesis
Rubric:
Engagement with the
scholarly field
(all theses or thesis
projects should have a
written analytic
component).
Contribution to the field
Treatment of subjectmatter
Organization (design) of
work
Execution of work (writing,
painting, manufacture,
etc.)
Oral Presentation
Exceptional
Honors Level
Not at Honors Level
Provides an in-depth written analysis of the
field. Shows awareness of its historical
development and makes suggestions about its
future direction, identifying for instance areas
requiring further analysis, new problems, or
new questions.
Demonstrates understanding of
scholarly field, its problems, questions,
methods, debates etc.
Project does not appear to be informed by the
scholarly field. Recognition of key scholars is
lacking, as is awareness of appropriate
methods, problems and questions.
Thesis, composition, or project makes a
significant contribution to the field by, for ex.,
introducing new evidence, materials, or data
and articulating how such evidence recasts
existing research or work, providing a new
and convincing interpretation of familiar
material, or opening up new questions.
Treatment of subject matter is sophisticated,
or interdisciplinary, recognizing the value and
limitations of the particular approach to the
subject. Treatment is sufficiently extensive to
meet author’s stated goals.
Clearly articulates a contribution to field,
e.g., by showing how it lends support to
or broadens previous work, applies
existing methods to new topics, or
provides new solutions to pre-existing
questions.
Does not contribute to the field, or
contribution is too minor or incidental to be
meaningful.
Careful treatment of the subject matter.
This might involve production and
analysis of experimental results, analysis
of pre-existing data, presentation and
analysis of primary sources, artful
treatment of a subject. Treatment is
sufficiently extensive to meet author's
stated goals.
Thesis, composition, or project is clearly
organized. All parts of the work
contribute to coherent whole.
Treatment of the subject matter is superficial.
The subject matter may not be appropriate for
the proposed purpose, and treatment might
be insufficient to achieve the proposed
results.
Project is clearly presented, with few
technical errors. The work is accessible
to a non-specialist audience
The thesis is marred by technical deficiencies,
for ex., grammatical and spelling errors, or
poor craftsmanship. The work is in large part
incomprehensible to a non-specialist
audience.
The presentation is unclear. Student shows
lack of mastery of the subject matter during
the questions.
Thesis, composition, or project is elegantly
conceived and organized. Each part
contributes to the whole without repetition or
redundancy.
The work shows both technical mastery
engagingly presented, and is accessible to a
non-specialist audience.
Oral presentation shows mastery of the
material. Presentation is well thought
through, clear, and adds to an understanding
of the project. Discussion engages a variety of
questions in a professional manner.
The oral presentation clearly presents
the project, and is engaging. The student
is able to respond well to the questions
posed.
Thesis, composition, or project is disjointed or
incoherent. Relationship between its parts is
unclear.