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Updated: 5/17/12
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Antonian Scholars
Honors Program
Senior Project Handbook
St. Catherine University
St. Paul, Minnesota
Dr. GAYLE GASKILL Honors Program Coordinator
Updated: 5/17/12
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What is the importance of the Senior Honors Project?
Completing the Senior Honors Project is one of the requirements for being designated an
Antonian Scholar upon graduation. The work engages you in a self- designed creative and
intellectual process. Not only do you learn more about your chosen topic, but also you learn
more about yourself and your ability to undertake an independent academic or creative work.
Most importantly you have an extraordinary opportunity to develop a working relationship with
a St. Catherine professor who will facilitate your project.
From a pragmatic point of view it stands you in good stead for graduate or professional school,
or other employment. Seniors and graduates indicate that although demanding, completion of
the project gives considerable satisfaction. Students have presented their senior project results at
national conferences, an acknowledgment of the quality of their effort.
What are the criteria for an exemplary Senior Honors Project?
The student's work should be conceived, executed, and measured according to the faculty's
highest criteria for assessing excellent undergraduate work. The student should bring her highest
standards for performance to bear on the project. The Senior Project should be indicative of your
very best work. How long and complex should a project which is a research paper be?
It depends on the discipline and topic. In some cases a student's work is as challenging and
lengthy as a master’s thesis in the discipline. Senior Projects are available for you to look at
in the Honors Hub. When appropriate, the HNRS 4970 Senior Honors Project may be designated
as "writing intensive." See the Director of Writing Programs if this is an option.
How creative should a creative project be?
Originality and apprenticeship in skills are components of projects in the arts. True creativity
should be encouraged. Toward this end the faculty advisor should ensure that the student is
qualified by nature and/or training to undertake and execute the project; that the project itself is
worthy of honors credit; that progress is monitored and that the committee is chosen for their
appropriate expertise and judgment. There should be a written component to such projects but
not of a significant length since the major work may be in the form of a performance or exhibit.
A written summary of the goals and process for the Project as well as a reflection on the
presentation of the project should be completed.
What if my Honors Project will result in exceeding the 130 credits required for
graduation?
The Honors Program Advisory Committee, in an effort to provide a means for students to
complete the Senior Honors Project without undue financial burden, accepted the university’s
proposal to allow a student in good standing who has registered for the Senior Honors Project
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(HNRS 4970) to use it as a voucher to take an additional course or to pay for a previous course at
the audit rate if the total exceeds 130 credits. The audit rate (1/4 tuition) may be applied to at
most one 4-credit course. It would not be retroactive for previous graduates, nor would it be
available after an Honors Program student graduates.
Although a student may not have reached the 130-credit threshold at the time of registration for
the honors project, once she exceeds that limit she would be eligible for one 4-credit course at
the audit rate. Since students generally register for the honors project the semester before they
plan to graduate, this would mean that eligible students (those completing 130 or more credits)
would be able to take one course before graduation at the audit rate. NOTE: The Coordinator of
the Honors Program reports individual eligibility to the appropriate people in the Business
Office.
What is the role of the Project Advisor? (See also Guidelines - Appendix A)
The Antonian Scholars Honors Program has established certain check points, elaborated upon
later in this document. There is also a list of “Tips for Project Advisors”. The primary
responsibility for maintaining the highest standards of the discipline lies with the Project
Advisor. The Program relies on the Advisor to guarantee the honesty and integrity of the
student's work as well as assurances that the resulting project reflects a rigorous endeavor and an
appropriate culmination of an Honors Program. Most faculty find that working with students in
this endeavor is very rewarding.
What is the role of the faculty committee? (See also Guidelines - Appendix B)
The committee’s responsibility is to help guarantee the quality of the final product. If committee
members have serious questions about the work, they are to be discussed with the project
advisor, or coordinator of honors program and then the student. The particular responsibility of
each committee member is to act as quality control. In some cases, committee members will be
judging work outside their discipline. While members may rely on the project advisor’s
expertise, they do evaluate the quality of the finished work - written or artistic - as well as the
final presentation.
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St. Catherine University
Antonian Scholars Honors Program
Senior Project Guidelines
The following handbook cannot answer every possible question about the Senior Honors Project.
But it does anticipate most questions and outlines in detail the procedures to be followed. As
appropriate, consult with the Program Coordinator for guidelines related to your specific project.
The Senior Project is to be a comprehensive, in-depth and challenging undertaking. It is also
intended to be the occasion for great intellectual challenge and personal satisfaction. It should be
one of the highlights of your academic experience at the university. It seeks to combine the
pleasure of working on one's own with the opportunity for mentoring with faculty members. The
Project is intended as an extraordinary learning opportunity.
The Senior Project is the capstone in your Honors Program. It is assumed that students have
previously completed research papers in a course setting.
The Honors Program Senior Project should be:
an investigation of an authentic question that places the topic historically, reviews
relevant literature, and arrives in a substantiated way at a conclusion, interpretation, or
resolution;
defined and undertaken by individual initiative and independent conceptualization;
done in a tutorial rather than class setting;
documented in a scholarly paper or an artistic creation of substantial proportions;
evaluated by a panel of interested scholars; and
presented in a public forum.
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“An Investigation of an Authentic Question”
Of all the choices you make in a Project, probably the most critical is that of your topic. There
may be a tendency to try to get through this stage as quickly as possible, to see topic definition as
merely prefatory to the Project. The process of choosing a topic should be considered a critical
step in your project. Your topic must be one, which you are both intellectually curious about and
also one in which you are highly motivated to explore. Senior Projects are intense learning
experiences. I f you are not highly interested in the topic you will find difficulty keeping
motivated about not only working on it, but also completing it. Choose a topic you are
passionate about.
Topic choice will vary widely by discipline. Following are typical considerations in choosing a
topic:
First and foremost, you must find the topic interesting--compellingly interesting. One cannot
overemphasize the essentiality of choosing a topic that can hold your enthusiasm over a
period of several months.
The topic should be one on which sources are accessible. Your topic should not require
attainment of resources or travel to places that are not possible.
The topic should be one on which SCU faculty have sufficient expertise to be of help.
The topic should be one that is manageable within the available time. Given the timeframe for
the project are the goals reasonable?
The topic should be something that allows new explorations or insights. Avoid topics where
all that is possible is a recapitulation of existing literature.
"Defined by individual initiative and conceptualization"
Your Senior Project does not need to be done in your major. The Honors Program stresses
interdisciplinary approaches; as evidenced by the Honors Seminars. You should feel free--
indeed, much encouraged--to settle on a topic that crosses departmental or disciplinary
boundaries. On this score, the Honors Program Project can be quite different from the senior
seminar paper typical in some majors. One of the purposes of including a committee in the
structure of the Projects is to provide a formal place for experts from different fields to facilitate,
advise your work. You may wish to venture out from the safety of your major. Think creatively
and try to take advantage of this opportunity for upper-division interdisciplinary work.
In association especially with your advisor and, to the extent they are willing, with your
committee, you must draft a formal statement, the prospectus, giving the topic of your project,
methodology, anticipated sources, conceptual framework, and controlling questions.
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NOTE: If your project and research involve the use of human subjects, including
interviews, you may have to get approval of the Institutional Research Board (IRB). This is
to assure that the rights of the subjects are protected.
"Done in a tutorial rather than a class setting"
Your topic should provide direction in choosing your project advisor and committee members.
Their academic expertise should be closely aligned with your topic. You need an advisor who is
someone you can work well with. Your advisor needs to be a ranked SCU faculty member
whom you respect and who has both the expertise you need to guide the project. The individual
also should have a high interest in your topic. In most instances, it is usually not advisable to ask
someone with whom you have never before taken a course to advise your project. You may wish
to talk with a number of potential advisors before finally formally asking one to serve.
Once a faculty member has agreed to serve, and you have established a reasonably good idea of
the area in which you want to work, you should go on to committee selection. You are to choose
two additional faculty members to serve on your committee. You should consider committee
membership carefully. In most cases it is assumed that one of the two members would have at
some time served on the Honors Faculty Committee (see the Program Coordinator for a list of
current and past members). If a faculty member is not able to continue to serve on the committee
or as the advisor, he or she must be replaced with another faculty representative. All
committees must have three faculty members for the duration of the Senior Honors Project.
In all cases, those you ask to serve should have relevant expertise and the time to help.
Information for project advisors and for committee members is included in the appendices.
Students, advisors, and committee members should be well informed about the roles and
responsibilities of each party involved in the project. Advisors should be provided with a copy of
the Senior Project Handbook and required forms and timelines. Students need to be responsible
providing this information to the faculty members.
Consult carefully with your advisor and committee as you draft your prospectus. Their signatures
are required on most forms before their submission to the Coordinator. Agreement of advisors,
students, and committee members is critical. Signatures of approval indicate that the faculty
members have found the work acceptable.
Once you have a full committee selected, you should schedule a joint meeting with your advisor
and all committee members. This meeting need not be a long one, but should be held so that
everyone is certain that all parties are in agreement regarding both project and process, and that
everyone is clear about who has what responsibility.
The Senior Project is likely to be different from other academic work you have done. Keeping
your project advisor and committee informed and involved is critical. At a minimum, schedule meetings well before the October 15, December 1, and March 15 deadlines for
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submission of forms and appropriate work for May graduates. And before the March 15, May
1, and October 15 deadlines for December graduates. Work with your committee as closely as
possible. Request ideas for resources and productive approaches. Try out sections of early drafts
for their initial reactions. Communicate...communicate…communicate by email, phone, or face-
to-face!
As your work matures, you may find emphases or even directions are changing. If you see
changes, you should discuss these fully with advisor and committee members to make certain
they agree with any new directions the work is taking. If a committee member offers a
suggestion that you and your advisor decide not to follow in the best interests of the project, you
must carefully explain your reservations to the committee member at the time and make certain
they accept your decision.
It is wise to keep a running Project file-- starting with this handbook. Your Project can stretch
over nearly nine months, long enough for memories to be untrustworthy. Keep a copy of your
original prospectus. Save a copy of your progress timeline and note the dates you actually
completed the various stages. Record dates of major conferences and include your notes on the
results of those sessions. Be careful to retain faculty written comments and text annotations.
"Of substantial proportions"
Some students may find the size of the project intimidating and ask, “How long is the paper
supposed to be? How “big” is this project supposed to be?” The independence and open-
endedness of the Senior Project can induce a good deal of uncertainty.
It is possible to establish some rough minimums. The Senior Honors Project should require
equal to or more work than an average course. Remember that the project earns four credits!
Think in terms of the demands of typical course, around twelve hours a week. But remember
also it is not as much about the time as it is about the quality of the work that results. What do
you need to commit to the project to produce exemplary work? The necessary amount of time
dedicated to a Senior Honors Project differs from one student to the next and from one project to
another.
Some fine projects have been reported in a closely written thirty pages. Other projects may
require double that length. If one reads, thinks, and works on a topic in a concentrated fashion
for half a year, it is hard to imagine summing that that process up adequately in a few pages.
This is not a term paper in a course--it is the whole course. The best advice is to concentrate on
the topic. The length of the work is determined by the story you need to tell.
Following are characteristics of outstanding Senior Projects. These criteria are also used to select
one Outstanding Senior Project each year. Winner of the Outstanding Senior Project is awarded a
cash prize and certificate. The Outstanding Senior Project is also entered in a national
competition recognizing Honors projects.
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Criteria for Outstanding Senior Projects
Represents a high level of academic competence
Utilizes a high quality process for inquiry
Represents significant work as it relates to a culminating project for an Honors
Program
Produces a quality end product to represent learning
Utilizes creative or innovative approaches
Contributes to our understandings, insights, knowledge or community
"Evaluated by a panel"
When you are ready for a critique of a completed draft, remember that your advisor and
committee are busy people. It is best allow a week for them to read anything substantial. Not to
allow sufficient time for committee members to read and reflect on your work limits the help
they can give you.
Be considerate in scheduling what you expect to be the formal evaluation session so that all
committee members can attend without inconvenience. (That entails planning so that you are not
scheduling up against a tight deadline.) You should allow a minimum of an hour. Your advisor
is in charge of that meeting. Be careful that she or he is explicit so that everyone present
understands that this is to be a formal evaluation.
In preparation for that session, you should look over your file of conference notes and early
drafts with committee comments. Review any advice offered by your committee that you
incorporated. Also be ready to discuss reasons for not following advice or direction offered by
committee members. Be prepared to discuss any decisions you made related to your work in an
articulate and carefully reasoned way.
If you have done your work conscientiously and if you have maintained close contact with your
advisor and committee, the evaluation session should go smoothly. It should be simply a
stimulating conversation. You are an expert in the Project's topic. You should expect to speak
briefly in an introductory way. You should expect to explain carefully your responses to
suggestions made on the previous draft. And you should expect questions that are intended to
allow you to demonstrate that you really have mastered your topic.
At the close of the evaluation session, you should expect to be excused for a time while the
committee comes to a conclusion. You should expect to be invited back to be told what the
decision is. A two-thirds vote of the committee determines its decision.
The committee may pass the Project essentially as is. Or the committee may pass the Project
with recommended changes. Or the committee may require changes, with supervision and
approval delegated to the advisor. Or the committee may require changes and require further
that the project be resubmitted for another round of evaluation.
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Do not be offended if there is discussion of or recommendations for changes in your work.
Remember that your committee is there to coach you through this process! Listen carefully to
their ideas and suggestions. Take full notes. Paraphrase advice aloud in your own words to make
certain you understand. Then set a target for resubmission that allows enough time to make any
necessary changes.
"Presented in a public forum"
The public presentation is your way of sharing with others what you have learned through the
project. You will find it is gratifying to show others what you have been working on for so long.
You may choose to do a public presentation of your Project or you may wish to present your
Project within a course that has an interest in or is informed by your work. Because the
presentations are publicly announced, if you choose to do the presentation within a course you
must have permission from the professor for others to attend the session who are not enrolled in
the course.
Discuss several possible dates with your advisor and committee members and submit suggested
dates to the Honors Coordinator (by May 10th for December graduates, by December 10th for May
graduates). Be sure to check schedules so that neither you nor your committee members
have a class scheduled for your suggested dates and times. As much as possible, arrange for
all of your committee members to be present. Your advisor must be present. The Honors
Coordinator will be responsible for publicity and room reservations for your presentation.
Before you make your public presentation, you must have had at least one meeting with
your committee as a whole to discuss the complete draft of your paper. This meeting must
be at least one week before your presentation to give you some time to incorporate comments
into your presentation. Since you must allow the committee a week for reading time, you should
have a complete draft of your paper at least two weeks before presentation date. It is assumed
that the project is complete, although the final draft of the work may be still in editing. The committee’s final evaluation meeting and signing of the project completion form may occur
after the presentation.
In preparation for the presentation, you should review your work critically. An oral presentation
may call for recasting some written material. A practical time limit of 40-45 minutes may call
for condensing some material. Do not read your paper but rather identify key points and speak to
the audience directly about your work. Practice your presentation times slowly and aloud, timing
to make certain you are within limits. I f your project is a paper, you may wish to do a
PowerPoint presentation to share key ideas from your work.
At the presentation, remember to acknowledge your advisor and committee members. At the
close of the presentation, be prepared to respond to questions from your committee as well as the
audience.
Appendix C presents the criteria used for identifying high quality presentations. The
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Coordinator of the Honors Program will conduct an evaluation of your presentation using the
criteria.
Final Thoughts
Your Senior Project is not completed until you have:
1. Received committee approval for your final draft
2. Secured the necessary signatures on the evaluation form
3. Turned in the Senior Honors Project Completion Signature form, a digital copy of
your paper and of your abstract to the Honors Coordinator
In addition, you must have:
Completed the required Honors Seminars or are currently enrolled in your final
Honors Seminar.
If you have completed all of the requirements of Antonian Scholars by November 1st for
December graduates, April 1st for May graduates you will graduate as an Antonian Scholar! Your name will appear in the Awards Ceremony Program (May graduates) and the
Commencement Program as Scholars. If you fail to meet any of the final deadlines, you may also
miss public recognition since we must meet the University’s deadlines for submission of
commencement information.
If you miss the final deadlines but complete the Senior Project with your committee’s approval
before the end of the term AND you have met the requirements of the Program your Project title
and grade will appear on your transcript. Students who do not complete the requirements of the
Honors Program but complete the Senior Project will not have the title of their Senior Project
included on their transcripts.
To avoid missing deadlines, make a timely start, plan carefully and adhere to your timeline for
completion. This is all the more necessary if you have a heavy load of extracurricular duties or
employment.
In the term you are registered for the four credit Senior Project (Honors 4970), you may find that
your three courses can consume all your time unless you take measures to prevent it. Do not
expect that you can get the project done in a summer or J-term alone. Think about blocks of time
that might be available. Time dedicated exclusively to the Senior Project is essential for working
on, reflecting on, and revising your work.
Remember that you will receive an Incomplete grade for Honors 4970. This incomplete is
changed to a letter grade when you complete the Project and your advisor submits a final
grade for your project. This process will not affect eligibility for the Dean's List.
The Honors Committee has established a series of interim deadlines to help you keep your
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project on course. These deadlines are not optional. By the class day closest to each of the
dates, the appropriate form must be filed with the Honors Program Coordinator. Failing to meet
these deadlines will call into question your continuance with an Honors Project and, thus,
jeopardize your successful completion of the Honors Program.
Senior Honors Project Checklist for May Graduates: Page 32
Senior Honors Project Checklist for December Graduates: Page 33
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Format for Completed Projects
Scholars must submit a digital copy of the written project or summary of the performance
or presentation. The form you use in your paper should follow one of the style sheets accepted in
the discipline in which you do the Project. There are, however, some features required of all.
You must have a cover page that follows the example included in the packet of forms.
The second page should include acknowledgments, naming your advisor and committee
members.
The paper must be documented and must include a complete bibliography.
An appendix and/or prefatory essay of three or four pages that reflects on the experience of
producing your Project, problems that emerged, the reasons for not taking avenues you
rejected, and possibilities for further study.
An abstract of approximately 200 words – in a digital document separate from
the Project
In addition, for projects that involve the performance or visual arts, a permanent record
of the work in the form of tape, videotape, or photographs must be submitted.
At the Spring Honors and Awards Convocation an award is made for the outstanding Senior
Honors Project. An Honors Program student who is eligible for consideration is one who has
met the Honors Program deadline of April 1 for submission of her completed Senior Project
(signed by her project committee), made her public presentation, and completed all required
Honors Seminars or is currently enrolled in her last Seminar.
Your committee’s evaluation of the Project as well the criteria for selection of an Outstanding
Senior Honors Project established by the Honors Program Faculty Advisory Committee will be
used to determine which student will receive the award.
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APPENDIX A
PROJECT ADVISORS
In agreeing to serve as an Honors Program Senior Project Advisor, you accept the following
responsibilities:
To act as consultant in topic selection and refinement and formulation of the Project
prospectus;
To advise on sources and on research strategies;
To monitor the quality and rigor of the work;
To read and comment on the successive drafts of the Project.
To tell the student when her work appears ready for public presentation and for formal
evaluation by the committee;
To act as chairperson of the faculty committee;
To act as agent of that committee in supervising recommended changes on the Project;
To write a summary evaluation and assign a final grade.
The experience of serving as a Project Advisor ought to be one of the most pleasant in teaching:
to work in a one-on-one basis with a bright, well-motivated student who is much interested in a
significant topic. If you have specific expectations or requirements for working with the student
or for working on this particular project, you should state these clearly to the student as a
condition of agreeing to serve as the advisor.
It is the responsibility of the student to take the initiative in setting a schedule, meeting deadlines,
and arranging for meetings. Taking that responsibility is part of the Honors Project.
To appear in the Commencement program as Honors Program graduates, students must by April
1 (November 1) have the committee's approval of the written version of their Project. If the
student does not maintain an appropriate pace or keep you informed of her work you should meet
with the student to identify the problems and seek to resolve them to get the project back on
course. If the problems persist, you should notify the Honors Coordinator. I f issues cannot be
resolved, you may suggest that the student seek another advisor for the project.
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APPENDIX B
PROJECT COMMITTEE MEMBERS In agreeing to serve on an Honors Program Senior Project Committee, you agree to review and
approve the student's prospectus and are available to give advice on conceptual and bibliographic
matters. You agree to read and evaluate at least the final draft of the paper.
You should expect to meet once with the other members of the committee and the Project
Advisor early in the history of the Project. The purpose of this meeting is to establish an explicit
consensus on the scope, direction, and emphases of the Project. If the Project is
interdisciplinary, it is important for committee members to determine respective areas of
responsibility.
All students doing Projects are fully aware that they must make a public presentation. Students
are aware that they must have a full draft to you at least two weeks before that presentation, and
that they must schedule a meeting of the committee as a whole to discuss the draft at least one
week before the presentation. They are also aware that public presentation does not represent
final committee approval. The final draft of the Project may still be in the editing process.
To appear in the Commencement program as Honors Program graduates, students must by April
1 (November 1) have the committee's approval of the written version of their Project. You are
under no obligation to continue to serve if the student cannot maintain reasonable progress
toward deadlines.
When the student is ready, she will distribute copies of her paper/project and, with due notice
and consultation, schedule a review meeting at a mutually convenient time. At that meeting, the
advisor and committee members should discuss the paper/project with the student and among
themselves. The committee must then excuse the student, make its decision to approve or
disapprove the project, and then invite the student to return and to hear its decision. Ultimately,
the committee makes the decision whether the Project is acceptable. The advisor assigns the
grade.
A two-thirds vote of the committee determines approval or disapproval. The committee has four
alternatives:
Pass the Project essentially as is.
Pass the Project with recommended changes.
Require changes, with supervision and approval delegated to the advisor.
Require changes, with resubmission for another round of evaluation by the full committee
If the committee elects to pass the Project, they should sign the Honors Project Completion
Signature Form. If the committee requires changes supervised by the advisor, committee
members should sign the form, but the advisor should not sign until changes are made.
If the committee requires changes and resubmission, the committee should not sign, but wait
until another draft is submitted and reviewed and another meeting held.
In the end, the committee gives a Pass/Fail judgment. The advisor, who may consult with the
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committee, assigns a letter grade. The advisor and committee members sign the Completion
Form signifying their final approval.
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APPENDIX C
Critique of Senior Honors Project Presentation
Scholar’s Name _____________________________________
Date of Presentation _______________________
E=Excellent
S= Satisfactory
N= Needs improvement
The presenter:
___ presented her motivation for or interest in the project’s topic
___ described the process or procedure used in the study
___ shared the results or conclusions of the study
___ was well prepared
___ clearly articulated her thoughts and ideas
___ was well organized in presenting her project
___ provided an opportunity for discussion and/or questions from the audience
Strengths of the project:
Areas for further thought or reflection related to the project:
Additional comments related to the presentation or project:
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Tips for Advisors of Honors Projects
1. Know what you are getting into before agreeing to advise an Honors Project. Consult
the Program Coordinator when in doubt. Read this handbook carefully.
2. Be selective. Prefer students you have had in class and who you are convinced are capable
and committed. Be wary of taking students as a favor if you are uncomfortable with your
expertise in the student's area of interest.
3. Let the student know that you take the process very seriously, will be putting in a great deal
of effort, and therefore expect strong commitment of time and effort on the student's part.
4. Discuss with the student what it means to be a scholar or creative artist. In the project, the
student is shifting from being a student to becoming a scholar or artist, from being a
consumer of knowledge to becoming a producer of knowledge, from performing
assignments and exercises to developing and working on an experiment, or designing and
producing creative work. It may take considerable time just to determine the final topic
or direction of work and, in many cases, whether the work advances current knowledge
of the subject or practice in the field. Yet this is just the initial stage, for the project still
has to be written and polished.
5. Spend time helping the student develop the research design or plan for creative work, much
of this is frustrating and time consuming, students must have a very clear idea of what
they are going to do and how they are going to do it.
6. Meet with your student regularly. At the close of any meeting with the student please set a
specific date for the next meeting and specify tasks to accomplish by that meeting.
E-mail conversations and updates can also help maintain communication about the project’s
progress.
7. Be flexible. The students work hard but sometimes are unable to meet the deadlines they or
you set. Use the Honors Program checklist as a guide. Keep in mind that the deadlines
in bold on the deadline chart are required, not optional.
8. Keep careful notes. It is easy to lose track of what is going on with a project. A log of
conversations with the student is ideal for monitoring progress and recalling issues you
have covered and deadlines and suggestions you have given.
9. Give the student a large measure of initiative, independence, and responsibility. At the same
time, be ready to offer suggestions, direction, advice, and answers to questions.
10. Consider encouraging the student to attend or present at professional meeting. In some
cases you may wish to help the student prepare for publication or offer co-authorship. In
the past, St. Catherine students have presented their senior honors project work at the
National Collegiate Honors Council Conference and at the National Conference for
Undergraduate Research.
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Sample Abstracts of Senior Projects
Jeanette Asselin; Project Advisor, Ann Lowry
National Conference on Undergraduate Research, 2000, University of Montana - Missoula
Caddiwumpus: Memories of My Mother
Using personal narrative is an extremely important and persuasive means of communication.
This play aims to inform the audience about the life of the author’s mother, and to persuade
them to think more closely of their own relationships with loved ones. Through research and
creative drama, the author’s purpose is not to only learn more about her mother, but to share her
mother’s story with others that knew her, or will not have the chance to meet her. Questions for
the reader and/or audience to consider that are raised throughout the manuscript are related to
personality, relationships, memory, grief and loss, and adulthood and aging. They include, but
are not limited to: How does one’s personality affect their everyday life and relationships? What
relationships do we take for granted as a society and as an individual? How do memories help us
in the grief process? How do memories help us within family communication? Finally, what are
some of the basic issues one deals with throughout adulthood and aging that affect personal
relationship? Manuscript and presentation are done in a narrative and abstract manner including
monologue and dialogue.
Stephanie Renee Fosnight; Project Advisor, Geri Chavis
National Collegiate Honors Council Conference, Portz Scholar, 2001, Chicago, IL
When Austen’s Heroines Meet: A Play in One Act
When Austen’s Heroines Meet: A Play in One Act is a multi-faceted project that involved not
only the writing of a carefully researched period comedy-drama, but also the production of the
script. The project began with close readings of the five Jane Austen novels from which the
characters are drawn, and continued with research into character development and the society,
manners and politics of early 1800s England. After reflection and several pre-writing exercises,
a plot summary was constructed and the idea of dream sequences developed. The final script
reflects all of this preparation and asks the basic question: What would happen if five of Jane
Austen’s separately established heroines met by chance and discussed the question of marriage?
In the script, the five young women become acquainted at a wayside inn, after they come
together to aid the exhausted Marianne Dashwood. During the course of their time together,
each young woman reveals that she is about to be married, and, though a humorous dream
sequence which projects her into the future, reveals her deepest fear about that marriage. By the
play’s end, four of the heroines are on the point of breaking their engagements when they are
counseled by the more mature Anne Elliot, who shares with them the story of her own broken
engagement. She warns them of the consequences of their fears run amok, yet also says that, it is
not such a bad thing to remain unmarried, though society may look down on us for it. The
women part firm friends as they return to the plots of their novels.
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The production involved the allocation and administration of a faculty-student collaborative
research grant, and the organization and/or procurement of: a venue; costumes; props; a set;
auditions and actors; extensive rehearsals; a technical crew; an assistant director; publicity;
programs; authentic background music; research into hairstyles, dress and manner; and cohesion
of the cast through socials, individual and group research and character development worksheets.
This was accomplished through a careful system of peer management and inter-departmental
networking, and many months of planning.
Graduate and Professional School Application Tips See also: Career Development's A Guide to Preparing for Graduate School
- First, plan ahead. This is especially important if you plan to apply for a national scholarship
such as the Fulbright, Rhodes, or Goldwater. Contact the SCU faculty advisor for each
scholarship in your junior year to identify the scholarship’s requirements and as appropriate
get the process going. Aim high - if you don't apply, you clearly won't be considered.
- Keep in mind that most graduate and professional school programs begin in the fall.
- Start looking at graduate schools and ordering catalogs in the spring of your junior year.
Write the graduate department to request information and inquiry about teaching or research
assistantships.
- Apply to take the GRE (MCAT, LSAT, or GMAT) as soon as you feel ready. You should take
these examinations in December of your senior year if you plan to attend graduate school the
following fall.
- In the summer or fall of your senior year begin to narrow down your graduate school choices
by looking at catalogs and talking to professors, people in the field, and graduate school
personnel at schools you are interested in. Ask about their Master's programs (thesis or non-
thesis) and their doctoral programs
- If possible, visit the graduate schools. Meet faculty, and graduate students in the department.
- In the fall of your senior year, make application to the schools that you believe are your best
choices given your academic record, involvement, interests, and future professional goals.
Consult with your SCU professors who may also be able to advise your search. Each
application involves both a fee and a possibly time consuming application process often
involving a personal statement, transcripts, and 3-4 recommendations. Some schools also
request a portfolio representing your work.
- Graduate school applications may be available on-line from some institutions, others may
need to be typed. Some graduate schools may request that you submit all your application
materials in one package rather than submitting the items in separate mailings. Some schools
require that St. Catherine directly submit an official transcript to their offices. Make sure you
know each schools requirement and follow them!
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- Apply as early as possible. Most schools have December to mid-March deadlines for the fall
semester.
- Keep copies of your application and any correspondence you have with the school.
- Have realistic expectations. Law, veterinary, and medical schools are often difficult to get
into on the first try. Don’t give up. Consider applying to your second and third choices,
particularly if you are applying to particularly competitive graduate schools.
Suggestions for Obtaining References for Graduate School,
Scholarships, Assistantships, or Jobs
See also: Career Development's Suggestions for Requesting a Letter of Recommendation
- First, plan ahead. Recommendations are too important to leave to the last minute. Faculty will
gladly write them, provided they are given sufficient lead-time. Provide from one to three
weeks for a letter of recommendation.
- Ask faculty members about their willingness to recommend you BEFORE giving them the
forms. Select your references carefully: people who are familiar with you as well as your
academic and community work. Make an appointment or find a time when you can talk in an
unhurried fashion. Explain the purpose of the recommendation. Be precise about the type of
information you are requesting be reflected in the recommendation. If necessary, willingly
accept a decision by a faculty member to decline writing a recommendation. Remember you
want a recommendation from someone who can confidently and positively reflect on your
capabilities!
- Organize your application material for the faculty reference. You may want to assemble a file
folder or envelope of appropriate information and forms for each faculty member who is
writing a recommendation for you. Include in each file, the reference form (if there is one); a
current vitae/resume or written list of your accomplishments, majors, etc.; a paragraph
explaining what you'd like for them to emphasize (some forms ask for academic references,
personal references, teaching references, etc.); and self-addressed, stamped envelopes if they
are to submit the reference/recommendation directly to the graduate school. Use of University
stationary and typed addressed envelope is usually preferable. Faculty are asked to do many
recommendations; each application varies in each requirements so it may be helpful to provide
any specific instructions for the recommendation process in writing.
- Do not hesitate to ask a reference to stress something important: an internship, independent
study, honors seminars, honors contracts, research, participation in conferences, scholarships,
study abroad, leadership activities on campus and in the community.
- Make it understood whether the faculty member returns the forms to you or mails them
directly to the school/committee/employer.
- Most recommendation forms include a confidentiality statement. You retain the right to
review the faculty member’s recommendation unless you waive your right by signing the
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statement. Most believe that you are best advised to waive your right. Your signature indicates
that you trust the faculty member to be candid, honest, and write a recommendation reflecting
your best characteristics and endeavors.
- Check back with the faculty members from whom you have requested recommendations. In
particular, contact those who were to submit recommendations directly to your graduate
school. Confirm that the materials were sent. Some graduate schools send cards notifying
applicants about the status of the submission of their application materials. You may wish to
directly contact graduate schools that do not provide notice to check the status of your
submission. At some universities, incomplete applications are not considered for admission.
- A thank-you in person, or a note to faculty is not only appropriate it is always appreciated.
Should your application for a job, scholarship, or graduate school be successful, let your
faculty references know!
- Keep copies of your application materials.
- If you decide to work for a while and then apply to graduate school, keep in mind that you
need to provide more specific information to your faculty references to remind them of your
university accomplishments. You may wish to include a resume or vita and provide other
relevant information from your university years to remind them of your work and
accomplishments.
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Career Development Office
SCU Career Development has a variety of materials that may assist you in completing
applications for jobs as well as graduate programs. Following are some examples of such
resources:
Suggestions for Requesting a Letter of Recommendation
Strategies for Juniors and Seniors to Solidify their Career Plans
A Guide to Preparing for Graduate School
Career Development Services for Seniors
Job Hunt Timeline: A "To Do" List for Seniors
Career Development also provides:
Help with resume/vitae development
Career Resource Library including Peterson's Guides to graduate programs, catalogs of
graduate and professional programs
GRE, MCAT, LSAT, and GMAT testing bulletins and testing dates. The O'Neill Center
offers test preparation classes.
Internship opportunities
Career counseling, alumnae contacts, job fairs, interview preparation including
videotaping of mock interviews
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APPENDIX D
SAMPLE SUBMISSION FORMS
PROJECT ADVISOR CHOICE
Date: _________________________
Your name: ______________________________
___ has agreed to act as my Senior Project Advisor.
Your signature: ________________________________
Senior Project Advisor signature: _________________________________
Received on _______ by __________________________________
Honors Program Coordinator
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SENIOR HONORS PROJECT PROSPECTUS (page 1 of 2)
Please word process
Student Name: _______________________
Anticipated Graduation Date: ____________
Tentative Project Title:________________________________________________________
Project Advisor: ________________________________
Project Committee: _________________________________
__________________________________
__________________________________
Description of the Project. The items listed below are meant to help you define your project.
Respond to each of the items with a very brief, well thought-out answer. Remember that this
prospectus is only a plan, so make your best predictions and plans as you answer, but don't be
surprised or concerned if you alter them somewhat as you proceed. If necessary, use additional
sheets.
Purpose (What will this project do for the reader/audience? For you?):
Major question(s) you hope to answer:
List the specific steps you will be taking (or have taken) in doing this project:
(continued)
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SENIOR HONORS PROJECT PROSPECTUS (page 2 of 2)
State the form in which the Project will be submitted:
Resources needed (books, videos, documents, interviews, etc.):
_____________________________________
_______________________________________
I agree to supervise the above project.
Signature of Project Advisor: _____________________________ Date:_____________
I agree to act as a member of the review committee for this project.
Signature of Committee Members: ___________________________ Date: _____________
___________________________ Date: _____________
___________________________ Date: _____________
Received on _____ by _________________________________
Honors Program Coordinator
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PRELIMINARY DRAFT/OUTLINE COVER SHEET
Attached is a detailed outline, with thesis statement (including a clear statement of purpose and
plans for what comes next), and a revised bibliography for research papers. For some projects,
this may include a timeline for completion; for others a working draft which needs to be filled in.
I have also given a copy of this to my advisor and committee.
Your signature: ____________ Date: _____________________
Project Advisor signature: ____________ Date: ________________ __
Signatures of Committee Members that they have received preliminary draft as indicated above.
__________________________________ Date: ________________________
__________________________________ Date: _________________________
_________________________________ _ Date: __________________________
Received on _______ by __________________________________
Honors Program Coordinator
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PUBLIC PRESENTATION DATE
Date: _________________________
Your name: _______________________________
I would like to schedule the public presentation of my project on _____________________; my
preferred time of day is _______________.
Alternative dates and times are: _____________________ and
___________________ __
I understand that priority will be given by the date of receipt this scheduling request.
Please indicate here any specific supplies needed, such as an overhead projector, PowerPoint, a
slide projector or a VCR.
_________________________________________________________________________
Received on _________________ by __________________________________
Honors Program Coordinator
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PROJECT TITLE
Date: _______________________
The following is the title of my senior project:
__________________________________________________________________________
Please use the following form of my name in publicity:
___________________________________________
Received on _______________ by __________________________________
Honors Program Coordinator
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COMPLETE PRELIMINARY DRAFT
Attached is a copy of a complete, preliminary draft of my paper, which I have given to all
members of my committee.
Your signature: _______________________________ Date: ______________________
Project Advisor signature: ______________________________ Date: ___________ _
Signatures of Committee Members that they have received preliminary draft.
___________________ __ Date: __________________
___________________ __ Date: __________________
___________________ __ Date: __________________
Received on ________________ by _____________________________________
Honors Program Coordinator
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FINAL COPY
Attached is final, approved copy of my project, along with the approval form signed by my
advisor and my committee members.
Your signature: _________________________________ Date: __________________
Received on ____________________ by ___________________________________
Honors Program Coordinator
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Sample Required Title Page
TITLE
by
Your Name
A Senior Project in Partial Fulfillment of the Requirements of the Honors Program
ST. CATHERINE UNIVERSITY
Date
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SENIOR HONORS PROJECT
COMPLETION SIGNATURES
Honors Students: Please type in the appropriate information at the top of the form. Secure the
indicated signatures in the process of the Project. File the fully signed form with the Honors
Coordinator, who should return a copy for your records.
Student Name: __________________________________
Month/Year Anticipated Graduation: ___________________________________
Senior Honors Project Title: __________________________________________________
Project Advisor: _________________________________
Committee Members: _____________________________________
_____________________________________
_____________________________________
-------------------------------------------------------------------------------------------------------------------
We hereby certify that ________________________ has completed the written portion of her
Senior Honors Project in a satisfactory manner.
Date: ____________ Project Advisor’s Signature:___________________________________
Committee Members' Signatures: ____________________________________
_____________________________________
_____________________________________
To be completed by Honors Program Coordinator:
Public Presentation Completed on _______________________
Final Draft Delivered on _______________________
I certify that _____________________________has completed the Senior Honors Project.
____________________________
Honors Program Coordinator Signature
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SENIOR HONORS PROJECT
ABSTRACT
NOTE: This is to be submitted separately from your project, but at the same time the completed
project is given to Honors Program Coordinator. Copies of all abstracts will be kept on file.
Student Name: __________________________________
Month/Year Anticipated Graduation: ___________________________________
Senior Honors Project Title: __________________________________________________
Project Advisor: _________________________________
Abstract (100-200 words)
