honors thesis duke

Secondary Menu

• Events & Workshops
• Join our Listserv!
• Honors Theses

Duke maintains an active list of Undergraduate Honors Theses and student papers within its DukeSpace hub. Here, you can search through and access summaries, full documents, authors, subjects, advisors and more. 

By utilizing this hub, you can learn more about projects related to areas of research you're interested in, plus learn more about the advisor to see if that faculty member could be a good fit for your project.

• Getting Started in Research
• Guide to Undergraduate Research at Duke
• Undergrad Research Calendar
• Explore Research by Department
• Compensation for International Students
• Research Abroad: Safety Considerations
• Human Subjects: Institutional Review Board
• Responsible Conduct of Research Training and Tutorials
• Frequently Asked Questions
• URS Academic Term Grants
• Program II Research Funds
• Duke Opportunities
• Opportunities Database
• Non-Duke Opportunities
• Resources for Presentations
• Undergraduate Research Journals
• Student Team Grants
• Eligibility & Requirements
• Application Instructions
• Background & Facts
• Duke ASP Faculty Mentors
• Duke ASP Scholars
• Financial Support
• Contact the Amgen Scholars Program
• PRIME-Cancer Research Program Mentors
• Student Stories
• Student Advisory Council
• Annual Undergraduate Research Symposium
• 2024 Symposium Abstract Booklets
• Previous Abstract Books

Secondary Menu

Honors thesis & graduation with distinction, eligibility and application process.

To be eligible to apply to the Honors Thesis Track, students must have a minimum cumulative GPA of 3.0 and a 3.5 GPA for core course work in the Global Culture and Theory major. Applicants should ideally have completed two or more classes with faculty holding appointments in the Program in Literature. In order to assess the applicant's readiness for the work, it is also strongly recommended that the applicant have completed at least one seminar course with and have written at least one term paper for his/her/their Prospective Thesis Advisor. This advisor must hold an appointment in the Program in Literature.

Students apply via an application form (updated annually by the department) and a one-page written proposal with a one-page bibliography submitted to the Prospective Thesis Advisor no later than the Monday after Spring Recess of their junior year. The Spring 2025 deadline is  March 25, 2025 . The application form will be emailed to the Global Culture and Theory Major listserv.

Following the Prospective Thesis Advisor's review, the complete application is advanced for a committee's review and assessment. The decision to extend or decline admission to LIT 495 Honors Thesis I is made by the committee before fall term registration begins.

Expected Product

A 60-page thesis is required by the deadline stated on the annual application form. The page count may include its bibliography.

Evaluative Body

A committee comprised of the thesis advisor, the DUS, and a third reader chosen from among the members of the Literature faculty and affiliated faculty.

Evaluation Procedure

The student’s committee evaluates the thesis. In addition, the student meets with the committee for a one-hour defense.

Levels of Distinction

Three levels: Distinction, High Distinction, and Highest Distinction. To graduate with distinction, the student must receive an honors thesis grade of B+ or above.

Special Courses, Other Activities Required, Comments

Candidate must take the two-semester honors seminar sequence 495 and 496 with their thesis advisor.

• Fall course - LIT 495 Honors Thesis I
• Spring course - LIT 496 Honors Thesis II
• Collective Statement on Climate, Conduct, and Values
• Statement on Diversity & Inclusion
• Statement on Harassment and Discrimination
• Film & Media Concentration
• How GCT is Different
• Honors Thesis & Graduation with Distinction (AY 2024-2025)
• Other Journal
• Trinity Ambassadors
• Ph.D. Degree
• Cost & Financial Support
• Graduate Life
• Dissertation Titles
• Program Alumni
• Applying to the Program
• Frequently Asked Questions
• Mentoring & Advising
• Progress Toward Degree Requirement
• Language Requirement
• Teaching Assistantships
• Preliminary Exam
• Chapter Workshop
• Dissertation Defense
• Professional Development
• What to Do When
• Preparing Your Application
• Interviews & Campus Visits
• Useful Links
• Job Postings
• Sample Materials
• Spring 2024
• Primary Faculty
• Secondary Faculty
• Graduate Students
• Philosophy, Literature & Aesthetics
• Film & New Media
• Critical Race Theory
• Feminisms, Gender & Sexuality
• Globalization & Postcoloniality
• Literary & Cultural Studies
• Marxism & Critical Theory
• Modernism & Modernity
• Psychoanalysis
• Science Studies
• The Americas & the U.S.
• Books By Our Faculty

Secondary Menu

Gsf honors thesis / graduation with distinction.

Graduation with Distinction is a term that accords recognition to students who have excelled in Gender, Sexuality & Feminist Studies coursework and a completed GSF thesis project developed over the final year and a half of study. Pursuing Graduation with Distinction in the Department of Gender, Sexuality & Feminist Studies is separate from graduating with Latin Honors from Duke University.

GSF majors pursue Graduation with Distinction because writing a thesis project offers an opportunity to individually study in depth a topic that a student began to explore in GSF-Housed coursework and to develop a mentoring relationship with the faculty member(s) who supervise and guide the student. As a student pursues their ideas, they place themselves in conversation with scholars who have also pursued the topic. In addition to being prestigious, success in this rigorous process indicates a distinct level of commitment, diligence, and accomplishment to graduate and professional programs as well as to employers. Students often feel an enormous sense of accomplishment in immersing themselves in pursuing a question of interest and grappling with the difficulties and possibilities of the writing process. They in addition become familiar with the fields and conversations that constitute gender, sexuality, and feminist studies.

A GSF major pursuing Graduation with Distinction is expected to complete the 10-course major from the array of  GSF-Housed and  GSF Cross-Listed courses, or petitioned transfer, Duke, and study away courses that meet department criteria. They are in addition expected to complete two Honors Independent Study courses in fall and spring of senior year (GSF 493 and GSF 494). A declared major on track to complete major requirements and under advisement of a GSF faculty advisor who has extenuating circumstances may be allowed to count one GSF Honors Independent Study course toward the 10-course major requirements with permission of the DUS.

Students seeking to write an honors project in GSF must meet the following threshold requirements:

• be a declared GSF major who has completed GSF 199S: Introduction to Feminist Theory no later than the end of the Junior/Third Year (sixth term) and has a completed and faculty advisor-approved major form on file with the department;
• have completed four additional GSF-Housed courses by the end of the Junior/Third year (six terms); and
• have a minimum GPA of 3.3 in all Gender, Sexuality & Feminist Studies courses that count for the major  by the end of the Junior/Third year (six terms).

NOTE: Students who do not meet one of these requirements may make a case for an exception in writing to the Director of Undergraduate Studies, who has discretion to grant such an exception in consultation with relevant faculty.

In addition to the threshold requirements, a junior must discuss their tentative plans with their GSF faculty advisor and the GSF Director of Undergraduate Studies (DUS) no later than the middle of spring term .

Ideally, the student will have already approached a potential thesis advisor from among GSF primary faculty . A professor is more likely to agree to such a serious commitment of mentorship and labor if the student has already completed at least one course with them and demonstrated promise for success in an honors project through their intellectual curiosity, openness to feedback, ability and commitment to revise and rewrite, ability to identify the stakes of an argument, and ability to balance close reading and analysis with larger questions of relevance in gender, sexuality, and feminist studies.

The Honors Thesis Application

The honors thesis online application is due no later than April 1st  of junior year to the Director of Undergraduate Studies in Gender, Sexuality & Feminist Studies. This deadline may be extended in situations where a student meets with the DUS to make a case. Within the online application, upload your written research proposal (approximately 1,500 words) with a bibliography. The research proposal is expected to fulfill recognized academic citation requirements; multiple universities offer online guidelines for preparing a research proposal and bibliography, including this one:  https://libguides.usc.edu/writingguide/researchproposal .   

An email sent directly to the GSF Director of Undergraduate Studies is required from the potential thesis advisor affirming their commitment to supervise the project on the basis of its relative merits and the student’s potential for success. It is assumed that the advisor will have carefully read or reviewed the GSF Honors schedule and deadlines.

Students Accepted into Part I of the GSF Honors Program 

• Are expected to enroll in a GSF 493: Honors Independent Study course with the thesis advisor for fall of senior year.  
• Are expected to complete preliminary library or other research work  in the summer before the senior year , typically a literature review or field or archival research guided by the instructions of the primary thesis advisor.  Note:  The faculty supervisor is expected to meet with the mentee at the end of spring and to summarize in writing to each other the nature of the summer work.  
• Are expected to submit to the thesis supervisor a written summary of the summer research, including findings and logistical, methodological or intellectual questions that have arisen  by early September .  Note:  The faculty supervisor is expected to meet with the student  by mid-September  to provide feedback and direction based on this summary and agree on a written work and meeting plan for the remainder of fall term. The focus of research is often reoriented or sharpened in this September meeting.  
• Are expected to submit one chapter draft of the thesis and one other written assignment  by early December of senior year  – one of the chapter drafts may fulfill the requirement for a research paper in the GSF 499S: Capstone Senior Seminar (offered in fall), whose instructor provides assignment guidelines applicable to all students in the course, and the second assignment is written for the Independent Study with the thesis advisor. These may be drafts of two body chapters, the introduction chapter and a body chapter, or a chapter and an additional extended writing assignment completed with the advisor.  
• Are evaluated by mid-December by the thesis advisor to determine whether they will continue in the honors program based on the quality and substance of work submitted by early December and their commitment to continue. The thesis advisor will consult with the instructor of the Capstone Senior Seminar and the Director of Undergraduate Studies before finalizing this determination.  
• Will receive a grade from the thesis supervisor for quality of work completed in fulfillment of the requirements in GSF 493 that is finalized in December or the following May, depending on whether the student moves to Part II of the sequence. If the research project is completed in May, the thesis supervisor will enter an interim "Z" grade in December for GSF 493 until it is replaced by a final grade.  
• Are encouraged to work with the thesis advisor to solicit a second faculty reader, preferably from a different discipline, at any point in the process but no later than mid-December.

NOTE: Students who do not meet one of the above expectations may make a case for an exception in writing to the Director of the Honors Program, who has discretion to grant such an exception in consultation with relevant faculty.

Students Invited to Continue in Part II of the GSF Honors Program

• Are expected to enroll in a GSF 494: Honors Independent Study course with the thesis advisor in spring of senior year.  Notes:  The faculty supervisor is expected to meet with the mentee in January to agree in writing on expectations for spring.  
• Are expected to complete a thesis by early April based on original research and engagement with relevant scholarly sources. A common model is three body chapters and an introduction and conclusion. The final work should be informed by relevant gender and sexuality theories and scholarship. If the thesis is an extended academic paper, the introduction and body chapters are usually each in the range of 5,000 to 7,000 words in length. The conclusion chapter is typically shorter, about 5 to 10 double-spaced pages. Students pursuing theses that include unconventional research outputs, such as creative or artistic works, performances, and digital exhibits, should consult with their thesis advisor early in the process about how best to present their scholarship as a thesis.  
• Are expected to present their work in a public forum in April.

Library Resources for Honors Students

The Duke Libraries have a website describing resources available to students completing an honors project:  https://library.duke.edu/services/undergraduate/honors . GSF students are encouraged to early in the process review archival sources relevant to their interests available at the The Sallie Bingham Center for Women’s History and Culture on West Campus:  https://library.duke.edu/rubenstein/bingham . Students are encouraged to set up a meeting with a staff member to learn what might be available that is relevant to their interests.  

Final Evaluation

• T he final thesis will be evaluated by a three-person committee consisting of the thesis advisor, the reader, and the DUS using the GSF Honors Rubric . If the DUS is either the thesis advisor or the second reader, the third committee member will be the Department Chair. In the case that both the DUS and Chair are involved as advisor or reader, a third member of the GSF primary faculty will serve as a committee member. The committee will evaluate the thesis, agree on a letter grade, and determine whether the thesis meets the threshold for Graduation with Distinction. The thesis advisor will file a brief written assessment of the merits of the final thesis with the DUS using the Honors Rubric as a guide.
• Students who have continued to be successful in GSF courses and completed a thesis that earned a B+ or above will be awarded one level, Distinction.
• Theses of extraordinary quality will be considered for a GSF Honors Thesis Distinction Prize. This prize may be awarded to more than one thesis or to no thesis in a given year.
• No later than fall of Junior year  -- complete GSF 199S.
• No later than spring of Junior year  – complete three to four additional GSF-Housed courses.
• No later than m id-spring semester of junior year  -- discuss tentative plans with the GSF (regular faculty) advisor or the GSF Director of Undergraduate Studies (DUS).
• No later than the bookbagging period in spring of junior year  – meet with potential thesis advisor(s).
• By April 1 of junior year  – Submit the honors thesis application (see Nomination Requirements and Application above).
• By May 1 of junior year  – Assuming the application is approved, meet with the thesis advisor to agree on a written summer research work plan.
• No later than June 1 between junior and senior year  – If the research involves “human subjects,” contact the IRB office at Duke to determine if their approval is required or if the research is “exempted.” If it is not, submit an application for IRB approval immediately. Details here:  https://campusirb.duke.edu/campus-institutional-review-board . Under the  FORMS  menu item, use the option for research conducted by undergraduates.
• Summer between junior and senior year  – complete literature review and/or field/archival research based on the guidance of thesis advisor.
• By mid-September of senior year  – submit work from summer to the thesis advisor and meet with them for discussion, feedback, and to plan the remainder of the term.
• By early December of senior year – Submit two chapter drafts to the thesis advisor and the DUS: the paper written in the Capstone Senior Seminar and the paper written for GSF 493: Honors Independent Study sponsored by the thesis advisor.
• By mid-December of senior year – Work with the thesis advisor to solicit a faculty reader and approach them.
• By mid-January of senior year – Meet with thesis advisor to make a work plan agreement for the remainder of the term.
• By January 20 of senior year – Submit to the thesis advisor and faculty reader (1) the revised two chapters originally submitted in early December, following instructions for improvement or expansion; (2) a third chapter draft (10-15 double-spaced pages); (3) an updated complete, accurate and polished consolidated reference list of all sources used, following a formally recognized academic style; and (4) a two-page document with the working title of the thesis, each chapter title and a 200-300 word abstract of each chapter .
• By end of January – Student receives written comments from thesis advisor and reader on the submitted material; a substantive meeting with the reader is recommended at this point.
• March 1 – Draft of entire thesis is due in full to the thesis supervisor and reader as an MS Word attachment saved as "Last Name, First Name GSF Thesis Month Year of Graduation [Blake, Kara GSF Thesis May 2020]". The thesis should include a polished title page (Thesis Title, Full Name of Author, Research Supervisor: Full Name, Reader(s): Full Name(s), "This thesis is submitted in partial fulfillment of the requirements for Graduation with Distinction in the Program in Gender, Sexuality, and Feminist Studies," Duke University, Durham, North Carolina, Year). The title page is followed by a 30- word labeled "Abstract" page and a titled "Table of Contents" page. The thesis is expected to meet the highest standards of formal citation and reference quality and completeness.
• No later than Monday after Spring Recess -- Student receives substantive comments and guidance from the supervisor and reader on the entire thesis.
• Second Monday in April – Final revised thesis is due to the faculty thesis supervisor, reader and DUS by MS Word and PDF attachments for final evaluation.
• Mid to late April – Public presentation of project.
• No later than third Friday in April – Students are notified of GSF evaluation.
• No later than May 20 -- Students are invited to submit the final approved thesis to DukeSpace by sending an email to that effect with the final thesis as an attachment (in MS Word and PDF) to the GSF Director of Undergraduate Studies. Duke Libraries has developed "Considerations for Deposit" on an "Undergraduate Thesis Overview" page that is helpful for a student wishing to post their approved thesis and includes procedures for faculty and staff. Students are expected to follow the instructions delineated above regarding save as, title page, abstract, table of contents, and citation and reference quality in any case.
• Department History
• Books By Our Faculty
• Event Co-Sponsorship Requests
• Stay Connected
• Parlors' History
• "Women's First" Project
• Blue Parlor
• Pink Parlor
• Contract & Guidelines
• Major & Minor Requirements
• GSF Named Research Awards
• Research & Conference Grants
• Personal & Professional Resources
• Trinity Ambassadors
• Certificate & Requirements
• Colloquium Calendar
• Colloquium Leaders
• Dissertation Fellowships
• Named Awards
• Teaching Assistants (TA)
• Research Assistants (RA)
• Graduate Instructors
• Course Clusters
• GSF Studies Fall 2024 Selected Courses
• Study of Sexualities Courses
• All Gender, Sexuality and Feminist Studies and SXL Courses
• Primary Faculty
• Secondary Faculty
• Emeritus Faculty
• Instructors
• Previous Postdoctoral Fellows
• Visiting Scholars
• Graduate Students
• Past Themes
• Feminist Theory Workshop
• Queer Theory Lecture
• Black Feminist Theory Summer Institute
• The Palestine Seminar (GSF 648)
• Duke on Gender Colloquium
• For Current Students
• Assisting Duke Students
• Friends of Gender, Sexuality & Feminist Studies

Rubenstein Library Reading Room Closed June 29 to July 10

The Rubenstein Library Reading Room will be closed from June 29 to July 10 . Materials will be unavailable to request during this time.

Honors Theses

The Duke University Archives accepts departmentally-approved honors papers (also called senior honors theses) for permanent storage and makes these honors papers available to scholars throughout the world. The University Archives also collects those graduate theses produced by students of the University's professional schools. Finally, the University Archives collects those theses and dissertations submitted to the Graduate School and published via ProQuest/UMI. These papers, theses, and dissertations are preserved in the DukeSpace repository.

The following information refers to undergraduate honors theses.

Finding undergraduate honors theses

Before transitioning to electronic theses, the University Archives catalogued print honors papers (also called senior honors theses) by academic discipline. The links below will show catalog records for honors papers from several disciplines.

• Cultural Anthropology
• Political Science
• Public Policy
• Women's Studies

Please note that you may view honors papers in the Rubenstein Rare Book & Manuscript Library's Reading Room , but you may not borrow them. 

Since 2007, honors theses are submitted electronically and are not collected in print. Electronic honors theses can be accessed via the DukeSpace repository's Undergraduate Honors Theses collection.

Submissions

Detailed instructions about submitting your honors thesis to Duke University Libraries can be found on Duke University Libraries' Digital Repositories help documentation webpage .

Contact information

With any questions or problems submitting your thesis to DukeSpace, contact Digital Collections and Curation Services .

For Departments

When you have identified students who meet the criteria to submit their thesis to DukeSpace, please fill out this brief form . If you have any questions, please contact Digital Collections and Curation Services . 

• Staff / Contact
• Duke History
• Collections & Guides
• Digital Materials
• Records Management
• News & Events
• Donate or Transfer
• Ask a Question

Secondary Menu

2020 honors students.

An Honors thesis marks the culmination of a History major's journey. A research paper, often longer than 100 pages, deeply immersed in primary sources and featuring close analysis and astute synthesis of evidence, every thesis expresses the individual take of a trained and matured scholar.

This academic year saw 10 thesis writers complete remarkable works of scholarship under unusually trying circumstances. Their topics ranged from an interrogation of fragile racial identity in antebellum America to the conundrum of an ex-guerilla's mythos as president of Uruguay to the political dynamics that have generated and continue to generate scholarship in the Humanities and Social Sciences.

Please join us in celebrating the Honors thesis writers for 2020! To learn more about each student, and to see their thesis, click on the student's name.

• Graduation 2024
• Location & Directions
• Statement of Solidarity Against Anti-Asian Violence
• Black Lives Matter Statement of Solidarity
• Faculty Statement in Support of the Right to Unionize
• Primary Source Newsletter
• Concentrations
• Minor & Requirements
• 2023 History Honors Students
• 2022 History Honors Students
• 2021 History Honors Students
• 2020 History Honors Students
• 2019 History Honors Students
• 2018 History Honors Students
• 2017 History Honors Students
• Inequality Studies Minor
• History+: Beyond the Classroom
• What Do You Do with a History Degree?
• Global Education
• History Student Groups
• Independent Study
• Research Funding
• House Course Application Guidelines
• Outside Opportunities
• Historia Nova: The Duke Historical Review
• Duke History Union
• Ph.D. Requirements
• Master of Arts Requirements
• Certificate in History & Philosophy of Science, Technology and Medicine
• Frequently Asked Questions
• Career Placements
• How to Apply
• Living in Durham
• Advising/Mentoring
• Coursework Plan by Year & Semester
• Conference Travel Funds
• Doctoral Dissertation
• Language Requirement
• Preliminary Certification
• Progress Toward Degree Requirement
• 12 Month Funding Requirements
• Teaching Opportunities and Service Obligations
• Supplemental Work Opportunities
• Grievance Procedures and Misconduct Reporting
• Standards and Values
• All Courses
• Core Courses
• Capstone Seminars
• Gateway Seminars
• Inequality Studies Courses
• Readings Colloquia
• Research Seminars
• Geographic Concentrations Courses
• Thematic Concentrations Courses
• Primary Faculty
• Secondary Faculty
• Adjunct Faculty
• Visiting Faculty
• Emeritus Faculty
• Graduate Students
• Business, Labor or Working Class
• Colonial Empire & Colonialism
• Cultural History
• Gender & Sexuality
• Global and/or Transnational
• Intellectual History
• Legal History
• Military War Society
• Politics, Public Life & Governance
• Race & Ethnicity
• Science, Medicine & Technology
• Early Modern
• Africa & The Middle East
• Asia South & East Asia
• Caribbean & Latin America
• United States & North America
• Methods Labs
• Triangle Intellectual History Seminar
• Duke on Gender
• Selected Works
• How To: Speaker Proposals
• For Current Students
• Assisting Duke Students
• Awards & Prizes

Secondary Menu

• Graduation with Distinction

Participating in the Philosophy Department’s Graduation with Distinction program involves writing, submitting, and defending an honors thesis. An honors thesis for a Philosophy major is a substantial research project on an important topic in Philosophy. 

Eligibility

To be eligible for graduation with distinction, you must have at least a 3.5 GPA in the Philosophy major. Before the end of the junior year, you must secure the consent of a faculty member to direct the writing of the honors thesis. The Director of Undergraduate Studies will be informed of this before the beginning of the senior year.

You must research and write an honors thesis and present your work before a committee with at least two members from the Department, including the director of your thesis.

Evaluative procedure

Your thesis director and at least one other member of the Department will evaluate your thesis and conduct an oral examination.

Levels of distinction

The committee’s evaluation of “pass,” “high pass,” or “highest pass” will result in the awarding of Distinction, High Distinction, or Highest Distinction, respectively.

If you are interested in writing an honors thesis, we encourage you to contact the Director of Undergraduate Studies (DUS) in Philosophy as early as possible in your junior year. An honors thesis is a major undertaking that requires careful planning. It is a rewarding intellectual enterprise, but it should be undertaken only if you are willing to devote a substantial part of the senior year to working on it. If you are pursuing a double major, and especially if you are planning to write an honors thesis for another program as well, you should carefully discuss the feasibility with the Philosophy DUS and your potential thesis director.

You are urged to take a two-semester independent study with your director while writing the thesis. Two terms are not required, but this length of commitment is to your advantage and may be required by your director.

An honors thesis is more than just a long term paper or a collection of term papers. The thesis must be a coherent sustained study with an original analysis. The length of the thesis is expected to be around 40 to 60 double-spaced pages. Although the final draft of the thesis may incorporate revised versions of a paper or papers written for past courses, at least half of the thesis should be new material, prepared exclusively for the Philosophy honors thesis.

You are responsible for making sure that the project develops in a timely fashion as outlined below and for keeping your director informed about the status of your work.

A complete draft of the thesis will be due on the first weekday of April of your final semester unless an extension is granted by your director and your other committee members. This deadline is set so that the committee members have the time to read the thesis and to request revisions if necessary.

• During the spring semester of junior year, it is suggested that you express your interest in writing an honors thesis to the Philosophy DUS. Before you approach other faculty members to ask about writing an honors thesis, consult the DUS to determine whether you are eligible to write a thesis. After determining your eligibility, the DUS can advise you concerning potential thesis advisors to consult on the theme, purpose, and methodology of a research project.
• Before the end of the spring semester of your junior year, you must create a reading list (or a research plan) and obtain consent of the faculty director to do an Independent Study (thesis tutorial) with that faculty director during the following fall.
• Note that a faculty director’s consent to supervise an Independent Study does not mean that your plan to submit an honors thesis has been formally accepted. The final approval is obtained only upon the completion of at least one chapter of the thesis by the end of the fall semester of your senior year.
• Begin the research, work on the reading list.
• You are required to enroll in an Independent Study with your advisor for the fall semester, and it is advised, though not required, that you also enroll in an Independent Study with that person during the spring semester. Your research timetable should be organized in consultation with your thesis director. 
• By the end of the second week of the semester, you should submit a preliminary proposal of your thesis, which should include a clear statement of your theme, purpose, and methodology, as well as a tentative bibliography.
• By the end of the sixth week of the semester, you should submit a formal proposal of your project (a polished-up version of your preliminary proposal), a chapter-by-chapter outline of your thesis, and a detailed time table of completion.
• Before the end of the semester, you should submit a 10-to-20-page paper designed to be a chapter of your thesis. Upon reviewing this paper, the thesis director will decide whether your research project should be turned into an honors thesis.
• Your honors thesis committee will be composed of your thesis director or pair of directors and one or two other faculty members of the Philosophy department or from another department, if approved by your thesis director. It is the responsibility of you and your director(s) to arrange for these other faculty members to create a three-member committee. Immediately upon receiving the approval of your director(s) to write the honors thesis, you should work with your director(s) to request faculty member(s) with relevant expertise or interests to be on your thesis committee.
• Continue working on your thesis with your director(s) according to your schedule, with the option of enrolling in an Independent Study.
• Throughout the spring semester you should also maintain regular contact with the members of your committee and give progress reports.
• Schedule a thesis examination in April. It is strongly advised that you schedule the date and time as early as possible.
• Submit a complete draft of your honors thesis to your committee by the first weekday of April, unless granted an extension by your thesis director and committee.
• Prepare a 10-15 minute summary of your thesis to present at the beginning of your thesis examination. The remainder of your examination will consist of questions and discussions with your committee.
• Your honors thesis committee will evaluate whether your thesis merits distinction and will also recommend the appropriate distinction level, based on the quality of your thesis and on your performance in the major program. The three levels of distinction are: Distinction, High Distinction, and Highest Distinction.
• Learning Objectives
• Departmental Newsletter
• Research Highlight
• Why Philosophy?
• Philosophy Major/Minor
• Certificate: Philosophy, Politics & Economics
• Global Education
• New to Philosophy?
• Ph.D. Requirements
• Related Certificates
• Language Requirements
• Future Research Statement & Oral Examination
• Preliminary Examination
• Dissertation
• Dissertation Defense
• Professional Development
• Placement Guide
• Financial Support
• How to Apply
• Center for Comparative Philosophy
• Duke Causation Group
• Du Châtelet Prize
• Graduate Certificate Program
• Imagination and Modal Cognition Lab
• Project Vox
• Summer Seminars in Neuroscience and Philosophy
• Affiliated Programs & Centers
• Selected Faculty Books
• Journal Articles and Papers
• Primary Faculty
• Secondary Faculty
• Affiliated Faculty
• Postdoctoral Researchers
• Emeritus Faculty
• Graduate Students
• Visiting Scholars
• For Our Students
• Assisting Duke Students

Secondary Menu

• Honors Program

The department offers students majoring in political science a senior honors program; the successful completion of which leads to Graduation with Distinction in political science. The central requirement of the program is an honors thesis that the student prepares under faculty supervision. The program is designed to give the very best undergraduates in Political Science an intensive and advanced experience conducting an original research project. For students seeking honors in Political Science, the goal is to complete an original research paper of journal length.

Eligibility

• Completion of two courses in the subfield of the paper.
• Completion of STA 101 Data Analysis and Statistical Inference, or higher statistics course.*
• Have a minimum overall GPA of 3.3 and a major GPA of 3.5.

* The statistics requirement may be waived for students pursuing honors in the area of Political Theory.

Methods of Pursuing Distinction

Students will be expected to complete an original research paper of journal length (30-40 pages) through one of the following methods:

• A 400-699 level political science course.
• A political science independent study course.

The paper will be submitted to the department's Honors Thesis Committee on December 1, 2023 or March 22, 2024.

• Students who submit their paper by the December 1, 2023 deadline will have the opportunity to revise and resubmit if the committee recommends further editing of the paper.
• Those who submit on March 22, 2024 will not have the opportunity to revise their paper.

All submissions need to be emailed to Tosha Marshall, Undergraduate Program Coordinator, at [email protected] , by 5:00 PM on March 22, 2024.

Research Assistance for Honors Program

For students writing an honors thesis, additional support and guidance will be provided through a series of workshops led by a thesis assistant. The purpose of these workshops is to structure the calendar for thesis writers, foster collaboration among the students, and provide instruction for the methodological and research skills necessary to write a thesis. 

Funding Opportunities

The Ole R. Holsti Prize is for excellence in undergraduate research that uses primary sources for political science or public policy. Any undergraduate student who uses primary sources available through Duke University Libraries to complete a paper for a Political Science or Public Policy course, thesis or independent study can apply for the Holsti prize. There are two categories: undergraduate semester-long paper, and thesis written for Graduation With Distinction. Each prize carries a $1,000 cash award. Ole R. Holsti, George V Allen Professor Emeritus of Political Science, provided funding for this award. Deadline for submission is May 15. For more details go to the Duke Libraries Holsti Prize page .

2018-2019 Topics

• "Reactive Latency: An Analysis of the Diffusion of Nuclear Latency Between Neighboring States" - Katherine McKinney
• "A Comparative Analysis of two South Korean Political Parties" - So Yoon Lee
• "Regulating Migrant Integration: Examination of Multiculturalism and Assimilation" - Van Nguyen
• "Bird is the Word: An Assessment of Donald Trump’s Language Use on Twitter in Relation to His Public Opinion Ratings in the 2016 Presidential Election" - Sloane Anne Ruffa
• "Macro-Comparative Political Analysis: Do Different Health Care Systems Result in Differential National Health Outcomes" - Rachel E. Sereix
• "The Art of (Trade) War: Examining Relationships Between the U.S. and China Through Previous Machiavellian Moments" - Hunter D. Snowden
• "China's Internet Governance: A New Conceptualization of the Cybersoverignty Model" - Qiang Zhang
• Our 89 Year History
• Location & Directions
• Statement on Workplace Environment
• Why Major in Political Science?
• Major Requirements
• American Political Institutions and Behavior
• Decision Theory and Data Science
• International Relations
• Law and Political Theory
• Political Economy
• Certificate: Philosophy, Politics & Economics
• Certificate: Decision Sciences
• Frequently Asked Questions
• Independent Study
• Internships
• Global Education
• American Values & Institutions Program
• American Grand Strategy Program
• Peter G. Fish Fellowship
• Ralph Bunche Summer Institute
• Student Association
• Post-Undergraduate Fellows Opportunity
• Trinity Ambassadors
• M.A. Requirements
• M.A. Analytical Political Economy (MAPE)
• Joint J.D./M.A. Degree
• Ph.D. Requirements
• Ph.D. Alumni Placements
• Good Standing
• Qualifying Procedure
• Preliminary Exam
• Dissertation
• Normative Political Theory & Philosophy
• Political Behavior & Identities
• Political Institutions
• Political Methodology
• Security, Peace & Conflict
• Theme Fields
• Ph.D. Financial Support
• How to Apply and FAQ
• Living in Durham
• Graduate Advising & Mentoring
• Job Market Candidates
• All Courses
• Primary Faculty
• Secondary Faculty
• Affiliated Faculty
• Postdoctoral Fellows
• PhD Students
• Masters Students
• MAPE Students
• Exchange Students
• Polarization Lab
• Worldview Lab
• Duke Initiative on Survey Methodology
• Duke Program in American Grand Strategy
• Politcal Institutions and Public Choice
• Triangle Institute for Security Studies
• Political Theory in the Triangle
• Research Support and Endowments
• Selected Works
• Alumni Network

Secondary Menu

• Thesis & Distinction

Students who demonstrate excellence in their major area of study may qualify for admission to the department’s or programs honors program. By successfully completing a senior honors thesis/project, the candidate will graduate with distinction in the major. Each academic department and program offering a major, as well as Program II, has established procedures and standards for determining Graduation with Distinction. 

The English department offers its majors two options for earning distinction:

• Critical Thesis option
• Creative Writing option
• Spring-to-Fall theses are due by  December 1.
• Fall-to-Spring theses are due by  March 30.

Either two Independent Studies or a "home seminar" and one Independent Study. (Fall/Spring or Spring/Fall.) Under most circumstances, a completed length of 35-70 pages. Home seminars entail enrolling in a course taught by your thesis adviser closely associated with your topic. You should first get your instructor's permission, and arrange to do extra reading and writing assignments for the class that translate the course work into the terms of your thesis. The home seminar option is only available the first semester you are working on your distinction project.

Distinction courses count toward the major. Students must complete 11 total courses to graduate with distinction in the major instead of the standard 10.

Independent Study Numbers for Thesis:

• Creative Writing Option : ENGLISH 495 and 496 Distinction Creative Writing Independent Study
• Critical Option : ENGLISH 497 and 498 Distinction Critical Research Independent Study

Application

Eligible students must have completed (no later than the beginning of their senior year) at least five 200-level English courses (old 100 level) and must have a GPA of at least 3.5 in English courses.

Eligible students must submit:

• Critical and creative writing thesis application
• one writing sample of approximately 10 pages from an English course
• one letter of recommendation from an English faculty member
• a project description 
• basic bibliography (critical applications only; one page single-spaced)

Applications must be submitted to the Director of Undergraduate Studies Offices (303AA). Applications are due November 15 for a spring-to-fall option and March 15  for a fall-to-spring option.

Evaluation Procedure

Upon approval by the instructor, the completed thesis is submitted to the Director of Undergraduate Studies Office (303AA) by December 1 (for a spring-to-fall honors project) or March 30 (for a fall-to-spring honors project) of the senior year for evaluation by a member of the DUS committee, the thesis adviser, and one other faculty member.  

Please submit an electronic .pdf of your completed thesis via email to  [email protected] .

See samples for help formatting and binding your thesis before submission: ​

Levels of Distinction

Three levels: Distinction, High Distinction, or Highest Distinction. Levels of distinction are based on the quality of the completed work. Students who have done satisfactory work in the seminar or independent study but whose theses are denied distinction will simply receive graded credit for their seminars and/or independent studies. Whereas the standard major in English asks for a total of ten courses, students pursuing honors in English will take nine courses plus either two independent studies or a home seminar to be followed by an independent study.

Class of 2023

• “Ellegua,” Nicholas Bryce Bayer
• "Bastards & Butterflies: Theorizing the Hip-Hop epic During the Woke Era,” Kyle Brandon Denis 
• "I Sailed On/Our Ocean,” Dylan Charles Haston
• “Jaywalking,” Mina Jang
• "Ceramics After Sundown: My Family’s Jewish Diaspora Grief and Resilience,” Lily Eliana Levin
• "Undoing Disneyland: Using the Judaic Cynical Hope Storytelling to Reconnect to Tradition,” Alison Rachel Rothberg
• "A Quiet Between Bombardments,” Rebecca Paige Schneid
• "Writing to Heal: The Expulsion of Intergenerational Trauma in Vietnamese American Literature,” Katelyn Amy Tsai
• "The Great Blue American Novel: A Story of the Crossroads,” Akshaj Raghu Turebylu
• "Reimagining Reality: The Intersection of Black Science Fiction, Structural Violence, and Trauma on the Body and Environment,” Aiyana Villanueva

Class of 2022

• "bright force: poems,” Margot Armbruster
• “The Psychologization of Reading the Nineteenth-Century British Novel,” Sullivan Brem
• "Weaving Together Women’s Narratives, Composing a Room of My Own,” Margaret Gaw
• "Reforming Retribution: Class Systems, Capital Punishment, and Criminal Justice in Mary Shelley’s Frankenstein and Charles Dickens’ Oliver Twist,” Kari Larsen
• “Tracking Simulacra: Baudrillard, Morrison, Mehretu"
• “Paradise Retold: Changing Cosmologies of the Western Frontier,” Taylor Plett

Class of 2021

• "The Sky is Surely Open," James Benjamin
• "The Way Back Up: Narratives of Downfall and Restoration in Fiction of the American South," Genevieve Beske
• "Bridge and Other Stories," Anthony Cardellini
• "How Does Sciences Communication Vary Among Genres?:  Science Through the Pens of Journalists, Creative Writers, and Researchers," Lydia Goff
• "Stuck on the Spectrum:  A Queer Analysis of Male Heterosexuality in Mid-Twentieth Century American Literature," Clifford Haley
• "Noumenal Word," Joseph Haston
• "The Secret War/A New Life," Jared Junkin
• "Postcolonial Environmental Justice and the Novels of Kiran Desai," Anna Kasradze
• "Tianya Haijiao," Julie Peng
• "I Know the End," Charlotte Sununu
• "The Convergence of Nature and Culture:  Illegitimacy in Adam Bede and Daniel Deronda," Charlotte Tellefsen

Class of 2020

• "Witnessing in African and Diaspora Narratives of Illness," Dorothy Oye Adu-Amankwah
• "Protein Binds: Decoding Factory-Farmed Meat in the American South," Arujun Arora
• "Need is Not Quite Belief:" Spritural Yearning in the Poetry of Sylvia Plath and Anne Sexton," Bailey Bogle
• "Patriarchl Physicians and Dismembered Dames: Edgar Allan Poe and Nineteeth-Century Representation of Gender," Dahlia Chacon
• "Long Way Home," Alice Dai
• "Denizens of Summer," James Flynn
• "I Would Rather Be a Man Than a God': Myth and Modern Humanity in the Einstein Intersection and American Gods," Grace Francese
• "Embodied History: An Analysis of Trauma Inflicted on Female Bodies in the Fiction of Isabelle Allende and Herta Muller," Savita Gupta
• "Bullets in the Dining Room Table': Reckoning with the South and Its Burdens in Faulkner, O'Connor, and Morrison," Megison Hancock
• "Still Life with Fruit," Rachel Hsu
• "Narrative as Search:  Computational Forms of Knowledge in the Novels of Tom McCarthy," Joel Mire
• "The Roadkill Club," Valerie Muensterman
• Conceits of Imagined Silence: Reconciling Recognition and Acknowledgment in Fiction" Brennen Neeley
• "The Eye of Arctos," Emily Otero
• "Welcome to WackoWorld," Kristen Siegel
• "As a Pidgin: A Brief Memoir on Surviving Between Worlds" Ailing Zhou

Class of 2019

• "The Art of Corporate Takeover," Glenn Huang
• "Language Matters: Exploring Language Politics in Native Speaker and Dictee," Hyun Ji Jin
• "Where's My Family," Hannah Kelly
• "If the Sutures Hold," Nadia Kimani
• The Machinations of Sensation: Stimulus, Response and the Irresistible Heroines of the Nineteenth-Century Novel," Christine Kuesel
• "Paradise in America?" Utopia and Ideology in the Godfather," Madison V. Laton
• "The Treatment Plan," Sarah Perrin
• "Historical Visions: Reinventing Historical Narrative Through Word and Image," Alexander Sim
• "Grandmotherhood: A Memoir," Nichole Trofatter Keegan
• "Lines of Crisis: William Carlos Williams, Robert Creeley and Denise Levertov," Aaron Christopher Van Steinberg 
• "Global Hybridities: Rethinking the "Woman Warrior" and the Third Space of Culture," Zhongyu Wang

Class of 2018

• "Syllabic Heirlooms" Chloe Hooks
• "In waves, tilted" Manda Hufstedler
• "Seattle: A Summer Memoir" Emily Waples
• "Litany (based on Crush, a collection of poems by Richard Siken)" Maria Carrasco
• "The Work of Being Worked (For): Intimacy, Knowledge, and Emotional Labor in the Works of Henry James" Lauren Bunce
• "Something on the Cusp of Hope: The Convent as imaginative Practice" Carolina Fernelius
• "Full of Grace and Grandeur: Theological Mystery in the Poetry of Gerard Manley Hopkins" Luke Duchemin
• "Repositioning Home: Performing and Reconstructing Identity in the Migration Narrative"  Catherine Ward
• "Within a Jail, My Mind is Still Free': The Language of Resistance from Plantation to Prison in the Works of Frederick Douglass, George Jackson, and Yasin Bey" Jackson Skeen
• "Arrowsmith as Medical and Scientific Microcosm: The Implications of Shifting Belief Systems During the Scientization of Medicine" Emery Jenson

Class of 2017

• "Full and by the Wind" Louis Garza
• "The Resurrectionist" Ryan Eichenwald
• "Delusions of Controls: The V-2 in Gravity's Rainbow" Sean McCroskey
• "Surface and Symbol: Epigram and Genre in the Works of Oscar Wilde" Sarah Atkinson
• "Woman, Nature, and Observer in Tess of the D'Urbervilles and To the Lighthouses: An Ecofeminist Approach" Elizabeth George
• "Creative Impulse in the Modern Age: The Embodiment of Anxiety in the Early Poetry of T.S. Eliot (1910-1917)" Anna Mukamal
• "Inventions of the Human: Othering Caliban and the Ethic of Recognition" Issac Rubin
• "F. Scott Fitzgerald's Women: Independence, Class, and the Superior Male" Margaret Booz

Class of 2016

• "Upon the Face of the Deep: The Voyage of the Sparkling Wave" Gwen Hawkes
• "Lelén: A Memoir for My Mother" Megan Pearson
• "The Car Wreck Album" Josephine Ramseyer
• "Bury Me at the Body Farm" Gabriel Sneed
• "Push, momentum" Isabella Kwai
• "A Cicada's Sorrow" Madeline Pron
• "He Filled the Darkness with Fantasies" Dimeji Abidoye
• "The Anamorphic ‘Figure in the Carpet’: James, Kafka, Morrison and Mitchell " Jacqueline Chipkin
• "Politics and Poetics of the Novel: Using Domesticity to Create the Nation" Katherine Coric
• "Modern Poetry: A Single Genre" JP Lucaci

Class of 2015

• "How to Run Away Without Moving" Mary Hoch 
• "The Self-Fulfilling Prophecy: The Dangers of Metaphorizing Ebola as War in the United States" Roshini Jain
• "Dear Master: A Screenplay" Jamie Kessler
• "A Hawk from a Handsaw:  "How Historical Perceptions of Madness Dictated Portrayals of Insanity in British Literature, 1300-1900" Danielle Muoio
• "Every Dram of Woman’s Flesh: "Paulina’s Role and Remedy in The Winter’s Tale" Bailey Sincox
• "The Violence of Alienation in Morrison and Faulkner: A Study in Family, Religion, and Class" Meredith Stabe

Class of 2014

• “Breaking and Entering” Audrey Adu-Appiah 
• “Wilfred Owen, Isaac Rosenberg, Siegfried Sassoon, and the Birth of Modernism” Christopher Broderick Honorable Mention:  Bascom Palmer Literary Prize
• “Forms of Femininity: A Modernist Approach to Female Psychology” Grace Chandler
• “This is the Hour of Lead: Emily Dickinson in 1862" Shibani Das
• “Presidential Persuasiveness in Justifying Use of Force In the Post 9/11-Era” Maureen Dolan
• “A Harvard Man” Amanda Egan
• “A Light in the Stairwell” Sarah Elsakr
• “Women in Medicine: What Medical Narratives Reveal About Patriarchy in the Medical System” Jennifer Hong 
• “In Your Own Bosom You Bear Your Heaven and Earth Interiority and Imagination in William Blake’s Jerusalem: The Emanation of Giant Albion” Emmie Le Marchand
• “A Shakespearean Ecology: Interconnected Nature In A Midsummer Night’s Dream and The Winter’s Tale” Paige Meier
• “It is I you Hold and Who Holds You: The Persuasive Grip of Whitman’s Leaves of Grass in the Age of Slam Poetry” Haley Millner
• “Bright Grey:  an Unfinished Novel” Lindsey Osteen
• “Once Upon Our Time: Five Fairy Tale Retellings” Nicholas William Prey
• “Crumbling” Emily Schon
• “Fashion Cues: Visual Politics of Liminality in Quicksand and Quartet” Allison Shen
• “The Search for Transcendence: W.B. Yeats and His Dance Plays” Caitlin Tutterow
• “Soul Power: The Psychology and Politics of Asian American Melancholia” Katherine Zhang

Independent Study Courses

• ENGLISH 491 Independent Study - Independent projects in creative writing, under the supervision of a faculty member. Open to juniors and seniors. Consent of both the instructor and the director of undergraduate studies required.
• ENGLISH 493 Research Independent Study - Individual research in a field of special interest under the supervision of a faculty member, the central goal of which is a substantive paper or written report containing significant analysis and interpretation of a previously approved topic. Open to juniors and seniors. Consent of both the instructor and the director of undergraduate studies required.

You must apply for approval to register for independent study. The procedure, approval process and application form are posted on the Trinity College of Arts & Sciences website.

Completed applications must be submitted to the Director of Undergraduate Studies by one week prior to drop/add. Please bring to 303AA Allen. The Undergraduate Assistant will give a permission number to students whose applications have been approved by both the professor and the Director of Undergraduate Studies.

Departmental Guidelines

The Faculty of the English Department have agreed on these desiderata: tutorial and independent study must not duplicate available course offerings the subject of study must be in the instructor's general field of professional competence the amount of work required must be approximately equivalent to that required in a regular course the student must have had 200-level course work in the general field of the proposal or otherwise have made acceptable preparation to study independently in that area. 

To maintain a high quality of independent study, the faculty member directing the study must have sufficient time to give the course careful attention. The Department has therefore decided that no faculty member shall direct more than three independent study courses in any semester. No student with an incomplete (I) in a course in independent study will be permitted to enroll in a second course. The application (one page only) must include the following information:

Name; year; mailing address, email, student ID (non English majors), and phone number; Semester of study, English courses taken and in progress (with the instructor's name) and any other courses that bear upon the proposed study; title of the independent study, including an abbreviated title of twenty five spaces (including blanks) that will appear on registration records; description of the proposed study including a tentative plan of reading and procedure; the signature of the supervising professor.

Creative Impulse in the Modern Age: The Embodiment of Anxiety in the Early Poetry of T. S. Eliot (1910-1917) – Anna Mukamal (2017)

My principal concern in this work is to investigate whether, and if so, how anxiety may be worthwhile or particularly constructive for poetic production in the modern context. I have approached this question from a variety of epistemological perspectives, including but not limited to 19 th and 20 th century philosophical theories of anxiety, formalist readings of poetry and fiction from the late Victorian and early modernist periods, and contemporary scholarship engaging with principal figures representing the “inward turn” of modernist literature. At stake is the salient and complex concept of the mental and physical state most conducive to the production of timeless art.

Evoking the fundamental tension between individual desire, predilection, and emotion and universal truth, my work “worries” over what Eliot intends to accomplish by writing worried poetry. I have chosen to focus on the verse written and published between 1910 and 1917 in part because it coincides with Eliot’s most direct engagement with the tormented, self-plagued persona whose persistent self-questioning leads to no future remedial action. In this sense, Eliot’s early verse objectifies—by its very rhetorical embodiment—a crippling array of symptoms of the physical, moral, and spiritual devolution that he observes in European society and in which he takes an ambivalent part.

Limiting my textual analysis to this early period is also a way of treading humbly in the domain of ultimate questions and taking Eliot’s own advice, since “it is easier for a young poet to understand and to profit by the work of another young poet, when it is good, than from the work of a mature poet” (MTP 217). While varying in self-proclaimed literary quality and critical reception, the poems with which I engage consistently probe the question of whether the modern person—facing rapid and seemingly irrevocable political polarization, a materially-oriented consumerist culture, and an increasing distrust of God, among other prevalent and distressing modern developments—must necessarily be sick, miserable, anxious, intellectually stunted, and spiritually vide .

Remarkably, in the first phase of his poetic enterprise Eliot creates personae embodying and refracting the ambient anxieties of an era simultaneously increasing in empirical knowledge and declining in certitude. To provide the historical context of these issues, the first chapter, “Global and Individual Anxiety pre- Waste Land ,” traces 19 th century philosophical inquiry with which Eliot would have been familiar and by which he was likely influenced. Kierkegaard’s concept of global anxiety and Nietzsche’s “man of resentment” constitute two central theories of the modern person’s intellectual and physical predicament. The transition between a faith-based and empirical proof-based society in part explains the pervasive global anxiety, as does the broader spiritual uncertainty engendered by a fomenting distrust of truths subjective, and hence necessarily objectively unverifiable. I argue that the state of mind in which Eliot writes The Waste Land in 1922 cannot be fully understood without tracing the spiritual and moral concerns pervasive in the poet’s early poetic enterprise. Is pain a prerequisite for the modernist artist’s creative impetus?

The first and second chapters demonstrate through close textual analysis that Eliot’s early verse is both generative and remedial of anxiety. The second chapter, “The Rhetorical Embodiment of Anxiety,” further explores the connection between pain and artistic production by analyzing the presence of skepticism, inaction, solipsism, and despair in Eliot’s self-lacerating and overly conscious personae. In poems such as “The Burnt Dancer” and the well-known “Portrait of a Lady,” I analyze the rhetorical means by which Eliot conveys disembodied agency, stunted volition, and seemingly irredeemable self-possession. His evocation of repetitive thought processes—mirroring self-paralysis as actions are dissociated from agents—coincides with his search for an overarching morality to transcend the banal propriety of his sociocultural milieu. Eliot writes, in other words, to discover an authentic communicative mode even while acutely aware of the inherent ineffability of subjective truth and the linguistic limitations of an arbitrary, imperfect system of language. Eliot’s self-locating within the modern petit-bourgeois cultural sensibility renders even more convincing his poetic evocation of the Faustian myth of human love and high artistry. The resonance between his ultimate questions and those of both Nietzsche and Mann indicates that aggression may be a necessary effect of persistent inner doubt and self- loathing. This helps to explain why the age’s pervasive sexual anxiety may correspond with a general decadence of communicability in the context of a transactional consumerist culture in which actions are increasingly devoid of deeper meaning.

Chapter 3, “The Anxiety of Artistic Production,” poses the question of how the modernist artist may presume , to employ an idiom germane to Eliot, to produce art in the modern world. Is it even possible in such a chaotic environment to create ordered art, and must art necessarily denote order or must it instead evolve to fulfill another function more compatible with modern sensibilities? Preceding Chapter 4’s delineation of the physical and psychological health effects once the artist has committed himself to the actual generative process, this chapter traces anxieties with a dilatory function before the art’s conception, relying in part on Bloom’s The Anxiety of Influence . Public reception of the work, the elusiveness of finding a cohesive voice, and the near-impossibility of justifying a poetic enterprise as meaningful in the face of national instability and even tragedy: these are just a few of the anxieties plaguing the modernist artist, perhaps preventing him from even attempting to reflect the neuroses of his time. Even if the artist determines that there is something new to be said , he must overcome the metaphysical reality of death—which, for Eliot, represents the ultimate inability to connect with others— believing that timeless art lends meaning to the vast expanse of time beyond his own death.

The fourth chapter extends fluidly into the relationship between sickness and poetic productivity, interrogating the physical and psychological health effects once the poet has sacrificed himself to active artistic production. Does attained artistic sublimity necessarily presuppose perverse health? In this chapter I examine Eliot’s concept of the sacrifice of the self to art, offering a reading of Mann’s Death in Venice (1912), concomitant with Eliot’s early verse, to demonstrate that the artist’s ambivalently divided self—between a bourgeois and bohemian sensibility—manifests at the level of aesthetic form. Both Eliot and Mann create personae representing the “delicate heroism suited to the times” and thus epitomizing the man of the era, for better or for worse (DV 46). I have chosen to incorporate early Mann because both writers subtly lament the modern age’s lost telos of beauty, evoking the tension between the finite body and the (perhaps) immortal mind through a tangible anxiety about mortality and a notable coupling of spiritual sublimation and physical deterioration. I argue that the artists’ depiction of sickness is a commentary on the moral, physical, and psychological downturn of Europe at the turn of the 20 th century. The feckless and sick Herr Spinell of Mann’s “Tristan” and Emma Bovary of Flaubert’s classic novel epitomize, in turn, the potential for a tragically scripted consciousness to devolve into aggression and violence as well as the loss of action and spiritual, rather than material comfort, as meaningful categories of existence.

The final chapter, “Anxiety and the Bourgeois Sensibility,” investigates the purpose or objective of interrogating anxiety through poetry, determining the “work,” in a non-material but rather intellectual and spiritual sense, that Eliot’s early verse accomplishes for his age. What is at stake in Eliot’s poetic unveiling of the volatile psychological state hidden by the placid surface of bourgeois propriety, and how may he address its unsavory effects from within that very culture? Probing the ambivalence of the bourgeois sociocultural marker, I argue that Eliot’s early verse reveals the inauthenticity of scripted communicative modes. Preventing modern people from engaging with eternal truths, moral conformism supplants independence of thought—while material success in a consumerist culture obscures the normative good—and these developments are not only detrimental for social discourse, but also for literature. The modernist artist more broadly, and Eliot in particular, aims to combat the general societal ignorance of the insidious social tyranny that engenders a widespread dissolution of the causative link between feelings and agency. Communication in the modern world, Eliot’s early verse contests, is a parody of authentic interpersonal communion. Yet ever-present in the poetry are glimpses of hope resisting the tempting idea that subjectivity of experience implies the fundamental incommunicability of human souls.

As a developing artist, Eliot relies on the poetic medium to probe the essential question— later adumbrated in Heidegger’s 1927 Being and Time— of whether boredom and anxiety are more authentic affective ways of being in the world than happiness. As a whole, my work continues and honors this question’s seeming insolubility. I hope to show that anxiety—Eliot’s individual anxiety, the ambient anxiety of his era, the accrual of global anxiety over time— constitutes an underexplored and undeniable creative impetus for Eliot and his contemporaries.

Not in the clinical sense, but rather as a quotidian force with which the thoughtful individual necessarily grapples, modern anxiety is paradoxically both inhibitive and generative. This work, in addition to demonstrating the young Eliot’s engagement with profound existential questions of meaning, affirms that anxiety is a valuable framework for analyzing the conditions of timeless artistic production in the modern world.

The Anamorphic “Figure in the Carpet”: James, Kafka, Morrison and Mitchell – Jackie Chipkin (2016)

How does fiction challenge readers to expand their definitions of human life? For my honors thesis, I want to investigate forms of fiction that approach this question from an eccentric angle. At first, these texts’ unconventional vantage points seem to defy what the reader considers “realism,” aligning his or her view with what Giorgio Agamben says of the contemporary author: those who truly “belong to their time” neither “coincide with it nor adjust themselves to its demands” (Agamben 40). Just so, rather than ignore the reality of their moment, the novels I consider in this thesis question the conventional way of looking at it. The characters whose experiences will shape my study are neither confined to the human body nor limited to its natural abilities and traditional habits of mind; they elude normative notions of form and cognitive faculty. At the same time, the reader cannot dismiss the palpable plasticity of these characters as primitive or fantastic. Alongside their parents, siblings and lovers, these characters inhabit familiar worlds shaped by the same everyday practices and socio-economic force fields that shape the human figure under realism. They exist in relation to, rather than outside of, the world as it is depicted in novels more squarely in the tradition of European realism. These characters push the envelope of realism farther than any traditional work of realism from a position within it.

My love of reading and analysis has been motivated by a desire to understand the world around me. Since childhood, I have been drawn to works that push me to examine and reimagine my environment. The characters I meet are my guides and the fulcrum of my literary experience. My world and a protagonist’s world are components of a reality I imaginatively share with that character and other readers. These characters’ thoughts, emotions, conversations, relationships and actions embody the ebb and flow of human experience across time and space. Through them I inhabit alternative worlds and, in turn, better understand my own.

As I immersed myself in the novels of Hemingway, Melville, Dickens, Austen, James, Woolf and others, I discovered how different novels produced the cultural boundaries within which readers have to live in order to imaginatively inhabit the worlds of fictional characters. Working to reconstruct the essential differences that distinguish culture from nature, I came to understand how the novel contributed to the concept of the modern individual. Once the novel had created this figure, readers understood themselves in terms of a narrative that produced a self-governing subject (Armstrong 25). For me, the novel became the paramount literary form through which I could explore fiction’s varying, shifting definitions of human life. I first encountered and was drawn into this project in a survey course of gothic fiction. From Shelley’s Frankenstein to Wilde’s Dorian Gray , gothic works drove me to question the parameters that define human life and reality.

Similarly, as an aspiring physician, I strive to make sense of my environment through the stories of those who occupy perspectives different than my own. As an avid reader and writer, I have chosen to approach medicine through narratives of illness. From Bolivia to North Carolina, from pediatric hospitals to hospice centers, I have asked the patients I have met to share their medical experiences with me. As they have entrusted me with their memories and emotions, I have strived to honor their stories with my words. Just as a character’s world is not my world, I must recognize that a patient’s experience is not my experience. As a doctor interacting with patients—like a reader interacting with characters—I must understand the “literary” rules governing the patient’s world in order to understand how the patient feels and what his or her “normal” condition is. These narratives drive me to pursue a career in medicine—to partner with patients to write stories shaped by their notions of health and recovery.

Though in strikingly different ways, all of the eccentric novels I will analyze in my thesis make the same formal variation on traditional realism; namely, they bind together two absolutely incompatible views of the same literary world. These works challenge readers to confront incompatible perspectives—that expected of the normative reality and reader and that of the eccentric character—simultaneously. These novels consequently make us see the same world as two worlds that cannot be synthesized. Henry James’ The Turn of the Screw , presenting two incompatible perspectives, models this phenomenon. From one perspective, the novella is a traditional British ghost tale, a chilling account of an unnamed governess’ fantastic delusions and psychotic demise. But from another—that of the governess—the story is factual recount of a lived experience that defies scientific explanation. James begins to layer these perspectives within the novella’s first pages. The Turn of the Screw is a story thrice told: first from the governess to Douglas, then from Douglas to the narrator, and finally from the narrator to the reader. The narrator describes these types of stories as a form of entertainment, intending to “hold” an audience and render listeners “breathless” (James 1).

James warns us that storytellers do not necessarily adhere to fact, but rather strive to elicit emotional reactions. The governess’ tale, however, is a “written” document (3), a permanent record that lays claim to archival credibility. While the narrator assures readers that “this narrative” is an “exact transcript” of that evening (3), James does not clarify whether the original story—rather than merely its repetition—is the product of empirical observation or bad affect. Holding the governess’ perspective beside that of the story’s narration, James’ novella is simultaneously a ghost tale and a “manuscript” documenting the preternatural events at the country estate where she was the chief guardian of two privileged but orphaned children (3). The author’s cues do not indicate whether we are to regard this tale as true to the facts to which it testifies, true to what the governess feels, or both.

As the novella unfolds, James’ irreconcilable perspectives continue to clash. The governess asks how she will “retrace…the strange steps of [her] obsession” (80). She frequently mentions her vivid imagination and the emotions that she allows to actively control her thoughts, admitting that she is “rather easily carried away” (31). If the spirits that once inhabit Bly can still be detected there, self-doubt and mania are reasonable responses for these extenuating circumstances. Under these conditions, readers can justify why the governess tries to discredit these apparitions by invoking “obsession” and “imagination” (80). If we take the governess’s descriptions of herself as true, then the ghosts are creations of her imagination. But can we trust the words of a woman who claims that her own words are untrustworthy? James’ protagonist is not inherently an unreliable narrator; rather, she is only unreliable in that readers cannot assess whether she is reliable or not. Thus, James’ text neither supports nor refutes the governess’s judgment by indicating what is actually there to be seen; rather, he embeds her story within a landscape of normative reality so that it not only calls the governess’ view into question but calls the normative view into question as well.

Most criticism from 1921-1970 approaches James’s text psychoanalytically. Overall, these theorists argue that the ghosts and attendant horrors are figments of the governess’ neurotic imagination. The reasoning goes that because “there is never any evidence that anybody but the governess sees the ghosts” (James, Esch and Warren 172), the ghosts must be delusional, arising from factors implied but not established by her tale. A number of readers in this tradition, such as Edna Kenton, bring Freudian analysis to bear on this account, transforming it into a case history. Kenton state that the governess is “trying to harmonize her own disharmonies by creating discords outside herself” (169). The literary critic argues that the governess’ story stems from the trauma of unrequited love; the ghosts represent the governess’ repressed sexual passion for her master. Alternatively, Harold Goddard accredits the governess’s psychosis to an unwholesome childhood, as “the young woman’s home and early environment…point to its stifling narrowness” (161).

While there is no evidence that anyone besides the governess sees the ghosts, neither is there any evidence that the children she supervises do not see or communicate with the ghosts of their former governess and groundskeeper. Given the lack of evidence to show that the governess is insane, and thus the ghosts imaginary, these critics almost uniformly begin by declaring that the ghosts are imaginary in order to classify the governess as psychotic. On the assumption that the ghosts cannot be real, they lace their arguments with diagnostic diction. They label the governess a “victim of insomnia” (161). They declare that her “overwrought condition” leads to “insanity,” “hallucinations” and “mania” (163-64). These terms and the conditions they label (for example, a manic episode) are all clearly defined by bodies of medical literature. In this context, however, criticism uses these terms rhetorically; they are technical terms that, albeit persuasive, are not substantiated by the text. Because James does not provide textual evidence for the governess’ psychosis, we cannot establish her insanity; indeed, we cannot even prove that the ghosts are “exquisite dramatizations of her little personal mystery” (170). The critics succeed in normalizing one view of the world by delegitimizing another. They apply psychoanalysis to a fictional character in order to establish the authority of modern secular realism as if to insist that there can only be one reading of reality. Any reality that resists that reading is consequently reduced to the status of ignorance or pathology, if not unreliability. This interpretive imperialism refuses to acknowledge that at any point in time, the same world may be an entirely different world for a different person bearing different cultural baggage. Through the interpolation of discrete perspectives within one another, James’ novel form works to equip readers with more flexible, critical cultural tools.

In order to develop such an approach, I use the figure of anamorphosis as a way of explaining how novels such as The Turn of the Screw employ eccentric characters to revise the novel form. Anamorphosis is an image that appears distorted when viewed from a normative perspective, requiring specific viewpoints or tools to reconstitute its true form. This true form is not one of a single, stable reality. Rather, it is a composition of multiple frameworks and embedded perspectives—the artist’s interpolative machinery. Hanneke Grootenboer, art historian and author of The Rhetoric of Perspective, stresses the paradoxical etymology of anamorphosis. In classical Greek, anamorphosis literally translates as “distortion,” while in Modern Greek, ana- functions both as the English prefixes dis - , as in “distortion,” and re- , as in “reformation” (Grootenboer 101). Anamorphosis can thus be understood as “that which lacks a proper shape” and the “restoring of that which has been out of shape” (101). Its meaning refers to the actual image in addition to the process of its reshaping—that is, the viewer’s search for the right point of view.

Anamorphism began as a series of perspective experiments in the 1500s and 1600s (Castillo), and its appearance as a consciously applied technique in art history corresponds to the invention of linear perspective (Collins). As Renaissance artists began to master traditional methods of perspective, they also learned to manipulate those methods and distort the object they produced accordingly. The geometry of anamorphic images was considered revolutionary in the sense that it did not strictly conform to the Cartesian coordinate system, which localizes points in space through their relative distances from perpendicular intersecting lines (Collins). It is easy to see how the Cartesian system alone is inadequate to capture the multiple perspectives that simultaneously occupy a common reality. In anamorphic art, artists interpolate an image that is not oriented according to the normatively positioned spectator within an image that is indeed oriented according toward the ideal spectator in a Cartesian system. Undermining the orthodox principles of perspective upon which it depends, anamorphic art can be considered a counterpart of both Cartesian rationalism and doubt. By challenging the Cartesian system from within it, artists who produce anamorphic art challenge the notion of a single, normative reality. I will demonstrate that novelists as well as visual artists think in terms of the figure of anamorphosis when they embed an eccentric perspective within a normative one. These writers strive to honor multiple, legitimate perspectives that coexist at any moment within a shared reality.

Anamorphic art pushes readers to linger in the uncomfortable intersection of incompatible perspectives. Donald Preziosi, art historian, states that in anamorphic art, “relationships among units in the archive are visible (that is, legible) only from certain prefabricated stances, positions, or attitudes toward the system” (119). Anamorphic images are the product of carefully calculated angles; their forms and desired effects are rooted in the experimentation of mathematics as well as art. Typically, in drawings and paintings, viewers would be required to physically shift their positions in order to see an alternate image within the portrait or scene, usually rendered along an alternate geometrical plane. In addition to anamorphic images created on two-dimensional surfaces, artists also employ tools such as mirrors and conical surfaces to guide viewers to the desired images. Regardless of the medium, an artist’s craftsmanship and ingenuity stem from his or her ability to engineer the interpolation of conflicting perspectives.

The perceptual doubling of anamorphosis produces a rupture in the viewer’s gaze, as Hans Holbein’s painting The Ambassadors famously demonstrates. As viewers move to the right, glancing back at the portrait, they glimpse not the iconic representation of the two ambassadors they saw from the front view, but rather, a skull (Holbein). Holbein’s painting appears to look back at the viewer, to demand that the spectator actively engage the artwork’s virtual affects. Viewers must move from the center of the image to the margins in order to understand the image in front of them. The gymnastics necessary for the successful apprehension of the anamorphic image casts observers in active roles. A crucial aspect of the anamorphic experience in art, therefore, is the way in which it requires that the experience be performed by the body. Unmoored from its perceptual anchors, the body must practice a form of spectatorship beyond that of the normative perspective. Stephen Greenblatt, American scholar of Renaissance and Shakespearean studies, argues that in demanding this movement, Holbein’s portrait threatens to undermine “the very concept of locatable reality upon which we conventionally rely in our mappings of the world, to subordinate the sign systems we so confidently use to a larger doubt” (20-21). How does literature accomplish this same subordination of the sign systems on which we conventionally rely as readers of “a larger doubt” (20-21)?

Ernest Gilman first applied the concept of anamorphosis to literature. In his book on seventeenth-century English literature, Gilman proposes that displays of wit in poetry are like displays of “visual wit in what the seventeenth century called the 'curious perspective,' pictures or devices which manipulate the conventions of linear perspective to achieve ingenious effects” (248). In Shakespeare’s Richard II , Gilman interprets Bushy's witty speech of comfort to the queen (qtd. in Gilman 248), which plays on terms of perspective vision, and by analogy with Holbein's double portrait, The Ambassadors . Gilman argues that the play must be interpreted from two places, “one facing straight, the other oblique,” and states that anamorphic texts challenge “multiple conceptual and perspective registers at once” (249). Gilman finds, in conclusion, that

Two modes of explanation in the same historical event…The play neither endorses nor denies the Tudor myth but builds on its premises to show that the providential theory of the king's double nature necessarily requires a complex kind of doublethink for which the curious perspective is the visual model. (249)

Beyond Gilman’s Shakespearean criticisms, anamorphosis is rarely referenced in literary analysis.

However, as I researched this project, I became convinced that anamorphosis should be applied to literary analysis. Indeed, I discovered that principles of anamorphosis resonated with the very novels featuring eccentric perspectives that I have always found compelling. I asked myself: what form does anamorphosis assume in prose? How does literature examine two conflicting realities? Wielding words in place of paintbrushes, authors, too, interpolate one viewpoint within a normative framework with which it is incompatible. Through the voices of their characters, novels produce readings that can challenge readers to stand at the crossroads of two conflicting perspectives and consider an order of things and events that is off-center in relation to their own. Most interpretive systems attempt to produce a unity which subordinates the minority point of view, such as critics who aim to silence the governess’ perspective through diagnoses of insanity. These systems aim to render culturally variant views of the world illegitimate by classifying them as either delusional or merely fictional. Novels that have been so marginalized, for whatever reason, actually belong to a tradition that deliberately inserts eccentric viewpoints within a normative world so as to naturalize the abnormal and broaden the conceptual boundaries of realism. These works require readers to struggle with conflicting definitions of human life. To argue that anamorphosis identifies an important tradition of fiction, I will show how select novels use what we dismiss as “magic,” if not “delusion,” to challenge us to redefine boundaries of realism, our capacity for sympathetic identification and parameters of human life itself.

To test this hypothesis, I will investigate Franz Kafka’s The Metamorphosis , Toni Morrison’s Beloved and David Mitchell’s Ghostwritten. Kafka’s novella insists that Gregor Samsa is physiologically—not allegorically, metaphorically, or symbolically—transformed into an insect. Yet despite his revolting antennae and cravings for rotten food, Gregor maintains the cognitive and intellectual depth he possessed in typical human form. In Morrison’s novel, Beloved is neither an intangible memory nor a translucent ghost; she is a corporeal figure waiting on the steps of 124. Finally, in Mitchell’s Ghostwritten , a disembodied character called the noncorpum transmigrates from one specifically located host to another, crossing the span of humanity from a psychotic terrorist in Tokyo to a late-night DJ in New York. Gregor is typically human in cognitive faculty but not in biological form.

Beloved possesses a typical human form but an extra-human cognitive faculty. The noncorpum remaps the brain’s codification as it moves from body to body. By looking closely at these novels—which feature a broad range of character forms and cognitive abilities—in relation to one another, my purpose is to show how each novel remodels the formula of one mind to one body that defines the modern individual.

• Duke English Administration
• Learning Objectives
• Resources for Faculty
• Best Practices
• English Minor
• Creative Writing Minor
• Frequently Asked Questions
• Student Spotlight
• Global Education
• Creative Writing Contest
• 2024 Award Winners
• Critical Essay Contest
• Scholarships & Awards
• Past Winners
• Resources & Forms
• 2023-2024 English Department Ambassadors
• Undergraduate Alumni
• Collective Standards of Conduct and Values
• Timeline and Deadlines
• Statement of Expectations for Advising
• Best Practices Exams & Reading Lists
• Graduate Courses
• Graduate Placements
• Stephen Horne Award for Excellence in Teaching
• Professional Development
• Student Handbook
• Ph.D. Alumni
• Fall 2024 Courses
• Spring 2024 Courses
• Fall 2023 Courses
• Spring 2023 Courses
• Fall 2022 Courses
• 2020-21 Courses and Requirement
• Gateway Courses
• Area I: Medieval & Early Modern
• Area II: 18th & 19th Century
• Area III: Modern & Contemporary
• Criticism, Theory or Methodology Courses
• Creative Writing Courses
• Primary Faculty
• Joint Faculty
• Secondary Faculty
• Instructors and Affiliated Faculty
• Graduate Students
• David L. Paletz Creative Writing Guest Series
• Faculty Books
• Recent Work Online
• Faculty Works-in-Progress Series
• Novel Dialogue Podcast
• The Wellian Magazine
• Master of English Alumni
• J.D./M.A. Alumni
• All Alumni Profiles
• Alumni Profiles
• Assisting Duke Students

Secondary Menu

• Showcases, Awards & Past Theses

Honors Thesis Poster Session

Every spring, students have the opportunity to present their honors research in a poster format at the poster session. Other students and faculty are welcome to attend.

Edward Tower Best Thesis Prize

The Department of Economics is pleased to be able to offer the Edward Tower. Best Thesis Prize, given yearly in recognition of outstanding research by an undergraduate and through the honors program. All theses that earn Distinction are published and available through  Perkins Library . Another quick source is the  Duke Journal of Economics .  Each year it publishes top undergraduate theses, including Best Thesis Prize winners.

Those interested in viewing all past theses may do so via the Honors Theses Archive .

• Location & Directions
• Our Newsletter
• EcoTeach Center
• Standards of Conduct and Values
• Commencement 2024
• What Economists Do
• Career Paths
• B.S. Concentration in Financial Economics
• B.A. in Economics
• Economics Minor
• Financial Economics Minor
• Differences between the B.A. and B.S. Degrees
• Major Declaration & Registration
• Independent Study
• Co-Curricular Finance Programs
• Duke Economic Analytics Laboratory (DEAL)
• Duke Journal of Economics
• Economics Student Union
• Work-Study Jobs, Internships & Funding
• Commonly Used Forms
• Tutoring & Support Services
• Mentors for Majors
• Instructions, Dates, Resources & Templates
• Paths to Honors and Suggested Courses
• Trinity Ambassadors
• M.A. Economics
• M.A. Analytical Political Economy
• M.S. Economics & Computation
• M.S. Quantitative Financial Economics
• Info for Prospective Applicants
• Resources for Current Students
• Master's Alumni Advisory Board
• Master's Program Alumni Spotlights
• Master's Program News
• Fields of Study
• Year-by-Year Overview
• Advising and Mentoring of Ph.D. Students
• Application and Admission Information
• Financial Support
• Job Market Placements
• Graduate Life
• Graduate Mentorship Program
• Pre-Graduate Fellows Program
• Year-By-Year Overview
• Preliminary Exam
• Job Market Paper
• Dissertation
• Modules, Seminars & Workshops
• Research & Travel Funding
• Teaching Assistant Resources
• Student Grievance Process
• Job Market Candidates
• All Courses
• Core Undergrad Economics Courses
• Ph.D. Modules, Seminars & Workshops
• Regular Rank Faculty
• Secondary Faculty
• Instructional Faculty
• Emeritus Faculty
• PhD Students
• Doctoral Candidates
• Development
• Econometrics
• Energy & Environment
• History of Political Economy
• Industrial Organization
• International Economics & Trade
• Labor & Health
• Macroeconomics & Finance
• Microeconomic Theory
• Public & Political Economy
• Conferences, Jamborees, & Lectures
• Visitors Program Speakers
• Working Paper Series
• Journals & Editorships
• Featured Publications
• Selected Faculty Books
• Center for the History of Political Economy
• Duke Financial Economics Center
• About the DEAL
• DEAL Events
• Woodman Scholars
• Woodman Scholar Accomplishments
• Learning Resources
• Duke Help Resources
• For Our Students
• Assisting Duke Students

Sanford Undergraduate Honors Program

• Aidan Fitzsimons
• Alana Agron
• Alex Dodenhoff
• Alex Hoffman
• Alexandra Johnson
• Alexis Mandell
• Allison Kunstler
• Amanda Kang
• Amina Mohamed
• Amiya Mehrotra
• Andrew Zheng
• Anna Chulack
• Anna Klingensmith
• Audrey Vila
• Autumn Barnes
• Barbara Euripides
• Blake Faucher
• Braelyn Parkman
• Caroline Doherty
• Caroline Kassir
• Chelsea Jubitana
• Christina Wang

Class of 2014

Class of 2015

Class of 2016

Class of 2017

Class of 2018

Class of 2019

Class of 2020

• Class of 2021 Honors Projects

Class of 2022

• Class of 2023

Class of 2023 Honors Thesis Papers

• Class of 2024
• Darshan Vijaykumar
• Devan Desai
• Ellen Zhang
• Ellie Winslow
• Emma Garman
• Finn Hossfeld
• Gautam Iyer
• George McCabe
• Hailey Ross
• Hunter Kaufman
• James Toscano
• Jesse Lowey
• Jonathan Schachter
• Jose Rosario
• Julia Murphy
• Juliana Shank
• Kathleen Vern
• Kathryn Thomas
• Katja Gilman
• Kyle Melatti
• Leah Markbreiter
• Leah Roffman
• Leah Somerville
• Lia Lemieux
• Liam P. Nolan
• Lucy Callard
• Luke Sommer
• Maya Miller
• Micalyn Struble
• Michaela Towfighi
• Neha Vangipurapu
• Nicholas Datto
• Noah Charlick
• Noah McThenia
• Payton Little
• Peter Connolly

Public Policy Honors Thesis Program

• Sabene Figueroa
• Sarah J. Bond
• Savannah Norman
• Sofia Girvin
• Sophia Katz
• Swathi Ramprasad
• Taalin RaoShah
• Thea Dowrich
• Theiija Balasubramanian
• Vaneesha Patel
• Victoria Pinter
• Violet Greene
• Ysanne Spence
• Yuexuan Chen
• Zac Johnson

Welcome to the Public Policy honors thesis page. The projects presented here are the result of a year-long process begun by our honors students in January of 2022. These students have produced 20 projects that cover topics as diverse from The Cannibalization of Lottery Revenues through the Expansion of Online Sports Betting to An Undeniable Link: The Impacts of Immigration Policy on the American Agricultural Industry . Students have done everything from interviewing policy experts, crunched databases, and analyzed Tweets. The result is an important array of studies that are both though provoking and intellectually rich. We recognize their hard work and dedication, and thank their thesis advisors for helping students complete their projects.

Deborah Ades – The Geopolitics of Sanctions: Assessing the Impact of Global Geopolitics on U.S. Sanctions on Iran

Gabrielle Battle – Setting the Standard: Meeting the Needs of Sex Trafficked Black Girls in the State of California

Allison Bunker – Documenting Dystopia: An Audio Documentary Approach to Amazon in Seattle

Peter Connolly – The Battle for Chips: Semiconductors Crucial Role in AI Development and its Implications for U.S.-China Strategic Competition

Nicholas Datto – Net Impact: The Relationship Between Internet Access and Voter Turnout Across U.S. Elections and Parties

Devan Desai – Unequal Burdens: Disparities in Baseline Low Back Pain at an Academic Health System

Sabene Figueroa – The Mental Healthcare Access Crisis Among the Homeless Population

Kyle Gray – Negotiating with “Terrorists”: When is Diplomacy an Effective Way to End a Conflict?

Dana Guggenheim – Impact of the US Food and Drug Administration’s Zika Virus Recommendations on Cord Blood Unit Eligibility and Utilization in a Large Public Cord Blood Bank

Alex Hoffman – Securing the Right to Work: The History and Future of Job Guarantees 

Finn Hossfeld – Using Media to Understand Public Discourse on Carbon Capture, Storage, and Utilization Technology: A Qualitative Frame Analysis of US Media Coverage of the Petra Nova Project

Gautam Iyer – Remembering… and Forgetting: What Durham Communities Decide to Remember About Themselves, and How They Do It

Dan King – The Impacts of Immigration Policy on the American Agricultural Industry

Payton Little – The Health Policy Puzzle of Gender Affirming Care: Healthcare Policies In North Carolina as a Case Study

Katherine LoBue – An Evaluation of the Durham DEAR Program: Comparing Participant and Staff Perspectives

Leah Markbreiter – Social Connectedness, Altruism, and Vaccine Behavior: Improving Policy for Future Pandemics

Alanna Miller – Segregating Opportunity: The Deprivation of Resources in Durham County’s Racially/Ethnically Concentrated Areas of Poverty

Mary Monti – No Such Thing as a Textbook Case: Comparing Interstate Differences in High School Civics Education

Vaneesha Patel – Planning for Better Communities: Exploring the Relationship Between New Urbanism in Comprehensive Plans and Social Capital

Rachel Proudman – Marginalized and Monitored: Analyzing Reproductive Health and Digital Surveillance in the United States

Taalin RaoShah – Cheaper & Cleaner? A Case Study of Boston’s Community Choice Electricity (CCE) Program

Leah Roffman – Exploring the Distribution of Utility-scale Renewables and Anti-renewable Legislation in the U.S.

Hailey Ross – Talking Trash: Evaluating Pay-as-You-Throw (PAYT) and Compost Contamination on the Front Range of Colorado

Jonathan Schachter – The Cannibalization of Lottery Revenues through the Expansion of Online Sports Betting

Tri Truong – The Birth of a New China: How the U.S. – China Trade War Affected the Economy and Foreign Policies of Vietnam in 2016 – 2020

Neha Vangipurapu – Hindutva at Home: Long-Distance Hindu Nationalism in the Indian American Diaspora

Past Honors Thesis

Class of 2021

Lydia Barrios

Lydia Barrios is a senior majoring in Political Science with a certificate in Markets and Managements…

Ariadna Chuaqui

Ariadna Chuaqui ’20 was born and raised in Santiago, Chile. At Duke University, Ariadna is majoring…

Elle Eshleman

Elle Eshleman, from Littleton, Colorado, is a graduating senior with degrees in Political Science and History.…

David Frisch

David Frisch is a senior Angier B. Duke Scholar and member of Phi Beta Kappa majoring…

Ketan Gupta

Ketan Gupta is a senior from New Delhi, India, and is majoring in Political Science and…

Hannah Horowitz

Hannah Horowitz was born in Hong Kong, raised in Los Angeles, and went to high school…

Morenike Moroof-Mustapha

Morenike Moroof-Mustapha 20′ is from Staten Island, New York. At Duke, she is a Political Science…

Katie Ridgway

Katie Ridgway is a senior political science major with a certificate in marine science and conservation. As…

Dylan Rudolph

Dylan Rudolph is a graduating member of the Class of 2020 at Duke University. Dylan is…

Julia Searby

Julia Searby is pursuing a double major in Political Science with a concentration in Security, Peace…

Kevin Solomon

Kevin Solomon was born and raised in St. Petersburg, FL, studied Political Science, African & African…

Nikhil Sridhar

Nikhil Sridhar is a graduate of Duke University’s program in political science with a concentration in…

Shaun Taraporewalla

Shaun Taraporewalla is a Cum Laude graduate of Duke University with a degree in an honors…

Cecilia Wu, Class of 2020, is a Political Science and Economics double major from Shanghai, China.…

Duke Political Science

Political science aims at a systematic and rigorous understanding of politics, both in explaining political phenomena…

Secondary Menu

Honors thesis, spanish 496, enroll consent.

Instructor Consent Required

Curriculum Codes

• Statement of Commitment
• Romance Studies Major
• Brazilian & Global Portuguese Major
• French & Francophone Studies Major
• Italian & European Studies Major
• Spanish, Latin American, and Latino/a Studies Major
• Brazilian & Global Portuguese Minor
• French Studies Minor
• Italian Studies Minor
• Spanish Studies Minor
• Language Studies: French
• Language Studies: Italian
• Language Studies: Spanish
• Language Studies: Portuguese
• Language Studies: Haitian Creole/Kreyòl
• Language Studies: K’iche' Maya
• Latino/a Studies Certificate Programs
• Importance of a Minor
• Frequently Asked Questions
• Graduation with Distinction
• Independent Study & Research
• Service Learning
• Language Tutoring & Resources
• Trinity Ambassadors
• Fall 2023 Course Flyers
• Undergraduate Research Symposium
• Ph.D. Requirements
• A Typical 5-Year Program
• Certificate Programs
• Collective Standards of Conduct and Values
• Graduate Students
• How to Apply
• Living in Durham
• Dissertation Titles
• Student Placements
• Forms and Policies
• Mentoring and Advising
• Pedagogy Training
• Graduate Liaison Committee
• Professional Development
• ENS/Paris 7 Exchange
• Wellness Resources
• All Courses
• Brazilian & Global Portuguese Studies Courses
• French & Francophone Studies Courses
• Haitian Creole/Kreyòl Studies Courses
• Italian Studies Courses
• K'iche' Maya Courses
• Malagasy Courses
• Spanish, Latin American & Latino/a Studies Courses
• Romance Studies Courses
• Cultures & Languages Across the Curriculum (CLAC) Courses
• Global Opportunities
• Caribbean Studies
• Critical Theory & Philosophy
• Decolonial Thinking & Postcolonial Studies
• Early Modern Studies
• European Studies (Italian Studies)
• Film, Media & Visual Studies
• French and Francophone Studies
• Gender & Sexuality Studies
• Global & Comparative Studies
• Historicism
• Linguistics & Pedagogical Theory
• Literary Theory & Beyond
• Modernism, Postmodernism & Contemporaneity
• Science & Technology
• Spanish, Latin American, and Latino/a Studies
• The Enlightenment
• Urban & Space Studies
• Selected Faculty Books
• Projects & Exhibitions
• Associate Professors
• Assistant Professors
• Research Professors
• Instructors and Lecturers
• Visiting Faculty
• Library Liaisons
• Brazilian & Global Portuguese Faculty
• French Faculty
• Italian Faculty
• Spanish Faculty
• For Current Students
• Assisting Duke Students

Secondary Menu

Duke sociology class of 2024.

Congratulations!

The Department of Sociology extends its warmest congratulations to our graduating seniors. You will always remember your time at Duke and we are so lucky to have been a small part of it. Best wishes for your next adventure!

See all photos from graduation

*Box folder is only accessible to invited sociology graduates

2024 Undergraduate Student Awards

Caimiao Liu

Academic Achievement Award for Highest GPA

Mackenzie Culp

 Ida Harper Simpson Award for Best Honors Thesis

Amber Smith

Linda K. George Award for Best Medical Sociology Paper

• Department Resources
• Statement on Workplace Environment
• Major Requirements
• Optional Concentrations
• MMS Certificate
• What Can You Do with a Sociology Degree?
• Honors Program
• Trinity Ambassadors
• Current Opportunities
• Career Development Resources for First Gen & Low Income Students
• Class of 2024
• Coursework Requirement
• Professional Development Requirement
• Exams and Milestones Requirement
• Dissertation
• How to Apply
• Financial Support
• Graduate Placements
• Living in Durham
• Frequently Asked Questions
• Policies, Forms & Information
• Statement on Mentoring
• Colloquium Calendar
• Fall 2024 Schedule
• Primary Faculty
• Secondary Faculty
• Visiting Faculty
• Instructors and Lecturers
• Postdoctoral Fellows
• Research Staff
• Graduate Students
• Culture, Affect, & Cognition
• Health, Demography, & the Life Course
• Organizational & Economic Sociology
• Race, Ethnicity, & Inequality
• Religion & Social Change
• Social Networks & Computational Social Science
• Selected Faculty Books
• Undergraduate Research
• For Current Students
• Assisting Duke Students

Three Juniors Named Faculty Scholars

Awards are the highest honor bestowed by faculty to undergraduates

Three undergraduate students whose research shows their deep expertise on number theory, 19 th century American history and analysis of poetry were honored with Faculty Scholar Awards, the highest honor bestowed by university faculty on undergraduates.

Presented through the Academic Council, the 2024 winners are Sarah Konrad, Arielle Stern and Marie-Hélène Tomé. The award was established to highlight students who are likely to pursue a scholarly career and already have established a record of research and independent study that has impressed their faculty mentors.

The three were selected by a faculty committee chaired by Sheryl Broverman, professor of the practice of biology. The committee received 27 strong nominations from departments across the undergraduate program.

“As always this is a very challenging process, as so many of our students are doing exceptional, original research,” Broverman said. “The three Faculty Scholar recipients all impressed the committee with their in-depth knowledge of a field and their ability to communicate it to non-experts in the field.  From explaining the world via math proofs or the human condition via poetry to the history of slaveholding by women, the committee was deeply impressed by Marie- Hélène, Arielle and Sarah.”

Sarah Konrad, Department of History

With an interest in both history and law, Sarah Konrad has already produced a collection of original research that explores how the law affects social, cultural and political aspects of public life. Like a good historian, she has written several complicated portraits of women in 19th century America, living with limited legal rights but still finding ways to exercise power, and affecting issues of race.

One large project was close to home. Working with history professors Thavolia Glymph and Robert Korstad as part of the Duke Institutional History Project, Konrad dove into the early days of Trinity College to explore the relationships between the wives of the college’s Board of Trustees and how they benefited from the institution of slavery.

Konrad found close family ties between the board wives and their husbands, “creating a familial connection that pervaded the bonds of the academic administration,” she said. These ties were strengthened by slavery, as the wives often brought enslaved people with them into the marriage, which grew the economic status of their husbands. The research will be included as a chapter in a forthcoming book from the institutional history project published by Duke University Press.

In a second research project, under the supervision of professors Juliana Barr and Sarah Deutsch, Konrad explored stories of Cherokee women who owned enslaved people. She will complete this next year as her honors thesis.

“Sarah Konrad is an extraordinary scholar – an indefatigable researcher, creative both in how she ferrets out sources and how she makes sense of them, as well in the even more important area of how she comes up with and formulates a question,” said Sarah Deutsch, professor emerita of history. “Her excitement is contagious.”

Konrad says she hopes to continue this research following graduation in 2025 and will seek a joint J.D./Ph.D. degree. “With lifelong research efforts, I hope to contribute to historical and legal scholarship that bridges strict divisions of past and present to show how law has been formed by historical processes, and yet it can still be used as a tool of justice,” she said.

Arielle Stern – Department of English

To Arielle Stern, poetry is the place where the known and the unknown are placed together, where words “function to elucidate hidden and incomprehensible meanings, but do not erase the murkiness of the shadows that linger.”

That richness of meaning and language has long attracted Stern and has led to several research projects praised by Duke faculty members. In a graduate-level course on 20 th century French theory, Stern considered historical memory in post-WWII poetry, particularly related to the Holocaust. The paper, which she was invited to present at a research symposium, explored ethical and literary questions of how to write about atrocity.

“Intrigued by the pervasiveness of absence in the aftermath of WWII, I was compelled to probe deeper into the question of how to portray extreme erasure, to both preserve memory and to acknowledge the gaps that constitute the difficulty of such a task,” she said.

An English and Romance Studies double major, Stern also has focused on Wallace Stevens and studying his rich poetry through the lens of Stevens’ interest in the French linguistic and philosophical traditions. A poet herself, this study has also benefited her own writings.

Stern will write a senior thesis exploring a number of modernist poets’ last books that dwell at the horizon of death – the horizon of unknowing – to understand a state defined by its distinct uncertainty. To draw on her interest in French thinkers, she will also look to French philosophers Jacques Derrida and Maurice Blanchot among others to guide the inquiry.

 “The first of Arielle’s numerous critical gifts is the quality of her alertness to the poem,” said Joseph Donahue, professor of the practice of English, who directed some of her study of Stevens. “She approaches the page with allegiance to her already deeply schooled sophistication, but, always first, she sees and hears for herself what is going on in the poem and finds her own way to imaginatively enter into the world the text proposes.

“She expertly moves into unfamiliar terrain and makes it her own, even when the terrain is most forbidding, and so her interest in the poetics of death, in the great tradition in world literature of poetry written at the threshold of the abyss, at the absolute limit of what can be known and felt. Where else would such a curious and capable imagination as that possessed by Arielle Stern be spending its time?”

After graduation, Stern hopes to study for a Ph.D. in English Literature focusing on 20th and 21st century poetry and poetics. “The study of poetry itself is that of making sense of the

unknown and the purposefully obscured, an exercise that rejects the denial of erasure and brings absence to light, which I intend to do in my future pursuits, both when writing poetry and in a scholarly career,” Stern said.

Marie-Hélène Tomé – Department of Mathematics

In number theory, L-functions package important arithmetic information about the mathematical objects they are associated to. L-functions, of which the Riemann zeta function is a particular example, are the subject of many of the most challenging unresolved conjectures in mathematics.

This year, Marie-Hélène Tomé effectively answered an open L-function conjecture made in 1920 by the German Erich Hecke.

Tomé is a recipient of a 2024 Goldwater Scholarship, a nationally competitive award for students in mathematics, natural sciences and engineering. Part of her recognition came from her work on Hecke L-functions and their special values. Under the guidance of Professor Ken Ono at the University of Virginia, she studied the work of Japanese mathematician Takuro Shintani, who provides formulas for the class number, an important arithmetic invariant associated with a number field.

Shintani’s formulas answer Hecke’s conjecture for biquadratic extensions (n = 2). Building on Shintani’s work, Tomé derived finite formulas for relative quadratic extensions of fields F of arbitrary degree n over the rational numbers, together with methods to explicitly compute the inputs to these formulas. Her work gives an effective affirmative answer to Hecke’s conjecture for arbitrary degree n for a certain class of extensions. Her solutions presented a novel method to make the difficult calculations involved in the conjecture and opens possibilities for the solution of other similar mathematical questions.

This work was presented at the 2024 Joint Mathematics Meetings and resulted in a single author paper that will soon appear in the Journal of Number Theory. While Tomé has long been interested in mathematics, she became interested in number theory while taking abstract algebra with Duke Professor Robert Calderbank. A guest lecture by Professor Lillian Pierce piqued her interest in the rich intersection of algebraic and analytic number theory. While participating in the 2023 REU (Research Experience for Undergraduates) in number theory at the University of Virginia, her interest grew into a deep passion.

In addition, Tomé has completed an independent study with Lillian Pierce, professor of mathematics, on the Weil-Deligne bound, which has diverse applications in analytic number theory. Under the guidance of Professor Pierce, Tomé wrote an expository paper on Schmidt’s proof of the Weil-Deligne bound. She will complete an honors thesis on topics in algebraic number theory with Professor Samit Dasgupta.

“As mathematics students become independent mathematicians, they learn to be very skeptical, in the best possible sense,” Pierce said. “Mathematicians look to understand the precise reasons that a proof method works, both to make sure that all the details are correct, and also to understand the limitations of the method. Understanding these limitations is critical to being able to go onward with original research.

“Marie-Hélène worked to learn this material with the skeptical style of an independent mathematician. She left no stone unturned while she studied multiple research papers (in multiple languages) to develop a complete understanding of this important result.”

After graduation, Tomé intends to pursue a Ph.D. in pure mathematics and conduct research at the intersection of algebraic and analytic number theory. She hopes to become a professor of mathematics at a research university where she can combine her love of teaching with her passion for research.

“My research experiences in number theory crystallized my career goal of becoming a number theorist,” she said. “My natural curiosity has both informed my previous research in mathematics and the mathematician I hope to become. As a mathematician, I see myself continually learning new mathematics to weave diverse areas into my research and apply techniques from other fields of mathematics to solve questions in number theory. Something beautiful and mysterious lying within the mathematics of number theory calls to me, and I cannot refuse that call.”

• Request Info
• Current Students
• Collaborators
• Faculty & Staff

Impact for families and communities: HDFS graduates reflect on internship experiences

Ahead of the UNC School of Education’s graduation ceremony, during which students across programs turned their tassels, students in the Human Development and Family Science (HDFS) program concluded their undergraduate careers during a May 7 poster session in Peabody Hall.   The event showcased HDFS students’ semester-long internship experiences at a range of organizations, celebrated their academic and professional achievements, and highlighted real-life experiences gained in career settings.

Launched in 2016, the HDFS program is an interdisciplinary pre-professional major designed to prepare undergraduates for careers in the helping professions and beyond. Through the program, students gain foundational knowledge and experiences that enable them to serve and uplift individuals, families, and communities while exploring human development across life stages. The program offers two optional concentrations: Child and Family Health, and Family Life Education.

“HDFS is dedicated to enriching our students with the skills necessary to fortify themselves as professionals driven to improve the lives of individuals, families, and communities,” said Helyne Frederick, Ph.D., HDFS program director. “Through rigorous coursework and invaluable practical experiences, our graduates gain a deep understanding of the diverse contexts and relationships that influence human growth and development across the lifespan. It is inspiring to see our graduates embark on their careers and enter a variety of graduate programs in education, human services, law, health, and more, equipped with the knowledge and passion to make a meaningful impact in the world.”  

Below, 10 HDFS students who graduated in May 2024 reflect on their internship experiences and the lessons they learned — highlighting how the program empowered them to develop and practice ethical and culturally inclusive approaches to promote community well-being —and how they plan to utilize their HDFS foundation in their careers.  

Mia Mackie (’24 B.A.Ed.)

Internship site: Boomerang Youth Inc.   

During Mackie’s internship at Boomerang Youth Inc., a youth development organization in Chapel Hill that provides support to young people during times of crisis and beyond, she discovered that her adaptability was a significant asset, and she intends to continue developing this strength throughout her professional endeavors.

“The most valuable thing I’ve learned from my internship is my identity as a professional outside of my identity in academia,” Mackie said.  

Equipped with the knowledge and skills gained from the HDFS program, Mackie expressed her preparedness to assist individuals from various backgrounds. As she pursues a master’s degree in social work this fall, she aims to enhance her capacity to make a positive impact in her community.  

Sholeh Najafian (’24 B.A.Ed.)

Internship site: Kathryn Leech, Ph.D., Early Learning Lab

As part of her internship at the UNC School of Education’s Early Learning Lab, directed by faculty member, Kathryn Leech, Ph.D., Najafian worked alongside doctoral students, research assistants, and post-baccalaureate researchers to explore social interactions between children and adults within projects focused on how parent-child conversations before school entry influence children’s language and literacy development.   

Reflecting on her experience, Najafian highlighted the importance of learning content analysis, a skill proved invaluable as she spent the semester coding volumes of qualitative data from the research.

This fall, Najafian anticipates the chance to refine her skills as a researcher and an educator by joining North Carolina State University’s Lifespan Developmental Psychology program as she pursues her Ph.D. — aiming to establish partnerships with other scholars and address pertinent issues within education.   

“The faculty has provided me with so much support,” Najafian said. “Everyone in the HDFS program has always been so encouraging! The faculty are happy to provide guidance and have helped me to navigate the next steps of my life.”   

Nicolle Hernandez (’24 B.A.Ed.)

Internship site: Duke Pediatric Clinic    

During her internship at the Duke Pediatric Clinic, Hernandez emphasized that the most valuable lesson she learned was how to overcome barriers and discover solutions when situations do not go as planned, along with the importance of self-advocacy as a growing professional. For Hernandez, internships are pivotal in developing self-expression, as she viewed them as avenues to explore potential career trajectories and witness experienced professionals in action.  

Recently, Hernandez was commissioned as a Second Lieutenant in the U.S. Army. She hopes to apply for physician assistant school in the future. Additionally, she looks forward to learning from various professionals in a collaborative setting, applying leadership and other skills acquired at Carolina and in the HDFS program.   

“The HDFS program has reaffirmed my passion for helping others and allowed me to learn about the various identities and backgrounds that contribute to communities and professions,” Hernandez said.   

Dalton Locklear (’24 B.A.Ed.)

Internship Site: North Carolina Department of Public Instruction and Carolina Community Academy

Upon completing his internship at the North Carolina Department of Public Instruction (NCDPI) and Carolina Community Academy, Locklear highlighted a critical lesson he learned: While policy is applied in broad strokes to ensure that legislation impacts large groups of people, the work that most impacts students happen day-to-day inside of communities, schools, and classrooms  

“My joint internship with NCDPI and CCA taught me that large-scale change is great, but the real work happens when you remember where you come from,” Locklear said. “We are undoubtedly here for the students, but we are here because of the parents, teachers, principals, and communities that have invested in them.”     

“HDFS has best prepared me by stressing the importance of collaboration,” Locklear said. “We have been taught to always seek community input when evaluating programs and initiatives. We have been taught to work with our peers to find multi-faceted solutions to complex problems. I will carry this collaborative approach to learning as I engage with caregivers, social workers, and school counselors to address the needs of my students.”   

In August, Locklear will continue his journey to honor the legacy of the Lumbee educators who inspired him at an early age as part of the third cohort of the DREAM — or Diverse and Resilient Educators Advised through Mentorship — residency program, a collaborative effort between the School and Durham Public Schools (DPS) that combines 12 months of Master of Arts in Teaching (MAT) coursework and a year-long student-teaching internship followed by three years of employment in DPS and unique on-the-job guided mentorship to prepare residents for an effective and impactful career as an educator.     

Annah Kate Lassiter (’24 B.A.Ed.)

Internship site: Estes Hills Elementary  

As part of her internship at Estes Hills Elementary, Lassiter discovered the profound importance of meeting each student where they are. This experience deeply influenced her understanding of education, instilling in her the value of creating a nurturing and inclusive environment.  

“Most of them are six- and seven-year-olds that love school and love learning,” Lassiter said. “Meeting them where they are and allowing them to be themselves by creating a safe place was so important to me.”   

As Lassiter looks forward to the next chapter of her career, she is set to begin the School’s Master of Arts in Teaching (MAT) program, concentrating on Elementary Education, in the next academic year.

Reflecting on her HDFS experience, Lassiter acknowledges its significant impact in preparing her for the rigors of graduate school. To Lassiter, her internship offered invaluable classroom experience, shaping her into a more confident and capable future educator.   

Additionally, Lassiter cherished the moments spent with her first-grade students, who, as she describes, have left a lasting mark on her heart. Her graduation stole, adorned with Carolina Blue handprints, symbolizes the special place each student holds in her heart.   

“They taught me far more than I taught them, and I am so thankful for each lesson learned,” Lassiter said.   

Pate Falter (’24 B.A.Ed.)  

Internship site: Carolina Center for Public Service  

According to Falter, the most valuable takeaway from their internship at the Carolina Center for Public Service was the importance of stepping out of one’s comfort zone when approaching new tasks. Falter emphasized that embracing challenges and seeking guidance from supervisors were crucial for personal growth and improvement, especially when dealing with varied responsibilities such as website editing, graphic design, and development activities.

“ My internship experience was incredibly invaluable, making it difficult to pinpoint just one thing,” Falter said. “However, if I had to choose, my most valuable takeaway would be the impo rtance of pushing yourself outside of your comfort zone when approaching tasks.”   

As she begins her career, Falter noted her excitement about working as a program coordinator position at Families4Families, a nonprofit organization in Washington, D.C. that empowers student leaders to address food insecurity and enact positive change in their local communities.  

Falter expressed her gratitude to the HDFS program, highlighting how it significantly prepared her for her career and how it equipped her with a strong foundation of academic knowledge and practical professional experiences that she can draw upon in all her future endeavors.  

“Whether it was learning from incredible professors or gaining professional experience through my internship at the Carolina Center for Public Service, I have learned so much and gained a multitude of skills,” Falter said.   

Ella Shapard (’24 B.A.Ed.)

Internship site: Newborn Critical Care Center at UNC Hospital  

While interning at the Newborn Critical Care Center (NCCC) at UNC Hospital, Shapard worked with Karen Hogan, the NCCC Family Support Coordinator, and engaged in various projects aimed at supporting parents and caregivers navigating the challenges of having an infant in the NCCC. This support included directing families toward diaper bank resources, supplying them with books and toys, or simply sitting with them to help process their emotions.   

“My internship helped me deepen my ability to foster connection and talk to folks from many different walks of life,” Shapard said.   

Shapard highlighted that the HDFS program prepared her for her future career by exposing her to various career options within the helping professions that she had not previously considered. She was particularly drawn to the work of occupational therapists and expressed gratitude for the experiences HDFS provided, giving her a chance to potentially pursue these interests in the future.  

“I am so grateful to Drs. Rodriguez, Halpin, Frederick, and Glazier for their support over the past year as I was both writing my senior honors thesis and engaging in my internship,” Shapard said. “Taking their courses and learning from their own professional experiences has been such a wonderful aspect of my undergraduate journey!”  

In September, Shapard will move to Spain as part of the Fulbright U.S. Student Program, where she will teach in a local preschool and have the chance to gain insights into the structured framework of early childhood education programming in Spain.      

Rachel Reynolds (’24 B.A.Ed.)

Internship site: A.L. Stanback Middle School

Reynolds discovered her passion for working with middle school students during her internship at A.L. Stanback Middle School, where she formed meaningful connections with the students and thoroughly enjoyed engaging with this age group. Her HDFS coursework, in which she learned about child development and the needs of families, provided a foundation for beginning the next phase of her career to make an impact on students and school communities.   

“I owe a lot of my growth and success to my internship experience,” Reynolds said. “I had amazing site supervisors and connections with students at my site that ultimately confirmed and ignited my passion for school counseling.”   

This August, Reynolds will join the School’s 2024-25 cohort of the School’s School Counseling program — eager to gain the expertise to make a meaningful impact on her future students’ lives.    

Cameron Hughes (’24 B.A.Ed.)

Internship site: UNC Health Rehabilitation Therapies Team  

Through her internship with the UNC Health Rehabilitation Therapies Team , Hughes worked alongside various healthcare professionals at UNC Hospitals, gaining valuable communication and collaboration skills that will be used throughout her professional career.  

This fall, Hughes will pursue a master’s degree in occupational therapy, anticipating the opportunity to acquire knowledge on delivering accessible therapeutic services that will empower individuals to maintain their engagement in routine daily activities.  

To Hughes, her experience within the HDFS program enabled her to forge lasting connections with peers and professors, both within the classroom setting and during her internship.  

“HDFS has prepared me for my next steps by teaching me how to provide individuals with the resources needed so that they can succeed inside and outside of the classroom,” Hughes said.   

Taylor Hughes (’24 B.A.Ed.)

Internship site: UNC Health Rehabilitation Therapies Team 

According to Hughes, one of the most valuable things learned throughout the internship experience with the UNC Health Rehabilitation Therapies Team was the role that patient education materials have in maximizing health outcomes for patients. Despite the direct care patients receive from various health professionals, Hughes recognized that patient education is vital in enabling patients to better understand their care and condition. She encourages patients to adhere to instructions provided by their healthcare team, aiding in their recovery.   

Through the HDFS program, Hughes found that the projects and insights shared by peers and faculty enriched the takeaways and culminating internship experiences.   

“The HDFS program has equipped me with the skills to take a holistic approach to care while developing individualized care plans to meet the unique needs of patients,” Hughes said.   

Along with her sister, Cameron, Hughes will pursue a master’s degree in occupational therapy this fall, continuing to learn and improve the lives of individuals across various settings.  

May 28, 2024

For the Media

• Email Morgan Ellis
• (919) 843-0307

Related Topics

• School & Community

Related Programs

• Human Development and Family Science (HDFS)
• Master of Arts in Teaching (MAT)
• Pre-Master of Arts in Teaching (Pre-MAT)