Honors Thesis students have access to:

Be Collaborative
Students should be told right from the start that an Honors thesis or project is a collaboration between the student and the advisors. They should know that they cannot simply hand something to an advisor and say, "Here it is. Grade me." But it is important to recognize that this is the model they’re used to. The professor gives an assignment, the student does the work and hands it in, the professor delivers a grade. It is part of the thesis advisor’s job to show students a collaborative model, to work closely with them at every stage of the thesis process, to make the thesis a collaboration between student and faculty.

General Guidelines for Writing an Honors Thesis and Achieving Senior Honors Scholar Status

By completing an Honors Thesis, you will develop knowledge, skills and initiative that are essential to meet future challenges. You will develop self-knowledge and new personal resources. When you are pushed to the limit of your energy and creativity, you will discover new ways of addressing problems and organizing time. This training is invaluable and you will often look back to realize just how much difference it made in your professional preparation.


The Honors Thesis/Research allows students:

Students can find the forms and guidelines for the Honors Thesis in the  section of this website.

Undergraduate students completing their Junior year with a 3.7 cumulative gpa at the end of the spring term are eligible to request candidacy for Graduation with Honors and to propose Honors Thesis Research.


The Honors College Thesis is the capstone scholarly experience for University Honors students. To enroll in the Honors College Thesis, all University Honors students who enrolled at ASU in 2006 or earlier must have a GPA of 3.4 in all Honors courses; students who enrolled at ASU in Fall 2007 and later must have a 3.45 cumulative GPA as well as a 3.45 honors GPA.In addition to a director, students must also select a second reader, who will help foster interdisciplinary thinking and provide insights from another perspective. The second reader must be from a different department than the director, but does not have to be a tenured or tenure-track faculty member. The second reader may also be someone from the community who is not employed at Appalachian. The second reader should be given the courtesy to comment on the student’s drafts; ideally, he or she is given an outline of the student’s research very early, a mid-point draft or report, and then the final draft at least a week or two before the Honors College Thesis defense is scheduled. Together, the director and second reader will form the student’s thesis committee. See our for more information about thesis committees.