honors thesis cu boulder

University of Colorado Boulder, College of Arts and Sciences, Honors Program student theses collection

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Scope and Contents

The collection spans 53 years and includes 5,694 theses in 135 boxes. The list is order first in reverse chronological order of semester, and then in alphabetical order of last name within each semester. This means that box 1 contains the honors theses from 2012 whose author’s last names begin with an A, B or C. Each entry includes the full title of the thesis, the subject, the author’s name, and the semester.

• Creation: 1959 - 2012

Conditions Governing Access

Collection is open for research.

Copyright Statement

The University Libraries do not own the copyright to this collection. Researchers are responsible for contacting the copyright holder(s) for this material and obtaining permission to publish or broadcast. The University Libraries will not grant permission to publish or broadcast this material and are not responsible for copyright violations resulting from such use.

Biographical / Historical

The University of Colorado has always rewarded exceptional academic performance. Before the mid-1920s the University awarded Latin honors to students with high grades. In 1926 the College of Arts and Sciences created an honors committee to design a program that awarded honors based on more than just grades. The resulting program was implemented in 1928. Students and faculty found the new system wanting however, so university President George Norlin approved a new Honors Program in 1931. The new program was entirely extra-curricular and required 200-300 extra hours of studying a year to complete. An extra workload without any credit hours displeased many of the honors students and additional changes were made to recognize the problem. By 1937 the program had been changed to allow students to receive up to 27 credit hours for their honors work. In 1940 Professor Fredrick Bramhall became the first chairman of the Honors Council. Faculty-recommended students with a GPA of 2.0 or higher, on a 3.0 GPA scale, were eligible to take both an oral and a written exam. Successful students graduated with ‘combined honors’. The system was still controversial among students and staff who felt that honors weren’t being awarded to the most deserving students and that extra honors work should be required to receive honors. In 1956 the Rockefeller Foundation awarded the University $26,000 to conduct a 3-year study on the honors program and to host a conference on “The Superior Student in the State University.” The Carnegie Corporation, impressed by the successful conference, created and funded a national agency, the Inter-University Committee on the Superior Student which was based in Boulder. Interest in collegiate honors culminated in the creation of the honors office in 1958, giving the program a physical presence on campus. In 1959 departmental honors and general honors were still considered distinct programs. At this time honors was rewarded based on GRE area test scores, successful completion of both an oral and written exam, and GPA of 3.0 or higher on the 4.0 scale which is used today. Departmental and general honors were merged into one department in 1968, and honors finally received its present form in 1981 when the department added a required senior thesis. The honors program has since expanded, both in the number of students involved in the program as well as the number of honors courses offered each year. In 2003 the number of courses expanded from 50 to 80, and in 2012, 300 students graduated with honors. As of April 2015, the mission of the honors program is “to provide special education opportunities for academically prepared, highly motivated undergraduate students.”

135 linear feet (135 record boxes )

Language of Materials

Additional description.

The University of Colorado Boulder College of Arts and Sciences’ Honors Program is one of the oldest honors programs in the United States. The undergraduate program has roots going back before the 1920s, with the first honors committee formed in 1928. The Honors Program underwent several changes, until it assumed a stable form in 1959. In 1959, a student could earn honors by maintaining a GPA of 3.0 or higher, scoring highly on GRE department exams, an oral test, and a three hour written test. Many students also wrote a thesis as part of their individual plan. In 1981, writing and defending a senior thesis was added as a requirement for achieving honors recognition. The Honors Program continued to expand over the ensuing decades, with 300 students graduating with honors in 2012. This collection contains senior honors theses dating from 1959 through 2012, however there are very few theses before 1981.

Physical Location

Located at offsite storage (PASCAL). Allow at least 5 days for delivery. Contact [email protected] for questions and requests.

Related Materials

CU Boulder Libraries has access a number of CU Master's and Doctoral theses and dissertations available. Please see this LibGuide for information on how to access.

Digital Material

Finding aid & administrative information, repository details.

Part of the University of Colorado Boulder Libraries, Rare and Distinctive Collections Repository

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University of Colorado Boulder, College of Arts and Sciences, Honors Program student theses collection, University of Colorado Boulder Libraries, Collections of Distinction

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University of Colorado Boulder, College of Arts and Sciences, Honors Program student theses collection, University of Colorado Boulder Libraries, Collections of Distinction https://archives.colorado.edu/repositories/2/resources/2569 Accessed April 26, 2024.

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GEOL 4990 - Honors Thesis Course

Description.

• Supervised project involving original research in any area of the geological sciences. The thesis is submitted to the Honors Program of the College of Arts and Sciences and is orally defended. Must be accepted by the departmental honors committee. Department enforced prerequisite: minimum cumulative GPA of 3.30.

instructor(s)

• Abbott, Lon   Primary Instructor - Fall 2023

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About the Blog

The Honors Program Blog is a student-run venture designed to feature research, events, theses, art, and more - all done by the College of Arts and Sciences honors students at the University of Colorado in Boulder.

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Honors (HONR)

HONR 1001 (1) Honors Coseminar

Honors coseminars are designed to combine an honors seminar experience with the shared experience of an organized lecture course. Designed typically for 15 students, coseminars are taken for an additional 1 credit hour. Coseminars provide honors students with an opportunity to extend their common experience in the course lecture into an enriched interactive, critical thinking opportunity.

Repeatable: Repeatable for up to 4.00 total credit hours. Allows multiple enrollment in term. Requisites: Enrollment allowed for first-year AS students invited into the Honors Program for the current academic year (not including Honors RAP students) and continuing AS students with a minimum cumulative GPA of 3.300. Additional Information: Arts Sciences Honors Course

HONR 1125 (3) Heroines and Heroic Traditions

Reevaluating global heroic traditions is critical to understanding power structures. In this course we will interrogate the concept of the monomyth and redefine what it means to be a hero/ine. The course will explore comparative mythology, folklore, literature, film and television in order to reinterpret and investigate heroic traditions in diverse communities.

Equivalent - Duplicate Degree Credit Not Granted: HONR 4025 Requisites: Enrollment allowed for first-year AS students invited into the Honors Program for the current academic year (not including Honors RAP students) and continuing AS students with a minimum cumulative GPA of 3.300. Grading Basis: Letter Grade Additional Information: Arts Sciences Honors Course Arts Sci Core Curr: Human Diversity Arts Sci Gen Ed: Distribution-Arts Humanities Arts Sci Gen Ed: Diversity-U.S. Perspective

HONR 1810 (3) Honors Diversity Seminar

Students will develop an appreciation for, and experience with, diverse perspectives. In particular this includes: racial/ethnic, gender, sexual orientation, and class perspectives, for constructing knowledge as they proceed through their undergraduate studies. Three themes provide the framework for the course: education for the next century, the 21st century citizen, and the modern individual in a diverse society. Topics explored include privilege, stigmatization, targeted and nontargeted grouping, and oppression. Engaging in independent research and experiential, empathetic experiences is required.

Requisites: Enrollment allowed for first-year AS students invited into the Honors Program for the current academic year (not including Honors RAP students) and continuing AS students with a minimum cumulative GPA of 3.300. Additional Information: Arts Sciences Honors Course Arts Sci Core Curr: Human Diversity Arts Sci Gen Ed: Distribution-Social Sciences Arts Sci Gen Ed: Diversity-U.S. Perspective

HONR 2250 (3) Ethics of Ambition

Through selected readings in classical literature on ethics and through more contemporary readings and films, examines critical ethical issues relating to the competition of ambitions and the alternative styles of choosing between courses of action in a dangerous world. Uses biographies of those whose lives illustrate both the complexities of the struggles and the profundity of possibilities. Considers the unconscious metaphors of national visions and ambitions, the competing ethics of ends and means, the conflicting ambitions in a pluralistic society, and the transcendent ambitions of visionaries.

Equivalent - Duplicate Degree Credit Not Granted: FARR 2660 Requisites: Enrollment allowed for first-year AS students invited into the Honors Program for the current academic year (not including Honors RAP students) and continuing AS students with a minimum cumulative GPA of 3.300. Additional Information: Arts Sciences Honors Course Arts Sci Core Curr: Ideals and Values Arts Sci Gen Ed: Distribution-Arts Humanities

HONR 2251 (3) Introduction to the Bible

Studies the major works, figures, and genres of the Bible and attempts to understand what they meant to their own time and why they became so important to Western civilization and contemporary America.

Requisites: Enrollment allowed for first-year AS students invited into the Honors Program for the current academic year (not including Honors RAP students) and continuing AS students with a minimum cumulative GPA of 3.300. Additional Information: Arts Sciences Honors Course Arts Sci Core Curr: Historical Context Arts Sci Gen Ed: Distribution-Arts Humanities

HONR 2500 (3) Open Topics

Variety of new courses at the 2000 level. See honors program announcements for specific contents.

Repeatable: Repeatable for up to 6.00 total credit hours. Requisites: Enrollment allowed for first-year AS students invited into the Honors Program for the current academic year (not including Honors RAP students) and continuing AS students with a minimum cumulative GPA of 3.300. Additional Information: Arts Sciences Honors Course

HONR 2820 (3) Future of the Spaceship Earth

Examines major ecological, political, economic, cultural, legal, and ethical issues that will shape the future. Students consider how their decisions influence the future, and reflect on fundamental values and ideals underlying the search for solutions to these complex problems.

Equivalent - Duplicate Degree Credit Not Granted: FARR 2820 Additional Information: Arts Sci Core Curr: Ideals and Values Arts Sci Gen Ed: Distribution-Arts Humanities

HONR 2860 (3) The Figure of Socrates

Investigates why Socrates intrigued great writers like Aristophanes, Plato, Xenophon, and Aristotle and why, through his life and execution by the Athenian democracy, he still influences Western ethics, politics, and education and is central to cultural literacy.

Additional Information: Arts Sciences Honors Course Arts Sci Core Curr: Literature and the Arts Arts Sci Gen Ed: Distribution-Arts Humanities

HONR 3004 (3) Women in Education

Honors women in education and their legacy. Introduces women educators, beginning in the late 19th century, whose significant theories of education and work in teaching have had an impact on all of our lives, in history and in society. Explores the educational theories and methods of several representative women educators and analyzes them through an investigation of their professional and personal lives.

Equivalent - Duplicate Degree Credit Not Granted: WGST 3004 Additional Information: Arts Sciences Honors Course Arts Sci Core Curr: Human Diversity Arts Sci Gen Ed: Distribution-Social Sciences Arts Sci Gen Ed: Diversity-U.S. Perspective

HONR 3220 (3) Advanced Honors Writing Workshop

Intensive practice of expository writing skills, particularly argumentation in longer forms. Course includes extensive practice in researching secondary sources, synthesizing large bodies of information, structuring cogent arguments for diverse sources, etc.

Repeatable: Repeatable for up to 9.00 total credit hours. Allows multiple enrollment in term. Requisites: Restricted to students with 57-180 credits (Juniors or Seniors). Grading Basis: Letter Grade Additional Information: Arts Sciences Honors Course Arts Sci Core Curr: Written Communication Arts Sci Gen Ed: Written Communication-Upper

HONR 3270 (3) Journey Motif in Women's Literature

Investigates literature thematically centered on forced migration, diaspora, and marginalized communities through novels, graphic novels, and short essays by women. Themes explored: feminism, identity, intersectionality, diaspora, issues of gender and borders, exile, ethnicity, and literary theory among others.

Requisites: Restricted to students with 27-180 credits (Sophomores, Juniors or Seniors) only. Additional Information: Arts Sciences Honors Course Arts Sci Core Curr: Human Diversity Arts Sci Gen Ed: Distribution-Arts Humanities Arts Sci Gen Ed: Diversity-U.S. Perspective

HONR 3550 (1-6) Open Topics

Investigates special topics in humanities, social sciences, and natural sciences. Topics vary from semester to semester and from course to course. See Honors program announcements for specific contents. Open to Honors-qualified students beyond the freshman year. May be repeated for up to six credit hours for different topics.

Repeatable: Repeatable for up to 6.00 total credit hours. Allows multiple enrollment in term. Additional Information: Arts Sciences Honors Course

HONR 3810 (3) Privilege and Modern Social Construction

Examines social constructions that lead to productive interactions between and among American social communities. Using case studies and humanistic accounts, students analyze the lived experiences of a unique group or successful citizens who routinely evidence productive practices of multicultural engagement. Through interactions with policy makers and community practitioners, students design and enact activities that allow them to reconstruct their personal patterns of privilege practices of their peer groups in various settings.

Requisites: Restricted to students with 27-180 credits (Sophomores, Juniors or Seniors) only. Additional Information: Arts Sciences Honors Course

HONR 3900 (3) Honors Internship Course

Engages students in hands-on work in the community imparting practical knowledge and real-world experience. The course is designed to help students combine professional experiences with an academic component that involves critical thinking and interdisciplinary approaches to problem-solving. Benefits of the course include acquiring professional skills and knowledge, building a network of connections, developing insights on possible career options, and applying classroom material to real-world experiences.

Grading Basis: Letter Grade

HONR 4000 (3) Open Topics

Variety of new courses at the 4000 level, see Honors Program announcements for specific contents.

Repeatable: Repeatable for up to 6.00 total credit hours. Requisites: Restricted to students with 57-180 credits (Juniors or Seniors). Additional Information: Arts Sciences Honors Course

HONR 4025 (3) Heroines and Heroic Tradition

Given recent controversies about the roles of women in power, this course re-evaluates heroic traditions as the stories that ground our sense of public endeavor. What do we mean by heroic? What is a heroine? Are heroines different from heroes?

Equivalent - Duplicate Degree Credit Not Granted: HONR 1125 Requisites: Enrollment allowed for first-year AS students invited into the Honors Program for the current academic year (not including Honors RAP students) and continuing AS students with a minimum cumulative GPA of 3.300. Additional Information: Arts Sciences Honors Course Arts Sci Core Curr: Human Diversity Arts Sci Gen Ed: Distribution-Arts Humanities Arts Sci Gen Ed: Diversity-U.S. Perspective

HONR 4055 (3) Discourse Analysis and Cultural Criticism

Discourse analysis critically investigates the founding assumptions by which systems of meaning operate. Its practice is aimed at a rigorous, systematic analysis of both specific cultural issues and the dynamics by which structures of meaning may be maintained or transformed.

Requisites: Requires a corequisite course of HONR 4056 . Restricted to students with 27-180 credits (Sophomores, Juniors or Seniors) only. Additional Information: Arts Sciences Honors Course

HONR 4056 (1-3) Service Practicum: Discourse Analysis and Cultural Criticism

Help communities in need, with credit hours varying according to time commitment. The practicum provides experiential and intellectual understanding of the discourses and dynamics that maintain major cultural hierarchies of values and of resource distribution.

Requisites: Requires a corequisite course of HONR 4055 . Restricted to students with 27-180 credits (Sophomores, Juniors or Seniors) only. Additional Information: Arts Sciences Honors Course

HONR 4075 (3) Environmental Justice

Examines the experiences of people who face disproportionate environmental harms related to historical marginalization correlating with race, class, and gender. Covers the history, principles, and contemporary state of the environmental justice movement in its opposition to environmental inequalities.

Requisites: Enrollment allowed for first-year AS students invited into the Honors Program for the current academic year (not including Honors RAP students) and continuing AS students with a minimum cumulative GPA of 3.300. Recommended: Junior or Seniors with 57-180 credits completed. Grading Basis: Letter Grade Additional Information: Arts Sci Gen Ed: Distribution-Social Sciences Arts Sci Gen Ed: Diversity-U.S. Perspective

HONR 4490 (3) Capstone in Interdisciplinary Honors Studies

Explores the value of interdisciplinarity for conceptualizing, investigating, and solving problems. Critical analysis of interdisciplinarity across different fields will hone creative thinking, research, writing, and communication skills. Students will create a research project that encompasses multiple disciplines, informed by an appreciation of diverse points of view. Students will also examine how an interdisciplinary perspective is vital to being an engaged citizen.

Requisites: Requires prerequisite course of HONR 1810 (minimum grade C-).

HONR 4900 (1-6) Independent Study

HONR 4959 (3-6) Honors Thesis

Requires approval of Honors Program.

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ECEE students earn college undergraduate awards 2024

Two exceptional students from the Department of Electrical, Computer and Energy Engineering (ECEE) have earned 2024 Graduating Student Awards from the College of Engineering and Applied Science. 

These honors are awarded to seniors who are nominated by faculty, staff or fellow students for their outstanding contributions and achievements.

ECEE students will celebrate graduation on Thursday, May 9, 2024 from 4-6 p.m. at the Business Field.

Perseverance Award

Bruno Armas BS in Electrical & Computer Engineering

This award recognizes undergraduate students who persevere despite adversity – above and beyond the inherent perseverance needed in any engineering major.

What are your plans after graduation?  I am still seeking full-time employment. I have two trips to California in the works with one road trip with friends and the other to go to San Diego Comic Con. 

Your perseverance speaks volumes. How did perseverance and resilience help you tackle challenges? Since the beginning, my college career has been characterized by numerous obstacles, setbacks and challenges, which all seemed insurmountable at the time. No challenge has changed and defined me more than taking nearly two years away from school to support my family during the COVID-19 pandemic. No matter how impossible my situation seemed, commuting more than 40 miles for two semesters while taking a full course load, I always reminded myself that I am living out my dream. This was the second chance that I fought for and that I never take my education for granted. 

How has your involvement with CU Engineering helped your journey? I continued to work at the BOLD Center as a peer mentor to scholars and met with my academic coach every two weeks. I was involved as a board member of the Society of Hispanic Professional Engineers. As a student leader, I shared my lessons learned and provided support to other engineering students. I’ve been eager to share those experiences through my leadership in the BOLD community and as a leader. I will be graduating this upcoming May with a degree in electrical and computer engineering. The sacrifices and changes I made ultimately led to success and a foundational achievement that has brought me to this moment today. 

What will you miss the most from your CU Engineering experience? What I will miss the most from CU Engineering were the long nights in the electronics lab with my friends.

What has been an important moment during your time with Electrical, Computer and Energy Engineering? My favorite memory at ECEE is the eruption of excitement that my lab partner, Sam Feller, and I felt when we were finally able to pulse an LED for three seconds after hours of working in embedded systems. 

What is a piece of advance you have for future engineering students? My advice for future students is that your goals can always be reality. Be flexible to accomplish your goals in ways that you didn’t envision. No matter the outcome, keep working for your dreams. Always be solution-focused despite obstacles, setbacks and hardships. I have accomplished this not only for me, but for everyone who helped me on this journey. 

Community Impact Award

Jasleen K. Batra BS in Electrical & Computer Engineering

This award recognizes undergraduate students who contribute to improving their department, program, college, university and/or local community.

What are your plans after graduation? I am pursuing a master’s in electrical engineering at CU Boulder to conduct thesis research in radiative transfer and remote sensing! 

What has been an important moment during your time with Electrical, Computer and Energy Engineering? Midway through my first semester of sophomore year, I switched into the Electrical & Computer Engineering major, which led me to being incredibly behind in classes. I remember struggling a lot each week, and I frequently questioned if I had made the right decision switching majors. One week in particular, I was overwhelmed with staying up to date with new coursework. I reached out to a friend who gave me advice I still carry with me two years later.

He told me the responsibility in obtaining my degree was mine and mine only. If I was serious about the degree, I’d do anything and everything it took to finish it. It reminds me of one of my favorite poems, Invictus, where the author finishes the poem with, “It matters now how strait the gate, How charged with punishments the scroll, I am the master of my fate, I am the captain of my soul.” This moment highlighted just how empowering it can be to take hold of a circumstance, even if less than ideal. Here I was, questioning if I had what it took to be an engineer, absolutely entrenched within a difficult academic situation. This is my favorite memory at ECEE because it showed me that good engineers and scientists struggle, but being able to put yourself in the driver’s seat makes life easier to manage.

What will you miss the most from CU Engineering? I am going to miss the plethora of research opportunities. Through my time in undergrad, I have been involved with a variety of remote sensing, quantum, and space weather research projects through the College of Engineering and Applied Science, and it’s amazing to me that these opportunities are open to students. From a young age, I was always curious about weather and how it worked. When I got to university, I was able to explore weather-based research that provided me a more solid understanding of weather dynamics not only here on Earth, but in space as well. When you do research, it feels like you’re contributing to something bigger than yourself, and it’s an amazing feeling. 

What is a piece of advice you have for future engineering students? The best way to succeed in engineering is by supporting, collaborating and receiving support. Your strongest relationships will come from struggling alongside others, whether that be through homework, exams or through life in general. I am still in this major because I had a support system. Be the reason someone stays in engineering. There will always be a million reasons to not do something. By holding out a helping hand, you will be surprised by who you meet, who will inspire you and who will introduce you to the next step in your career. And while you’re developing your career, you’ll know who to point your friends and peers to as they develop theirs.

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