Senior Thesis Handbook

2018-2019

ACKNOWLEDGMENTS

This guide was adapted from the Middle Tennessee State University College of Graduate Studies Thesis and Dissertation Manual; Princeton University Master’s Theses and Ph.D. Dissertations Submission Guidelines; and Academic Magnet High School of Charleston, South Carolina’s Thesis Manual. With sincere appreciation to the following CMS faculty and administrators:

Dr. John Ash Krista Denton Dr. Amy Guthrie Dr. Michelle Huffman Sarah Esberger Jen Frazer Mandy Johnson Sarah Morris Allen Nichols Sarah Rosenberger-Svarda And to all the 2018-19 CMS Senior Teachers and Advisors!

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CMS SENIOR THESIS COMMITTEE MEMBERS

Dr. John Ash Gene Cowart (Field of Study Advisor, Psychology) Krista Denton Dr. Amy Guthrie Marc Guthrie (Field of Study Advisor, Engineering) Eve Harrison (Field of Study Advisor, Bio-Med) Dr. Michelle Huffman Sarah Morris Allen Nichols Laura Lynn Roland (Field of Study Advisor, English) Sarah Rosenberger-Svarda Dr. Melanie Thomas (Field of Study Advisor, English)

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TABLE OF CONTENTS

ACKNOWLEDGMENTS...............................................................................................................2CMS SENIOR THESIS COMMITTEE MEMBERS......................................................................3TABLE OF CONTENTS.................................................................................................................4CALENDAR OF EVENTS.............................................................................................................5PART I: INTRODUCTION.............................................................................................................7

OVERVIEW................................................................................................................................7THE ROLES OF THOSE INVOLVED IN THE THESIS..........................................................8

PART II: THESIS GRADING POLICY.......................................................................................10PART III: FORMATTING AND CITATIONS............................................................................12PART IV: THE SEVEN SECTIONS OF THE THESIS...............................................................13

SECTION 1: PRELIMINARY PAGES.....................................................................................13SECTION 2: INTRODUCTION...............................................................................................15SECTION 3: REVIEW OF LITERATURE..............................................................................16SECTION 4: THESIS BODY....................................................................................................16

Thesis Body: Approach #1 (Methodology-based Thesis).....................................................16Thesis Body: Approach #2 (Meta or Systematic Thesis)......................................................18Thesis Body: Approach #3 (Product-based Thesis)...............................................................19

SECTION 5: CONCLUSION....................................................................................................20SECTIONS 6 AND 7: REFERENCES AND APPENDICES...................................................20

PART V: ORAL DEFENSE..........................................................................................................21OBJECTIVES............................................................................................................................21

The Dissertation:....................................................................................................................21The Defense:..........................................................................................................................21

PART VI: APPENDICES..............................................................................................................22Appendix A-1: Parent/Student Thesis Contract.........................................................................23Appendix A-2: Mentor Welcome Letter....................................................................................24Appendix A-3: Professional Etiquette Information for Students...............................................25Appendix A-4: Mentor Agreement Form..................................................................................26Appendix A-5: Mentor Meeting Verification Form..................................................................27Appendix A-6: Thesis Specific Approaches: Overview............................................................28Appendix A-7: Thesis Grading Sheet........................................................................................30Appendix A-8: Thesis Rubrics/Thesis Presentation Rubrics.....................................................31

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CALENDAR OF EVENTS 2018: April 4 .............................................................................................................Advisory Meeting #1 April 11 ...........................................................................................................Advisory Meeting #2 April 27……………………………………………………………....MTSU Field Trip Forms due May 14-18 .............................................................................................................Thesis Bootcamp May 18 .....................................................................................................MTSU Library Field Trip June 19 ........................................................................................................................Open Date #1 July 17 ........................................................................................................................ Open Date #2 July 24 ........................................................................................................................ Open Date #3 July 31 ............................................................................................ Open Date #4 (MTSU Library) August 17 ............................................................................................................. Thesis Work Day

● Student/Parent Contract due to your Sr. English teacher ● Field of Study Advisor Selection due to your Sr. English teacher ● Partner Contract due to your Field of Study Advisor (if required) ● Summer Assignment with Topic due via Turnitin.com*

September 4 ........................................................................ Hypothesis, Problem Statement, Thesis Statement; Mentor Contract due to Sr. English teacher (one per group) September 4 ......................................................... Mentor Contract due to your Sr. English teacher September 18 ...................................... Initial Outline due via Turnitin.com; IRB process initiated October 26 ...........................................................................................Approach specific deadline

● Methodology-based Thesis: Introduction Section; Experiment Design and

Methodology; rough draft of additional surveys/interview questions, if required ● Meta/Systematic Thesis: Introduction Section and Research Approach (to include

rough draft of any surveys/interview questions, if required)

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● Product-based Thesis: Introduction Section and Research Approach (to include rough draft of any schematics or outline/overview of Product-based project)

October 8-26 ................................................................................................. Fall Mentor Meetings November 16 ........................................................................................... All methodology initiated: final copies of all surveys/interview questions must be submitted via Turnitin.com December 10, Semester Exam.............................................. Approach specific deadline: Review of Literature

● Methodology-based Thesis: ROL, plus Sentence outline of Experiment Design/Methodology sections

● Meta/Systematic Thesis: ROL, plus Sentence outline of Thesis Body section ● Product-based Thesis: ROL, plus Sentence Outline of Thesis Body section

2019: February 1 ..........................................Approach specific deadline: working draft of Thesis Body

● Methodology-based Thesis: Methodology, Results, Discussion ● Meta/Systematic Thesis: Research Approach, Findings and Results, Review

Limitations ● Product-based Thesis: Research Approach, Findings and Results, Product

Development February 4-22 ............................................................................................ Spring Mentor meetings February 28 ................................................................... Mentor Meeting Verification Form due to

Sr. English teacher (hard copy) March 1 ..................................................................... Conclusions/Revised Introductions/Abstract March 19 ................................................................................................... Final Thesis Submission April 8-12 .................................................................................................................... Oral Defense April 26 ............................................................................................... Mentor thank you letter sent * Revised Annotated Bibliography (only for students with pre-approved Topic change): due via Turnitin.com at 11:59 p.m.: TBD

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PART I: INTRODUCTION

OVERVIEW

Congratulations! You are now ready to begin work in earnest on your Senior Thesis, a major project and requirement for graduation from CMS. All students must successfully complete a Senior Thesis in order to receive the CMS diploma. There are three key functions of the Thesis: 1. To serve as a capstone to the CMS curriculum; 2. To prepare for college-level research and writing; 3. To explore a career interest (school-to-work). The Senior Thesis at CMS is intended to be an interdisciplinary project that gives CMS seniors a chance to synthesize what they have learned through the years, demonstrate college level scholarship, and develop and complete an original process or product that contributes to the greater field of study. You will choose a topic of interest to you; research that topic with the help of a Mentor (someone who is an expert in the field) and Field of Study Advisor; write about those findings with your Senior English teacher; publish your findings using an appropriate documentation style; and defend your Thesis findings orally before a group of evaluators. The Senior Thesis Process: The Thesis involves three parts: the process, the paper, and the oral defense. Each of these will be discussed in this Handbook, which is intended to serve as an informative manual for Thesis preparation at CMS. The Thesis MUST contain all components identified in this Handbook. The Senior Thesis Paper: The scope of the Thesis will be determined by the topic, your Senior English teacher, Field of Study Advisor, and Mentor. In addition, the Senior English teacher will provide instruction and samples of how to write sections that the student will be required to do independently. All students will choose one of three “Approaches” to their Thesis project: a Methodology-based approach; a Meta/Systematic approach; or a Product-based approach. Any differences between those approaches will be highlighted and explained in detail in this Handbook. For a quick overview of those differences (including recommended page lengths for each), see Appendix 8. Students in the Bio-Med, Engineering, or Psychology classes doing subject specific Thesis projects may choose to work with a partner on any Thesis experiment or prototype. However, ALL students must individually prepare a written Thesis paper for submission. Final Thesis submissions must be bound in the manner directed by the Sr. English teacher.

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The Oral Defense: Upon completion of the written Senior Thesis, the final step in the process is to present findings in an oral defense to a “Review Committee” comprised of the student’s Senior English teacher, Field of Study Advisor, CMS Senior Advisor, Mentor, and a panel of professionals who will serve as judges at the annual CMS Thesis Conference/Expo. At that time, the Review Committee will discuss the strengths and weaknesses of the process and product; using their specific Senior Thesis Rubrics, those individuals will reach consensus about the final Thesis grade. The choice for the oral presentation format will be guided by the topic. The time and location of the oral defense will be set by CMS. Materials: There are no required materials for the Thesis. However, it is suggested that you secure access to the appropriate style manual you intend to use for your project (APA, MLA, Chicago, etc.). Handouts and power points will be provided by CMS faculty to supplement your research and development of the Thesis. You will be able to access these electronically as well as on paper. You should keep these documents, along with this Handbook, in a three-ring binder, on a flash drive, or in a manner which makes them easily accessible as you work on your Thesis.

THE ROLES OF THOSE INVOLVED IN THE THESIS

The Student:

● Completes ALL tasks outlined in this Handbook ● Meets the Senior Thesis deadlines ● Selects and secures approval of a Mentor and Field of Study Advisor ● Meets and confers with his or her Field of Study Advisor when required and as often as

the advisor or student deems necessary ● Meets with the Mentor on a schedule arranged by the Mentor and student ● Adheres to the Mentor Etiquette Guidelines ● Informs the Mentor or a member of the CMS faculty or administration if he or she is

experiencing any difficulty that may inhibit the completion of the Thesis requirement The Senior English Teacher:

● Provides a comprehensive overview of the Thesis research process ● Monitors and checks the work of the student at frequent intervals to ensure that he or she

is progressing appropriately ● Speaks to the Field of Study Advisor regarding any issues relating to the student ● Maintains a file for each student to chronicle the Thesis work done by the student ● Provides appropriate instruction and instructional material to guide and support the

Thesis writing process.

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The Field of Study Advisor:

● Has an initial meeting with the student to discuss the Thesis components and review the student’s responsibilities

● Makes sure that deadlines are being met and that the student is maintaining a proper relationship and contact with the Mentor

● Edits any written Thesis submissions (if necessary) and provides feedback to the student ● Verifies the student is meeting required deadlines as set out in this Handbook ● Maintains regular communication with parents as needed ● Any teacher at CMS can serve as a Field of Study Advisor. The following teachers are

pre-designated as Field of Study Advisors based on their CMS class assignments: ○ Gene Cowart: Psychology ○ Marc Guthrie: Engineering ○ Eve Harrison: Bio-Med ○ Laura Lynn Roland: English ○ Melanie Thomas: English ○ There are students who choose Thesis topics outside of these pre-designated fields

of study. There are also students who choose topics related to these fields, but who are not enrolled in an Engineering/Bio-Med/Psychology class. In either of those cases, the student may choose to work with one of the above individuals, or they may choose another CMS teacher to act as a Field of Study Advisor.

The Mentor:

● Provides focus and direction to the research project and written Thesis paper ● Guides, approves, or signs off on Thesis proposals and research questions; the research

methodology and approach; data collection procedure; and data analysis procedure ● Arranges times and methods of communication for meetings with student based on the

professional schedule of the mentor. Participates in a minimum of two live meetings (either by phone, web conference, or in person)

● Provides content-based feedback to the student about their Thesis ● The Mentor must be present (either physically or via video conference) at the oral

defense of the student’s Senior Thesis, as the input of the mentor is critical to the final grade for this project.

● The mentor is NOT responsible for contacting the student for meetings. It is the student’s responsibility to contact the mentor in a professional manner.

● A mentor packet is attached as Appendices 2-5. The Family:

The family is integral to supporting the efforts of the student. There are many things that the family members can contribute:

● Talks to the student about his/her project ● Keeps a copy of the Thesis deadlines somewhere visible and are aware of deadlines

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● Shares in the student's enthusiasm for their project. This is a unique opportunity for the student to study something of his or her choice.

● Please do NOT try to choose a topic for your student. ● A Parent/Student contract is attached as Appendix 1.

PART II: THESIS GRADING POLICY

The CMS Senior Thesis consists of three grades: individual Thesis assignments occurring throughout the Senior year; the final Thesis paper; and the Thesis oral defense. Grades for the individual assignments will be determined by the student’s Senior English teacher and/or Field of Study Advisor. Grades for the final Thesis paper and Thesis oral defense will be determined by the Review Committee and will count for 15% of the fourth nine-week’s grade. Extension Policy: In the event that a student needs an extension for a Thesis deadline, the procedures for requesting an extension are as follows:

● Students must complete a Thesis Extension Request form, attached as Appendix 9. This form must be signed by both the student and the Field of Study Advisor.

● Students must request the extension at least 72 hours prior to the deadline. Students must have a legitimate reason for requesting the deadline (something beyond their control).

● Students may not request an extension due to poor time management on their part. In this instance, students will simply miss the deadline.

● Students must indicate a specific date by which they plan to meet the deadline. ● Students must turn in the completed form to their Senior English teacher, who will share

it with members of the CMS Senior Thesis committee. The committee will review extension requests and answer students as soon as possible.

Plagiarism Policy: The CMS Student Handbook covers policy regarding plagiarism. The policy will be adhered to regarding the Senior Thesis written document. CMS strives to promote values and attitudes that are reflective of solid academic character and integrity. For this reason, CMS expects each student to complete assignments that are original and reflective of that individual student’s work. Academic integrity is an essential component of a quality education. When a student participates in behavior that is considered to be academic misconduct, the scholarly value of his or her education is lessened. Students have the responsibility of doing their own work and giving credit where credit is due. Integrity goes beyond an individual decision. Integrity is a lifestyle. Academic misconduct is defined as plagiarism, cheating, fabrication, or facilitating any such act. Plagiarism is the adoption or reproduction of ideas, words, statements, images, or works of another person as one’s own without proper acknowledgment. If using the author’s words, you

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must correctly cite the source and put the author’s words in quotations. When paraphrasing or summarizing an author’s point, you must give credit to the author by citing the source, even though it is in your own words). Substituting synonyms or changing word order is not considered paraphrasing; you must still use quotations for phrases that are used by the author. Changing words does not mean an idea is your own: the original source should still be given credit. Submission and Late Submission Policy: Unless otherwise specified in this Handbook, all Individual Assignments are to be submitted via Turnitin.com by 11:59 p.m. on the due date. For assignments that must be submitted via hard copy, those are to be submitted by 3 p.m. on the due date. CMS has developed the following policy for unexcused late submissions:

• Up to 24 hours after deadline, student can receive a maximum of 90% • More than 24 hours after deadline, student can receive a maximum of 70%

Individual Assignments Grading Sheet: Individual assignments will occur throughout your Senior year. Each assignment will have its own point-scale rubric, which will be provided to students along with the assignment directions. Final Thesis Grading Sheet: The Final Thesis Grading Sheet will be used to rate the student’s completed Thesis paper and the Thesis oral defense. Grading criteria for each member of the Review Committee are listed separately in the Thesis Rubric. Each member of the Review Committee will rate the student based on the specific criteria relevant to the role that he or she served. The scores are weighted as follows: Mentor 35% of grade Senior English Teacher 10% of grade Field of Study Advisor 10% of grade CMS Senior Advisor 10% of gradeExpo/Conference Judges 35% of grade Each member of the Review Committee will evaluate and grade the student’s paper and performance in four separate categories: Work Ethic and Planning; Thesis Scholarship; Overall Quality; and Defense. For detailed information, please see the Thesis Grading Sheet and Rubric, attached as Appendices 6-7.

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PART III: FORMATTING AND CITATIONS

Citations and formatting can be determined based on the selected style manual. Methodology-based Thesis Projects will use the APA style manual. Meta/Systematic Thesis Projects will use the APA or MLA style manual, depending on their topic. Product-based Thesis Projects will use the MLA, APA, or Chicago Style manual, depending on their topic. Please see your Senior English teacher to confirm the appropriate style manual to use. For citations, students will follow the citation guidelines set forth in their chosen style manual. For formatting, all students must adhere to the following formatting guidelines, regardless of chosen style manual or Thesis approach:

• No running headers • Type size and quality

o Times New Roman, 12 point font; maintain throughout, except for Chapter Titleso Chapter Titles should be in 14 point size, Times New Roman.

• Pagination: o All page numbers must be centered, at the bottom of each page. o The title page, and the first page of your Thesis are not numbered. All others

pages should be assigned a number. o Preliminary pages should have lower case Roman numerals beginning with ii

(title page is i but does not have a page number). o Main pages should have Arabic numerals beginning with 2 (the first page of your

Thesis is 1 but does not have a number). • Margins:

o The left margin should be 1.5 inches. o The top margin should be 1.25 inches. o The right and bottom margins should be 1 inch.

The following, additional formatting guidelines are suggested. To the extent these guidelines contradict with your chosen style manual, the style manual governs: Tables and Figures:

● Formatting of tables/figures should follow the rules of your chosen style manual. ● Tables/figures may be inserted within the Thesis itself, or they may be included in a

separate appendix. This is a stylistic choice to be made by the student. ● Tables/figures must be identified in the text by an Arabic number. ● Repeat table number and column headings if table is continued on another page. ● If a table/figure is taken from another source, you must cite that source below the

table/figure. If any table/figure is copyrighted, a permission to use letter/email must accompany the Thesis.

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Divisions/Headings:

● Maintain a consistent format throughout. ● Each major chapter or division should begin on a new page. ● Subdivisions within each chapter do not begin on a new page. ● Avoid widows and orphans. ● Any logical scheme of subdivisions may be used so long as it is consistent throughout. ● Each level of heading (e.g., chapter, subchapter) must vary in format.

PART IV: THE SEVEN SECTIONS OF THE THESIS

Students will use the same basic format to structure the Thesis: Preliminary Pages; Introduction; Review of Literature; Body; Conclusion; References; Appendices.

SECTION 1: PRELIMINARY PAGES

Title Page (required):

● Not numbered; however, it is counted and is technically page i of the preliminary pages. ● All text on the title page should be centered both vertically and horizontally. ● The title page should include the school name and the month/year the student graduates ● The title page should not be listed on the table of contents. ● If applicable, make sure the title concisely describes all tested variables of your project. ● If applicable, the name of each scientist who worked on the project must be included

below the student’s name. IRB Approval Page (required only if research involves vertebrate animals):

● Include a statement of your research by the animal research review board from MTSU. Dedication Page (optional):

● The page should not include a heading. ● The text is to be brief and centered on the page. ● Pagination is in lowercase Roman numerals. ● This page is not listed in the student’s table of contents.

Acknowledgments Page (required):

● This is a brief, professional statement of appreciation or recognition. Should thank an individual for time; use of equipment, facilities, or resources; research assistance.

● The student will acknowledge an individual’s contributions to the Thesis by describing where and when the research was done and how the individual assisted in the process.

● This page has the heading “ACKNOWLEDGMENTS.” ● Pagination is in lower-case Roman numerals.

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● This page should not be listed on the table of contents. ● Acknowledgements are not to exceed one paragraph.

Table of Contents (required):

● The heading for this page is “TABLE OF CONTENTS.” ● All headings, sections, chapters, and the first set of subsections need to be listed within

the table of contents (subsequent sets of subdivisions/subchapters need not be listed). ● Preliminary pages before the table of contents are not listed on the table of contents. ● Pagination for this section is lower case Roman numerals. ● Do not include an entry for “Table of Contents” on your table of contents page.

List of Tables/Figures (required if any tables or figures are included in your Thesis):

● Should include the identifying numeral/letter of the table/figure, the title, and the page number on which the table/figure is located.

● Include this page on the table of contents. List of Additional Items (required if any additional items are included in your Thesis):

● Students including additional items—such as DVDs, CD-ROMs, flash drives, oversized maps, drawings, etc.—include a list that states what items are included, along with a title and number for each. The list should indicate that these items are “in pocket.” Each item needs to have a label attached to it that indicates its title and number.

● A pocket for these items will be included inside of the back cover of bound copies. ● Include this page on the table of contents.

Abstract (required):

● This should be between 150-250 words. It is a brief summary of the Thesis (including the research, findings, and discussion).

● The abstract is single spaced, to set it apart from the rest of the Thesis. ● An abstract is a spoiler. It should be the last section of the Thesis to be written. A well-

written abstract should discuss each of the following: o Purpose: What is the purpose of your Thesis, and why it is important to answer the

proposed question/study the proposed topic? o Prior Knowledge: Has this topic been studied before? What is already known?o Thesis statement/Hypothesis: What is your academic opinion on this topic? o Methods and Results: What did you actually do to vett your thesis statement? What

was the overall summary of your data? o Discussion and Analysis: When synthesizing your thesis statement/hypothesis with

your research, what understanding/conclusions did you reach? o Implications: What is the significance of your Thesis as a whole?

● The page is to be titled “ABSTRACT.” ● The pagination is lower-case Roman numerals.

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● This page should not be listed on the table of contents.

SECTION 2: INTRODUCTION

In the Introduction Section of your Thesis, you will lay out the problem or topic, provide background information to describe your topic, and structure a context for your research. The Introduction Section is where you briefly preview your paper, clearly declare your purpose, and specifically outline the argument you plan to make. You will draft your Introduction to provide the following information:

Research Purpose/Problem*:

● You will begin by drafting a sentence or two which “hooks” your audience into thinking your research is important and worth exploring. For a Methodology-based Thesis, you will begin by stating your research question or problem statement. For a Product-based or Meta/Systematic Thesis, you may prefer to use a more narrative approach to your hook. However, you can also craft your hook as a problem statement.

● From there, explain why your hook is important. Who will benefit and how will they benefit from knowing the answer to this question you have posed? Justify your topic!

Background Information*:

● Discuss briefly the background details of your topic. Remember your intended audience for this paper is literate but not necessarily an expert in this particular subject.

● Include previous research done on your specific topic/problem, including results found in experiments or prior research. You should directly state how this information relates to your topic and what significance it holds in your research or analysis.

● If appropriate, explain what led you to your research question. ● You may cite sources in your Introduction; however, it is expected that you will cite the

majority of your sources in the Review of Literature. Hypothesis/Thesis Statement*:

● You will conclude the Introduction with a statement of the hypothesis or thesis statement. ● For those with a statement of hypothesis: you will provide an explanation that references

the provided background information to support your prediction. Hypotheses should be a testable statement and specific prediction of what you expect the results to indicate. There is a difference between a prediction and a hypothesis. A hypothesis will be a statement that will clearly be supported or rejected by the data obtained in your research.

● For those with a thesis statement: you will state the main idea of your paper, present your position on that idea, and structure a framework for presenting the ideas in your paper.

* If doing a Methodology-based Thesis, you will label your Introduction with these subheadings. These specific subheadings are not required for a Meta/Systematic or Product-based Thesis.

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SECTION 3: REVIEW OF LITERATURE

The Review of Literature follows the Introduction Section of your Thesis. The “ROL” is similar to an annotated bibliography. In the ROL, you will begin by finding the most important and relevant published research related to your question or problem: the sources where you will get your primary texts, artifacts, data, or examples. You may want to sort your sources into categories, thinking about how you will use them in the main section of your Thesis. Once your sources are selected and categorized, you will draft a well-organized paragraph for every source you use in your Thesis. For each source, you will:

● Identify whether the source is primary or secondary. ● Summarize the content and scope of your source. ● Summarize how any source research was done and the results of that research. ● Consider relevance: explain how your analysis will relate to the findings in your source. ● Comment on the reliability of and evaluate your source. ● For secondary sources (published/unpublished commentaries/interpretations by other

scholars about your primary text) explain how they relate to your primary sources. ● Remember: the purpose of a Thesis is to present your own arguments, thoughts, and

opinions. Be careful not to let your voice be drowned by your outside research. A ROL should consist of no more than 25-30% of your Thesis.

● Special note for those students drafting a Product-based Thesis: if you are engineering a product, your ROL will include a Patent Search.

SECTION 4: THESIS BODY

Thesis Body: Approach #1 (Methodology-based Thesis)

Methodology: In the Methodology sub-section of your Thesis Body, you will state and justify the procedures, materials and methods used to conduct your research. This should be done in a paragraph format stating the step-by-step procedures. Include all necessary measurements, materials, equations, etc. Materials are only listed as they are used in the research. Do not list them separately. The Methodology sub-section will mostly consist of an account of how you will conduct your research in order to gather data. You must justify the use of selective materials and techniques using cited sources. Conclude your Methodology sub-section with an explanation of how data will be gathered and what techniques will be used to analyze the data for statistical significance. The level of detail included in a Methodology sub-section is an art in and of itself. You should include all the essential details necessary for someone to read this section and be able to recreate your experiment or study. Any and all details that affect the results must be included. However, remember your audience is academically and scientifically literate, so you do not have to include commonly used research practices in your processes.

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The Methodology sub-section should be professional and academic (3rd person, passive and past tense), as this is a record of what was done. Because your job in the Methodology sub-section is to describe the process you used to collect your data, you will need to separate it into the following components:

● Participants (if used): 0 Describe the surveys and/or the participants in your data collection process.

Discuss participant demographics, how they were chosen to participate, etc. ○ If students choose to use participants as part of the methodology, a minimum of thirty

participants must be utilized in order for results to be considered valid. ● Apparatus & Materials (if used):

0 Explain the rationale for your choices of major apparatuses and/significant materials chosen specifically for your study.

○ You do not write a full materials list here. ● Procedures:

0 Describe in chronological order your procedure for collecting your data. ○ If a survey was used, need to include your survey questions and the data that you

will be able to collect/infer from the questions asked here. ○ Using illustrations to effectively show a specific pathway or procedure is

acceptable but must be created by you or cited correctly. Results:

In the Results sub-section of your Thesis Body, you will present the results of your research findings in logical order, using the following subheadings:

● Data Collected: 0 Use charts and graphs to represent all raw data obtained during your experiment.

Your paper must have at least one graph to represent your data. ○ Label and number each chart/graph/table separately, and include short captions that

identify and describe the item. Include captions underneath. ■ Captions should not interpret the significance or importance of the data

obtained, but should explain in text the important features of each table, graph, etc. Directly state what the data shows, but not what it means in terms of your research question/hypothesis.

○ Large tables of raw data should not be included in the results section. Instead, they should be moved to the appendix section of the paper and only referenced in the results section using their identifying number.

● Analysis of Data: 0 Report the results of any statistical analysis of your data and the type of test used. ○ Always assume your reader is statistically literate – you do not have to explain

what a T-test or P value is or what it means. ■ You do need to state whether or not you used a “student’s” T-test, etc.

The type of test is important and why you chose to use that test (example: A direction hypothesis calls for a one-tailed analysis of the p value).

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Discussion: In the Discussion sub-section of your Thesis Body, you will interpret the significance of your results. First, restate the research question and the predicted hypothesis or thesis statement. Then, analyze the results obtained from your research and explain how the data either supported or rejected the initial research questions. A strong discussion will consider your research findings in relation to what is already known about the research problem. Acknowledge any limitations that may have affected the research results. Techniques used to manipulate the data may have limitations. Some part of the experiment might have been caused by a random and/or uncontrolled confounding variable. Again, acknowledge these limitations and other factors over which the researcher had no control, and state how these might have influenced the study outcome. Consider potential improvements that could be made to your research. Postulate future research that could be conducted based on your own thesis: include potential new questions, recommendations or implications that have arisen as a result of your Thesis.

Thesis Body: Approach #2 (Meta or Systematic Thesis)

Research Approach: In the Research Approach sub-section of your Thesis Body, you will present, in a narrative or statistical format, the step-by-step procedures of how you conducted/structured your research. This will be written in third person, past tense, and will include the following elements:

● Purpose statement: Identify all of your primary and secondary research questions. ● Assessment: had this study been done before? What can you bring to the conversation? ● Search strategies: how did you plan to research this topic? What type of electronic and

non-electronic resources did you use? Did you set any date parameters on your research? If using selection criteria to narrow down your research, mention that here.

● Materials and Participants: Who and what was involved in your analysis? How did you going to extract data from your research subjects?

● Protocols: how did you structure your research to make sure you were looking at the topic in the most effective way?

Findings and Analysis:

In the Findings and Analysis sub-section of your Thesis Body, you will present a synthesized discussion of your research. Hard data should lead, but you are expected to make arguments and draw conclusions based on your research as a whole. The goal is to interpret your findings and use that interpretation to support (or reject) your thesis statement. You will organize this

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logically, showing high-level critical thinking. As part of your analysis you must consider the strength and consistency of evidence; the total number of studies analyzed and aggregate number of participants surveyed; and the characteristics of any included or excluded studies.

Review Limitations: Consider this the counter-analysis subsection of your Thesis Body. Here, you will engage in a critical assessment of your Findings and Analysis. Thoughtfully consider whether your research was sufficiently comprehensive; whether your research criteria was objective; whether your methods were clearly outlined; whether there is potential for bias in your analysis; and whether your conclusions are supported by the data, (or your decision to depart from the data justifiable). Implications and Directions for Future Research: In concluding the Thesis Body of your paper, you should discuss implications of the results to future research. Consider what this Thesis brings to the academic or professional community at large. Provide recommendations for future research or development.

Thesis Body: Approach #3 (Product-based Thesis)

Research Approach and Procedures: In the Research Approach and Procedures subsection of your Thesis body, you will discuss how you planned to conduct and structure your research. Here, you will provide a brainstorming session, wherein you discuss initial ideas about your final product-- including design or character sketches; design concepts; storyboard ideas; and preliminary ideas about what your product needs to include or look like. This subsection also will include the following elements:

● Purpose and Assessment: identify the primary and secondary purposes of your product, discuss/reiterate what you hope to bring to the greater field of study.

● Materials, Participants, and Testing Methods: Who and what are going to be involved in your analysis? How are you going to extract data from your research? What processes, data, or devices do you plan to use in your research or texting?

Findings and Analysis:

In the Findings and Analysis subsection of your Thesis body, you will present a synthesized analysis of your research, including any critical assessment of your findings. You’ll include any tables and graphs from surveys or testing; computer drawings; and audio or video clips. You also will discuss your fabrication or creation methods and (if applicable) review any results from testing or presenting your product. You will conclude this subsection by discussing the implications of your product, focusing specifically on what this product brings to the academic or professional community at large.

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Product Development: You will need to present a hard copy of your actual product.

SECTION 5: CONCLUSION

Conclusions can be difficult to draft. The goal of a Conclusion is to remind your audience of the purpose of your Thesis, and highlight the fact that you did what you set out to do. However, you should not restate your paper, nor should you be redundant. The Conclusion will be brief-- no more than a single page in length-- but it will include relevant, subjective observations and comments. It is important to reference the significance of your findings, so that you leave your audience with the sense that your research is not simply academic and professional, but also beneficial to society. Note that the Introduction section of your Thesis is due on the same date as the Conclusion section. This is intentional. It is often helpful to draft these two sections together. Not only does it help you maintain consistency from the beginning of your Thesis to the end, it also helps you to draft a Conclusion that is not redundant or merely a restatement of your Introduction.

SECTIONS 6 AND 7: REFERENCES AND APPENDICES

References (required):

This is a list of citations for every source you cited in your text. Every Thesis must cite sources internally and have at the end of the Thesis a list of primary and secondary sources used within. Students should consult their appropriate style manual for the type and format of the internal citations and source page. Failure to document your sources will results in a ZERO on your paper and a meeting with your parents, your teacher and a member of administration. Appendices (required if using outside documentation in your Thesis): Appendices are used to incorporate additional, supplementary matter, such as charts, diagrams, tables, or material that could not be suitably included within the body of the Thesis.

● The appendix section requires a cover sheet for the section with the heading “APPENDIX” or “APPENDICES” (if using more than one appendix).

● This is counted and numbered continuing with the numbers used in the body of the Thesis.

● The Appendices should be listed on the table of contents page. Each appendix should be listed underneath the appendices section (as a subsection) on the table of contents.

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● If referring to the item in your Thesis, you must reference the item’s location within the Appendices. Label each item with a title and number so you can easily reference them. You will also paginate your Appendices with an “A” preceding your page numbers.

PART V: ORAL DEFENSE

OBJECTIVES

The goal of the oral defense is for the student to demonstrate mastery of their content area through a discussion and defense of their original research in front of the Review Committee. Students must submit the final, bound copies of their Thesis on a designated date identified in the Deadlines section of this Handbook. No less than ten days prior to the defense of their Thesis, students must also submit final, polished copies of their oral presentations to the Review Committee, so that they may look over the final product to be presented. Failure to do so may require that the oral defense be rescheduled, and will impact the student’s overall grade. Students must also arrange to discuss their Thesis with their Senior English teacher in advance of the presentation. (Students who fail to do so will be penalized during the final evaluation). The Oral Defense will take place during the annual CMS Thesis Expo/Conference. It is divided into two parts:

The Dissertation:

After members of the Review Committee have read and individually assessed the written presentation, they will listen to the student discuss the project. The student will have a time period in which to discuss the project, the paper and the Thesis process. The use of audiovisual aids can be highly effective during this discussion.

The Defense:

After the student has completed the dissertation, members of the Review Committee will ask the student to defend all parts of the project; at this time a thoroughly prepared student will be able to answer questions and defend the merit of the project. Review Committee members will come to the oral defense ready to ask questions that stem either from the written presentation or the oral presentation; they may present alternate arguments, challenge the validity of the Thesis, or ask for clarification. The purpose of the oral defense is not only to provide the opportunity for the student to defend the project; it also allows the Review Committee the chance to evaluate the student’s preparedness and the strength of the work. The Senior English teacher is responsible for collecting the grade sheet, rubrics, final bound Thesis, and any presentations within one week of the oral defense.

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PART VI: APPENDICES

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Appendix A-1: Parent/Student Thesis Contract

Dear Parents and Students: Congratulations! You are now ready to begin work in earnest on your senior Thesis, a major project and requirement for graduation from CMS. If you follow the instruction and directions in this Handbook, and work with your Senior English Teacher, Field of Study Advisor, and Mentor, you should have no difficulty achieving a passing to excellent grade for the Thesis. Completion of the Thesis is a requirement for receipt of a CMS Diploma. Because this is a capstone project, a student who fails at any time during the Thesis process to meet his or her obligations under the project will lose points for that particular assignment. This includes failing to secure and work with a Mentor. Although the Senior English teacher, Field of Study Advisor, Mentor, and family members are pledging to help through the process, only the student can complete the Thesis. We ask that parents and students review the Senior Thesis Handbook before signing below. Please do not hesitate to contact me if you require any explanation beyond what is outlined in the Handbook. Please sign below, indicating that you understand your obligations regarding the Thesis. I have received the CMS Senior Thesis Handbook, and I am aware of my responsibilities. Student Name: _________________________________________________________________ Signature: ________________________________________________ Date: _____________ Parent/Guardian Name: __________________________________________________________ Parent/Guardian Signature: __________________________________ Date: _____________

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Appendix A-2: Mentor Welcome Letter

Dear Mentor: Thank you for agreeing to donate your time and expertise by mentoring a CMS student during the Senior Thesis process. The mentor/mentee relationship is one of the most valuable components of the process and is highly meaningful to the student. The key persons involved in the process are the Senior English Teacher, the Field of Study Advisory, the Mentor and, of course, the student. While the student has substantial support in this endeavor, the student is the key player in the Thesis process. The student is responsible for:

● Timely completing all tasks outlined in the Thesis Handbook ● Regularly meeting and conferring with his or her Senior English Teacher and Field of

Study Advisor ● Meeting with a designated Mentor on a schedule arranged by the Mentor and student ● Adhering to the Mentor Etiquette Guidelines ● Communicating to CMS or Mentor any difficulties that may inhibit Thesis completion

The Mentor is responsible for providing content-driven focus, feedback, and expert direction to the Thesis. As such, the Mentor will guide, approve, and signs off on the student’s topic, methodology, data collection procedure, and data analysis. The Mentor will arrange times and methods of communication for meeting with the student regarding the Thesis; this includes a commitment to two live meetings with the student (in the form of a telephone call, web conference, or in person meeting). Finally, the Mentor must review and grade the written Thesis, as the input of the mentor is critical to the final grade for this project. The Mentor is encouraged to attend the Oral Defense and serve as a judge; however, this is not required. The student is to present the following to you during your first meeting:

● A copy of this letter ● A copy of the Mentor Agreement Form ● A copy of the Professional Etiquette Handout CMS has reviewed with the student ● A copy of the Senior Thesis Calendar of Events and Deadlines ● A copy of the Mentor Meeting Verification Form

If there are any problems with the process or student, please notify m as soon as possible. We hope the relationship you are entering into with this Thesis student is profitable and productive. Yours truly,

-3

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Appendix A-3: Professional Etiquette Information for Students

● If you set an appointment – BE ON TIME! If something happens and you are held up,

call your mentor in advance of the scheduled time. Remember, your mentor’s involvement is strictly voluntary; if you do not display courteous and professional behavior, he or she may withdraw from your project, leaving you without a mentor!

● Unless a mentor says, “Drop by any time” – DON’T! Many have very busy schedules

and do not like unexpected guests.

● Call before you go – even if you are just dropping a manuscript by his or her office. Unless he or she says, “Just drop by and leave it with the secretary,” don’t just drop by. It is good practice to keep your mentor's business card in your wallet -- just in case you need it.

● Text messaging is an unprofessional form of communication. Email is acceptable, but

telephone calls are encouraged.

● Completion of the project affects not only your grade, but your mentor’s reputation, the reputation of the school, and essential projects that the mentor may be involved in. Some students have projects that are disconnected from their mentors’ projects, but for those that are directly related to present research being conducted, it is essential that the project be handled in a professional manner.

● Always hand in work that you are proud of – even if is not perfect and there are questions

that still need to be addressed. When you give your advisor and mentor a manuscript to read, make sure you have tried your best to communicate the ideal in the text. Also, don’t forget to include citations where needed and to properly format the Reference list. You don’t want the mentor to feel as though he or she is wasting his or her time by reading your work.

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Appendix A-4: Mentor Agreement Form

The Senior Thesis Committee at Central Magnet School would like to take this opportunity to thank you in advance for agreeing to mentor a CMS Senior Thesis student. We strive to ensure this experience is an enjoyable one for you. We ask that you respond to the following questions and provide information in order that we may assist you in this process. Mentor__________________________________________________________________ Mentor Address___________________________________________________________ Work Phone______________________________ Other Phone_____________________ E-mail address____________________________________________________________ Which form of communication do you prefer? ________e-mail _________phone ________text At minimum, students are required to participate in two live meetings with their mentor. Those meetings can be via telephone, web conference, or in person. One meeting must occur between October 8-26, 2018; the other must occur between February 4-22, 2019. Please discuss with the student when you might conduct these meetings. Tentative date/time for the October 8-26, 2018, live meeting: ___________________________ Tentative date/time for the February 4-22, 2019, live meeting: __________________________ How will those meetings occur? ______ phone _______web conference _______in person Outside of the live meetings, how often should you and the student communicate regarding the Thesis, and how should this communication typically take place? ________________________ ____________________________________________________________________________ The signatures below are representative of the members present at this meeting. Mentor Signature____________________________________ Date_______________ Student Signature___________________________________ Date________________

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Appendix A-5: Mentor Meeting Verification Form

The Senior Thesis Committee at Central Magnet School would like to express our continued appreciation for your guidance and mentoring of a Thesis student. As part of the Thesis process, students are required to schedule and attend two live (in person, telephone or web conference) meetings with their mentor. One meeting must occur between October 8-26, 2018; the other must occur between February 4-22, 2019. Please verify the student has attended these meetings: Mentor Name_________________________________________________________________ Student Name ________________________________________________________________ Date of Fall Meeting: _________________________________ Date of Spring Meeting: _______________________________ Did student attend both meetings? ______ yes ______ no How were meetings conducted? _____in person _____ via telephone _____ via web conference Did student conduct himself/herself in a professional manner during these meetings? If no, please explain: ______ yes _______ no ______________________________________________________________________________ Mentor Signature _____________________ Date _____________________

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Appendix A-6: Thesis Specific Approaches: Overview

Approach #1: Methodology-based Thesis Methodology-based Thesis projects will typically include research in the areas of Bio-Med and Psychology. However, any student creating surveys, performing experiments, or conducting field research (other than students interviewing individual experts in their field or solely performing an analysis of prior studies) can complete a Methodology-based Thesis. These projects occur in the fields of social and natural sciences, education, business, IT, humanities, etc. The Methodology-based Thesis will be a minimum of 23 pages, excluding Preliminary Pages, References, and Appendices. Below are suggested page lengths for each individual subsection of the project.

I. Preliminary Pages II. Introduction: 3-4 pages III. Review of Literature/Annotated Bibliography: 4-5 pages IV. Body: 15-18 pages

a. Methodology b. Results c. Discussion

V. Conclusion: 1 page VI. References VII. Appendices

Approach #2: Meta or Systematic Thesis A Systematic Thesis answers a definite research question by collecting and summarizing empirical evidence that fits certain eligibility criteria set by the student. A Meta Thesis is the use of statistical methods to summarize the results of other studies. While different from the experimental or field studies in a psychology or bio-medical project, these types of reviews are nevertheless considered original work, worthy of Thesis recognition, because they are conducted using research approaches. Any student analyzing a specific topic and adding insight not available in a single, existing study can qualify to conduct a Meta or Systematic Thesis. The Meta or Systematic Thesis will be a minimum of 23 pages, excluding Preliminary Pages, References, and Appendices. Below are suggested page lengths for each individual subsection of the project.

I. Preliminary Pages II. Introduction: 3-4 pages III. Review of Literature/Annotated Bibliography: 4-5 pages IV. Body: 15-18 pages

a. Research Approach

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b. Findings and Analysis c. Review Limitations d. Implications and Directions for Future Research

V. Summary and Conclusion: 1 page VI. References VII. Appendices

Approach #3: Product-based Thesis The topics of the Product-based Thesis projects are wide-ranging. Any student creating a product as a result of their Thesis will be engaged in the Product-based Thesis. This can include students in engineering; students creating apps or computer programs; students developing modules for education or business; students writing plays or novellas; students composing music or creating documentaries, etc. The Product-based Thesis will be a minimum of 18 pages, excluding Preliminary Pages, References, or Appendices. Below are suggested page lengths for each individual subsection of the project.

I. Preliminary Pages II. Introduction: 3-4 pages III. Review of Literature/Annotated Bibliography: 4-5 pages IV. Body: 10-12 pages

a. Research Approach and Procedures b. Findings and Analysis

V. Conclusion: 1 page VI. Product VII. References VIII. Appendices

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Appendix A-7: Thesis Grading Sheet

Student Name: ______________________________________________ Mentor Total: _____/60 (weighted: 35% of grade) Senior English Teacher Total: _____/60 (weighted: 10% of grade) Field of Study Advisor Total: _____/60 (weighted: 10% of grade)

CMS Senior Advisor Total: ______/60 (weighted: 10% of grade) Oral Defense Total (average score of Conference/Expo evaluation): _____/60 (weighted: 35% of total)

Subtotal: _______________ If all Thesis deadlines were met*: Add 15 points: ___________ *The Senior English Teacher will add these points.

Total Points: ____________

Final Grade = Total Points/300 (with weighted distribution): _________%

__________________________________________ Signature, Senior English Teacher

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Appendix A-8: Thesis Rubrics/Thesis Presentation Rubrics

MENTOR RUBRIC

Student Work Ethic and Planning: 14-15 points – The student worked on the project enthusiastically and with diligence. He or she met the regular contact requirements outlined in the initial mentor/student meeting. Student came fully prepared to meetings and demonstrated a strong commitment to the Thesis process. 13 points – The student was enthusiastic about topic and adhered to the terms of the initial mentor/advisor/student meeting contract. Student was adequately prepared for meetings. 12 points – The student made an effort to meet routinely with me but did not demonstrate enthusiasm about topic AND/OR did not demonstrate consistent diligence to task. Student was sporadic in adhering to the terms of the initial mentor/advisor/student meeting contract. 11 points – The student met and/or contacted me sporadically; he or she did not adhere to the terms listed in the initial meeting with mentor/advisor/student; met minimum progress requirements. Student was not prepared for meetings and showed little progress. 10 points – The student only contacted me when he or she was in need of immediate assistance; did not meet terms of initial contract agreement between mentor/advisor/student. Came to meetings unprepared. 0-9 points – The student worked rarely or not at all; he or she did not meet any of the criteria listed on the initial contract agreement between mentor/advisor/student. Thesis Scholarship: 19-20 points – Student was a model scholar and demonstrated mastery of issues related to Thesis topic. Scope of Thesis was ambitious and executed. Student examined literature far beyond the minimum sources required; sources were scholarly and well chosen. Demonstrated mastery of issues related to Thesis topic and responses to probing questions. Student actively initiated Thesis work. Document went beyond the requirements laid out by the parameters of the topic. 17-18 points Student demonstrated above average scholarship. Scope was ambitious, but may have not been fully realized. Demonstrated competence in knowledge of literature and Thesis process; however, some subtleties, references, or issues were missed. The student initiated his or her own research. 16 points – Student exhibited average scholarship. He or she did not go much beyond the sources required and/or recommended by Thesis class or mentor. Important issues and references were missed. It was obvious that the student did the work to meet Thesis requirements but did not extend learning beyond these parameters. Data collection and analysis

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met requirements of Thesis but student did not demonstrate an interest in extending knowledge beyond basic requirements. 14-15 points – Exhibited below average scholarship. The student showed limited mastery over literature – essentially not “learning” from research – just “doing” research. Important material was neglected. Student’s written work was below average and not carefully checked. Data collection and analysis was hastily done and not with care. 11-13 points – Scholarship was poor. The student demonstrated little knowledge of his or her topic. He or she did not meet or contact me enough to get suggestions for scholarly literature. The document was poorly written and data collection/analysis almost non-existent. 0-10 points – Thesis requirements were not met .

Overall Quality: 24-25 points – Thesis was a pleasure to read. Document was well-written and of a quality that could be published or otherwise used in some capacity within my field. Student clearly grasped the protocol of a Thesis. It was clear student edited the paper carefully before bringing to me. 21-23 points – Document was clear and well-written. Student understood Thesis protocol. If scope had been more ambitious/fully realized, paper could be used in some capacity within field. 19-20 points – Paper was well written but required a fair amount of editing. It was clear that the student did not pay attention to details of writing and/or did not edit prior to giving to me. 17-18 points – Document was poorly written. Significant portions were sloppy or unclear. The paper contained spelling and/or grammatical errors. 15-16 points – It was clear that the student did not put enough effort into writing this document. Most sections were unclear and did not cover the minimum required. 0-14 points – The document was incomplete. POINTS FOR STUDENT WORK ETHIC/PLANNING

_______

POINTS FOR THESIS SCHOLARSHIP

_______

POINTS FOR OVERALL QUALITY

_______

TOTAL POINTS AWARDED BY MENTOR _______

Signature of Mentor: ______________________________

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FIELD OF STUDY ADVISOR RUBRIC Student Work Ethic and Planning: 14-15 points – The student worked on the project enthusiastically and with diligence. He or she met regularly with me. Student came fully prepared to meetings and demonstrated a strong commitment to the Thesis process. 13 points – The student was enthusiastic about topic and adhered to the terms of the initial mentor/advisor/student meeting contract. Student was adequately prepared for meetings. 12 points – The student made an effort to meet routinely with me but did not demonstrate enthusiasm about topic and/or did not demonstrate consistent diligence to task. Student was sporadic in adhering to the terms of the initial mentor/advisor/student meeting contract. 11 points – The student met and/or contacted me sporadically; he or she did not adhere to the terms listed in the initial meeting with mentor/advisor/student; met minimum progress requirements. Student was not prepared for meetings and showed little progress. 10 points – The student only contacted me when he or she was in need of immediate assistance; did not meet terms of initial contract agreement between mentor/advisor/student. Came to meetings unprepared. 0-9 points – The student worked rarely or not at all; he or she did not meet any of the criteria listed on the initial contract agreement between advisor/student. Thesis Scholarship: 19-20 points – Student was a model scholar and demonstrated mastery of issues related to Thesis topic. Scope of Thesis was ambitious and was carried out. Student examined literature far beyond the minimum sources required and sources were scholarly and well chosen. Demonstrated mastery of issues related to Thesis topic and responses to probing questions. Student actively initiated Thesis work. Document went beyond the requirements laid out by the parameters of the topic. 17-18 points Student demonstrated above average scholarship. Scope was ambitious, but may have not been fully realized. Demonstrated competence in knowledge of literature and Thesis process; however, some subtleties, references, or issues were missed. The student initiated his or her own research. 16 points – Student exhibited average scholarship. He or she did not go much beyond the sources required and/or recommended by Thesis class or mentor. Important issues and references were missed. It was obvious that the student did the work to meet Thesis requirements but did not extend learning beyond these parameters. Data collection and analysis met requirements of Thesis but student did not demonstrate an interest in extending knowledge beyond basic requirements.

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14-15 points – Exhibited below average scholarship. The student demonstrated limited mastery over literature – essentially not “learning” from research – just “doing” research. Important material was neglected. Student’s written work was below average and not carefully checked. Data collection and analysis were hastily done and not with care. 11-13 points – Scholarship was poor. The student had little knowledge of his or her topic. He or she did not meet or contact me enough to get suggestions for scholarly literature. The document was poorly written and data collection/analysis almost non-existent. 0-10 points – Thesis requirements were not met.

Overall Quality: 24-25 points – Thesis was a pleasure to read. Document was well written and of a quality that could be published or otherwise used in some capacity within the field. Student clearly grasped protocol of a Thesis. It was clear the student edited the paper carefully before bringing to me. 21-23 points – Document was clear and well written. Student understood Thesis protocol. If scope had been more ambitious/fully realized, paper could be used in some capacity within field. 19-20 points – Paper was well written but required a fair amount of editing. It was clear that the student did not pay attention to details of writing and/or did not edit prior to giving to me. 17-18 points – Document was poorly written. Significant portions were sloppy or unclear. There were spelling and/or grammatical errors. 15-16 points – It was clear that the student did not put enough effort into writing this document. Most sections were unclear and did not cover the minimum required. 0-14 points – The document was given to me in incomplete form. POINTS FOR STUDENT WORK ETHIC/PLANNING _______ POINTS FOR THESIS SCHOLARSHIP _______ POINTS FOR OVERALL QUALITY _______ TOTAL POINTS AWARDED BY FIELD OF STUDY ADVISOR _______

Signature of Advisor: ______________________________

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SENIOR ENGLISH TEACHER RUBRIC Student Work Ethic and Planning: 14-15 points – The student worked on the project enthusiastically and with diligence. He or she met regularly with me. Student came fully prepared to meetings and demonstrated a strong commitment to the Thesis process. 13 points – The student was enthusiastic about topic and adhered to the terms of the initial mentor/advisor/student meeting contract. Student was adequately prepared for meetings. 12 points – The student made an effort to meet routinely with me but did not demonstrate enthusiasm about topic and/or did not demonstrate consistent diligence to task. Student was sporadic in adhering to the terms of the initial mentor/advisor/student meeting contract. 11 points – The student met and/or contacted me sporadically; he or she did not adhere to the terms listed in the initial meeting with mentor/advisor/student; met minimum progress requirements. Student was not prepared for meetings and showed little progress. 10 points – The student only contacted me when he or she was in need of immediate assistance; did not meet terms of initial contract agreement between mentor/advisor/student. Came to meetings unprepared. 0-9 points – The student worked rarely or not at all; he or she did not meet any of the criteria listed on the initial contract agreement between mentor/advisor/student. Thesis Scholarship: 19-20 points – Student was a model scholar and demonstrated mastery of issues related to Thesis topic. Scope of Thesis was ambitious and was carried out. Student examined literature far beyond the minimum sources required and sources were scholarly and well chosen. Demonstrated mastery of issues related to Thesis topic and responses to probing questions. Student actively initiated Thesis work. Document went beyond the requirements laid out by the parameters of the topic. 17-18 points Student demonstrated above average scholarship. Scope was ambitious, but may have not been fully realized. Demonstrated competence in knowledge of literature and Thesis process; however, some subtleties, references, or issues were missed. The student initiated his or her own research. 16 points – Student exhibited average scholarship. He or she did not go much beyond the sources required and/or recommended by Thesis class or mentor. Important issues and references were missed. It was obvious that the student did the work to meet Thesis requirements but did not extend learning beyond these parameters. Data collection and analysis met requirements of Thesis but student did not demonstrate an interest in extending knowledge beyond basic requirements.

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14-15 points – Exhibited below average scholarship. The student demonstrated limited mastery over literature – essentially not “learning” from research – just “doing” research. Important material was neglected. Student’s written work was below average and not carefully checked. Data collection and analysis were hastily done and not with care. 11-13 points – Scholarship was poor. The student had little knowledge of his or her topic. He or she did not meet or contact me enough to get suggestions for scholarly literature. The document was poorly written and data collection/analysis almost non-existent. 0-10 points – Thesis requirements were not met.

Overall Quality: 24-25 points – Thesis was a pleasure to read. Document was well written and of a quality that could be published or otherwise used in some capacity within the field. Student clearly grasped protocol of a Thesis. It was clear the student edited the paper carefully before bringing to me. 21-23 points – Document was clear and well written. Student understood the Thesis protocol. If scope had been more ambitious/fully realized, paper could be used in some capacity within field. 19-20 points – Paper was well written but required a fair amount of editing. It was clear that the student did not pay attention to details of writing and/or did not edit prior to giving to me. 17-18 points – Document was poorly written. Significant portions were sloppy or unclear. There were spelling and/or grammatical errors. 15-16 points – It was clear that the student did not put enough effort into writing this document. Most sections were unclear and did not cover the minimum required. 0-14 points – The document was given to me in incomplete form. POINTS FOR STUDENT WORK ETHIC/PLANNING _______ POINTS FOR OVERALL QUALITY _______ TOTAL POINTS AWARDED BY ENGLISH TEACHER _______

Signature of English Teacher: _____________________________

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CMS SENIOR ADVISOR AND CONFERENCE EXPO/JUDGES RUBRIC: SEE NEXT PAGE

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Group Number ____________ Judge’s Signature_______________________________

Elements Score 9-10 Points 7-8 Points 5-6 Points 3-4 Points 0-2 Points

Research Question/Purpose

Statement and Justification

The problem statement succinctly describes a problem. The presentation identifies multiple reasons/justifications. The viewer easily understands why the research was undertaken.

The problem statement adequately describes a problem. The presentation identifies sufficient justifications. The viewer understands why the research was undertaken.

The problem statement describes a problem. The problem statement is lengthy. The presentation identifies some justifications. The viewer questions whether the research is valid.

The problem statement does not accurately describe a problem. The presentation identifies one justification. The viewer questions whether the research is valid.

There is little or no evidence that a problem statement has been included. The presentation does not identify a problem justification. The viewer questions whether the research is valid.

Current and Past Research

or more viable current or past research references to the problem identified.

5-6 viable current or past research references to the problem identified.

3-4 current or past research references to the problem identified.

1-2 current or past research references to the problem are identified.

There is little to no evidence of current or past research.

Methodology

Student succinctly describes the rationale of study. The student defends the research by clearly identifying the step-by-step procedures used in the analysis.

Student adequately describes the rationale of study. The student defends the research by identifying the step-by-step procedures used in the analysis.

Student describes the rationale of study. The student defends the research by identifying most of the step-by-step procedures used in the analysis.

Student inadequately describes the rationale of study. The student attempts to defend the research by identifying some of the step-by-step procedures used in the analysis.

Student inadequately describes the rationale of study. The student fails to defend the research by identifying some of the step-by-step procedures used in the analysis.

Results and Discussion

A full explanation and detailed description and analysis of results are included. Student includes at least three relevant visuals. Student is able to thoroughly justify why the data does or does not aid in answering the research question/hypothesis.

An explanation and description and analysis of results are included Student includes at least three visuals. Student is able to justify why the data does or does not aid in answering the research question/hypothesis.

Student attempts to provide an explanation and description and analysis of results. Student includes at least two visuals. Student attempts to justify why the data does or does not aid in answering the research question/hypothesis.

Student inadequately provides an explanation and description and analysis of results. Student includes at least two visuals. Student inadequately justifies why the data does or does not aid in answering the research question/hypothesis.

Student does not provide an explanation and description and analysis of results. Student includes at least two viusals. Student does not justify why the data does or does not aid in answering the research question/hypothesis.

Implications and Limitations

Student succinctly interprets the significance of the results. A strong discussion includes research findings in relation to what is already known about the research problem. At least 2 limitations are included. Student specifically mentions potential improvements to the research process and future research. Student discusses how their research contributes to the greater field of academic study.

Student appropriately interprets the significance of the results. A discussion includes research findings in relation to what is already known about the research problem. At least 2 limitations are included. Student mentions potential improvements to the research process and future research. Student discusses how their research contributes to the greater field of academic study.

Student offers a basic interpretation of the significance of the results. A discussion includes research findings in relation to what is already known about the research problem. At least 1 limitation is included. Student does not mention potential improvements to the research process and future research. Student offers a basic discussion of how their research contributes to the greater field of academic study.

Student offers an inadequate interpretation of the significance of the results. A discussion includes research findings in relation to what is already known about the research problem. At least 1 limitation is included. Student does not mention potential improvements to the research process and future research. Student offers an inadequate discussion of how their research contributes to the greater field of academic study.

Student does not offer an interpretation of the significance of the results. Student does not mention potential improvements to the research process and future research. Student offers an inadequate discussion of how their research contributes to the greater field of academic study.

Meta/Systematic Thesis Presentation Rubric

2

Group Number ____________ Judge’s Signature_______________________________

Students’ Depth of Knowledge

& Presentation Skills

Students were able to answer the panel’s questions on a range of topics related to their problem’s solution. Excellent delivery including the use of voice, posture, eye contact, gestures, pacing, and use of pictures, graphs, computer models, etc. The presentation is interesting and vivid.

Students were able to answer most of the questions. Not all students participated in the question and answer phase of their presentation. Good delivery including the use of voice, posture, eye contact, gestures, pacing. The presentation includes some use of pictures, graphs, computer models, etc.

Students were able to answer some questions related to their proposed solution. Not all students participated in the question and answer phase of their presentation. Adequate delivery including marginal use of voice, posture, eye contact, gestures, pacing, and marginal use of pictures, graphs, computer models, etc.

Students were unable to answer many questions, and content knowledge appeared weak. Unsatisfactory delivery including poor use of voice, posture, eye contact, gestures, pacing, and little or no use of pictures, graphs, computer models, etc. The presentation is difficult to hear. The presenter(s) appear tense and fidget often.

There is little to no evidence that work was conducted or that students’ content knowledge was enhanced. The presentation indicates that little to no preparation and practice were conducted prior to the formal presentation.

Judge’s Comments

3

Elements Score Points Points Points Points 0-2 Points

Research Question/ Hypothesis and

Justification

. The research question succinctly describes a scientific problem. The project identifies at least 3 reasons/justifications. The viewer easily understands why the project was undertaken.

The research question adequately describes a scientific problem. The project identifies at least 3 reasons/justifications. The viewer understands why the project was undertaken.

The research question describes a scientific problem. The project identifies at least 2 reasons/justifications. The viewer questions whether the project is valid.

The research question does not accurately describe a scientific problem. The project identifies at least 2 reasons/justifications. The viewer questions whether the project is valid.

There is little or no evidence that a research question has been fully developed. The project does not identify a justification. The viewer questions whether the project is valid.

Current and Past Research

or more viable current or past research references to the problem identified.

5-6 viable current or past research references to the problem identified.

3-4 current or past research references to the problem identified.

1-2 current or past research references to the problem are identified.

There is little to no evidence of current or past research.

Methodology

Participants/Apparatus/Materials (as used): student succinctly describes the procedures for data collection and rationale for choices made specifically for the study. Students include at least 3 examples of methodology (e.g. surveys are available, pictures of devices or experiment set up, or prototype).

Participants/Apparatus/Materials (as used): student appropriately describes the procedures for data collection and rationale for choices made specifically for the study. Students include at least 3 examples of methodology (e.g. surveys are available, pictures of devices or experiment set up, or prototype).

Participants/Apparatus/Materials (as used): student describes the procedures for data collection and rationale for choices made specifically for the study. Students include at least 2 examples of methodology (e.g. surveys are available, pictures of devices or experiment set up, or prototype).

Participants/Apparatus/Materials (as used): student inadequately describes the procedures for data collection and rationale for choices made specifically for the study. Students include at least 2 examples of methodology (e.g. surveys are available, pictures of devices or experiment set up, or prototype).

Participants/Apparatus/Materials (as used): student does not describe the procedures for data collection and rationale for choices made specifically for the study. Student includes just one example of methodology (e.g. surveys are available, pictures of devices or experiment set up, or prototype).

Results and Discussion

A full explanation and detailed description and analysis of results are included (e.g. qualitative and/or quantitative). Student includes at least three graphs/tables representing data. Student is able to thoroughly justify why the data does or does not aid in answering the research question/hypothesis.

An explanation and description and analysis of results are included (e.g. qualitative and/or quantitative). Student includes at least three graphs/tables representing data. Student is able to justify why the data does or does not aid in answering the research question/hypothesis.

Student attempts to provide an explanation and description and analysis of results (e.g. qualitative and/or quantitative). Student includes at least two graphs/tables representing data. Student attempts to justify why the data does or does not aid in answering the research question/hypothesis.

Student inadequately provides an explanation and description and analysis of results (e.g. qualitative and/or quantitative). Student includes at least two graphs/tables representing data. Student inadequately justifies why the data does or does not aid in answering the research question/hypothesis.

Student does not provide an explanation and description and analysis of results (e.g. qualitative and/or quantitative). Student includes at least two graphs/tables representing data. Student does not justify why the data does or does not aid in answering the research question/hypothesis.

Implications and Limitations

Student succinctly interprets the significance of the results. A strong discussion includes research findings in relation to what is already known about the research problem. At least 2 limitations are included. Student specifically mentions potential improvements to the research process and future

Student appropriately interprets the significance of the results. A discussion includes research findings in relation to what is already known about the research problem. At least 2 limitations are included. Student mentions potential improvements to the research process and future research. Student discusses how their

Student offers a basic interpretation of the significance of the results. A discussion includes research findings in relation to what is already known about the research problem. At least 1 limitation is included. Student does not mention potential improvements to the research process and future research.

Student offers an inadequate interpretation of the significance of the results. A discussion includes research findings in relation to what is already known about the research problem. At least 1 limitation is included. Student does not mention potential improvements to the research process and future research.

Student does not offer an interpretation of the significance of the results. Student does not mention potential improvements to the research process and future research. Student offers an inadequate discussion of how their research contributes to the greater field of academic study.

Methodology-Based Thesis Presentation Rubric

4

Group Number ____________ Judge’s Signature_______________________________

research. Student discusses how their research contributes to the greater field of academic study.

research contributes to the greater field of academic study.

Student offers a basic discussion of how their research contributes to the greater field of academic study.

Student offers an inadequate discussion of how their research contributes to the greater field of academic study.

Students’ Depth of Knowledge

& Presentation Skills

Students were able to answer the panel’s questions on a range of topics related to their Thesis. Excellent delivery including the use of voice, posture, eye contact, gestures, pacing, and use of pictures, graphs, computer models, etc. The presentation is interesting and vivid. The presentation board was professional in nature.

Students were able to answer most of the questions. Not all students participated in the question and answer phase of their presentation. Good delivery including the use of voice, posture, eye contact, gestures, pacing. The presentation includes some use of pictures, graphs, computer models, etc. The presentation board was professional in nature.

Students were able to answer some questions related to their proposed solution. Not all students participated in the question and answer phase of their presentation. Adequate delivery including marginal use of voice, posture, eye contact, gestures, pacing, and marginal use of pictures, graphs, computer models, etc. The presentation board was not professional in nature.

Students were unable to answer many questions, and content knowledge appeared weak. Unsatisfactory delivery including poor use of voice, posture, eye contact, gestures, pacing, and little or no use of pictures, graphs, computer models, etc. The presentation is difficult to hear. The presenter(s) appear tense and fidget often. The presentation board was not professional in nature.

There is little to no evidence that work was conducted or that students’ content knowledge was enhanced. The presentation indicates that little to no preparation and practice were conducted prior to the formal presentation. The presentation board was not professional in nature.

Judge’s Comments

Elements Score Points Points Points Points 0-2 Points

Problem Statement and Justification

The problem statement succinctly describes a technical problem. The project identifies multiple reasons/justifications. The viewer easily understands why the project was undertaken.

The problem statement adequately describes a technical problem. The project identifies sufficient justifications. The viewer understands why the project was undertaken.

The problem statement describes a technical problem. The problem statement is lengthy. The project identifies some justifications. The viewer questions whether the project is valid.

The problem statement does not accurately describe a technical problem. The project identifies one justification. The viewer questions whether the project is valid.

There is little or no evidence that a problem statement has been included. The project does not identify a problem justification. The viewer questions whether the project is valid.

Current and Past Solutions

or more viable current or past solutions to the problem are

5-6 current or past solutions to the problem are identified. Graphic

3-4 current or past solutions to the problem are identified. Poor quality

1-2 current or past solutions to the problem are identified. Graphic

There is little to no evidence that current or past solutions or graphic

5

identified. Graphic illustrations of each solution are included.

illustrations of each solution are included.

graphic illustrations of each solution are included.

illustrations of each solution are omitted.

illustrations of such are included.

Consideration of Design Ideas &

Alternatives

At least three viable ideas or concepts exist. The student selects the most appropriate concept and justifies the choice using the appropriate criteria.

At least three concepts exist. The student selects an appropriate concept and is able to partially justify the choice using marginally acceptable criteria.

At least three concepts exist. The student selects a concept using inadequate criteria.

Fewer than three concepts exist. There is no evidence that alternative concepts have been considered.

Prototype Design and

Construction

The prototype is clearly based upon the group’s research. It is complete and technically specific. The prototype is free of defects and show strong craftmanship in its design.

The prototype is clearly based upon the group’s research. The prototype contains minor specification errors or omissions.

The prototype is loosely based upon the group’s research. The prototype is not finished and contains one or two major construction errors.

The prototype is unrelated to the group’s research. The prototype lacks the specifications necessary for function and is incomplete.

There is little to no evidence that a prototype has been designed or built.

Prototype Testing

Testing procedures and results are presented. Detailed descriptions of the design modifications that were made based upon the results of prototype testing are presented and explained.

Testing procedures and results are presented. Descriptions of the design modifications that were made based upon the results of prototype testing are given.

A basic summary of testing procedures and results is presented. Less than adequate descriptions of the design modifications that were made based upon the results of prototype testing are given.

Testing procedures and results are not presented. Less than adequate descriptions of the design modifications that were made based upon the results of prototype testing are given.

Little to no evidence exists to indicate that prototype tests were conducted.

Product-Based (Engineering) Thesis Presentation Rubric

6

Group Number ____________ Judge’s Signature_______________________________

Students’ Depth of Knowledge

& Presentation Skills

Students were able to answer the panel’s questions on a range of technical topics related to their problem’s solution. Excellent delivery including the use of voice, posture, eye contact, gestures, pacing, and use of pictures, graphs, computer models, etc. The presentation is interesting and vivid.

Students were able to answer most of the questions. Not all students participated in the question and answer phase of their presentation. Good delivery including the use of voice, posture, eye contact, gestures, pacing. The presentation includes some use of pictures, graphs, computer models, etc.

Students were able to answer some questions related to their proposed solution. Not all students participated in the question and answer phase of their presentation. Adequate delivery including marginal use of voice, posture, eye contact, gestures, pacing, and marginal use of pictures, graphs, computer models, etc.

Students were unable to answer many questions, and content knowledge appeared weak. Unsatisfactory delivery including poor use of voice, posture, eye contact, gestures, pacing, and little or no use of pictures, graphs, computer models, etc. The presentation is difficult to hear. The presenter(s) appear tense and fidget often.

There is little to no evidence that work was conducted or that students’ content knowledge was enhanced. The presentation indicates that little to no preparation and practice were conducted prior to the formal presentation.

Judge’s Comments

7

Elements Score Points Points Points Points 0-2 Points

Problem Statement and Justification

The problem statement succinctly describes a technical problem. The project identifies multiple reasons/justifications. The viewer easily understands why the project was undertaken.

The problem statement adequately describes a technical problem. The project identifies sufficient justifications. The viewer understands why the project was undertaken.

The problem statement describes a technical problem. The problem statement is lengthy. The project identifies some justifications. The viewer questions whether the project is valid.

The problem statement does not accurately describe a technical problem. The project identifies one justification. The viewer questions whether the project is valid.

There is little or no evidence that a problem statement has been included. The project does not identify a problem justification. The viewer questions whether the project is valid.

Current and Past Considerations

or more viable current or past considerations to the problem are identified. Relevant illustrations are included.

current or past solutions to the considerations are identified. Illustrations are included.

current or past considerations to the problem are identified. Poor quality graphic illustrations are included.

1-2 current or past considerations to the problem are identified. Graphic illustrations are omitted.

There is little to no evidence that current or past considerations or graphic illustrations of such are included.

Consideration of Ideas &

Alternatives

At least three viable ideas or concepts exist. The student selects the most appropriate concept and justifies the choice using the appropriate criteria.

At least three concepts exist. The student selects an appropriate concept and is able to partially justify the choice using marginally acceptable criteria.

At least three concepts exist. The student selects a concept using inadequate criteria.

Fewer than three concepts exist. There is no evidence that alternative concepts have been considered.

Design and Creation

The design and creation are clearly based upon research. Product is complete and specific. The product is free of errors and shows strong craftsmanship in its design.

The design and creation are clearly based upon research. The product contains minor errors or omissions.

The product is loosely based upon the group’s research. The prototype is not finished and contains one or two major construction errors.

The prototype is unrelated to the group’s research. The prototype lacks the specifications necessary for function and is incomplete.

There is little to no evidence that a prototype has been designed or built.

Implications and Limitations

Student succinctly interprets the significance of the final product. A strong discussion relates the final product to current and past research. At least 2 limitations are included. Student specifically mentions potential improvements to the product and future research. Student discusses how their research and final product contribute to the greater field of academic study.

Student appropriately interprets the significance of the final product. A discussion relates the final product to current and past research. At least 2 limitations are included. Student mentions potential improvements to the product and future research. Student discusses how their research and final product contribute to the greater field of academic study.

Student offers a basic interpretation of the significance of the final product. A discussion relates the final product to current and past research. At least 1 limitation is included. Student does not mention potential improvements to the final product or future research. Student offers a basic discussion of how their research contributes to the greater field of academic study.

Student offers an inadequate interpretation of the significance of the final product. A discussion includes research findings in relation to what is already known about the research problem. At least 1 limitation is included. Student does not mention potential improvements to the research process and future research. Student offers an inadequate discussion of how their research and final product contribute to the greater field of academic study.

Student does not offer an interpretation of the significance of the final product. Student does not mention potential improvements to the final product or future research. Student offers an inadequate discussion of how their final product and research contribute to the greater field of academic study.

Product-Based (Non-Engineering) Thesis Presentation Rubric

8

Group Number ____________ Judge’s Signature_______________________________

Students’ Depth of Knowledge

& Presentation Skills

Students were able to answer the panel’s questions on a range of technical topics related to their problem’s solution. Excellent delivery including the use of voice, posture, eye contact, gestures, pacing, and use of pictures, graphs, computer models, etc. The presentation is interesting and vivid.

Students were able to answer most of the questions. Not all students participated in the question and answer phase of their presentation. Good delivery including the use of voice, posture, eye contact, gestures, pacing. The presentation includes some use of pictures, graphs, computer models, etc.

Students were able to answer some questions related to their proposed solution. Not all students participated in the question and answer phase of their presentation. Adequate delivery including marginal use of voice, posture, eye contact, gestures, pacing, and marginal use of pictures, graphs, computer models, etc.

Students were unable to answer many questions, and content knowledge appeared weak. Unsatisfactory delivery including poor use of voice, posture, eye contact, gestures, pacing, and little or no use of pictures, graphs, computer models, etc. The presentation is difficult to hear. The presenter(s) appear tense and fidget often.

There is little to no evidence that work was conducted or that students’ content knowledge was enhanced. The presentation indicates that little to no preparation and practice were conducted prior to the formal presentation.

Judge’s Comments

9