Lesson Report:
**Title: Navigating Senior Thesis Development: Structure, Strategies, and Supervisor Relationships**
**Synopsis:**
In this introductory session for the Senior Thesis course, the instructor outlined the fundamental structure, goals, and expectations for the senior thesis process. Recognizing the inherent stress associated with thesis writing, the lesson aimed to demystify crucial preparational steps, primarily focusing on topic selection, the role of the supervisor, and maintaining a repository of thesis-related work. The primary focus was on laying groundwork for effective project management through supervisory engagement and resource organization.
**Attendance:**
– 10 students absent (only 7 out of 17 present).
**Topics Covered:**
1. **Class Introduction and Objectives:**
– Introduction to the Senior Thesis course with a focus on easing student stress and elucidating the expectations.
– Discussion about the instructors’ and guest lecturers’ experiences and their intended roles throughout the thesis process.
2. **Course Structure and Supervisor Dynamics:**
– Emphasis on the significance of the supervisory role: meeting requirements (at least once every two weeks), identifying supervisors by next week.
– Explanation of the dual role that supervisors and course instructors play.
– Importance of adhering to supervisors’ guidance, alongside respecting course requirements and deadlines.
3. **Thesis Topic Selection and Preliminary Planning:**
– Encouragement to brainstorm and outline possible thesis topics.
– Guidance for developing thesis ideas and the initial structuring of research questions.
– Introduction of the “Golden Rule”: always consult and adhere to your supervisor’s advice.
4. **Technological and Logistical Steps:**
– Mandatory creation of Google Docs for thesis drafting and collaboration with supervisors.
– Instructions on saving versions of documents for accountability and plagiarism concerns.
5. **Supervisor Selection Guidelines:**
– Discussion around selecting potential supervisors based on research interests and expertise.
– Decision-making process regarding supervisor assignments, including a first-come, first-served strategy for sign-ups based on fields of study.
– Online meeting accommodations discussed for certain students with time-zone differences.
6. **Course Expectations and Academic Integrity:**
– Overview of class expectations including attendance and engagement.
– Emphasis on plagiarism prevention and understanding the university’s plagiarism policy.
– Instructions on the expected proper use of citations.
7. **Research and Writing Methodology:**
– Clarification that the course is not a research methods class but assumes a foundational understanding of research methods.
– Presentation of the seminar-based learning approach emphasizing collaboration and peer feedback.
8. **Administrative and Future Planning:**
– Timeline for identifying supervisors and finalizing thesis topics outlined.
– Forward-looking statement on the necessity of clear communication and setting realistic deadlines.
**Actionable Items:**
– **Immediate:**
– Finalize list of supervisors and their areas of expertise by next class.
– Start brainstorming topics and formulating basic research questions.
– Create and share a Google Doc with course professor and prospective supervisors.
– **Short-term:**
– Prepare to choose supervisors by next week; finalize supervisor-student matches by September 20.
– Conduct initial meetings with potential advisors/supervisors to discuss thesis ideas.
– **Ongoing:**
– Schedule bi-weekly meetings with assigned supervisors; ensure consistent and proactive communication.
– **Future Considerations:**
– Regularly update thesis documents and maintain an organized Google Drive.
– Continuously consult with supervisors and course professors on thematic and structural changes.
This session served as a foundational step for students embarking on their senior thesis journey, establishing a roadmap for successful project completion through structured planning and proactive engagement with faculty and peers.
Homework Instructions:
NO HOMEWORK. The transcript focused primarily on introducing the course, discussing the importance of supervisors, and outlining general expectations. There was no mention of specific tasks or assignments to be completed by students outside of class.