Presented By: Madison Dyment, University of Florida

This study explores the perspectives of students and faculty members within the [Blinded Institution] Department of [Blinded] regarding its undergraduate honors thesis program. The purpose of this qualitative study was to leverage these key perspectives for the betterment of the undergraduate honors thesis experience for both students and faculty alike. Using qualitative interviews with both stakeholder groups for data collection, we discovered valuable insights and opportunities for the experience's enhancement. One overarching theme from the interviews was the mutual desire among both groups to foster stronger relationships amid participants. Stakeholders expressed a desire for a more collaborative and supportive environment, emphasizing the importance of interpersonal connections. Another finding was the need for increased clarity throughout the honors thesis process. Both groups reported ambiguity regarding expectations and requirements. Enhancing communication and providing comprehensive guidelines emerged as essential areas for improvement. Participants believed that a structured framework, including clear milestones and checkpoints, would streamline the thesis experience for students and alleviate the burden on faculty members, addressing concerns about the time commitment required. These expressed time concerns highlighted a need for more sustainable ways to engage faculty in advising roles. Finally, the study emphasized the need for increased and targeted promotion of the undergraduate honors thesis experience. Both students and faculty expressed a belief in the program's merits but indicated that many eligible students remained unaware of its existence or benefits. In conclusion, this study's insights from students and faculty underscore the importance of fostering relationships, enhancing clarity, providing guidance and structure, and improving the promotion of the undergraduate honors thesis program at the [Blinded Institution] [Blinded Department]. Implementing these recommendations, as is happening at the [Blinded Institution], can enrich and boost the accessibility of the honors thesis, and can similarly impact programs in other colleges or institutions.