On the Origin of Theses

For many Columbia undergraduates, writing a senior thesis is the culmination of four years of study. For those who plan to continue on in academia, a thesis signifies entry into a community of scholars engaged in original research—to say nothing of its importance when applying for graduate school. Indeed, writing a thesis is deemed to be of such academic value that Barnard College requires each student to undertake a capstone project in her senior year. No universal requirement applies to Columbia College, however, and as a result, the writing of a senior thesis varies—in some departments it is an expectation, and others a privilege. While departmental honors must remain exclusive, College departments should, wherever possible, allow any student who wishes to attempt senior theses.

Columbia College has established across-the-board guidelines for departmental honors. First, no more than 10% of the students in a department may be awarded departmental honors. Second, in order to be considered for departmental honors, a student must maintain a GPA of at least 3.6 in major courses and, in addition, must complete an honors thesis or a project of similar magnitude. Such guidelines are sensible; they ensure that no excess awards dilute their significance and ensure that even the brightest students must work hard to merit departmental honors. In addition, it affords departments a major piece of original work on the basis of which to decide whom to so recognize.

But requiring a thesis for departmental honors is not to say that only those likely to earn honors should be allowed to write theses. Authoring a thesis is a time-intensive process that demands one-to-one interaction with a faculty mentor, and many departments understandably commit their scarce advising resources to proven students in the running for departmental honors. It is certainly reasonable for departments to seek assurances, through an application process, that a would-be thesis writer possesses the capability and determination to see the process through to its conclusion. But where resources allow, departments should give any qualified student who applies to write a thesis the opportunity to do so. No student should be denied the intellectual stimulation and academic prestige that come from successful completion of a thesis simply because he or she couldn't quite compete with the top students in his or her department.