Any DNS student (NS, HBHS, or GPHS majors, and Biological Sciences students with a Human Nutrition Concentration) is eligible to apply. DNS students may only complete an Honors thesis through the DNS Honors Program. Students in the College of Human Ecology completing the program receive a “bachelor's degree with honors in research.” Students in the College of Agriculture and Life Sciences completing the program receive a “bachelor's degree with distinction in research.”
What if I’m below the minimum GPA (3.2) or missed taking NS 3980? You can still apply, but success will depend on several factors such as your GPA trajectory, your prior research experience, and your ability to take NS 3980 late.
What if I missed the application deadline? Late applications, which include additional components, may be submitted up until the Add deadline of a student’s second-to-last-semester. See below for more details and then reach out with questions.
What if I’m working with a DNS faculty member but I'm not in a DNS major? If you are not in a DNS major (NS, HBHS or GPHS), you are not eligible for the DNS Honors Program. You will need to apply to the honors program in your home department or College.
DNS students may only complete an Honors thesis through the DNS Honors Program. Although most DNS students in the Honors Program work with DNS faculty mentors, students may also work with non-DNS faculty mentors. However, some conditions and restrictions apply (e.g. following DNS Honors Program application deadlines v. those of other programs; see below). Interested students working with non-DNS faculty mentors should contact email@example.com with questions.
Learn more about the DNS Honors Program
Learn more about the DNS Honors Program
The Honors Program offers DNS majors with strong academic records the opportunity to engage fully in a multi-semester independent research project from start to finish, culminating in an undergraduate thesis and symposium presentation. Pursuing this intensive, enriching research and writing endeavor should be weighed carefully against other goals.
An honors project is typically designed in the junior year, and often conducted in the spring junior term and fall senior term (for May graduates). The spring senior term is primarily devoted to writing the thesis (at least 25 standard pages). The student works with the faculty mentor to prepare a the thesis, which is submitted by to a second faculty member for evaluation. When comments are received from the reader, the student must revise the thesis to meet the criteria for acceptance. The student then presents their research at the Honors Student Symposium at the end of the term.
The DNS Honors Program is an in-depth structured experience involving original research and both written and oral scientific communication. As part of the Honors Program, students must meet the following requirements:
- Achieve and maintain minimum GPA. To graduate with honors, the student must have applied with and maintained a minimum GPA of 3.2.
- Take NS 3980 Research in Human Nutrition and Health (fall sophomore or junior year). 1 credit, S/U only. In addition to providing an overview of the DNS Honors Program, this course introduces the approaches and methods used by researchers, ethical considerations in research, searching and assessing the scientific literature, working with data, and more.
- Acceptance into a faculty member’s research program (by fall of junior year). Because applications are due in early spring of the junior year (May graduates), students should be working with a prospective faculty PI by the fall of their junior year. By the end of that semester, the student should be working with them on an Honors proposal abstract.
- Complete 6 credits of NS 4990 Honors Problem (final two semesters). In their final two semesters at Cornell, Honors students enroll in NS 4990 instead of their usual research credits (e.g. NS 4010). In addition to the research and statistical analysis itself, these credits include library research and the preparation of the literature review, thesis, and symposium presentation.
- Complete a literature review and full honors thesis (final two semesters). Writing tasks for the Honors Program, which include a final abstract, literature review, full thesis draft, and final thesis, are completed in the final two semesters. The full thesis includes an Abstract (~250 words), Introduction, Methods, Results, and Discussion sections (>25 pages total), references, and any tables and figures. See the Submission requirements and assignment descriptions section on this page for more details.
- Present at the DNS Honors Research Symposium (end of final semester). Honors students present their research in a symposium at the end of the semester and attend other Honors graduates’ presentations (~30 minutes each).
Students interested in the Honors Program should take NS 3980 in their sophomore or junior year, review Honors Program requirements, and reach out to firstname.lastname@example.org with questions. Students planning to graduate in spring of their senior year apply early in the spring of their junior year, and likely have been working with their research PI for at least 1 semester by that point.
Application to the Honors Program includes:
- The application form, a cover sheet offering basic information about you and your project (download link below)
- The faculty advisor agreement form, which details your research advisor’s role and must be filled out by your research advisor (download link below)
- A project description (i.e. public health problem, research question(s), study design, and any hypotheses; 300-500 words, with at least 3 key references cited)
- A timeline including all Honors Program deadlines and approximately when/how you will meet your research and writing goals (format as desired, e.g. outline, table, or Gantt chart)
All components must be turned in simultaneously as a single .pdf, formatted correctly, and with faculty research advisor approval by the application deadline (see Submission requirements and assignment descriptions and Deadlines sections below). Applications will not be considered until all materials are complete.
Late Applications: Applications to the DNS Honors Program may be submitted after the application deadline has passed. The final date on which late applications or revisions to earlier application materials may be submitted is the Add deadline of the semester prior to the applicant's expected semester of graduation - e.g. the Fall 2020 Add deadline for an expected Spring 2021 graduate. As a result, incomplete applications and any revisions that would be necessary will not be accepted beyond this final deadline.
Late applications are subject to a more stringent review. Namely, late applicants and their mentors will have to demonstrate the student’s readiness to complete an honors thesis on a shorter timeline. As a result, late applications must include:
- A more detailed project description and timeline. Students should submit a detailed description of their completed work to date, including any plans for statistical analyses. Students should also provide a detailed, descriptive timeline demonstrating how they will “catch up” to the Honors Program deadlines.
- A detailed letter of support from their faculty research advisor. This letter should describe how the student’s research with that faculty advisor to date supports their ability to complete a strong Honors thesis on the necessary timeline. For example, a faculty mentor should describe the length and nature of the work, relevant knowledge, skills, or professional characteristics the student has demonstrated, and the faculty member’s assertion that the necessary work can be completed on the Honors Program timeline.
Applying to complete Honors work with a non-DNS research group: Within some constraints, it is possible for DNS students to complete an Honors thesis under the mentorship of a non-DNS faculty advisor (e.g. one in Food Science, Human Development, or Biological Sciences). In general, these students are held to the same requirements—namely, deadlines for applying and turning in thesis components as well as completing NS 3980 and presenting their research.
DNS UNDERGRADUATE RESEARCH HONORS PROGRAM ADVISOR AGREEMENT FORM (to be completed only by faculty research advisor)
Requirements for formatting and submitting all Honors Program materials are provided below. Honors Program materials are only considered submitted and on time if they are:
- Formatted correctly: 12 pt. Times New Roman or 11 pt. Arial font, double-spaced with 1” margins, with both page numbers and line numbers.
- Submitted with faculty advisor approval: This essential step indicates that a faculty advisor has already read, reviewed, and approved the final submitted document. This can be demonstrated either 1) by a faculty advisor’s official digital signature (i.e. secure and time-stamped) on the submitted .pdf or 2) by copying the faculty advisor on the submission email. In the latter case, the faculty member must reply directly to the Honors Program Director indicating this approval, and must do so by the deadline.
- Labeled correctly: Files should be labeled with the format “LastName Assignment GradSemester” in both the document name and in the header text on each document page. See table below for example.
|Component||File name format||Example|
|Application materials (all as single document)||Lastname Application gradsemester||Nye Application S22|
|Progress report||Lastname ProgRep gradsemester||Nye ProgRep S22|
|1-paragraph abstract and literature review (two documents)||Lastname Abstract gradsemester, Lastname LitRev gradsemester||Nye Abstract S22, Nye LitRev S22|
|Full thesis draft||Lastname Draft gradsemester||Nye Thesis S22|
|Final thesis||Lastname Final Thesis gradsemester||Nye Final Thesis S22|
|Thesis revisions||Lastname Thesis Revisions gradsemester||Nye Thesis Revisions S22|
|Symposium presentation||Lastname Symposium gradsemester||Nye Symposium S22|
Each assignment and each component of the full thesis has a specific purpose and a typical length. These are described below.
Progress report. A document that clearly and comprehensively outlines the student’s progress made to date, tasks remaining, and an updated timeline. Any changes that were made to the project since the proposal abstract was submitted must be documented at this time. The text portion (i.e. not including the timeline) should be at least 1 and no more than 3 standard pages.
Literature review and a 1-paragraph abstract. The literature review and abstract should relate to the entire thesis in its current (updated) form.
- The abstract should include Results and Conclusions.
- The literature review should give the reader a comprehensive understanding of the scientific literature related to the thesis topic, and should be about 4-5 standard pages, depending on your topic.
Full thesis draft. A polished, reviewer-ready draft to be turned over to a thesis reader for review and comments (>25 pages, not including references, tables, and figures). The full thesis draft includes several components that are listed and described briefly below.
- Title page. Separate page. Include your thesis title, name, research mentor(s), any source(s) of funding, and the date on which the draft is submitted.
- Abstract. Separate page. In its final form, this abstract should summarize background, objective, methods, results, and conclusion (maximum 300 words).
- Introduction. The introduction provides the reader with the essential pieces of background information they need to understand what was done and why. The introduction section should draw from the literature review, but be more concise and targeted to the specific thesis (maximum 3 pages).
- Methods. Describe any methods and materials used, including but not limited to study design, recruitment, data collection, assays or other procedures, and statistical models. Someone reading this section should be able to understand and replicate what you did.
- Results. Report only your findings; do not discuss or interpret them (“just the facts”). Where appropriate and helpful, include tables and figures.
- Discussion. Interpret your results (what might they mean?), place them within the related literature (did your work reflect others’ findings or not? what did it add?), suggest future directions in research, clinical practice, and/or policy, and relay the strengths and limitations of your work. Be careful not to just restate results here.
- Conclusions. Presents takeaway messages in summary statements of key contributions and implications.
- References. Separate page. These must be formatted consistently and accurately in the style of your choice.
- Tables and figures. Separate pages, included after the References section. Each should include a title and caption, and should be referenced within the thesis text.
Final thesis with all corrections/revisions. Work with your faculty mentor to incorporate your reviewer’s feedback to improve your thesis. Turn in two documents:
- Your final thesis, including all of the components described above
- A separate report describing how you responded to the reviewer’s feedback as well as any other revisions or additional work completed since the draft was submitted
Honors research symposium. Students must give a PowerPoint presentation of their honors thesis research (~25 minutes plus 5 minutes for Q&A) and must attend the presentations of at 2-3 other honors students. This presentation should reflect thesis structure, including Background/Introduction, Methods, Results, Discussion, and Conclusions sections, as well as an Acknowledgements slide.
Deadlines for Honors submissions are listed below, where each column represents a student's planned semester of graduation. Submissions are due by 5:00 p.m. E.D.T. on the listed dates.
Late applications do not change these deadlines; late admits to the Honors Program are expected to meet all deadlines that arise after their admittance. See the Submission requirements and assignment descriptions section for other important information.
|Component and General Deadline||Graduating Fall 2021||Graduating Spring 2022||Graduating Fall 2022||Graduating Spring 2023||Graduating Fall 2023|
|Regular application deadline||Fall 2020 Drop deadline (10/28/20)||Spring 2021 Drop deadline (4/5/21)||Fall 2021 Drop deadline (10/21/21)||Spring 2022 Drop deadline|
|Final late application deadline||Spring 2021 Add deadline (2/22/21)||Fall 2021 Add deadline (9/9/21)||Spring 2022 Add deadline||Fall 2022 Add deadline|
|Progress report||Spring 2021 Add deadline + 3 weeks (3/15/21)||Fall 2021 Add deadline + 3 weeks (9/30/21)||Spring 2022 Add deadline + 3 weeks||Fall 2022 Add deadline + 3 weeks|
|Final abstract and full literature review||Spring 2021 Last day of classes (5/14/21)||Fall 2021 Last day of classes (12/7/21)||Spring 2022 Last day of classes||Fall 2022 Last day of classes|
|Full thesis draft||Fall 2021 Drop deadline (10/21/21)||Spring 2022 Drop deadline||Fall 2022 Drop deadline||Spring 2023 Drop deadline|
|Reviewer(s) return thesis||Fall 2021 Drop deadline + 2 weeks (11/4/21)||Spring 2022 Drop Deadline + 2 weeks||Fall 2022 Drop deadline + 2 weeks||Spring 2023 Drop deadline + 2 weeks|
|Revised final thesis||Fall 2021 Last day of classes (12/7/21)||Spring 2022 Last day of classes||Fall 2022 Last day of classes||Spring 2023 Last day of classes|
|Symposium presentation||Fall 2021 End of semester TBD||Spring 2022 End of semester TBD||Fall 2022 End of semester TBD||Spring 2023 End of semester TBD||Spring 2023 End of semester TBD|
Class of 2021 Honors research projects
- Information Avoidance in Decision Making: Do Avoidance Tendencies and Motives Vary by Age?, Stephanie Deng (Mentor: Dr. Corinna Loeckenhoff)
- Adolescents' Proxy Reports on Obesity-Related Parenting Practices: Factorial Validity and Reliability Across Four Behavioral Domains, Gabe Fuligni (Mentor: Dr. Roger Figueroa)
- The effects of Toxoplasma gondii on Olfactory Sensitivity and Behavior, Jun Park (Mentor: Dr. Margaret Bynoe)
- The Role of SIRT5 in Regenerating and Mature Skeletal Muscle, Rebekah Epstein (Mentor: Dr. Martha Field and Dr. Anna Thalacker-Mercer)
- Understanding the Dynamics of Family Drug Treatment Court in Tompkins County, Pearlanna Zapotocky (Mentor: Dr. Laura Tach)
- A structured literature review, meta-analysis and mediation analysis exploring the use of daily self-weighing to reduce systolic and diastolic hypertension, Melvin Alexander (Mentor: Dr. David Levitsky)
- Thinking About Health Status?, Pauniz Salehi (Mentor: Dr. Robert Sternberg)
- Proportions of leukocyte cell types in bovine colostrum and their dynamics as colostrum transitions to mature milk, Jessica Cha (Mentor: Dr. Sabine Mann)
- Inhibition of ITK Amplifies Proinflammatory Cytokine Expression in a Murine Model of Saccharopolyspora rectivirgula-induced Hypersensitivity Pneumonitis, Alexia Kim (Mentor: Dr. Avery August)
- Glymphatics-on-a-chip to Reconstitute Alzheimer’s Disease Pathogenesis, Paul Soden (Mentor: Dr. Esak Lee)
- Neighborhood Support and Wellbeing: Does College Belonging Matter?, Amber Tan (Mentor: Dr. Marlen Gonzalez)
- The Creation of a Database for the Heme Iron Content of Foods and Preliminary Nutrition Analysis of the First 75 Participants of FeGenes Study, Fernanda Nunes (Mentor: Dr. Kimberly O’Brien)
- DHRS7: A Candidate for Thermogenic Activation in Brown Adipose Tissue, Seldoen Oshoe (Mentor: Dr. Joeva Barrow)
Class of 2020 Honors Research Projects
- Examining the Effects of the Hepatocyte Specific Tgr5 Knockout on Glucose Homeostasis, Margot Chirikjian (Mentor: Bethany Cummings)
- Developing an Action Plan to Support Breastfeeding in Tompkins County, NY, Nicole Cunningham (Mentor: Kathleen Rasmussen)
- Mechanisms Leading to Erythritol-Associated Weight Gain, Rodrigo Gutierrez (Mentor: Martha Field)
- The Impact of Increasing Access to Nutrition Education and Healthy Snacks on Snacking Patterns of Patients with Chronic Diseases at the Ithaca Free Clinic, Chiamaka (Deborah) Ijebuonwu (Mentor: Anna Thalacker-Mercer)
- Are There Racial Disparities in Female STEMI Mortality Rates?, Cheryl Kalapura (Mentor: Sean Nicholson)
- Fiber and Grain Intake from Snacking and Associations with Weight Status among U.S. Adolescents: NHANES 2005-2016, Elizabeth Kane (Mentor: Tashara Leak)
- Investigating the Role of DEAD-Box Helicases on the Translation of mRNAs with Secondary Structures in Different Regions, Kevin Lin (Mentor: Shu-Bing Qian)
Class of 2019 Honors Research Projects
- Adherence to Vitamin D Supplementation Guidelines in Hospitalized Baffin Island Infants from 2007-2017, Nina Acharya. (Mentor: Saurabh Mehta)
- Is coffee consumption associated with academic performance amongst undergraduate students?, Sara Jumabhoy. (Mentor: Jeffery Sobal)
- The Effect of Reducing the Portion Size of an Entrée on the Amount of Dessert Consumed, Nicole Agaronnik. (Mentor:David Levitsky)
- Curriculum for a Cause: An Examination of the Brothers as Allies Pilot Project and its Impact on Attitudes and Behaviors Associated with Sexual Violence Perpetration and Prevention, Delaney Ding. (Mentor:Janis Whitlock)
- The Mediating Role of Inhibitory Control on Childhood Poverty and Economic Decision-Making, Lucie Fan. (Mentor:Gary Evans)
- Alternative Entry Pathways of Ebola Virus, and Doxycycline as a Potential Inhibitor, Malia Mackey. (Mentor:Gary Whittaker)
- Associations between 25(OH)D Status in Pregnant Women and Bowel Health Indicators using NHANES Data 2005-10, Mira Ramesh. (Mentor:Saurabh Mehta)
Class of 2018 Honors Research Projects
- Kin Attraction and Repulsion in Bacteria: Optimal Spacing and Gap Formation, Michele Dell’Aquila. (Mentors: Hudson Kern Reeve and Bryan Swingle)
- Is Stigmatization of Disabilities and Overweight Changing? Analysis of Repeated Use of a measurement Sale over Historical Time, Chelsea Kennard. (Mentor: Jeffery Sobal)
- The Effect of Hydroxyapatite Particles in Late Stage Calcific Aortic Valve Disease, Andrea Lo. (Mentor: Jonathan Butcher)
- Intra-amniotic administration of black bean (Phaseolus vulgaris) prebiotic extracts affects the cecal microflora and brush border membrane functionality in broiler chickens (Gallus gallus), Michelle Ma. (Mentor: Elad Tako)
- Evaluating the effect of carioca beans (Phaseolus vulgaris L.) prebiotic extracts on iron-related brush border membrane proteins and intestinal bacterial populations in vivo (Gallusgallus), Sybil Sha. (Mentor: Elad Tako)
- The Effects of Mating on Blood Meal Size and Blood Feeding Behavior in the Arbovirus Vector Mosquito, Aedes aegypti, Erica Tennant. (Mentors: Patsy Brannon and Laura Harrington)
Class of 2017 Honors Research Projects
- Effects of Self-Weighing on Responses to Health Questionnaires, Nana Entsiwa Adenu-Mensah. (Mentor: David Levitsky)
- Association of childhood parental control over feeding practices with chocolate eating behavior in college-aged females, Cody Goldsmith. (Mentor: Jeff Sobal)
- The determinants and effects of uracil misincorporation in DNA, Jabez Gondokusumo. (Mentors: Patrick Stover, Martha Field)
- Anthropometry and Dengue Fever in CoastalEcuador, Julia Tedesco. (Mentor: Julia Finkelstein)
- Characterization of the alpha-tocopherylquinone-omega-hydroxylase activity of CYP4F2 and human liver microsomes, Sloan Lynch. (Mentor: Bob Parker)
- Vitamin B12 Deficiency-Induced Peripheral Neuropathy in a Mouse Model of Perturbed Folate Metabolism, Danny Zheng. (Mentors: Patrick Stover, Martha Field)
- Factors Associated with Pica Behavior During Pregnancy and Postpartum Among a Cohort of Women in Western Kenya, Joshua Miller. (Mentor: Sera Young)
- Characterization of vascular smooth muscle cell contractile phenotypes in response to wall shear stress in the pharyngeal arch arteries, Jessica Ryvlin. (Mentor: Jonathan Butcher)