 | Monitoring Temporal Change in Foliar Spectra for Douglas-fir and
Ponderosa Pine in Northern Idaho |
| A Comparative Analysis of Trimble GPS Units-GeoExplorer and ProXR-for
Mapping the University of Idaho Arboretum |
| Influence of Large Woody Debris on Anadromous Salmonid Habitat in
a Pacific Coastal Stream |
| Submissive Behavior in Captive Wolves |
| Testing "Big Brother" as an Accurate Illustrator for
Light Absorption through Forest Canopies |
| Logger Education |
| Evaluation of the Value of the Conservation of Natural Resources
Workshop to Idaho Teachers |
| Roles of Environmental Factors in Determining the Distribution of
Westslope Cutthroat Trout |
| Fire Intervals and Site Characteristics; A Preliminary Look at the
History of Fire in the Palouse Range of North Idaho |
| Effects of Seasonal Sheep Grazing on Plant Density and Nutrient
Cycling in Sagebrush-Grassland Range of Southeast Idaho |
| A Comparison of Three Methods for Determining the Stomatal Density
of Three-Needle Pines |
| Correlation between Human Use Areas and Noxious Weed Densities in
the Middle Fork of the Salmon River Drainage |
| DNA Analysis of Hybrid Speciation in Western North American
Hawthorn |
| Age and Growth of the Stonecat, Noturus flavus, in the
Lower Yellowstone River, Montana |
| Influence of Environmental Factors on the Distribution of
Cutthroat Trout in Undisturbed Streams |
| The Relationship of Mayfly Density and Diversity to Water Quality
in the Upper part of the Segundo River, Costa Rica |
| Community Dynamics of Middle Snake River Aquatic Macrophytes |
| The Effects of UV-B Radiation on the Physiology of Populous
tricocarpa Seedlings and Betula papyrifera Seeds |
| Landslide Effects on Cutthroat Trout Habitat in the Clearwater
National Forest |
| A GIS Analysis of White-Tailed Deer Winter Range in the East
Hatter Creek Watershed, Idaho |
| Suitability of Beaver Ponds as Coho Salmon Spawning Habitat in,
South Central Alaska |
| Identification of a Sequoiadendron giganteum Genotype
Suitable for Plantings in the Inland West |
| Western White Pine Research in the Coeur d'Alene Mountains of
Idaho, 1999 |
| The Effects of Livestock Grazing on Aquatic Insect Communities in
East Hatter Creek and Long Creek |
| Genetic Distinctness of Salix monochroma as Determined by
the Starch Synthase Gene |
What are the course requirements?
You will need to take 1 credit of For 480 (project planning), 2
credits of 497 (the actual thesis research), and 1 credit of 481
(project presentation). Click on Course
Requirements for details.
How much work is required for the actual thesis research?
To qualify for 2 credits of 497, a minimum of 3 weeks, full-time
equivalent (120 hours), must be devoted to the thesis research, not
counting the proposal or thesis writing and other work done in 480 and
481. Thus the research could be done part-time over a semester or over
an academic year. We often suggest that a research project that requires
a couple of full weekends or a week or so in the field or lab collecting
data is probably big enough. You would also have to design the
experiment or data collection process and then analyze and record your
findings, so the 3-week minimum is fairly easy to meet.
Who are the people involved in the thesis project?
Three people interact during the thesis project. You are one of
these, of course. Your research mentor is someone of your choosing under
whom or with whom you will actually do the research. This person is
typically a CNR faculty member, but others (for example, at the Moscow
Forest Service Lab) might also serve as mentors. In some cases, a
graduate student can serve as a mentor and your internship would involve
helping the graduate student with some part(s) of his/her thesis
research.
The mentor is perhaps the most important
person in the process (besides you, of course), because this
person will spend the most time with you, and has the greatest control
over the actual, day-to-day internship experience. Will you be ignored
or nourished? Will you be a worker who is simply kept busy or someone
who is allowed to discover the inner workings of the research effort? To
ensure a positive outcome, you need to develop a friendly and
professional relationship with the mentor before and during the
internship. Your 480 instructor can help you with this by explaining the
objectives and constraints of the senior thesis option to the mentor and
making it clear what the mentor's responsibilities are. You, in turn,
must be a helpful member of the mentor’s team, and maintain a positive
attitude that will be a credit to you and the university.
The third person involved in your internship is
the 480/481 instructor who will help you with preparing a
proposal for the thesis (480) and the thesis itself (481). He or she
will help you identify potential thesis projects that would be best for
you and can advise you as you initiate communication with faculty
members about possible research with them.
How do I get started?
Start thinking about your senior project during your junior year, as
the latest. Look at the classes you have left to complete and figure out
how the three courses required for a senior project can fit best in your
schedule.