Published Study Highlights How Co-Designed Syllabi Empower Honors College Students
By Melanie Kershaw
Honors College faculty and alumni are highlighting how a collaborative approach, “Students and Faculty Co-Design Syllabi” published in the Deeper Learning Journal of Practice, is transforming the traditional undergraduate thesis. The study details how students and faculty can work as colleagues to co-design customized thesis syllabi, shifting the focus from a rigid checklist of requirements to an active partnership. It was published in August 2026 by co-authors:
- Dr. Jordan Hazelwood, associate professor in the Department of Rehabilitation Sciences, program director of Communication Sciences and Disorders, and Honors thesis mentor;
- Kathryn Long, 2025 Honors College alumna, who earned a Bachelor of Science in communication sciences and disorders and is currently pursuing a master’s degree in speech-language pathology at East Carolina University;
- Stacy Thornton, 2025 Honors College alumna, who earned a Bachelor of Science in communication sciences and disorders, served as assistant editor of the Honors Wednesday Memo, and is currently working towards a Master of Science in speech and hearing sciences from UNC Chapel Hill School of Medicine; and
- Dr. Christopher Seitz, associate professor in the Departments of Kinesiology and Public Health, former Honors academic mentor, and Honors thesis mentor.
Dr. Hazelwood, who served as mentor for both Long and Thorton’s theses, said she adopted the co-design framework to help students build intellectual ownership and a professional identity rather than just executing tasks. Mentors must balance guiding their students with letting them learn independently. "The biggest challenge of working with students on their thesis is judging how much writing guidance and encouragement are needed," Dr. Hazelwood explained. "As a mentor, my goal is to allow enough space for a student to learn while also helping them feel supported through the thesis process." She added,
The importance of building a strong mentoring relationship with my thesis students cannot be overstated. The research process is time-intensive and complex, and helping a student navigate that process requires patience, trust, and an understanding of their individual strengths, challenges, and goals.
Dr. Seitz also noted that starting the thesis process as early as possible builds richer relationships and a deeper appreciation for research. Thornton and Long echoed the value of building professional and personal relationships with their mentors. Long shared,
Knowing that a professor was using the very little free time that they had to help guide and support me through the process gave me a sense of belief in myself.
Thornton noted that her connection with Dr. Hazelwood went beyond academics, helping her navigate graduate applications and even recover from a physical injury. "This process also allowed me to develop a lasting relationship with Dr. Hazelwood, both on a professional and personal front, which has been equally, if not more, valuable," Thornton said.
Similarly, Long added, "The most rewarding part of my thesis experience was the relationships that flourished throughout the project.”
Dr. Seitz explained that he shifted his perspective from traditional thesis supervision to a co-design model after reading academic literature on student-faculty partnerships. While many undergraduate students view their thesis with nervousness or dread, this collaborative framework allows students to actively shape how they learn, fostering academic confidence and personal growth.
A key aspect of the co-design model is requiring students to write their own project syllabi to guide their work. Long recalled feeling initially intimidated by the task of creating her own syllabus. She said moving from highly guided coursework to an open-ended project was challenging but highly rewarding, and explained,
Creating my own syllabus made me feel more accountable because I was responsible for setting goals, organizing my work, and making sure I stayed on track. Unlike a traditional class where the professor provides the structure, having a syllabus that I designed made me feel like I was responsible for my own success.
Thorton used her self-designed syllabus to manage a fear of making mistakes. "I remember being blunt and admitting that I honestly had no idea where to start and that I didn't really feel confident that I knew what I was doing," she said. However, working with her mentor and peers in the research lab helped her overcome those anxieties. She shared,
I had to accept that the only 'wrong' response in research is an absent one, meaning that even if an outcome isn't what you anticipated, it's still a knowledgeable contribution towards the next outcome.
Both graduates designed theses with practical clinical significance. Thornton’s research blended traditional and creative methods to investigate how graduate speech-language pathology students draw the head and neck, and its impact on the diagnosis of swallowing disorders.
She is currently a graduate researcher in the Center for Aphasia and Related Disorders Lab at UNC Chapel Hill. Long’s thesis analyzed patient guest lectures to understand the experiences of stroke and brain injury survivors, helping future speech-language pathologists provide more compassionate care.
Thornton and Long both reported that their research experiences bridged the gap between their undergraduate studies and post-graduate ambitions. "After collaborating with Dr. Hazelwood, I have felt far more confident in my research skills, allowing me to carry this skill set into my didactic and clinical coursework at UNC," Thornton said.
Thornton recalled the reward of presenting her thesis to family, friends and faculty. She said,
It was such a neat feeling to be the expert in the room as a student and to know that I contributed to a field that I'm so passionate about.
By encouraging students to take ownership of their academic paths, the Honors College continues to build a community where students and faculty learn, create and grow together.
Learn more about thesis requirements and the recommended thesis timeline on the Honors College website.