Every Barnard senior has to complete a capstone project to graduate, but for Biology majors, there’s a decision to make first: Senior Seminar in Biology or Senior Thesis Research & Seminar? Choosing between these courses can feel daunting, especially with varying coursework, research commitments, and post-graduation goals to consider. So, how do you know which course is right for you?
For Tori Cordero, a current senior majoring in Cellular & Molecular Biology, choosing the yearlong Senior Thesis Research & Seminar course came naturally. Tori has conducted her own research in the Snow Lab since her sophomore year, when she joined the lab: “Conducting my own research feels amazing. Being new to the sciences is sometimes daunting since, of course, there’s a learning curve, but it’s amazing to watch yourself grow.” She attributed much of her success and growth as a researcher to the collaborative environment both in the lab and during class sessions. Her lab is comprised entirely of undergraduates. Tori describes it as similar to working with her friends; there is no intimidation when asking questions, and little hierarchy: “Professor Snow, my PI, has given me so much autonomy and so much control over my project while simultaneously giving me the tools I need to succeed. I’ll come to him with a problem, we’ll work through it together, and he will dedicate as much time as necessary to help me do that.” She thinks conducting research and writing a thesis is an invaluable experience for students pursuing research careers: “I want to pursue research as a career, and a huge part of that is writing—whether it’s publications or grant proposals. I thought this course would be great practice for articulating my research and gaining experience in scientific writing."
Sumayya Mokit entered the Reinmann Lab at CUNY Advanced Science Research Center in her junior year to gather data for her Senior Thesis. Her lab, off campus and filled with graduate students, left her largely on her own during her semesters of research. Her PI’s schedule made it difficult to meet regularly, so she leaned on her motivation and the weekly seminar to stay on track. Though the idea of presenting at the Undergraduate Research Symposium initially made her anxious, consistent practice and encouragement transformed it into a genuinely exciting experience. Her classroom peers played a key role in her presentation, and she found their feedback easy to understand. As an Environmental Biology major, translating and deconstructing discipline-specific knowledge into a talk anyone could understand was challenging. With the support of both peers and instructors, she crafted a talk that was easily accessible and fully represented the integrity of her research. "I really liked that we had time in class to prepare,” Sumayya says. “We could test different methods—how we wanted to visually present our data, how to phrase key points, all of that. By the end of the fall semester, I had a really clear idea of exactly what my presentation needed to be."
Monica Manmadkar, a Computational Biology student, decided to enroll in Senior Seminar in Biology. As a Computational Biology major with extensive research experience, she was already well-versed in computational work. Monica’s decision to enroll in Senior Seminar was a practical one, given that the course spanned one semester instead of two and did not require a research commitment outside of scheduled class hours. Taking Senior Seminar in Biology allowed her to take Guided Research and Seminar her senior year, an option not available for students enrolled in Senior Thesis Research and Seminar. Monica pointed out that students don’t always know the exact course theme ahead of time, although it’s often possible to guess based on the instructor’s research interests. Monica says, “If someone dedicates time and energy to a senior capstone thesis on a topic that isn’t closely connected to their major, it could be a challenge.” Even then, Monica worked alongside Professor Resetarits to tailor a research topic reflective of her research interests. For her final paper, Monica explored how macroalgae affect coral reef health, a topic she spun from the class’s broader ecological lens. She saw the course as an opportunity to branch out and explore new areas beyond her usual focus: “I think it was a great opportunity to go abroad, away from what I usually study, and really delve into ecology. We weren't restricted to stay within a particular topic. It just had to be within the realm of ecology & evolution.”
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- INNELOY POLANCO '27
