Interested in joining us for one of our Thursday Thesis Think Tank meetings?
Every thesis writer and thesis project is unique, and arguably the single most important thing that you can do as a thesis adviser is to get to know your student well and to be supportive and attentive as they work towards their spring deadline. The amount of structure that different concentrations offer their students can also have a significant impact on how you think about your role as an adviser. In some cases you may feel like an extension of the department’s undergraduate office, encouraging your student to follow its well-articulated pathway towards completion and nudging your student to heed (albeit perhaps with some discretion) its recommended proposal or draft deadlines. In other cases you may be the one responsible for translating the concentration’s somewhat vague guidelines into an actionable roadmap of recommended thresholds and dates. It’s well worth establishing a healthy line of communication with the concentration’s undergraduate office (and with anyone else involved in advising your student’s academic work) from the start of your advising relationship.
Regardless of the precise structure and obligations surrounding your position as an adviser, there are a number of things which you can do to help just about any student have a meaningful, and successful, experience with the senior thesis. Here are five key contributions which you can make:
In an ideal world, every student would enter the thesis process fully prepared for every aspect of scholarly work. They all would know how to ask an analytical question suitable for a 60- or 100-page paper, how to find relevant data, how to draw lucid figures, how to format every footnote or methods section, … . Likewise, we might wish that every thesis topic lent itself equally well to the particular constraints of Harvard’s resources and academic calendar. If only that essential cache of Russian manuscripts existed in a published English translation in Widener! If only this experimental protocol took two weeks rather than four months! In reality, however, every thesis involves some compromise—perhaps significant compromise. One of your most important jobs as a thesis adviser is to roleplay your student’s future audience, and to help your student understand that the most successful theses ask questions that are not only meaningful, but that can be answered at least somewhat plausibly by the set of skills, resources, and time that is available to a Harvard undergraduate. Insofar as a student is determined to tackle a dissertation-sized question, the adviser can at least remind the student that it will be important to frame the results as a “partial” answer or a “contribution towards” an answer in the introduction.
As with the previous point about managing expectations, it is important that an adviser be able to remind their student that the senior thesis is not, and will not be, the moment when students magically become “better” people than they already are. Students who have been night owls during their first three years of college are unlikely to transform miraculously into the type of scholars who rise at 6am and write 1000 words before breakfast—no matter how much they yearn to emulate some academic role model. Students who have participated actively in a sport or other extracurricular are unlikely to be able to simply recoup those hours for thesis work—cutting back three hours/week at The Crimson is at least as likely to translate into three more hours spent bantering in the dining hall as it is into three hours spent poring over the administrative structure of the Byzantine Empire. The point is that students can benefit from being reminded that they already know how to do the kind of work expected of them on the thesis, and that it may be counterproductive—if not downright unhealthy—to hold themselves to new or arbitrary standards.
With relatively few exceptions, most of the writing projects assigned in college are sufficiently modest that students can wait to start writing until they have figured out the full arc of what they want to say and how they want to say it. It’s possible, in other words, to plan and hold the entirety of a five-page essay in one’s head. This is simply not true of a senior thesis. Theses require the author to take a leap of faith—to start writing before the research is done and long before they know exactly what they want to say. Students may be reluctant to do this, fearing that they might “waste” precious time drafting a section of a chapter that ultimately doesn’t fit in the final thesis. You can do your student a world of good by reminding them that there is no such thing as wasted writing. In a project as large as a thesis, writing is not merely about reporting one’s conclusions—it is the process through which students come to figure out what their conclusions might be, and which lines of research they will need to pursue to get there.
While academic research and writing can and should be a creative endeavor, it is also undeniably true that even professional scholars draw upon a relatively constrained set of well-known strategies when framing their work. How many different ways, after all, are there to say that the conventional wisdom on a topic has ignored a certain genre of evidence? Or that two competing schools of thought actually agree more than they disagree? Or that fiddling with one variable has the power to reframe an entire discussion? Students may struggle to see how to plug their research into the existing scholarly conversation around their topic. Showing them models or templates that demystify the ways in which scholars frame their interventions can be enormously powerful.
As noted above, the senior thesis is a long process, and while it’s rarely a good idea for students to change their work habits in an effort to complete it, it is important that they be working early and often. Occasionally students do become overwhelmed by the scope of the project, and begin to feel defeated by the incremental nature of progress they are making. Even a good week of work may yield only a couple of pages of passable writing. Ideally a student feeling overwhelmed would come to their adviser for some help putting things into perspective. But for a student used to having a fair amount of success, the struggles involved in a senior thesis may be disorienting, and they may worry that they are “disappointing” you. For some, this will manifest as a retreat from your deadlines and oversight—even as they outwardly project confidence. They may begin bargaining with themselves in ways that only serve to sink them deeper into a sense of panic or shame. (“I’m long past the deadline for my first ten pages—but if I give my adviser a really brilliant fifteen-page section, he won’t mind! Surely I can turn these four pages into fifteen if I stay up all night!”) One of the best things that you can do as an adviser is keep contact with your student and make sure to remind them that your dynamic is not one of “approval” or “disapproval.” It is important that they maintain a healthy and realistic approach to the incremental process of completing the thesis over several months.
The Art of Thesis Writing: A handout for students
Harvard's Academic Resource Center on Senior Theses
Senior Thesis Tutors at the Harvard College Writing Center
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Provides that all graduate students are to receive appropriate advising throughout their degree programs.
Effective academic advising is a critical component of a successful graduate degree program. At Stanford, all matriculated graduate students are to be advised by a member of the faculty. The nature of academic advising may differ for different programs and at different stages in a degree program.
By the start of their first term of graduate study, students should select or be paired by the degree program with faculty advisors who assist them in planning a program of study to meet degree requirements. The process for the selection or assignment of advisors for incoming students, sometimes referred to as program advisors, academic advisors, or first-year advisors, varies and should be explained in writing to incoming students. The timing and process by which students may change from this initial advisor to a more permanent advisor should also be explained.
The degree program should also ensure that doctoral students are informed in a timely fashion about procedures for selecting a principal dissertation advisor, reading committee members, and orals committee members. Degree programs should make every effort to assist doctoral students who are not yet admitted to candidacy in finding an appropriate principal dissertation advisor, and dissertation co-advisor if appropriate.
Students are obliged to follow degree program procedures for identifying advisors and committee members for their dissertation reading and university oral examinations and ensure the membership of those committees is aligned with university policies (see GAP 4.7 Doctoral Degrees, University Orals Examinations and Committees and GAP 4.8 Doctoral Degrees, Dissertations and Dissertation Reading Committees ).
Applicable to all graduate students, faculty who advise graduate students, and degree programs.
3.3.2 Academic Advising: Implementation
General responsibilities of faculty advisors.
The university requires that within each degree program minimum advising expectations be set for both advisor and advisee. Such minimum expectations must differentiate between master’s and doctoral programs, and between different types of advisors (academic/program vs. research.) These degree program expectations must be distributed to faculty and graduate students on an annual basis at the start of each academic year and must be easily accessible on the web. Faculty are expected to affirm that they have received the advising expectations. Each faculty member has the prerogative to augment the degree program's advising expectations with their specific additional expectations, while remaining consistent with the degree program's advising policies.
Faculty advisors are to:
The principal dissertation advisor (also called thesis advisor or research advisor), who must be a member of the Academic Council, establishes a critically important relationship with the doctoral student. The principal dissertation advisor provides guidance and direction to the doctoral student’s research, as well as evaluation of the student’s progress, often in the context of a research group. As a mentor and a role model, the dissertation advisor plays a critical role in the student’s development as an academic researcher. In many cases, the dissertation advisor is expected to provide financial support for the doctoral student, typically from research grants and contracts.
The dissertation advisor will normally serve as a member of the student’s oral examination committee, and as the chair of the student’s doctoral dissertation reading committee.
Because of the critical importance of this role, and the potential significance of difficulties that may arise in this relationship, degree programs should designate a resource for faculty members and graduate students to call on for assistance in resolving difficulties. This role may be filled by the department chair, the faculty Director of Graduate Studies, or a specially designated resource in the degree program. Students, faculty, and staff may also consult with campus resources including VPGE, the Graduate Life Office , the School Dean’s Offices , and the University Ombuds or School of Medicine Ombuds .
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At their discretion, students may identify a co-advisor in addition to the principal dissertation advisor; normally both principal advisor and co-advisor are members of the Academic Council. A former Stanford Academic Council member, emeritus professor, or non-Academic Council member may serve as co-advisor with the appointment of a principal dissertation advisor who is currently on the Academic Council (see GAP 4.8 Doctoral Degrees, Dissertations and Dissertation Reading Committees ). Professors who have recently become emeritus and have been recalled to active duty may serve as principal dissertation advisors, though they are no longer members of the Academic Council. Requests for further exceptions to the requirement that the principal dissertation advisor be a current member of the Academic Council, for example for recently retired emeritus professors who are still actively engaged on campus, but not recalled to active duty, will be reviewed by the Office of the Vice Provost for Graduate Education.
It is expected that faculty advisors will hold an appointment in the student’s major department or program. An advisor may be appointed from outside the major department subject to the approval of the major department; a co-advisor who is a member of the department is recommended. Departmental approval is conveyed by means of recording the name of the advisor in the PeopleSoft Student Administration record. Students enrolled in an interdisciplinary graduate program (IDP) should have a faculty advisor who is affiliated with the program. Interdisciplinary program approval of an advisor outside the department is automatic, since by definition IDPs only have affiliated faculty, not departmental faculty.
Students may change advisors at different time points in their program. For example, in some degree programs it is typical to change sometime within the first two years from an assigned first-year or program advisor to a principal dissertation advisor selected by agreement of the student, faculty, and degree program. Students may change advisors for other reasons, for example, if their research interests change or if their advisor leaves Stanford. Occasionally, a student’s research may diverge from the area of competence of the advisor, or irreconcilable differences may occur between the student and the faculty advisor. In such cases, the student or the faculty advisor may request a change in assignment. The degree program should make every reasonable effort to facilitate the change and to pair the student with another suitable advisor, which may entail some modification of the student’s research project.
In the rare case where a student’s dissertation research on an approved project is in an advanced stage and the dissertation advisor is no longer available, every reasonable effort must be made to appoint a new advisor, usually from the student’s reading committee. This may also require that a new member be added to the reading committee before the draft dissertation is evaluated, to keep the reconstituted committee in compliance with the university requirements for its composition. (Advisor changes are made with the Change of Dissertation Adviser or Reading Committee Member form).
In the event that a student’s advisor leaves Stanford University or becomes emeritus, and has not been recalled to active duty, that advisor may continue to work with the graduate student as a co-advisor and serve on the oral and dissertation reading committees, with the appointment of a principal dissertation advisor who is currently a member of the Academic Council (see GAP 4.8 Doctoral Degrees, Dissertations and Dissertation Reading Committees ). Professors who have recently become emeritus and have been recalled to active duty may serve as principal dissertation advisor, though they are no longer members of the Academic Council. Requests for further exceptions to the requirement that the principal dissertation advisor be a current member of the Academic Council, for example for recently retired emeritus professors who are still actively engaged on campus, will be reviewed by the Office of the Vice Provost for Graduate Education.
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Published on October 13, 2015 by Sarah Vinz . Revised on March 24, 2017.
Making an appointment, asking questions, confirming agreements.
Dear Dr. Janssen,
The college has informed me that you will be my supervisor. I would therefore like to make an initial appointment to discuss my dissertation idea with you.
I look forward to hearing from you as to when you would be available to meet with me.
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Dear Prof. Smith,
I have encountered several difficulties while working on my dissertation. Could you please answer the following questions?
I would like to make an appointment to discuss these questions with you. When would be convenient for you?
I am writing in follow-up to our meeting on Monday. Could you please check the notes I have prepared concerning what we agreed and confirm that they are accurate?
Thanks in advance for your response.
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Joyner, R. L., Rouse, W. A., & Glatthorn, A. A. (2013). Writing the Winning Thesis or Dissertation: A Step-by-Step Guide . Thousand Oaks, CA: Corwin Press.
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Nygaard, L. (2017). Writing your master’s thesis: From A to Zen . Sage.
Parija, S. C., & Kate, V. (2018). Thesis writing for Master's and Ph.D. program . Singapore: Springer.
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Fleming, R.S., Kowalsky, M. (2021). Roles and Responsibilities of a Research Advisor. In: Survival Skills for Thesis and Dissertation Candidates. Springer Texts in Education. Springer, Cham. https://doi.org/10.1007/978-3-030-80939-3_11
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We have recently moved over to ProQuest ETD for all thesis/dissertation submissions.
ProQuest is one of the largest, multidisciplinary, full-text databases with a variety of content types, including theses and dissertations. When published, your thesis/dissertation will be accessible to anyone who has access to the ProQuest database, allowing academics from all over the world to view your research.
In addition to ProQuest, Boise State University uses ScholarWorks as an online repository for the publishing of all Theses and Dissertations. Your thesis/dissertation will be published here subsequently. Content included in ScholarWorks is openly available and can be accessed by anyone with an internet connection. Inclusion of Graduate Student Theses and Dissertations helps demonstrate the incredible contributions by Boise State students and assists in promoting research opportunities for future students.
Still confused on how to submit your document? Check out our step-by-step ProQuest Submission Instructions for further information.
Contact the Graduate Student Success Center at: 426-3604 or [email protected]
Initial document upload instructions.
You will receive notification via email when the reviewed copy of your thesis or dissertation is ready for you to view through ProQuest. You will then make any necessary edits before submitting the final version back to the Graduate College.
Once your final thesis or dissertation has been submitted to ProQuest, it will be reviewed by staff from both the Library and Graduate College. Once final approval has been given, it will be made publicly available on ProQuest and the Boise State repository, ScholarWorks, site as per your Access Agreement. Embargoed documents will not be available for download until the embargo period has passed.
One writer explores how some professors guide seniors through the process of composing their undergraduate theses..
As the fall term dawns on us, seniors are entering their final year on campus as members of the Class of 2025. During their time at Dartmouth, they’ve taken seminars, labs and lectures, exploring Dartmouth through a multitude of departments. Beyond the classroom, they’ve completed sophomore summer, enjoyed off-terms and traveled abroad. So what does their last year look like? In many cases, seniors choose to showcase their academic growth by devoting their last year to completing a thesis — a culminating experience tailored to their major.
According to government professor and thesis advisor Jeffrey Friedman, a senior thesis marks a student’s evolution from a pupil in the classroom to a contributor of original academic thought.
To get a better understanding of thesis-writing, I sat down with the individuals responsible for shepherding generations of students through the process: thesis advisors themselves.
Thesis advisors can be any professor within the student’s chosen department. Once a department approves a senior’s proposal, students begin writing during the summer before their senior year, and many enroll in an honors thesis class for the fall term, which serves as a block for research and writing. While thesis advisors help their advisees stay on track outside of class, it is ultimately the student who makes novel contributions to their culminating project.
Seniors selecting their thesis topic — as well as their advisor — tend to pull from past classroom experiences. For many students, thesis topics originate from a class they took with their professor-turned-advisor.
According to Friedman, some of his advisees’ topics have come from his own government seminar classes, which he sees as “most conducive to building close relationships with students.”
“You get to know students’ views and attitudes more than in a lecture-based class, and seminars typically require students to produce more in-depth research in their papers,” Friedman said. “[This often leads] directly to thesis topics, but in general [provides] a clearer sense of the fit between students’ interests and professors’ research approaches.”
After finalizing a topic, the thesis research and writing process carries its own responsibilities. According to English and creative writing professor Carolyn Dever, students are often excited — and intimidated — to get started.
“What [senior thesis classes] tend to do … is help students come together and understand the [scope] of the thesis project,” she said. “The job of the thesis advisor … is to help the student figure out those first steps and all the steps that follow.”
Dever explained that students are largely responsible for setting their own deadlines. The advisor’s job is to hold them accountable and guide seniors to their best work.
“You have to write so much, and somehow it has to fit together and make an original contribution,” Dever said. “My strategy as an advisor is always to help students understand that they already have the skills that they need to accomplish a thesis, they just need to rethink them.”
While Dever advises students working on English theses that aim to answer complex literary questions, Friedman’s government advisees “start by identifying a puzzle.” Often, this means understanding why political behavior varies under different contexts, which becomes the starting point for a thesis investigation.
“Students will then evaluate that theory,” Friedman continued. “Some use historical evidence and case studies. Others use different forms of quantitative data, statistics and experiments.”
Though theses in the humanities tend to incorporate qualitative evidence and theory, theses in the math department use entirely different metrics, even as the end result — an exhaustive research paper — remains the same.
Math professor Rosa Orellana advises honors theses that “have done something new or look at something in a new way.” She recently counseled on a thesis that “arose from map coloring,” the process by which colors are assigned differently depending on borders.
“The results are relatively strong, so we decided to write them up in an article, and we submitted it to a journal,” Orellana said. “It’s in the [publishing] process right now.”
Dever added that students’ academic passions — which may eventually form the basis of their thesis — often crystallize during their sophomore year, “when students’ interests and specific research questions begin to come into focus.”
“Sometimes I’ll work with students who do a Presidential Fellowship with me and use that as a transition point into a thesis,” she said. “Other times, it will be an extension of a paper or project that a student’s done in class, or some sort of really interesting question that students come to that they want to keep drilling down on.”
Orellana added that the analysis methods taught in some math classes guide students to their research topic.
“Most of them have started in MATH 28 [“Introduction to Combinatorics”] … which is the Combinatorics course,” she said. “The way that I have been teaching it is through guided discovery, so it teaches you the research process.”
In addition, Orellana has been approached by a number of students, who she has never taught before and instead read about her area of study — algebraic combinatorics — on the math department web page before asking her to advise them.
Regardless of whether the professor has a past relationship with the student, thesis advisors are able to supervise their advisees’ development over the course of the program, according to Dever.
“For a professor, it’s a chance to really get to know a student … what are the habits of their mind?” Dever said “What is their writing process? How do you help one student as opposed to another?”
Dever added that the most rewarding and thrilling part of the process is “the pride of accomplishment when it all works out.”
For Orellana, the best moment as an advisor is when students discover things that contradict their prior beliefs.
“When you get to be that critical is when you have grown as a mathematician, and you know you’re not blinded by wanting to get a [specific] result,” Orellana said.
Similarly, Friedman enjoys watching students “chart their own path in some novel domain of research.”
“Students often feel quite disappointed when they refute their ideas,” Friedman said. “One lesson that I make sure to tell all my thesis advisees is to make sure [that] when they start their project, that they [should] be just as comfortable with the data not supporting their hypothesis as they would be if the data did.”
According to Dever, the true driver of a thesis project is pure curiosity and wanting to add a novel contribution to the academic world.
“The most successful theses are the ones that authentically represent a student’s serious interests and not what might seem impressive, flashy or exciting to the outside world,” Dever said. “In your nerdiest of nerdy selves, what is the thing that you really want to spend a year thinking about?”
College decision to deny hiring of uic professor stirs controversy, former office manager of the dartmouth sentenced to 15 months in prison for embezzling from student newspaper, college sustains overall racial and ethnic diversity for class of 2028, following spring protests, senior leaders address freedom of expression policies and initiatives, early bird gets the worm: morning routines at dartmouth.
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General guidance on dissertations and theses is available from the Cornell University Graduate School Thesis & Dissertation web page . For more detailed guidance, see Guide on Writing Your Thesis/Dissertation .
Note that in the Bibliography (or References or Works Cited) section of the Required Sections, Guidelines, and Suggestions page , the following advice is offered.
Required? Yes.
IMAGES
VIDEO
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Establish (and stick to) a regular communication cycle. Develop a clear project plan upfront. Be proactive in engaging with problems. Navigate conflict like a diplomat. 1. Clarify roles on day one. Each university will have slightly different expectations, rules and norms in terms of the research advisor's role.
Choosing a dissertation advisor, therefore, is an extremely important decision for doctoral students, although it is not immutable, as will be discussed later. A student undertaking dissertation work needs an advisor who will be not only academically competent in a particular area but also willing to act as the student's advocate when necessary.
Craft a convincing dissertation or thesis research proposal. Write a clear, compelling introduction chapter. Undertake a thorough review of the existing research and write up a literature review. Undertake your own research. Present and interpret your findings. Draw a conclusion and discuss the implications.
By: Jennifer Casiano Finding the correct thesis adviser can be a bit problematic for first-year graduate students. It is a 5+ year commitment and it needs careful analysis. Finding a strong mentor can be the key to success for a graduate student, in combination with the positive influence of a research area that students are passionate about.
Advisor Responsibilities. Guides you in meeting the requirements and expectations for your degree. Helps you develop a plan for completing your program that includes specific milestones and deadlines for the following: Required coursework. Exams required by the graduate field or the Graduate School. Research proposal/prospectus. Research project.
Choosing a thesis advisor or dissertation advisor (often referred to as a dissertation chair) will have a significant impact on your entire dissertation writing experience, and for many years to come. For many doctoral students, their thesis advisor is their single greatest influence in graduate school. Selecting a thesis advisor is a big ...
Choosing a Thesis Advisor Process. osing a Thesis AdvisorProcess: Students are required to find a thesis advisor in advance of their thesis semester, in other words, in the semester. receding their thesis prep term*. This means that students must begin to think about their thesis topics and possible corresponding advisors at the start of their ...
Working with your Advisor. The advising relationship is, at its core, a communication relationship. Some advisors will be better than others about exploring ideas with you, sharing writing strategies and offering other forms of assistance as you research and write your dissertation. By using good communication skills yourself, you can help your ...
Talk to your advisor about any changes you might make. They may be quite sympathetic to your desire to shorten an unwieldy project and may offer suggestions. Look at other dissertations from your department to get a sense of what the chapters should look like. Reverse-outline a few chapters so you can see if there's a pattern of typical ...
Choosing a dissertation advisor, therefore, is an extremely important decision for doctoral students, although it is not immutable, as will be discussed later. A student undertaking dissertation work needs an advisor who will be not only academically competent in a particular area but also willing to
The department should mark the Third examiner is a dissertation co-advisor checkbox on the Application for the Dissertation Defense prior to submitting to the Dissertation Office ([email protected]) for review. Departmental policy determines whether non-tenured faculty on the tenure track must co-advise a dissertation with a tenured faculty member.
The dissertation advisor, along with the Dissertation Committee, the Office of Graduate Studies, and the Graduate Program Director, plays a critical role in a student's completion of the doctorate. The following guidelines are intended to help dissertation advisors understand and fulfill this role.
Meeting with the advisor when requested and reporting regularly on progress and results, including informing the advisor of any significant changes that may affect the progress of the research. Establishing a dissertation committee, with the assistance of the advisor, early in the dissertation stage, as required by the graduate group.
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One of the best things that you can do as an adviser is keep contact with your student and make sure to remind them that your dynamic is not one of "approval" or "disapproval.". It is important that they maintain a healthy and realistic approach to the incremental process of completing the thesis over several months.
If your advisor made you work on a project in their area that you are least interested in (e.g. for a grant) would you still be excited doing that work? [Useful for choosing between advisors] "If you run out of your primary funding for a student how do you expect the student to handle that" [advisor's responsibility / you'll have to ...
ng open to learning about a new area.A good advisor understand. scope and quality of a dissertation.There is something t. be said for ex-perience and success. Advisors with considerable research experience and success understand what it takes to create and package research that me.
When in doubt, a very important source of helpful information is to ask senior faculty, such as your graduate program advisor or your undergraduate thesis advisor, for their candid thoughts about particular faculty members of interest. A student would do well to listen carefully to the responses, as a senior faculty member is unlikely to torch ...
The principal dissertation advisor (also called thesis advisor or research advisor), who must be a member of the Academic Council, establishes a critically important relationship with the doctoral student. The principal dissertation advisor provides guidance and direction to the doctoral student's research, as well as evaluation of the ...
I think answers from both faculty and dissertation-writing students would be useful here, as would further or follow-up questions from graduate students facing particular issues in selecting an advisor. prospective current. crucial to set clear expectations. "There Is No Guru". identifying your needs and proactively getting them met.
Making an appointment. Dear Dr. Janssen, The college has informed me that you will be my supervisor. I would therefore like to make an initial appointment to discuss my dissertation idea with you. I look forward to hearing from you as to when you would be available to meet with me. Sincerely,
A research advisor, often referred to as a thesis or dissertation chair or committee member, is the faculty member that your college or university has designated to lead the work of your thesis or dissertation committee. Specifically, this professor will assume primary responsibility for assisting you throughout the research process, and this ...
Guide for Online Submission Form. Primary Language of Dissertation/Thesis: Use the drop-down box to pick English if it is not automatically applied. Title: Enter the title of your thesis or dissertation exactly as it appears on the title page of your document, using Title Case. Abstract: Enter the abstract from your document. Often abstracts will be the only way readers can determine if they ...
According to government professor and thesis advisor Jeffrey Friedman, a senior thesis marks a student's evolution from a pupil in the classroom to a contributor of original academic thought. To get a better understanding of thesis-writing, I sat down with the individuals responsible for shepherding generations of students through the process ...
General guidance on dissertations and theses is available from the Cornell University Graduate School Thesis & Dissertation web page.For more detailed guidance, see Guide on Writing Your Thesis/Dissertation.. Note that in the Bibliography (or References or Works Cited) section of the Required Sections, Guidelines, and Suggestions page, the following advice is offered.