university of education thesis manual

Theses /Dissertations /Long Essay

The UEW Library houses a comprehensive collection of Theses, Dissertations, and Long Essays. These special collection is a testament to the original and scholarly achievements of our students and researchers.

Whether you are a student embarking on your research journey, a faculty member seeking reference material, or a researcher exploring the depths of knowledge, our Theses, Dissertations, and Long Essays collection is a treasure trove of intellectual endeavours that enriches the academic landscape within our institution.

Explore these collections to discover the original and scholarly outputs of our students and researchers at the Serials Library or the Institutional Repository and WINNOPAC .

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Equivalence of ba/b.sc b.ed and m.a/m.sc b.ed degree awarded by the ue, lahore. letter by hec, equivalence of ba/b.sc b.ed and m.a/m.sc b.ed degree awarded by the ue, lahore. letter by ue.

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THESIS PREPARATION AND SUBMISSION PROCESS IN UEW

KENNETH ABBAN

To introduce some baseline uniformity in the format for technical preparation and submission of project reports/dissertation/thesis in the University of Education, Winneba. The Board of Graduate Studies has approved guidelines for students.

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The procedure for research students involves several key steps to guide them through their academic journey. It begins with topic selection and submission for approval, followed by the comprehensive writing of a research proposal. The proposal encompasses various elements, including objectives, aims, significance, literature review, methodology, and research structure. Once completed, the proposal is submitted for approval, which may involve an oral presentation. This systematic procedure ensures that research students demonstrate their passion, competence, and ability to make an original contribution to knowledge in their chosen field of study.

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Formatting Requirements

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Thesis and Dissertation Credit

The Graduate School has not prescribed a particular style manual to be followed in writing a thesis/dissertation. The style chosen must be appropriate to the student’s field of study. However, the Graduate School has adopted standards for form and organization. These standards are outlined in the formatting manual linked on this page.  

We have also provided a quick guide to submission and formatting under the Formatting and Submission Resources heading on the right of this page.

Formatting and Submission Resources

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The Graduate School offers a free formatting review to all students submitting a thesis or dissertation.  This review is not required, but is strongly suggested.  To obtain a review, please email your thesis/dissertation, either in PDF or with a sharing link, to [email protected] with 'Thesis Review' as the subject line. Reviews may take up to a week depending on the time of year. 

Students should become familiar with the formatting requirements that are outlined in the thesis manual.  The formatting specifications are based on universal formatting required by many colleges and universities around the country.  These requirements are also mandated by the publisher to ensure that all thesis and dissertations have a consistent format.

Students should not rely solely on previously bound copies of theses for answers on formatting issues. While bound copies may provide ideas for possible procedures, format requirements may have changed. If you have a question, please contact the Graduate School. 

The Graduate School does not create or host any formatting templates (Overleaf, LaTeX, etc.).  Any templates that may exist were created by prior students.  Students are advised caution when using previously created templates as formatting requirements may have changed. 

Final Submission

The final approved thesis/dissertation must be submitted for publication by ProQuest via the UNH ETD Administrator website by the appropriate deadline as published in the Graduate School calendar. Bound copies are available for purchase through ProQuest at the time of submission. Students should check with their department to determine if a bound copy is required. All fees are to be paid by the student at the time of submission.

Students are advised not to wait until the last minute to submit their work. Submissions must be received by the published deadline for your intended graduation term unless the Graduate School has granted an extension. The specific deadline for submission for each graduation date is published on the UNH Academic Calendar as well as on our calendar page .

*Under no circumstances will a submission be accepted after the graduation date has passed.

The final version of the thesis must be submitted electronically to the Graduate School via the secure UNH ProQuest ETD Administrator website: http://www.etdadmin.com/unh . Submissions should be made only after a student has successfully passed the defense and has made all the necessary corrections required by their committee. In addition to the ProQuest submission, students will also need to submit the Thesis Submission Form to the Graduate School Dean's Office as well as a copy of their signed signature page.  

ProQuest Thesis/Dissertation submission: Submit the completed and approved thesis/dissertation through ProQuest.  You will be able to choose from two publishing options and will be able to purchase bound copies if desired.

Signature Page: The signature page is created by the student and should be based on the sample template that we provide in the thesis formatting manual.  This page should be signed by all committee members as confirmation that the thesis/dissertation has been approved.

Final Submission Form: This form, found linked at the top of this page, is to be filled out and submitted by the student as confirmation that all steps in the process have been completed.

The submission form and signature page can be submitted as PDF files to [email protected] (preferred).  Pages can also be submitted in person or mailed to the Graduate School Dean's Office in Thompson Hall.

These materials can be submitted in any order.  Once all materials have been received the Graduate School will review the submission.  If there are changes needed, the student will be notified and will be able to make the necessary changes and resubmit.

Students can choose between Traditional Publishing (no cost) or Open Access Publishing.  More information about the publishing options can be found on the ProQuest website at the time of submission.   All publishing fees are the responsibility of the student. 

Thesis/dissertation submissions will be sent for publishing after all degrees are awarded.  Publishing normally takes 8-10 weeks.  Once published, the thesis/dissertations will be made available online through ProQuest as well as through the UNH Library Scholar's Repository.  

Note: If the student opted for an embargo, then release will not be completed until the embargo expires.  In the case of an infinite embargo, the submission will never be made available. 

Students can request bound copies at the time of submission.  The Graduate School does not require students to purchase copies to complete the submission process.  However, some departments may still require/request copies.  Students can select any format for personal bound copies, however, for university use the 8 1/2 x 11 hardcover is recommended.  Payment for any bound copies is the responsibility of the student. 

After publication, bound copies will be printed and mailed to the address the student provided at the time of submission. Students can also order additional bound copies at any time through the ProQuest portal once publication is completed. 

Please contact [email protected] with any questions.

A thesis requires the completion of between 6-10 thesis credits.  Some departments have more specific requirements.  Students who enrolled for more than 10 credits will need to work with the Graduate School to withdraw the excess credits.  

Once the thesis is approved and submitted the department will submit a request to award the CR grade for thesis completion.  The Graduate School monitors thesis grades closely, but it is not unusual for thesis grades to remain incomplete until immediately before the degree is awarded. 

PhD students are required to register for Doctoral Research (999) each semester until their degree is awarded.  Once the dissertation is submitted and approved the department will submit a request to award the CR grade for the dissertation.  Please note that only the most recent registration of 999 will be given a CR.  All other registrations will have a IA grade. 

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Dissertation Manual

Students can reference the content and drop-downs below for understanding their dissertation requirement and the thesis defense process. Reference a downloadable PDF version of this guidance .

Another Formatting Sample

Topics on this page

Formatting requirements, required sections, guidelines, and suggestions, preparing for your defense, assessing learning outcomes, after the defense, after your graduation date, including previously published materials in your thesis..

Are you planning to include previously published materials in your thesis? If you do, you need to check the copyright status of those materials and, if necessary, request permission form the copyright owner to re-use them, even if you are the author.

Copyright is a legal protection provided to creators of original works of authorship registered in a tangible medium. It gives copyright owners the exclusive right to copy, distribute, perform, adapt or display their works. Many academic authors transfer their copyright to publishers when they publish a book or an article, which means they might need the publishers’ permission to re-use those materials.

Before requesting permission, check your copyright transfer contract with the publisher to see if they already gave you some rights back, such as the right to re-use the materials in your own publications. If not, check the publisher’s website to find information about “Rights and Permissions”. Most academic publishers have agreements with the Copyright Clearance Center to process those type of requests; it is common to see a link saying “Get permissions” somewhere on the book/article/journal or publisher website. Re-use of materials that you authored on your own thesis is usually free of charge.

If there is no easy link to request permissions on the publisher’s website, you may have to contact them directly. Here is an example of the type of information you should include in your permissions request . Remember to keep all the documentation for your records since you might have to share those permissions when submitting your thesis to UR Research and ProQuest.

Still unsure or need more information? Check the following presentation slides or set up an appointment with a Scholarly Communication specialist :

• Moriana Garcia (River Campus Libraries – River Campus)
• Daniel Castillo (Miner Libraries – University of Rochester Medical Center)
• Jonathan Sauceda (Sibley Library – Eastman School of Music)

The dissertation must be written in English, except where the subject matter demands otherwise, and an exception has been approved by the school’s dean for graduate studies.

• The narrative of the thesis should be formatted for 8.5 x 11-inch paper in portrait format (text running across the shorter dimension of the page).
• All margins must be at least 1.25” (one and one-quarter inches), including those on tables, figures, and appendices. Tables or figures may be printed in landscape layout (content running across the longer dimension of the page) if necessary. See page number section for numbering on those pages.
• Font size must be at least as large as 10-point Arial or 12-point Times New Roman.
• Fonts in figures and tables may be smaller than 11-point, but all must remain legible when reduced to 50% size.
• The front matter (abstract, biographical sketch, dedication, contributors and funding sources, table of contents, etc.) and body of the text must be double-spaced.
• After the title page, each page in the thesis, including pages with tables, figures, references and appendices, must include a page number.
• Page numbers must be placed in the top margin of each page, preferably in the top right.
• If you are including any landscape-oriented pages, number all your pages in the upper right corner rather than centered at the top of the page, because at least half the time, the numbers will be in the correct position to appear in the upper outside corner when the thesis is printed double-sided.
• For information on how to make these changes, please reference this link .

Your dissertation should follow the order of the drop-downs below. Click into each drop-down to understand requirements and best practices.

• Required? Yes
• The title of the thesis is typed in upper-and lower-case letters. This is to ensure that the words (such as proper names) within the title are capitalized correctly when listed elsewhere.
• Do not include degrees or credentials of your advisor(s) and do not list other members of your committee. Committee members are listed in the Contributors and Funding Sources page. Include the word ‘Professor’ in front of the name of each advisor on the title page.
• The name of your department and school appear on the title page. If you are in an interdisciplinary program, list the program name rather than a department, followed by the school(s).
• Provide the year (but not the month or day) of your expected degree conferral. The degree conferral may, or may not, be the same year as the defense. Please refer to the PhD calendar for completion dates required for each of the five conferral dates through the year.
• Required? No
• This is a single statement on itsown page following the title page indicating an individual or group whom you wish to honor by the production of this work. If you include a dedication, it will be numbered as page ii. Acknowledgments are different; see details below.
• The table of contents needs to include entries for all of the front matter except for the title page and table of contents page. Also include, as part of the front matter, entries for your List of Tables, List of Figures, etc. (if applicable). Following those entries, indicate the title and page numbers of the main divisions or chapters and the major subdivisions or subheading levels. The numbering and wording used in the Table of Contents must match the numbering and wording of the titles and headings in the front matter and text . See above for correct page numbering.
• You need not include every level of subheading, but if you include any listings from a certain level, you must include all from that level. Levels can be indicated in the table of contents by indenting, numbering or both.
• The bibliography and any appendices must be listed with their starting page numbers.
• In one to three paragraphs, provide some basic facts about your scholarly life and career, without including personal data such as birth date. The information listed in this section should be limited to professional experience that is related to the field of the dissertation. These include the colleges and universities attended, the major fields of study at each, and the degrees and academic honors awarded. If you have relevant professional experience such as employment in your career field, you may describe it briefly. Follow this with a description of your work at the University of Rochester, including dates of residence, graduate programs pursued, name(s) of advisor(s), and all university appointments (e.g. fellowships, scholarships, research and teaching assistantships or traineeships). Do not include a complete scientific curriculum vitae or professional resume. Do not include future plans or employment.
• Follow this narrative with a reference list of all works published or in review for publication during your time at the University, including content or results from the dissertation that have been published in full or in part. This listing may include publications mentioned on the Contributors and Funding Sources page. See that section below on including previously published articles as chapters in the dissertation.
• Acknowledgments are a statement of appreciation from you to others such as mentors, advisors, colleagues, friends and family, for their support during your doctoral study. Recognition of colleagues’ or mentors’ direct contributions to this work and of awards or funding sources that provided support for the work will appear in a subsequent section on Contributors and Funding Sources.
• This section does not have to have the same professional information as the biographical sketch.
• The abstract should present a brief summary of the thesis indicating the purpose, the procedures or methods used, the results or product that was produced, and the conclusions you reached. The abstract should be written very carefully and proofread by your advisor because it will be distributed worldwide by ProQuest®/UMI in the electronic database “Dissertation Abstracts International.” In print indexes, the abstract will be truncated at 350 words, so you may wish to use this as a length limit. Electronic listings will include the full abstract regardless of length.
• In this section, name all members of the dissertation committee. Then, any collaboration with others in carrying out your dissertation research or in publications reflecting that research must be clearly described, and your independent contributions must be made clear. The sources of financial support for your research must be listed. If you completed all the work independently without outside funding support, indicate this here as well.
• You may include as chapters or sections in the dissertation your own work that has been previously published elsewhere, as long as that publisher’s copyright permits, and as long as your contribution to multi-authored work is made clear in this section. The dissertation will not be approved if any content is subject to governmental or other restrictions that limit freedom of publication.
• Required? Not always (see below for more detail)
• A disclaimer is required in any document or other information product containing Scientific and Technical Information (STI) that resulted from research and development or related activities funded byDOE or performed at LLNL or another DOE facility.
• This document was prepared as an account of work sponsored by an agency of the United States government. Neither the United States government nor Lawrence Livermore National Security, LLC, nor any of their employees makes any warranty, expressed or implied, or assumes any legal liability or responsibility for the accuracy, completeness, or usefulness of any information,apparatus, product, or process disclosed, or represents that its use would not infringe privately owned rights. Reference herein to any specific commercial product, process, or service by trade name, trademark, manufacturer, or otherwise does not necessarily constitute or imply its endorsement, recommendation, or favoring by the United States government or Lawrence Livermore National Security, LLC. The views and opinions of authors expressed herein do not necessarily state or reflect those of the United States government or Lawrence Livermore National Security, LLC, and shall not be used for advertising or product endorsement purposes.
• Required? When applicable
• If tables are included, all tables, whether on separate pages or included in pages of text, must be numbered and listed. Tables must be numbered uniquely and consecutively from beginning to end of the thesis. Table titles listed must be identical to the titles used within the body of the work.
• If photographs, maps, diagrams, graphs or drawings are included, a list with numbers, titles, and thesis page numbers must be included. If more than one category of illustration is used, provide an individual List of Figures, an individual list of Schemes and an individual List of Symbols, etc., each starting on a new page.
• As for tables, figures must be numbered uniquely and consecutively from beginning to end of the thesis, and figure titles listed must be identical to those used within the body of the work. A List of Symbols or List of Abbreviations may be included after the List of Tables and/or List of Figures. Provide, in alphabetical order, the abbreviations and the words they represent. Page numbers are not required.
• Books, articles and other materials used in the dissertation should be listed according to the accepted bibliographic practice in the field of your thesis. A single bibliography at the end of the dissertation is preferred. If you list references or a bibliography at the end of each chapter, the first page of each should be listed in the Table of Contents. Bibliographies may be single-spaced.
• Ethical scholarship requires that you show clearly the sources of the facts and concepts represented in your dissertation, whether published books and articles, unpublished historical documents or theses or personal communication with other workers in the field. The format of this documentation varies by field. Consult with your department and advisor for standard reference procedures in your discipline and apply them consistently. Plagiarism, even if unintentional, can result in forfeit of your degree.

At least six months before you plan to defend your dissertation, you should contact the graduate coordinator of your program for details regarding the submissions defense. During the months leading up to the anticipated defense, your graduate coordinator will walk you through the process and explain any department specific nuances.

You also will want to take full advantage of internal reviews of the dissertation before uploading the thesis for defense registration, in order to minimize the number of errors in the registration version.

Pay careful attention to the five PhD degree cycle deadlines. In each degree cycle, there is a deadline for the last day to complete your degree requirements, consisting of uploading the final abstract and dissertation to ProQuest®, submitting a UR Research authorization form, and completing two required surveys. There are no exceptions to the deadlines.If a deadline is missed, your name cannot be approved by the Council on Graduate Education and presented to the Board of Trustees until the following degree date.

Before the defense is scheduled, your graduate coordinator will need:

• PDF of the Thesis
• Names of all committee members
• Faculty person that has been contacted and confirmed to be the Chairperson
• Definitive date and time that all committee members have agree upon
• Name as you would like it to appear on the Diploma
• Your personal e-mail address that will be active for up to 3 months after graduation date.
• A complete address to use for commencement and diploma mailings- that will be active for up to 3 months after graduation date.
• Zoom link, if applicable.

thesis presentation competition

Three Minute Thesis (3MT)

Consider signing up for the University’s Three Minute Thesis competition as another way to prepare. Students are challenged to describe their thesis research to a global audience—in only three minutes.

Learn more and sign up

After the oral defense, each faculty member of each final oral defense committee completes an evaluation of the rigor of the defense process and of the candidate’s degree of achievement of the University’s PhD Learning Outcomes. Because the PhD degree is granted by the University rather than by the individual schools, end-of-program PhD learning outcomes that apply to all disciplines are identified and assessed at the University level.

As part of these learning outcomes, the University PhD graduate must have demonstrated the ability to:

• Select and defend important problem or topic for study
• Demonstrate mastery of relevant knowledge in the field
• Apply rigorous methods of the discipline
• Produce a valuable product and accurately appraise its importance
• Communicate effectively in academic writing
• Effectively defend the work when questioned.

The committee chair will certify the outcome and submit that information the University Graduate Education and Postdoctoral Affairs office.

The student must make all corrections to the dissertation. This includes any identified by the committee, as well as corrections the graduate program staff asked for. A document prefaced with the letters UGE has been saved to the record in the PhD defense registration site.

Once corrections are made and approved as instructed above, the student will create an account and upload the final corrected copy to ProQuest/UMI. The student retains the copyright for the dissertation and it remains the student’s intellectual property.

• The student will go to this website and create an account. Be sure all information is entered accurately.
• Complete the ProQuest publishing agreement form.
• The final uploaded copy in ProQuest is inspected by University Graduate Education staff to be sure all corrections were captured.
• Complete the UR research authorization form indicating choices for access. Click here for the UR Research Form (Online) .
• One may limit access to the dissertation for a certain period of time. If that time expires, an email to [email protected] to extend the embargo will be required.
• Complete the University of Rochester PhD Experience Survey and the National Survey of earned Doctorates . The University Graduate Education office will automatically be notified once these surveys are complete.
• The ratings and related comments from both students and faculty are analyzed by University Graduate Education at least annually, in aggregated and de-identified form. Results are reported to the University Council on Graduate Studies and leaders of graduate programs to inform program improvements.

Please view your school academic calendars to understand the specific registration dates and requirements for graduation. Links to academic calendars are available on this page .

Once a student completes all these steps, they will receive a confirmation email from Proquest and a confirmation email from the University.

The Graduate Education and Postdoctoral Affairs office will be in contact to confirm correct name spelling on the diploma and to collect a valid mailing address that will be good for 6-8 weeks. If a student has a U.S. address, the diploma will be mailed directly from the company via USPS. If the student supplies an international address, we will receive the diploma and mail it back out with tracking information to the student.

Each of these processes is taking longer than expected because of the current COVID-19 mailing conditions.

In general, you will receive your electronic diploma about a week after you graduate and it will take another 6-8 weeks to receive the paper copy. Diplomas are mailed to the graduate in tubes.

The University bookstore has options for diploma covers.

Get additional information on Diploma and Transcript Orders .

Download the full dissertation guide

An in-depth PDF version of this guidance is available. Download the guidelines now.

Get the PDF

Still have questions?

We encourage you to reach out to the graduate coordinator of your program for information specific to your needs. We’ve also compiled this additional dissertation resources guide with external resources that can help you understand copyright details, embargo processes, and more.

However, if you have general questions or feedback on this dissertation guide, you can submit them via the form below.

• Questions or feedback *
• Name Optional: Please provide if you’d like a follow-up based on your submission
• Email Address Optional: Please provide if you’d like a follow-up based on your submission

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• Oral communication in English language among junior high school pupils, the case of Nuriya islamic jhs Bimbilla  Akombinaba, M. ( University of Education, Winneba , 2022 ) Despite the constant efforts in developing English language in Ghana, it is still obvious that the achievement of the Ghanaian learners is unsatisfactory. In view of this, oral communication in English of the Ghanaian ...
• Akanfo} kunay{ amanne{ mu nhwehw{mu w} new juaben mp}tamu  Owusu-Afriyie, R. ( University of Education Winneba , 2020 ) Dwumadie yi y[ nhwehw[mu a [fa Akanfo] kunay[ amanneɛ a [k] so w] new Juaben Mp]tamu ho. Mepaw nnipa aduanan mmi[nsa (43) a w]w] nimde[ w] kunay[ ho na w]n ankasa y[ akunafo] w] Juaben ne ne mp]tam na [nyaa saa nkitahodie ...
• Asante Akyem nkuro no mu bi edin mu mp!ns!mp!ns!mu w$ m$f$ - sentase kwan so  Forda, A. ( University of Education, Winneba , 2020 ) Dwumadie yi botae1 ne s1 ay1 nhwehw1mu w4 Asante Akyem nkuro no bi edin mu, na ap1ns1mp1ns1m mu w4 m4f4-sentase kwan so. Amansini mmi1nsa a 1w4 Asante Akyem no nyinaa mu na meboaboaa nkuro ahodo4 no din ano. Yeinom ne ...
• Akanfo gyedzi a} fa owu na eyiy {ho, ahenyi mu amandze, nsunsuando na daakye nsakyermu  Annan, M. ( University of Education Winneba , 2020 ) Dɛm nhwehwɛmu yi no botae nye dɛ ɔbɔhwɛ gyedzi ahorow a Akanfo wɔ fa owu na eyiyɛ ho, kwan a Akanfo fa do yɛ ahenyi, nsunsuando a ahenyi nya wɔ ɔmamfo hɔn asetsena na hɔn abrabɔ mu, na nsakyer ahorow a aba Akanfo ahenyi ...
• Oheneba E.K. Haelaefo ayiase nnwom ho mpɛnsɛmpɛnsɛmu  Gyan, E.K. ( University of Education, Winneba , 2021 ) Dwumadie yi yɛ nhwehwɛmu a ɛfa Ghana haelaefo dwontoni Oheneba E.K haelaefo nnwom ahodoↄ no bi ho. Nhwehwɛmu yi botaeɛ boa da nananom Akanfoᴐ gyidie ahodoᴐ binom a ԑfa Owuo ho adi. Nhwehwɛmu yi kↄ so da ᴐhaw ahodoᴐ a Owuo ...
• Women empowerment programmes on television A content analysis of the standpoint and today’s woman  Amoako, E. D. ( University of Education, Winneba , 2021 ) The empowerment of women is considered an essential tool for development. Whereas various groups including governments and Civil Society Organisations are championing the empowerment of women, research into misrepresentation ...
• Utilisation of instructional mediatechnologies in teaching and learning challenges facing teachers and students in selected basic schools in Offinso Municipality  Atuahene, E. ( University of Education, Winneba , 2021 ) The purpose of the study was to explore the utilisation and challenges faced by teachers and students in the use of instructional media/technology in the teaching and learning process, what resources are available, whether ...
• A study of grammar errors in the written exercises of the students of Seventh day Adventist senior high school of Gomoa Jukwa in the central region of Ghana  Bondzie, G. ( University of Education Winneba , 2012 ) Many reports complained about grammar errors in the written exercises of SHS graduates in Ghana. This thesis work aimed to establish the types of grammar errors that SHS graduates commit, the causes of the errors and ...
• Nutritional, textural and shelf-life analysis of vacuum packaged wagashi treated with ginger (zingiber officinale) and African nutmeg (monodora myristica) extracts as a functional dairy food  Ogli, E.K. ( University of Education, Winneba , 2021 ) Wagashi is a form of soft cheese made from coagulated cow‟s milk using fresh Calotropis procera juice extracts. It is a highly nutritious food with an excellent source of protein, fat, vitamins and minerals such as ...
• “An analysis of lexical bundles in the English writings of senior high school students in Accra Metro”  Adipa, J.N.D. ( University of Education Winneba , 2020 ) This study examined the use of lexical bundles in the writings of students of public Senior High School Students in the Accra Metropolis. Specifically, the frequency of occurrence of lexical bundles, their structural ...
• Using multimodal instructional approach to improve second year science students’ conceptual understanding and knowledge retention of photosynthesis and mineral nutrition  Tetteh, A. K, ( University of Education, Winneba , 2021 ) This quasi-experimental research study is aimed at improving students‟ conceptual understanding and knowledge retention in Photosynthesis and Mineral Nutrition in plants using Multimodal Instructional Approach, MIA in Nifa ...
• Using computer assisted instruction to improve students’ academic performance in integrated science in Juaboso Senior High School  Agbemafle, E. D. ( University of Education, Winneba , 2021 ) This study sought to improve Students‟ Academic Performance in Integrated Science Using Computer Assisted Instruction in Juaboso Senior High School. The main objectives were to: Examine the effect of Computer Assited ...
• Ntotoho nhwehw{mu a {fa mmarimay{ ho w} ahw{gor} nwoma nkabom 1 ne antigone mu  Owusuaa, M. ( University of Education, Winneba , 2021 ) Saa kwalitetif dwumadie yi y[ ntotoho nhwehw[mu a [fa s[de[ w]ada mmarima adi w] ahw[gor] nwoma ‘Nkabom 1’ ne ‘Antigone’ mu. Osei Kwadwo ne Sophocles a w]ne ahw[gor] nwoma mmienu yi atwer[fo] no nam asis[m ahoho] a [w] ...
• Using a model (tlms) to assist female junior high school pupils demonstrate rectilinear propagation of light in Bongo District  Baba, N. ( University of Education, Winneba , 2022 ) The study examined how to demonstrate Rectilinear Propagation of Light using a Model (TLMs) with Collaborative teaching techniques to assist female Junior High School pupils improve their academic performance in Rectilinear ...
• Ns}mfua ne kasa mmara nhwehw}mu a }fa Asantefo{ Nkra ne Nkraman din ho  Kusi, F. ( University of Education, Winneba , 2019 ) {twer]fo[ no botae] ne s] [b]hwehw] nkyer]ease] ahodo[ a Asantefo[ de ma edin a w[de toto w[n ny]mmoa (nkra ne nkraman) ne edin no nhyehy]e] w[ m[f[-sentase kwan so. Me ne nnipa aduosia (60) a w[firi Asante Kumase, Asante ...

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Home > USC Columbia > Education, College of > Educational Studies > Educational Studies Theses and Dissertations

Educational Studies Theses and Dissertations

Theses/dissertations from 2023 2023.

Centering the Teacher: How an Autonomy-Supportive Environment Impacts Arts Educators’ Sense of Agency and the Collaborative Culture of Their Education Networks , Kyle Andrew Anderson

Effects of a Self-Monitoring Tracking System Combined With Blended Learning Intervention Time on Students’ Self-Regulated Learning Skills And Academic Performance , Jennifer E. Augustine

Reading Strategies: Impact on Fifth Grade African American Males’ Reading Comprehension and Motivation to Read , Patrice Antoinette Barrett

Tip of the Iceberg in Changing School Culture: Acknowledging and Addressing Microaggressions , Nicole Lauren Becker

Impacts of Technology-Enhanced Dual Enrollment Mathematics Course on Rural High School Students’ Intentions of Going to College , Nicolae Bordieanu

Creating a Culturally Inclusive American Literature Classroom , Holly R. Bradshaw

The Impact of a Series of Professional Development Sessions on Culturally Responsive Pedagogy (CRP) on the Awareness Level of Seven Teachers at a Suburban High School , Charity Jo Brady

The Effects of Gamified Peer Feedback on Student Writing in High School English Language Arts , Kerise Amaris Broome

Evaluating the Impact of Personalized Professional Learning on Technology Integration in the Classroom , Angela Bishop Burgess

An Exploration of Perinatal Stress and Associated Mental Health of Transitioning First-Time Fathers , Timothy Reed Burkhalter

A Study of Computational Thinking Skills and Attitudes Towards Computer Science with Middle School Students , Lorien W. Cafarella

Mitigating Student Anxiety in the Secondary Classroom: A Culturally Sustaining Approach , Erin Hawley Cronin

Daily Activities and Routines: A Comparative Case Study of the Home Language and Literacy Environment of Spanish-Speaking Toddlers With and Without Older Siblings , Eugenia Crosby-Quinatoa

Online Professional Development’s Effect on Teachers’ Technology Self-Efficacy and Continuance Intention to Use Pear Deck , Katherine Shirley Degar

Empowering Teachers to Support MTSS Students: An Action Research Study , Sahalija Dentico

Multisensory Phonics Instruction in Struggling Readers , Amanda M. Dixon

Student Engagement Action Research a Focus on Culturally Relevant Instructional Methods , Amia Dixon

Instructional Coaching: A Support for Increasing Engagement in Middle School Mathematics , Christi Ritchie Edwards

A Holistic View of Integrated Care Within Counselor Education: A Multi-Manuscript Dissertation , Alexander McClain Fields

Faculty Perceptions of Readiness and Confidence for Teaching Online: An Evaluation of Online Professional Development , Kevin Brent Forman

Increasing Phonemic Awareness in Intellectually Impaired Students by Using Wilson’s Fundations Phonics Program in a Self-Contained Classroom , Theresa Lynne Garcia

A Causal Comparative Study of the Effects of Physical Activity Course Enrollment on College Students’ Perceived Wellness, Mental Health, and Basic Psychological Needs , Genee’ Regina Glascoe

The Effect of Computer-Based Learning Modules on Pre-Algebra Student Proficiency and Self-Efficacy in Manipulating Math Expressions Involving Negative Signs , Brian Charles Grimm

Exploring Literary Responses to Culturally Relevant Texts Through an AsianCrit Lens: A Collective Case Study of Chinese American Students in a Community-Based Book Club , Wenyu Guo

The Influence and Impacts of Critical Literacy Intervention in Preservice Teachers Culturally Responsive Teaching Self-Efficacy: A Mixed Methods Study , Heather Lynn Hall

Stories From North Carolina Teachers of Color: An Inquiry of Racialized Experiences in the Workplace. , Deborah Stephanie Harrison

Electronic Portfolios in a High School Community of Practice: Action Research Exploring Writing Experiences in an Advanced Placement Writing Course , Archibald Franklin Harrison IV

The Effects of Problem-Based Learning on Mathematics Motivation in a Flipped Classroom Instructional Environment , Joshua David Harrison

University, City, and Community: Athletics Urban Renewal Projects and the University of South Carolina’s Carolina Coliseum and Blatt Physical Education Center, 1964–1971 , Theresa M. Harrison

Stories from North Carolina Teachers of Color: An Inquiry of Racialized Experiences in the Workplace. , Deborah Stephanie Harrisson

Supporting Black Students in Sixth-Grade Science Through a Social Constructivist Approach: A Mixed-Methods Action Research Study , Kirk Anthony Heath

Effects of Choice Reading on Intrinsic Motivation in Underperforming Sixth-Grade Students , Heather M. Henderson

Academic Success and Student Development in the Health Professions: An Action Research Study , Molly Ellen Higbie

Deficit Thinking in Teacher Course Level Recommendations , Andrew Hogan

The Impact of Cognitive Coaching on High School English Teachers’ Implementation of Metacognitve Reading Strategies , Charrai Hunter

Digital Literacy Integrated Into Academic Content Through the Collaboration of a Librarian and a Core Content Teacher , Jeri Leann Jeffcoat

The Effects of Hip-Hop and Rap Music Intervention to Improve the Wellbeing of Black and African American Men , Lanita Michelle Jefferson

Examining the Relationship Between Multicultural Training and Cultural Humility Development in CACREP-Accredited Counselor Education Programs , Sabrina Monique Johnson

Multimodal Digital Literacy Practices: Perspectives of L2 Academic Writing Instructors , Priscila Jovazino Bastos Medrado Costa

Using Yoga, Meditation, and Art Therapy to Combat Complex Trauma and Promote Social–Emotional Learning in the Art Room , Karen Emory Kelly

STEM Educators’ Perceptions of Gender Bias and the Contributing Factors That Persist for Women in STEM Education , Haleigh Nicole Kirkland

A Qualitative Study Examining and Comparing Families’ and Teachers’ Perceptions of School Readiness , Shalonya Cerika Knotts

The Evolution of Contextualized, Discourse-based Professional Development to Support Elementary Teachers in the Implementation of Conceptual Mathematical Teaching Practices , Jennifer Aren Kueter

A Critical Examination Of An in Class Tabata Based Physical Fitness Protocol on Student Engagement Levels in a Sixth Grade Math Class , Justin R. Kulik

Mathematics Teachers’ Attitudes and Intentions Towards Instructional Videos as Part of a Flipped Learning Model , Jessica Lee Lambert

Increasing Math Knowledge in 3 rd Grade: Evaluating Student Use & Teacher Perceptions of Imagine Math , Paoze Lee

Utilizing Case Studies to Increase Critical Thinking in an Undergraduate Anatomy & Physiology Classroom , Sarah E. Lehman

Exploring Chinese International Students’ Motivational Factors in Non-Mandatory Event Participation , Aimin Liao

Preparing In-Service Elementary Teachers to Support English Language Learners: A Qualitative Case Study of a Job-Embedded Professional Development Using TPACK , Rachel Theresa Lopez

Impact of Virtual Models on Students’ Multilevel Understanding of an Organic Reaction , Eli Martin

Measuring the Impact of Peer Coaching on Teacher Effectiveness at Friendship County High School , Whittney Michele McPherson

The Effects of Technology Integration on Academic Performance and Engagement of Third Grade Social Studies Students: A Mixed Methods Study , Ashley Megregian

Supporting LGBTQ+ ELA Students Through Action Research , Nicole Mustaccio

What Are They Thinking?: A Qualitative Study of Secondary Students’ Critical Thinking in Online Classes , Scott Allan Nolt

Shakespeare in Virtual Reality: Social Presence of Students in a Virtual Reality Book Club , John Funchess Ott Jr.

Teacher Observations as Professional Development Opportunities , Ashton Carrie Padgett

Reading Motivation and Retrieval Practice of United States Undergraduates Aged 18 to 23 , Robyn M. Pernetti

A Descriptive Study of Factors That Support and Hinder Classroom Discourse With English Learners , Jillian Camille Plum

Implementing Meaningful Problem-Based Learning in a Middle School Science Classroom , Celestine Banks Pough

Coaching to Success: Moving From a Fixed Mindset to a Growth Mindset Through Positive Motivation , Shannon Dianna Ramirez

The Impact of a Literacy Program on Summer Reading Setback: Providing Access to Books and Project-Based Learning , Tiffany Gayle Robles

An Examination of Semester-Long Review of Behavior Referral Data at a High School in a Southeastern State , Shalanda L. Shuler

The Impact of the Flipped Classroom Model on Elementary Students’ Achievement and Motivation for Learning Geometry , Kimberly M. Smalls

If Not Me, Then Who? A Study of Racial and Cultural Competence in a High School English Department , DiAnna Sox

“So, the World Isn’t Just Old White Guys?”: Student and Teacher Experiences in a Culturally Relevant Advanced Placement Chemistry Class , James Thomas Sox

1, 2, 3: Counting on Problem Based Learning to Improve Mathematical Achievement in African American Students , Kelley P. Spahr

Implementation of Digital Flashcards to Increase Content-Specific Vocabulary Knowledge and Perceptions of Motivation and Self-Efficacy in an Eleventh-Grade U.S. History Course: An Action Research Study , Jill Lee Steinmeyer

Family Therapy, K-12 Public Education, and Discipline Risk: A Scoping Review and Relationship Analysis Multiple Manuscript Dissertation , Cara Melinda Thompson

The Impact of Extended Professional Development in Project-Based Learning on Middle School Science Teachers , Margrett Caroline Upchurch-Ford

A Qualitative Study on Mental Health Resource Utilization of Enlisted Airmen During the COVID-19 Pandemic , Hassahn Khali Wade

Where Race Has No Place: English Teachers’ Efforts to Maintain Space for Diversity in the ELA Classroom , Muzical D. Waite

Navigating Age of Majority-Related Issues in Special Education: The Current Needs and a Potential Means for Aligning Professional Values With Policy and Practice , Charles Blayne Walters

The Impact of Opendyslexic Font on the Reading Comprehension of Tier II and Tier III Reading Intervention Students , William David Whitmire

Theses/Dissertations from 2022 2022

Implementing a Technology-Based Instructional Module in An Introduction to Engineering Course: The Impact on Student’s Vocabulary Retention and Attitudes Towards Learning , Robin T. Amick

Effectively Integrating Technology to Engage Students and Meet Learning Objectives in Language Arts Classrooms , Jessica L. Austin

The Use of Social Justice Socioscientific Issues in Secondary Biology Classes: An Action Research , Stephanie Marilyn Bailey

The Effect of Explicit Vocabulary Instruction on Elementary Students’ Vocabulary Knowledge and Reading Comprehension: An Action Research Study , Tonia Bauer

A Holistic Approach to Culturally Relevant Education In Biology to Examine Student Engagement , Robyn Brooke Biery

A Descriptive Mixed-Methods Study Examining Teachers’ Needs and Preferences for Technology Integration Professional Development , Amber Birden

The Effects of the Online Remediation of Phonological Processing Deficits on Functional Reading Abilities in Students With Dyslexia , Fletcher Bowden

“Why Do I Have to Learn This Anyway?”: A Qualitative Investigative Action Research Study Into the Tension Between the Rural, Working-Class Masculine Student and the Formal Educative Structure , Joshua Matthew Bowers

White Blindness: An Investigation Into Teacher Whiteness and Racial Ignorance , Mary Katharine Brasche

Using Multimedia Vocabulary Games to Improve Newcomer ESOL Students Motivation and Vocabulary Acquisition , Elizabeth E. Brittingham

Incremental, Spaced Repetition and StudyMate Flashcards: The Impact on College Student Memorization of Measurement Conversion Standards , Patricia A. Bromer

At-Risk Students’ Perception of the Effectiveness of Alternative Schools , Tara D. Cunningham Cantey

Qualitative Action Research Into the Planning Between the Classroom Teacher and Reading Interventionist , Russell Derrial Clark

An Evaluation of the Impact of Academic Policies and Athletic Procedures for Student Athletes , Seanta Cleveland

Supervisory Allyship for University Custodial Staff , Daniel Colascione

Where Are the Girls? Exploring Influences on Female Eighth Grade Public School Students’ Choices of Technology Classes in Texas: A Mixed Method Action Research Study , Shasta Colon

Exploring the Impact of Social Emotional Learning to Support Motivation and Self-Efficacy in Text-Dependent Analysis Writing , Elizabeth N. Crocker

Impacts in the Classroom When Students Take Ownership Of Cellphone Usage Policies: An Investigation Using a Project-Based Learning Design , Melynda Elaine Diehl

Connecting Writing to Life: The Effects of Place-Conscious Education on Writing in a First Grade Classroom , Tara P. Dietrich

Examining the Influence of Argument Driven Inquiry Instructional Approach on Female Students of Color in Sixth Grade Science: Its Impact on Classroom Experience, Interest, And Self-Efficacy in Science, Written Argumentation Skills, and Scientific Voice , Paul Duggan

Identifying and Understanding Factors Which Affect Persistence In Academically At-Risk Minority Prelicensure Nursing Students: An Action Research Study , Christina L.K. Eaton

Collaborative Problem-Solving and Its Impact on Inclusive Practices, Confidence, and Beliefs of General Education Teachers in Colombia , Shannon Renee Elmore

Fostering the Development of Instructor Cultural Competence: A Mixed Methods Action Research Study , Jennifer Lilly Engle

The Power of Story in Developing a Cycle of Efficacy for Teachers and Students , Melissa Renee Ewing

“Even the Little Things Matter:” a Phenomenological Study On Factors Impacting Student Motivation During and After COVID-Related Disruptions in Education , Jennifer Ferris-Crisafulli

Co-Teaching at the High School: One School's Approach to Create a Sustainable Co-Teaching Program Using Collaborative Learning and Learner Centered Theories , John Kegan Flynn

Supporting Black Children Within a Eurocratic Educational System: Making Culturally Relevant Pedagogy Foundational to the Role of the Literacy Coach , Jennipher C.K. Frazier

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Thesis and Dissertation Manual

Table of contents.

General Guidelines

Overview Language Electronic File and Submission Graduate School Review and Approval Deadlines

Parts of a Thesis or Dissertation

Preliminary Pages Title Page Copyright Page Abstract Dedication Page List of Abbreviations or Symbols Acknowledgements Table of Contents List of Tables List of Figures or Illustrations

Body of the Manuscript Bibliography/References Appendix Vita Supplemental Files

Preparation of the Manuscript

Style Format Requirements and Guidelines Consistency Placement of Tables and Figures Word Processing Templates and Examples

Miscellaneous

Creative Writing Theses Copyright Page and the Registration of Copyright Use of Copyrighted Material IRB and IACUC Approval Papers within the Thesis or Dissertation Multi-Part Theses and Dissertations Photographs  and Multi-Media Files Writing Center Services Submitting the Document to ProQuest/UMI Last Minute Filing Important Phone Numbers and Websites Most Common Mistakes

Thesis and Dissertation Manual in PDF form

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Thesis Defense

This is a comprehensive guide, written specifically for SMD graduate students. The guide covers everything from before the defense, to the defense itself, to after the defense, providing information about the process, outlining requirements and offering useful tips. Please refer to the Timeline for PhD Defense

Before Defense

Get permission to start writing.

After completing all course, seminar, TA, publication and research requirements for your program of study, there are many things that must be done before a thesis defense can occur. Most importantly, you must meet with your advisory committee at least 6 months before you intend to defend your thesis. Your advisor and committee need to agree to your intentions to conclude experiments and data collection and begin writing. Once you get the go-ahead to start writing your thesis, you will need to decide on a date by which the defense should occur. You will also need to inform your program director and graduate program coordinator that you have started the process to defend.

Chair for Your Defense

A Chair is appointed for each PhD oral defense exam to monitor and promote fairness and rigor in the conduct of the defense. The Chair’s status as a nonmember of the advisor’s and student’s working group, program, or department enables distance from previously established judgments on the candidate’s work.

At least 4 months prior to your defense, your program director (with input from you and your advisor) will identify 3 individuals to serve as Chair for your defense. These individuals must be current full-time tenure-track faculty members at assistant professor rank or higher from outside the department offering the degree program or not a core member of the interdisciplinary degree program faculty.  

The suggested faculty are submitted to the Senior Associate Dean for Graduate Education and Postdoctoral Affairs via a Request for PhD Defense Chairperson Form along with an abstract of your work and your Program of Study form ( Biomedical or Health Sciences ), which your graduate program coordinators will prepare for you. The Senior Associate Dean reviews and selects the chair from the list of nominees.  Notice of the appointment is provided via email to the Chair, the student, the advisor, the program director and the graduate program coordinator. You must include the appointed Chair in planning for specific dates and times for your defense.

Selecting a Defense Date

If all goes as planned and you have made sufficient progress in your writing, schedule the actual defense date at least three months in advance to ensure that your advisor, all committee members and your appointed Chair are able to be present at your defense and that rooms are available on the date and time selected.

The academic calendar includes important dates for defense for each semester of the academic year. When you begin thinking about defending, check the academic calendar for deadlines and blackout dates (periods of time when defenses are not permitted). This will make identifying possible dates for defense a lot easier for you, your committee members and your Chair.

When all members of your committee and your Chair agree to a specific date and time for defense, inform your graduate program coordinator of the scheduled defense date as soon as you possibly can but no later than 8 weeks prior to your defense date. They will advise you of any program-specific requirements for the defense as well as prepare your Program Statement on Completion of PhD Requirements . This form requires your program director’s signature. Check with your graduate program coordinator to determine if you or they will obtain the signature for your form. Once approved and signed, this form along with others will be scanned and submitted via an online thesis registration system along with a pdf of your thesis and an Exit Interview Form and your CV/Resume.

International Students and Work Visas

It is strongly recommend that international students meet with an International Services Office rep as soon as permission to start writing is granted.  The ISO will provide information on visa options, documentation and timelines for applying for a visa for employment in the US.

Registration Categories for Defense

In your final semester (the semester in which you defend), you will register for a placeholder registration category rather than PhD Research. The categories are:

“Dissertation” non-credit bearing registration category that indicates the PhD student has completed all of the requirements for the degree except the dissertation and is in residence as a full-time student.  

• You must be in residence full-time and planning for a defense in the upcoming semester.  If a defense does not occur, the Registrar will change your registration for the semester to reflect credit hours. 
• You are eligible for student health insurance, loan deferments, and University housing, but not eligible for financial aid in the form of student loans.  

"Continuation of Enrollment” non-credit bearing registration category that indicates the PhD student has completed all of the requirements for the degree except the dissertation and is not in residence as a full-time student. When registered for Continuation of Enrollment, your time status is less than half time.

• Appropriate for the student who has left the University prior to completion for a job or personal reasons but has a defense planned during the upcoming semester.  
• Requires permission of the advisor, the program director, and the Dean.
• You are not eligible for student health insurance, loan deferments, University housing, or financial aid in the form of student loans. 

Thesis Writing and Guidelines

The preparation of doctoral theses–a manual for graduate students.

The University of Rochester offers this manual to graduate students and it is meant to help you to bring your thesis up to the required standard of organization, appearance, and format for the University of Rochester. Before preparing the defense copy of your thesis, check the contents of the manual systematically. In so doing, you may avoid mistakes that can be time-consuming and costly to correct.  The manual does not deal with the art of scholarship. There are numerous guidebooks and style manuals available for dissertation writers. However, before beginning the writing of your dissertation, you should consult with your department regarding preferred styles.

Thesis Writing Timeline | Make an appointment with our Life Sciences Writing Specialist for help writing your thesis.

Including material produced by other authors in your dissertation or thesis can serve a legitimate research purpose, but you want to avoid copyright infringement in the process. Republishing someone else's work, even in abbreviated form, requires permission from the author or copyright owner. You must receive permission from the author(s) and include it with your submission before it can be published in your dissertation.

For detailed guidance on avoiding copyright infringement, please see ProQuest’s Copyright Guide.

SMD Guidelines for the Content of a PhD Thesis

The School of Medicine and Dentistry offers this manual to graduate students in the basic sciences , Epidemiology , Health Services Research and Policy , and Statistics programs.  These guides focus on how a thesis should be structured for writing and for the content that comprises a well-written thesis. They are meant to be a supplement to the general guidelines of the University of Rochester for preparation of a thesis (The Preparation of Doctoral Theses:  A Manual for Graduate Students).

Statistics students should consult their program director for thesis requirements specific to the discipline. In the event you need assistance in writing your thesis, a Life Sciences Writing Specialist is available to work with you.

Rooms for Your Defense

Two rooms must be reserved: the first for your oral presentation and the second for your closed exam. Most often, the oral presentation is held in an auditorium and the closed exam is held in a departmental conference room. Check with your graduate program coordinator to determine if you or she will schedule rooms for your thesis defense.

Registering Your Thesis for the Final Oral Exam

You, your graduate program coordinator, or both of you together, will create your record in the University of Rochester Graduate Studies PhD Completion website . This record will include your degree information, past degrees, important contact information, and attachments including the defense version of your thesis in pdf format, and other relevant documents. The version of your thesis submitted to your online record is considered the registration copy. “Registering” simply means that you have presented a thesis, which you intend to defend, to the Dean of your School and to the University Dean that governs all doctoral candidates.

When the PhD Completion record is finalized (submitted) by your graduate program coordinator, your advisor and committee members will receive emails with links to access your record and to approve your thesis to progress to defense. Well before the online record is submitted, you must provide copies of the thesis identical to the registration copy to all members of your committee, as well as to your appointed Chair. Please consult with them for their preferred format. Some will accept a pdf and others will request a hard copy. Each of these individuals must have possession of your thesis for a minimum of two weeks before they are asked to sign off on the readiness of the work for defense. There may be deadlines for registering your thesis specific to your graduate program. Consult with your graduate program coordinator to ascertain those deadlines and follow them carefully. Please plan the completion of your degree by following your program’s deadlines in tandem with the academic calendar.

After all committee members have given approval, your program director, and the Registrar, will approve the thesis for registration using the same online system. Then, requests for review and approval will go to the Senior Associate Dean for Graduate Education and Postdoctoral Affairs and then to the office of the University Dean of Graduate Studies. When all of these officials have approved your committee and thesis for defense, it is considered registered. You will be able to track these approvals in your online record and will receive a confirmation email when approvals are complete.

Comments indicating required corrections to your thesis may be made by your advisor, committee members and the Deans along the way of the approval process. This annotated copy of the thesis, along with the original version, will be stored in the PhD Completion website for you to reference at the conclusion of your defense. You are not permitted to distribute updated versions prior to the defense, but be sure to incorporate any corrections in the final copy after the defense before uploading it to ProQuest®.

After the defense, if the committee required major revisions to be approved by one or more of its members, it is your responsibility to provide the corrected final version for their approval. They will be asked to submit written confirmation of that approval to University Graduate Studies. Failure to do so could delay conferral of your degree.

After the defense, you will receive additional instructions by email for completion of all PhD degree requirements.

Back to Top

The Defense

It is important to walk into the defense knowing that your Committee really WANTS you to pass. Even if criticism is harsh, it is meant to be constructive. After all, the defense is not solely an opportunity for the Committee to compliment and congratulate you for the work you have done. It is also meant to challenge you and force you to consider tough questions.

Below you will find suggestions to help you get ready for the defense and information to give you a sense of what to expect:

Know the Rituals

What happens at a thesis defense? The best way to know what happens and the best way for you to prepare for your defense is to regularly attend the defenses of your colleagues—those internal and external to your field of expertise. You should be doing this throughout your graduate program, not just several weeks prior to your own defense.

Talk to people from your lab and in your department who already defended to find out what their defense was like. They know well what occurs in the closed exam and will likely want to share their experiences with you. You should also speak with your advisor to get a sense of his/her specific expectations of a defense. Don’t be afraid to ask!

Guidelines for Presentations

Use powerpoint.

PowerPoint is a professional approach to presenting the research that comprises the thesis. Your slides should encapsulate the study and focus on its most salient findings. In preparing, ask yourself these questions: “What do I want people to know about my thesis? What is the most important information that I can present and talk about?” Keep in mind the rules of chartsmanship and create a goal-oriented presentation that navigates attendees through a logical, point-by-point sequence of information that builds to the conclusion in a clear and focused direction.

• Use text large enough to be readable (especially text from figures)
• Ensure graphics and tables are clear
• Don’t clutter your slides – if necessary have things come up on mouse clicks
• Use spell check and also proof-read
• Practice presentation with your lab and peers
• Work on pronunciation, if required
• Time presentation to ensure it is long enough but will also allow time for questions

Public Lecture

It is recommended that you do a trial run of your presentation a day or two before your defense in the auditorium or room that has been booked for your public lecture. This will allow you to familiarize yourself with the space and the equipment and to address any problems that arise during the trial run.

Plan your public lecture to allow a 50 minute talk with 10 minutes for questions. Present enough information so that the audience understands what you did, why you did it, what the implications are and what your suggestions are for future research.

The date/time/location of your defense and thesis topic are published on the school’s website to invite the larger community to attend. Departmental/program announcements are sent by your Graduate program coordinator to invite faculty and students. Friends and family are welcome to attend the public lecture. Faculty and students in the audience are given the opportunity to ask questions when committee members conclude their questions.

Friendly Advice: Just before your talk, chat with friends and mingle with the crowd. This may reduce your anxiety and nervousness.

Prior to the defense, plan to provide friends and family with a map and directions to visitor parking lots at the Medical Center or Saunders Building as well as the name, room number and directions to the auditorium or room booked for your defense. You may also want to ask another student or postdoc to assist your friends and family on the day of your defense to get to your public lecture and to gather somewhere while you are engaged in the closed exam.

Dress Professionally

Plan to dress professionally for the defense in the same way you would if presenting a paper at a conference or for a job interview. Suits, ties, dresses, and skirts are the norm. You will be standing for a long time on the day of your defense. You might want to keep this in mind when selecting the shoes you’ll wear for your defense.

Items to Bring to the Defense

Your presentation, a laser pointer, a copy of your thesis, a pen or pencil, a note pad and a bottle of water are essentials that you should bring to the public lecture. Other things you feel you need (e.g. Kleenex tissues, a lucky charm, etc.) are acceptable to bring with you as well.

The Closed Examination

You will be asked to leave the room while your Committee reviews your program of study, grades and decides whether the thesis is acceptable/not acceptable. The Committee decides whether members will ask sequential questions or whether each member will be allotted a specific time period for questioning.

The person to start the questioning is designated. You will be called back into the examining room and questioning will begin. After all questions have been addressed you will be asked to leave the room. Your Committee decides the outcome of the exam. You will be asked to return to the room to be informed of the outcome by the Chair of your exam committee.

Address Questions with Confidence

• Listen to the entire question no matter how long it takes the faculty member or student to ask it. (Take notes if necessary.)
• Pause and think about the question before answering.
• Rephrase the question succinctly.
• Answer the question to the best of your ability. If you do not know the answer, remain calm and say so in a professional way.
• Remember no one will know the ins and outs of the thesis and your research materials as well as you. You are the foremost expert in the thesis topic and YOU really do know the science involved. Be positive!
• Passed – successfully performed in the final oral examination and thesis was acceptable
• Passed pending revisions to the thesis - successfully performed in the final oral examination and thesis will be acceptable with revisions which are approved by the advisor and sometimes by all members of the committee
• Did not pass – often based upon performance in the final oral examination

After the Defense

You will receive annotated copies of your thesis from the members of your examination committee. The Chair will give you a packet of paperwork that includes:

• Survey of the Earned Doctorate
• Instructions for submission of the final thesis to ProQuest Dissertation Publishing
• University of Rochester publishing agreement

The survey and UR publishing agreement are expected to be submitted to the University Dean by the date the final copy of the thesis is submitted to ProQuest. Students have 60 calendar days after the defense to complete all final requirements (revisions and upload to ProQuest) except when defenses are scheduled late in the semester and are subject to a deadline date that is shorter than 60 calendar days. Review the School’s academic calendar to be aware of deadline dates.

Exit Interview with the Dean

After your defense, and most likely after the final thesis is submitted to ProQuest, you will meet with the Dean for an exit interview. The meeting is intended as an opportunity for you to share your graduate school experiences with the Dean. This is a confidential meeting at which you may express your comments and discuss your concerns openly and honestly.

Department/Program Requirements prior to Termination of Student Status

Each program has its own process for students who are ending their student status. Be sure to check with your Graduate program coordinator to determine if there is additional paperwork that you’ll need to complete before your student status is terminated.

Publishing Your Final Thesis

The University of Rochester requires all doctoral candidates to deposit their theses for publication with ProQuest Dissertation Publishing and with the University libraries. Hard copies of the thesis are not required by the Dean’s Office or the Miner Library. Miner Library receives an electronic copy of the thesis from ProQuest but students must give the University their permission in writing to obtain it.

SMD graduate students are given 60 calendar days following the defense to submit the final copy of the thesis to ProQuest (except when a semester deadline does not allow 60 days for revisions).

• For questions regarding publishing through ProQuest, contact Author Relations at [email protected] or +1 (800) 521-0600 ext. 77020.
• For questions regarding University publishing, contact Jennifer McCarthy at 585​-​275​-​4603 , or jennifer_mccarthy​@​urmc.rochester.edu in the Miner Library.

Binding Your Final Thesis

Your department may want a bound copy of your thesis. Please check with your Graduate program coordinator to determine this and how the cost of binding is covered. You may also want a bound copy for yourself and others. Printed and bound color copies are available for purchase through ProQuest.

Date of Degree Completion

Degree requirements are met on the day your final thesis is submitted online to ProQuest.

Date of Degree Conferral

Conferral is the act of officially awarding a degree. The University of Rochester Board of Trustees confers degrees 5 times each year (August, October, December, February/March and May). Your conferral date will be determined by the date in which all degree requirements are completed and your final thesis is submitted to ProQuest. 

Commencement

The graduation ceremony for all University of Rochester doctoral candidates is held in May of each year. Only the students that have completed degree requirements including the submission of the final thesis to ProQuest are eligible to participate in the ceremony. Diplomas are distributed at Commencement or mailed to those that do not attend.

Information on the Commencement Ceremony and graduation regalia can be viewed on the University Website or SMD GEPA website .

Proof of Completion

Many employers want “proof” of the degree earned. The Registrar can provide you with a letter indicating the date degree requirements were satisfied and the date the Board of Trustees will confer/conferred the degree. This is your best option for proof of degree immediately following graduate school.

You may also supply employers with your official transcript, which will be notated to include the date of degree conferral after conferral occurs. Your diploma can also be used as proof of the degree if you wish to copy it for an employer.

Some employers work with agencies that search for, screen and hire employees. They often submit forms to the academic institution that request enrollment information as well as degree verification. The Registrar will provide this information to an agency if your signature is provided with the forms indicating approval of the release of information.

Student Loans

If your student loans have been in deferment, you’ll need to notify your loan servicer of a completion date. Some loan servicers accept the completion date via your phone call while other servicers require that you submit a final loan deferment request form or letter from your Registrar before the repayment process can begin. Once a completion date is reported, your loan servicer will provide you with the information needed to start repayment or to continue deferred status, when applicable.

URMC Email Address

Student URMC email addresses will remain active for a short time after completion of the degree if the email address is hosted by the Miner Library. You can determine this by contacting the Miner Library email support or University IT . If you remain at the URMC after your defense, your email address will be transferred to a non-student server by the hiring department.

Non-URMC Email Address

You will be asked for a non-URMC email address when you submit your Exit Interview form. Correspondence from the Graduate Education and Postdoctoral Affairs Office will be directed to your non-URMC email address after your student status terminates. You will provide us with this email address on the Exit Interview Form.

Mailing Address

We ask that you provide a forwarding address so that we may mail Commencement and other correspondence to you. If you move again, please remember to update us. We want to keep in touch with you as you move ahead in your career. You will provide us with this address on the Exit Interview Form. 

To ensure you receive end-of-year tax-related documentation, please update your mailing address in HRMS . Questions about updating your address in HRMS may be addressed to [email protected] .

Stay in Touch

Please provide us with your whereabouts so we can keep in touch, cheer you on your way up the career ladder, and provide you with useful, up-to-date information about professional development and about the School.

University Wide Resources

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News from the University of Wisconsin-Milwaukee

UWM grad student chosen for National Teachers Hall of Fame

Shelly Moore Krajacic wants to share her enthusiasm for teaching with everyone.

Despite the challenges and recent criticism of teachers, she said, “Teaching is the single greatest profession there is.”

Krajacic, a South Milwaukee High School teacher, who is also a graduate student in the Urban Education Doctoral program at UWM, was one of two Wisconsin teachers chosen for the National Teachers Hall of Fame recently.

The teacher organization’s focus is on drawing public attention to exceptional career teachers through a recognition program that honors five outstanding teachers nationally every year.

Always wanted to teach

Krajacic knew she wanted to be a teacher from her earliest years.

“Both of my parents are teachers and I have one grandparent on each side of the family who’s a teacher, so it’s the family business,” she said. Krajacic grew up practicing her own teaching skills on her little brother and stuffed animals, she recalled.

While she briefly considered law school, her undergraduate experiences in observing and visiting classrooms cemented her choice. “Once you try it, you know. I think it’s where I was meant to be.”

She has been a teacher for more than 25 years, starting out teaching drama at Ellsworth High School in northwestern Wisconsin in 1998. She has taught junior and senior English at South Milwaukee for the past three years. The school surprised her with a ceremony on March 21 when the national honor was announced.

Krajacic earned her B.S. in education in English, political science and theater from the University of Wisconsin-Steven’s Point and her master’s degree in English Education from the University of Wisconsin-River Falls.

Looking for a challenge

She decided to start the doctoral program at UWM shortly after the birth of her daughter in October 2018 when she was taking some time off from teaching.

“I’m always looking for the next challenge,” she said. While most of her career had been spent in rural schools, she added, “I wanted to learn something new.” She chose UWM’s urban education doctoral program after researching the program and the professors leading it.

“Their passion for education showed me this was definitely where I wanted to go.” She credits her doctoral advisor, Candance Doerr-Stevens, associate professor of teaching and learning, with being a major influence.

At this point, Krajacic is getting the preliminary approval she needs for her doctoral thesis, and hopes to finish her doctorate by December 2025.

Thesis grew from experience

Her thesis will focus on anti-racist education of incoming English language arts teachers – the extent to which they view themselves as anti-racist educators and what they think that is.

That interest grew out of two of her own experiences.

 One was the literature she taught in her advanced placement English class. “You find a lot of history entrenched in what was recognized as (being) of value.” She wondered why certain books were chosen and not others.

The other reason grew out of an experience early in her career as teacher in a small rural school district. A student asked her about the religion of Black Americans in the U.S.

“He was authentically confused. We talk about teaching of different values and cultures in urban places, but there’s a deep need for that understanding everywhere.”

Supporter of teachers

Doerr-Stevens said that Krajacic is a strong supporter of teachers.

“Shelly Krajacic’s sharp eye for policy trends within education and commitment to the field overall make her a strong voice of support for teachers in both urban and rural contexts,” Doerr-Stevens said. “I look forward to seeing her research continue to support equitable teaching practices and policy.”

Krajacic was nominated for the award by colleagues at South Milwaukee and former superintendent Jeff Weiss. It’s a really great district, and she really enjoys teaching there, Krajacic said.

While she always has a plan for her classes, the students keep the work interesting.

“I like that it’s different every day. I never know what my students are going to bring to me, whether it’s challenges or successes.”

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• Future educators to gather at UWM By Kathy Quirk October 20, 2023

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• Lubar College of Business signs MBA agreement with Indian university By UWM News March 27, 2024

• Several UWM programs land high in U.S. News graduate school rankings By John Schumacher April 12, 2024
• Eyes on the skies: UWM hosts a solar eclipse event By John Schumacher April 12, 2024
• UWM grad student chosen for National Teachers Hall of Fame By Kathy Quirk April 11, 2024
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• $1.3 million gift moves UWM closer to new research vessel By Kari Pink April 2, 2024
• Celebrate UWM on 414 Day By Kari Pink April 1, 2024
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Top Stories

Office of Neuroscience Research

Thesis Defense: Xiangping Ouyang (Electrical and Systems Engineering Program) – “An Attention LSTM U-Net Model for Drosophila Melanogaster Heart Tube Segmentation”

“An Attention LSTM U-Net Model for Drosophila Melanogaster Heart Tube Segmentation”

Thesis lab: Chao Zhou (WashU Biomedical Engineering)

Abstract : Machine learning is commonly used in biomedical image analysis as it allows automated image segmentation and identification that minimizes the need for tedious human involvement. When researching the cardiac function of the  drosophila melanogaster , human experts were involved in manually identifying the heart position in optical coherence microscopy (OCM) images and analyzing its beating dynamic. As OCM often generates large volumes of images, automated image segmentation is necessary to efficiently quantify heart beating. Our most recent heart segmentation model, FlyNet 2.0+, is a fully convolutional LSTM U-Net model [1]. However, the performance of the model diminishes in the presence of artifacts, such as image reflection and heart movement, resulting in manual intervention for mask correction, which is time-consuming. Therefore, we developed the FlyNet 3.0 model with integrated attention gates in skip connections between each level of the LSTM U-Net model [2]. The attention model adaptively adjusted and automatically learned to focus on the target structure, the heart area. Compared to the previous model, Flynet 3.0 increases the prediction IOU accuracy from 0.86 to 0.89 for images with reflection artifacts and from 0.81 to 0.89 for those depicting heart movement. Furthermore, we have expanded the functionalities of OCM analyses through automated and dynamic heart wall thickness measurements, which we have validated on a  drosophila  model of cardiac hypertrophy.

View more event information

For inquiries contact Aaron Beagle at [email protected] .