thesis course description

Thesis Syllabus I - EDUC 684

This course is intended for Master’s level students to create a Master’s Thesis project and to see it through to the first draft. In this semester, students will work with their thesis committee to make any necessary revisions to the thesis proposal and produce the first draft of the thesis. Students will work one-on-one with their thesis advisor and the thesis coordinator to identify times that they will meet and create a plan for communication throughout the process of completing the Master’s Thesis.   

Course Focus

The Master’s Thesis is the culminating assessment in earning the degree of Master of Arts in Urban Education at Rhodes College. As such, it should be treated as a serious and academically rigorous component of the program. Each project is unique to the student completing it, and thus there is flexibility in scheduling, approach, and style that is up to the discretion of the thesis advisor. The thesis component of the M.A. in Urban Education at Rhodes College is meant to demonstrate advanced study and inquiry into a particular facet of urban education in relation to the experiences of candidates in the program. The thesis is a work of original scholarship, designed with guidance from a thesis advisor and thesis committee. A copy of the final project is uploaded to the ProQuest Dissertation and Theses database and added to the College Archives. 

Thesis Committee

Program faculty will assign a thesis advisor and an additional committee member to each student. Working with their advisor, candidates can elect to add a third advisor from the college faculty or from a member of the community who has demonstrated expertise in the subject matter or who has considerable relevant practitioner experience. All committee appointments are subject to review and approval by the Master's Thesis coordinator and program faculty.

Thesis Proposal

The proposal should explain the purpose of the study or inquiry, including the following sections:

• Introduction
• Review of Relevant Research

Thesis proposals should be roughly 2,000 words, excluding references. Guidelines for specific requirements of each section of the proposal will be assigned by the thesis advisor. The thesis committee will review the proposal and submit requests for revisions to the candidate as necessary. 

Thesis Proposal Formatting

Length :  Double-spaced typed pages, size 12 Times New Roman font, with 1-inch margins on all sides. Thesis proposals should be approximately 2,000 words, before references.

Citations : All proposals must use APA formatting. If you have any questions, consult the APA manual.

Grammar/Spelling/Punctuation : Be sure to proofread your proposal and strive to avoid any grammar, spelling, and punctuation errors. 

Thesis Draft

The thesis should be organized into something like the following structure (though consult with your advisor for more specific guidance):

• Findings (Results/Analysis)
• Discussion (e.g., Interpretation, Connection to Existing Research, Implications, Limitations of the Study)
• Appendix(es) [only if required by the project; e.g., curriculum project]

Complete theses should be between 6,000-8,000 words, including references and the curriculum appendices of curriculum projects.

Thesis Draft Formatting

See all thesis draft formatting requirements here .

Evaluation of Student Performance

Student performance will be evaluated based on the components listed below. Each element is required in order to receive any credit for the course. (One cannot, for example, skip the thesis proposal and still pass with a 70% in the course. This caveat includes any and all required revisions to the thesis following the thesis proposal.) The final judgment about each of these areas is made by the advisor in consultation with the thesis coordinator and/or other committee members.

Grading Scale :

• achievement that is outstanding relative to the level necessary to meet course requirements.
• achievement that is above the level necessary to meet course requirements.
• achievement that meets the minimum course requirements in every respect.
• achievement that is worthy of credit even though it fails to meet fully the course requirements.

Course Policies

Participation : Students are required to schedule and attend meetings with their advisor (number of meetings TBD by advisor), respond to inquiries and requests by advisors, committee members, and thesis coordinator (including timely response to all correspondence over email), and attend all core events related to the thesis (e.g., workshops). 

In recognition of the fact that illness and emergencies occur, students are allowed one absence from scheduled meetings/events without it impacting their grade. After the second absence, the participation score will drop to half. After the third absence, a student will receive a zero for the participation score. Four absences will result in an automatic failure of the course . In the event of exceptional circumstances, a student who has had four absences in a single course can request a hearing with the program faculty to consider granting a waiver of this policy. If you are absent, it is your responsibility to notify the instructor as soon as you know and make a plan for a new meeting time. 

Automatic Failing Grade : If a student misses 4 or more meetings, they will automatically receive an F for the semester. See above for examples of excusable absences and requirements for completing missed course work.

Students who do not submit a thesis proposal or first draft will automatically receive an F for the semester.

Tardiness : Please arrive to meetings on time. Tardiness will result in a loss of participation credit.

Late assignments : You are expected to hand in all assignments on time. Failure to do so will affect your grade at your advisor's discretion. 

All submitted components of the thesis must be your own work and completed in accordance with Rhodes’ Honor Code. Students are expected to be familiar with the requirements of the Code and to conduct themselves accordingly in all classroom matters. Plagiarism is the use of someone else’s information or ideas without proper citation. If you have questions about the correct use or citation of materials, please consult with your advisor or the Writing Center. Papers with evidence of plagiarism will be referred to the Honor Council.

Rhodes faculty are concerned about the well-being and development of our students and are required by policy to share knowledge of sexual assault, dating/domestic violence, sexual exploitation, stalking, sexual harassment, and sex/gender discrimination with the Title IX Coordinator, Tiffany Cox. For more information about Rhodes’s sexual misconduct policy or to make a report, please go here .

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• What Is a Thesis? | Ultimate Guide & Examples

What Is a Thesis? | Ultimate Guide & Examples

Published on September 14, 2022 by Tegan George . Revised on November 21, 2023.

A thesis is a type of research paper based on your original research. It is usually submitted as the final step of a master’s program or a capstone to a bachelor’s degree.

Writing a thesis can be a daunting experience. Other than a dissertation , it is one of the longest pieces of writing students typically complete. It relies on your ability to conduct research from start to finish: choosing a relevant topic , crafting a proposal , designing your research , collecting data , developing a robust analysis, drawing strong conclusions , and writing concisely .

Thesis template

You can also download our full thesis template in the format of your choice below. Our template includes a ready-made table of contents , as well as guidance for what each chapter should include. It’s easy to make it your own, and can help you get started.

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Table of contents

Thesis vs. thesis statement, how to structure a thesis, acknowledgements or preface, list of figures and tables, list of abbreviations, introduction, literature review, methodology, reference list, proofreading and editing, defending your thesis, other interesting articles, frequently asked questions about theses.

You may have heard the word thesis as a standalone term or as a component of academic writing called a thesis statement . Keep in mind that these are two very different things.

• A thesis statement is a very common component of an essay, particularly in the humanities. It usually comprises 1 or 2 sentences in the introduction of your essay , and should clearly and concisely summarize the central points of your academic essay .
• A thesis is a long-form piece of academic writing, often taking more than a full semester to complete. It is generally a degree requirement for Master’s programs, and is also sometimes required to complete a bachelor’s degree in liberal arts colleges.
• In the US, a dissertation is generally written as a final step toward obtaining a PhD.
• In other countries (particularly the UK), a dissertation is generally written at the bachelor’s or master’s level.

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The final structure of your thesis depends on a variety of components, such as:

• Your discipline
• Your theoretical approach

Humanities theses are often structured more like a longer-form essay . Just like in an essay, you build an argument to support a central thesis.

In both hard and social sciences, theses typically include an introduction , literature review , methodology section ,  results section , discussion section , and conclusion section . These are each presented in their own dedicated section or chapter. In some cases, you might want to add an appendix .

Thesis examples

We’ve compiled a short list of thesis examples to help you get started.

• Example thesis #1:   “Abolition, Africans, and Abstraction: the Influence of the ‘Noble Savage’ on British and French Antislavery Thought, 1787-1807” by Suchait Kahlon.
• Example thesis #2: “’A Starving Man Helping Another Starving Man’: UNRRA, India, and the Genesis of Global Relief, 1943-1947″ by Julian Saint Reiman.

The very first page of your thesis contains all necessary identifying information, including:

• Your full title
• Your full name
• Your department
• Your institution and degree program
• Your submission date.

Sometimes the title page also includes your student ID, the name of your supervisor, or the university’s logo. Check out your university’s guidelines if you’re not sure.

Read more about title pages

The acknowledgements section is usually optional. Its main point is to allow you to thank everyone who helped you in your thesis journey, such as supervisors, friends, or family. You can also choose to write a preface , but it’s typically one or the other, not both.

Read more about acknowledgements Read more about prefaces

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An abstract is a short summary of your thesis. Usually a maximum of 300 words long, it’s should include brief descriptions of your research objectives , methods, results, and conclusions. Though it may seem short, it introduces your work to your audience, serving as a first impression of your thesis.

Read more about abstracts

A table of contents lists all of your sections, plus their corresponding page numbers and subheadings if you have them. This helps your reader seamlessly navigate your document.

Your table of contents should include all the major parts of your thesis. In particular, don’t forget the the appendices. If you used heading styles, it’s easy to generate an automatic table Microsoft Word.

Read more about tables of contents

While not mandatory, if you used a lot of tables and/or figures, it’s nice to include a list of them to help guide your reader. It’s also easy to generate one of these in Word: just use the “Insert Caption” feature.

Read more about lists of figures and tables

If you have used a lot of industry- or field-specific abbreviations in your thesis, you should include them in an alphabetized list of abbreviations . This way, your readers can easily look up any meanings they aren’t familiar with.

Read more about lists of abbreviations

Relatedly, if you find yourself using a lot of very specialized or field-specific terms that may not be familiar to your reader, consider including a glossary . Alphabetize the terms you want to include with a brief definition.

Read more about glossaries

An introduction sets up the topic, purpose, and relevance of your thesis, as well as expectations for your reader. This should:

• Ground your research topic , sharing any background information your reader may need
• Define the scope of your work
• Introduce any existing research on your topic, situating your work within a broader problem or debate
• State your research question(s)
• Outline (briefly) how the remainder of your work will proceed

In other words, your introduction should clearly and concisely show your reader the “what, why, and how” of your research.

Read more about introductions

A literature review helps you gain a robust understanding of any extant academic work on your topic, encompassing:

• Selecting relevant sources
• Determining the credibility of your sources
• Critically evaluating each of your sources
• Drawing connections between sources, including any themes, patterns, conflicts, or gaps

A literature review is not merely a summary of existing work. Rather, your literature review should ultimately lead to a clear justification for your own research, perhaps via:

• Addressing a gap in the literature
• Building on existing knowledge to draw new conclusions
• Exploring a new theoretical or methodological approach
• Introducing a new solution to an unresolved problem
• Definitively advocating for one side of a theoretical debate

Read more about literature reviews

Theoretical framework

Your literature review can often form the basis for your theoretical framework, but these are not the same thing. A theoretical framework defines and analyzes the concepts and theories that your research hinges on.

Read more about theoretical frameworks

Your methodology chapter shows your reader how you conducted your research. It should be written clearly and methodically, easily allowing your reader to critically assess the credibility of your argument. Furthermore, your methods section should convince your reader that your method was the best way to answer your research question.

A methodology section should generally include:

• Your overall approach ( quantitative vs. qualitative )
• Your research methods (e.g., a longitudinal study )
• Your data collection methods (e.g., interviews or a controlled experiment
• Any tools or materials you used (e.g., computer software)
• The data analysis methods you chose (e.g., statistical analysis , discourse analysis )
• A strong, but not defensive justification of your methods

Read more about methodology sections

Your results section should highlight what your methodology discovered. These two sections work in tandem, but shouldn’t repeat each other. While your results section can include hypotheses or themes, don’t include any speculation or new arguments here.

Your results section should:

• State each (relevant) result with any (relevant) descriptive statistics (e.g., mean , standard deviation ) and inferential statistics (e.g., test statistics , p values )
• Explain how each result relates to the research question
• Determine whether the hypothesis was supported

Additional data (like raw numbers or interview transcripts ) can be included as an appendix . You can include tables and figures, but only if they help the reader better understand your results.

Read more about results sections

Your discussion section is where you can interpret your results in detail. Did they meet your expectations? How well do they fit within the framework that you built? You can refer back to any relevant source material to situate your results within your field, but leave most of that analysis in your literature review.

For any unexpected results, offer explanations or alternative interpretations of your data.

Read more about discussion sections

Your thesis conclusion should concisely answer your main research question. It should leave your reader with an ultra-clear understanding of your central argument, and emphasize what your research specifically has contributed to your field.

Why does your research matter? What recommendations for future research do you have? Lastly, wrap up your work with any concluding remarks.

Read more about conclusions

In order to avoid plagiarism , don’t forget to include a full reference list at the end of your thesis, citing the sources that you used. Choose one citation style and follow it consistently throughout your thesis, taking note of the formatting requirements of each style.

Which style you choose is often set by your department or your field, but common styles include MLA , Chicago , and APA.

Create APA citations Create MLA citations

In order to stay clear and concise, your thesis should include the most essential information needed to answer your research question. However, chances are you have many contributing documents, like interview transcripts or survey questions . These can be added as appendices , to save space in the main body.

Read more about appendices

Once you’re done writing, the next part of your editing process begins. Leave plenty of time for proofreading and editing prior to submission. Nothing looks worse than grammar mistakes or sloppy spelling errors!

Consider using a professional thesis editing service or grammar checker to make sure your final project is perfect.

Once you’ve submitted your final product, it’s common practice to have a thesis defense, an oral component of your finished work. This is scheduled by your advisor or committee, and usually entails a presentation and Q&A session.

After your defense , your committee will meet to determine if you deserve any departmental honors or accolades. However, keep in mind that defenses are usually just a formality. If there are any serious issues with your work, these should be resolved with your advisor way before a defense.

If you want to know more about AI for academic writing, AI tools, or research bias, make sure to check out some of our other articles with explanations and examples or go directly to our tools!

Research bias

• Survivorship bias
• Self-serving bias
• Availability heuristic
• Halo effect
• Hindsight bias
• Deep learning
• Generative AI
• Machine learning
• Reinforcement learning
• Supervised vs. unsupervised learning

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The conclusion of your thesis or dissertation shouldn’t take up more than 5–7% of your overall word count.

If you only used a few abbreviations in your thesis or dissertation , you don’t necessarily need to include a list of abbreviations .

If your abbreviations are numerous, or if you think they won’t be known to your audience, it’s never a bad idea to add one. They can also improve readability, minimizing confusion about abbreviations unfamiliar to your reader.

When you mention different chapters within your text, it’s considered best to use Roman numerals for most citation styles. However, the most important thing here is to remain consistent whenever using numbers in your dissertation .

A thesis or dissertation outline is one of the most critical first steps in your writing process. It helps you to lay out and organize your ideas and can provide you with a roadmap for deciding what kind of research you’d like to undertake.

Generally, an outline contains information on the different sections included in your thesis or dissertation , such as:

• Your anticipated title
• Your abstract
• Your chapters (sometimes subdivided into further topics like literature review , research methods , avenues for future research, etc.)

A thesis is typically written by students finishing up a bachelor’s or Master’s degree. Some educational institutions, particularly in the liberal arts, have mandatory theses, but they are often not mandatory to graduate from bachelor’s degrees. It is more common for a thesis to be a graduation requirement from a Master’s degree.

Even if not mandatory, you may want to consider writing a thesis if you:

• Plan to attend graduate school soon
• Have a particular topic you’d like to study more in-depth
• Are considering a career in research
• Would like a capstone experience to tie up your academic experience

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Types of Theses

Three types of gallatin ma theses.

Each graduate student in the Gallatin School completes a final thesis as the culmination of their work toward a Master of Arts degree. The thesis may take one of three forms: a research thesis, an artistic thesis, or a project thesis. In each case, the thesis represents a synthesis of the student’s accumulated knowledge and skill and an opportunity to display the ideas, practices and skills learned through the program. While the master’s thesis, unlike a doctoral dissertation, does not have to create new knowledge or break new ground, it does display the student’s ability to go beyond the mere collection of information into synthesis, analysis, judgment and interpretation. Moreover, it should demonstrate the student’s familiarity with a substantial body of thought and literature and illustrate mastery of some self-chosen field of study.

Below you will find descriptions of the three types of theses: 

Research Thesis

Artistic thesis, project thesis.

Current MA students who are interested in seeing sample theses should consult the Gallatin Master's Thesis Archive , which is accessible with an NYU Net ID.

Students pursuing the research option produce and defend a substantial research essay, the thesis of which is demonstrably related to the student’s course of study and ongoing conversations with the primary adviser. The adviser and defense panelists are the ultimate arbiters of whether the thesis satisfies a reasonable understanding of a project worthy of the master’s degree. However, in general and at minimum, a successful Gallatin MA research thesis demonstrates sufficient mastery of relevant academic fields as well as a critical grasp of the scholarship and methods that currently define those fields. The thesis essay is a logically-constructed argument that presents its central points on the basis of research and critical interpretation. The sources and objects of study may cover the spectrum from archival materials to critical theory to statistical surveys and personal interviews, but the student should carefully choose sources in consultation with the primary adviser, and with reference to questions about what constitutes legitimate source within the student’s field(s). The research thesis essay must be more than a "review of the literature" but the demand for original findings is lower than that faced by doctoral candidates. Significantly original contributions are of course highly commendable, but the excellence of an MA research thesis essay may lie in its critical and creative synthesis, articulation of a fresh perspective on the work of others, or identification of new, research-based questions that themselves shed light on existing problems within fields. Generally speaking, the final research thesis essay should be at least 50 pages and not exceed 80 pages (not including appendices and bibliographic material). Students and advisers are encouraged to talk with the program's academic directors about these expectations whenever necessary.

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The artistic thesis is appropriate for those students who wish to display the creative process in the performing, visual or literary arts. A student might make a film or video; choreograph an evening of dance; act in a play; mount an exhibit of paintings; write a screenplay, novel, play or collection of short stories; or choose another artistic endeavor. The artistic thesis represents the culmination of a Gallatin arts concentration in which the student has studied the genre under consideration.

The artistic thesis comprises both the artistic project and three accompanying essays. Therefore, you should conceive of the artistic thesis as a unified piece composed of the creative work and the essays which enhance it. Members of the faculty committee will assess both the artistic work and the essays. The essays include:

• an academic research paper related to the field of artistic work;
• an essay on artistic aims and process;
• a technical essay.

Please note: The technical essay does not apply to those students who are submitting a literary work.

Some General Advice

Be careful to keep records and a log of the artistic project as it evolves. This information can be used in the Technical Essay.

If a student is writing a work of fiction, poems, a play, etc., for the thesis, the student will submit this work to their adviser and other readers along with the essays. However, if the student is presenting a performance, they will need to arrange to have their adviser and other members of their committee see the performance. The student is responsible for coordinating schedules and for notifying committee members so that everyone can view the piece. The student should notify the thesis reviewer of the date of the performance at least one month in advance. In the event that one or more of the committee cannot attend the scheduled event, the student should arrange to have the performance videotaped so people can see it later. Except in unusual circumstances, the student must submit the first draft of the thesis to their adviser no more than three months after the performance.

Essays for the Artistic Thesis

Background Research Essay

As stated above, this essay follows the description for the standard research essay. It is a scholarly endeavor and differs from the standard essay in terms of length and focus. The length is approximately 25 to 40 pages. The focus of the essay is related to the artistic work and explores some aspect of that work that the student wishes to study and develop through outside research. The essay might take the form of an analysis of a performance or literary genre; a history of an art form or phenomenon; a philosophical study of an aesthetic concept; or a critical/biographical analysis of the work of an influential artistic figure.

Artistic Aims Essay

In this essay, the student is required to articulate their goals in mounting their particular artistic project. For example, what was the student trying to accomplish in writing short stories, a screenplay, a novel, presenting an evening of dances or songs, making a film or mounting an art exhibit? What were the aesthetic choices made and why?  The student should also explain their approach to the artistic work (their style, genre, or school), any relevant influences on the work, how the student's training influenced their artistic choices, and the student's intentions for particular elements of the creative work. After the student has carefully and clearly articulated these goals, they need to explain how their actual artistic work meets the stated goals. The student should use examples from their artistic project to illustrate these ideas. This essay should be approximately 10-15 pages in length.

Technical Essay

This essay is a description of the steps the student actually took to physically mount their production.  The student will need to include such technical details as arranging for rehearsal and performance space; choosing the performers; finding/creating, costumes, materials, lights; raising funds and getting institutional support. This essay should be approximately 10 pages in length.

Students may submit a portfolio, if appropriate. This would consist of any material, such as photos, slides, fliers, programs, videotapes, audiotapes etc. which might constitute an appendix and which might be helpful to a fuller understanding of the thesis.

The project thesis consists of two elements: (1) the project, a professional activity designed and executed primarily by the student as a way of solving a problem, and (2) an accompanying essay about the project. This thesis is especially appropriate for students in such fields as business, education, social work or public administration. The project thesis may appeal to those students who are active in their profession and who take responsibility for the creation of some kind of program or practice.

Students should understand that the project cannot simply propose a professional activity; the design for such an activity must actually be carried out (at least in a pilot version) and evaluated. Some examples of projects: a student in education may develop and apply a new strategy for teaching reading to recent immigrants; a person working in a corporation may construct new methods for managing financial information; or a community worker in a settlement house may organize a group of local residents to combat drug abuse.

At each step, the student should be careful to keep in touch with their adviser and with any other expert who can help them in their process. The student should keep careful records of the process by taking detailed notes of conversations, meetings, interviews, etc.  If at all possible, the student should arrange to have the members of their committee, especially their adviser, witness the project first-hand: Visit the site, talk with key actors, watch the program in operation. (This direct contact is highly recommended, but not required.)

Essays for the Project Thesis

The project thesis essay may take a number of forms and include a range of information. It ought to discuss at least the following elements:

Consider the institutional or social context within which the project takes place. Describe the organization, the potential clientele or participants, and the larger environment (social, economic and political conditions surrounding the problem and the project).

Describe the particular problem or need that you address in the project. What causes that problem? How extensive is it? Have other attempts to solve the problem been made; if so, what were their shortcomings, and why are you trying another approach? Place the problem in its professional and academic context by referring to the appropriate literature. Program

Describe the goals and objectives of the project and what the student hoped to accomplish. Describe how the program was designed and structured; for example, what kinds of activities did participants engage in, and in what sequence? What kinds of resources and techniques were used? Justify the strategies and tactics used by citing appropriate professional and academic literatures.

Implementation

Describe how the plan was carried out. Use as much detail as needed to give the reader a sense of what actually happened, and to indicate the extent to which the reality matched the plan.

Describe the criteria for assessing the project and evaluation methods used. Justify the criteria and methods by referring to appropriate literatures. To what extent did the project accomplish the goals and objectives identified earlier?

Citing relevant literature and the practical contingencies of the project, explain why the project did or did not achieve its stated purposes. Describe the factors (political, social, organizational, financial, psychological, etc.) that contributed to the process and to the outcomes. What changes--either conceptual or practical--would the student make if they were to repeat or extend the project? What would the student leave in place? Describe what was learned from the project about the original problem and about the student's strategy and tactics. Also consider the professional and theoretical implications of the project.

If necessary, put relevant documentary materials (flyers, important correspondence, budgets, etc.) in appendices.

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Course Description for the Thesis - MSc Degree (45 credits)

For the Thesis Master’s in Dental Sciences, we aim to train students to: 1) perform a literature review, 2) identify important issues in a specific field and understand the scientific approach to research questions, 3) carry out a scientific study and appropriately managing its data, 4) appreciate the ethics involved in animal and/or human research, and 5) express oneself clearly in science (when speaking and writing).

Biological and Medical Sciences (GPS) Thesis Requirements

Each student will have a Research Advisory Committee consisting of the research supervisor and two or three other staff or invited members. This Committee will evaluate the research proposal and monitor student progress. A research proposal must be submitted, in writing, to the Research Advisory Committee no later than the end of the second semester of the program. If the proposal is approved, the student may continue in the program. If it is inadequate, a revised proposal must be submitted within three (3) months. Upon its approval, the student will complete the research work and be required to present the results at a Faculty seminar before a thesis is written for submission to the Thesis Office of GPS.

Graduate students should consult the Graduate and Postdoctoral Studies website , and more particularly the guidelines for thesis preparation and submission, for regulations and updated information pertaining to their program of study. In order to meet thesis submission deadlines, it is recommended that graduate students allow approximately two months time at the end of their research program to coordinate and perform the writing of the thesis in collaboration with their supervisor.

Required Courses (8 credits)

Dentistry: Topics in current research in Oral Health Sciences.

Offered by: Dental Med & Oral Health Sci

• Students must register for both DENT 671D1 and DENT 671D2
• No credit will be given for this course unless both DENT 671D1 and DENT 671D2 are successfully completed in consecutive terms
• DENT 671D1 and DENT 671D2 together are equivalent to DENT 671
• Elizabeth Zimmermann

Dentistry: See DENT 671D1 for course description.

• Prerequisite: DENT 671D1
• Winter 2025

Epidemiology & Biostatistics: Basic principles of statistical inference applicable to clinical, epidemiologic, and other health research. Topics include: methods of describing data, statistical inference for means, statistical inference for proportions, non-parametric statistics, correlation and introduction to linear regression.

Offered by: Epidemiology and Biostatistics

• Prerequisite: Permission of instructor
• Restriction: Restricted to students registered in the Faculty of Medicine, Dentistry, Human Nutrition, Medical Residents, and Clinical Fellows.
• Course not opened to students registered in the Epidemiology and Biostatistics programs.
• Due to the intensive nature of this course during the summer session, the standard add/drop and withdrawal deadlines do not apply. Add/drop is the third lecture day and withdrawal is the sixth lecture day. The standard add/drop and withdrawal deadlines apply for sections of this course offered during the Fall or Winter semesters.
• This course is not scheduled for the 2024 academic year
• There are no professors associated with this course for the 2024 academic year

Required Thesis Research Courses (Choose for 24-30 credits)

The required number of Master's thesis credits (minimum 24) will be made up from among the following courses which comprise independent work under the direction of a supervisor on a research problem in the student's designated area of research:

Dentistry: Independent work under the direction of a supervisor on a research problem in the student's designated area of research: Literature Review and Hypothesis Generation.

Dentistry: Independent work under the direction of a supervisor on a research problem in the student's designated area of research: Literature Review and Protocol Development.

Dentistry: Independent work under the direction of a supervisor on a research problem in the student's designated area of research.

Dentistry: Independent work under the direction of a supervisor on a research problem in the student's designated area of research: Data Analysis & Thesis Preparation.

Listing of Suggested Complementary Courses (Choose for 7-14 credits)

Dentistry: Biological and synthetic biomaterials, medical devices, and the issues related to their bioperformance. The physicochemical characteristics of biomaterials in relation to their biocompatibility and sterilization.

• Restrictions: Graduate and final year undergraduates from physical, biological, medical and dental sciences, and engineering.
• Maryam Tabrizian

Dentistry: Presentation of the neurobiology of pain and analgesia, clinical pain conditions, basic and applied research methods in the study of pain, and the theory and practice of pain management. The course is designed for graduate students interested in pain mechanisms and clinical residents interested in pain management.

• Restriction: Open to all health professionals

Dentistry: Advanced topics on extracellular matrix biology with emphasis on matrix molecules and their effects on cell communication, tissue structure and integrity.

• Mari Tuulia Kaartinen, Kenneth Finnson, Dieter Reinhardt, Emerson Krock

Dentistry: Exploration of how to write a mixed methods research protocol or manuscript and some more advanced mixed methods data analysis applications.

• Prerequisite: Permission of instructor if graduate student is outside the Faculty.
• Note: Contact hours: Monday to Friday from 9:00 a.m. to 4:30 p.m. (Faculty of Dentistry: 514-398-7203, extensions 096455 & 00059); language of instruction: English.
• Restriction(s): Not open to students who have taken or are taking FMED 672 . Only open to graduate students in the Faculty of Dentistry.
• Only open to students who have had prior graduate training in quantitative, qualitative, and mixed methods research.

Dentistry: Advanced readings in student's area of research.

• Prerequisite(s): Permission of instructors.
• Restriction(s): Open to students enrolled in a graduate program at the Faculty of Dentistry. In some circumstances, it may be opened to students from another Faculty.

Epidemiology & Biostatistics: Univariate and multivariate statistical techniques for continuous categorical and survival data. Topics include generalized linear models, multiple linear and logistic regression, introductory survival analysis, model selection. Maximum likelihood and Bayesean approaches will be presented.

• Prerequisite(s): EPIB 601 and EPIB 607 of permission of instructor.

Epidemiology & Biostatistics: Lectures and discussions on issues, approaches and techniques of clinical trials including assessment of feasibility, ethics, randomization, strengths and weaknesses of alternative designs, sample size requirements, protocol development, trial management and analysis, reporting and interpretation of trial results.

• Prerequisite(s): EPIB 601 and EPIB 607 .

Experimental Medicine: Different molecular methods used in biomedical research, including chromatography, purification and analysis of proteins and nucleic acids, various techniques in molecular biology, transgenic technology, and stem cells. Lectures, some demonstrations, and short seminars given by the students.

Offered by: Medicine

• Simon Rousseau, Gregory J Fonseca

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Browse Course Material

Course info.

• David Custer

Departments

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As Taught In

• Academic Writing

Undergraduate Thesis for Course 2-A

Course meeting times.

Lectures: 7 sessions for 4 weeks, 2 hours / session

Subject Description

2.ThA focuses on the communication problems encountered in researching and writing a thesis. The class is designed to be 1/3 thesis writers anonymous, 1/3 writing and speaking skills, and 1/3 project organization skills. The writing and speaking assignments culminate in a thesis proposal and an oral presentation.

Text and Other Instructional Materials

No textbook is required; all materials are handed out in class.

Teaching Approach

2.ThA is based on the following premises:

• Writing a thesis is a process that requires continual, focused effort.
• Writing, presentation, and research reinforce each other and all contribute to excellence in the final product.
• Writing and presentations improve with practice; feedback produces better writing and presentations. As a corollary, “practice” at thesis writing is difficult to obtain because an individual only writes a few theses, thus the increased need to learn from the experience of others.

Class attendance and participation lead directly to success in 2.ThA; be sure to attend the classes. Students who miss more than one of the required class sessions will require an excused absence from the dean’s office to pass. (Class meets but 7 times.)

Grading is digital. Come to class; write a proposal in a series of drafts; prepare and deliver a series of oral presentations; live long and prosper.

Term Schedule and Assignments

This class meets six times as shown below. Deliverables culminate in a written thesis proposal and an oral presentation based on the proposal. The proposal and an appropriately signed cover sheet must be turned in to the 2.ThA instructor. Finally, students are expected to fill out a pair of end-of-term evaluations, one MIT form and one 2.ThA-specific form.

2.ThA Deliverables Timeline ( PDF )

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The (free) course to get you started

Take the first step towards crafting a high-quality dissertation, thesis or research project with our free mini-course .

– 100% free – there’s absolutely no cost to enroll – Easy to understand explanations and examples – Extensive video , audio and text-based content – Free downloadable templates and tools

The Perfect Starting Point

This flexible mini-course is built from a carefully curated selection of our best video and text content. Working through the course content, you’ll learn:

• How to find a high-quality research topic
• How to develop a convincing research proposal
• How to craft a high-quality introduction and literature review
• How to choose a suitable methodology and  present your results
• How to polish your dissertation or thesis for the highest marks

You can start wherever makes sense for you, and you can work at your own pace. While you will get the maximum benefit from working through all the content in order, you’re welcome to skip around.

What It Covers

Below you’ll find an overview of the course curriculum. To view more detail, simply click to expand the respective section.

Part 1: Topic Ideation & Proposal

In this section, we lay the foundations for a strong dissertation by exploring the topic ideation and proposal development stages.

• Dissertation 101: What you need to know
• Topic ideation and refinement: 5 time-saving tips
• Research aims, objectives and questions (the golden thread)
• Research proposal 101: What you need to know
• How to write a research proposal
• Common mistakes in the proposal stage
• Research proposal template (Download)

Part 2: Starting Your Dissertation Or Thesis

In this section, we move onto the dissertation/thesis document itself. We consider the broader structure of the document, as well as the first chapter – the introduction.

• How to structure your dissertation or thesis
• Introduction chapter 101 – Why, what and how
• Delimitations and limitations
• Common mistakes in the introduction chapter
• Dissertation/thesis template (Download)

Part 3: Crafting Your Literature Review

In this section, we explore the all-important literature review chapter, as well as the broader literature review process.

• Literature review 101: What you need to know
• How to write a literature review: big-picture process
• How to find high-quality literature (quickly)
• How to review journal articles efficiently
• Literature review Excel template (Download)
• How to structure the literature review chapter
• Literature review chapter template (Download)
• Common mistakes in the literature review
• Tips & tools to fast-track your literature review

Part 4: Designing Your Methodology

In this section, we dive into the complex world of research methodology to demystify this often-intimidating aspect of research.

• Research methodology & design 101
• Qualitative vs quantitative research
• How to choose a research methodology
• Saunder’s research onion: Overview
• How to write the methodology chapter/section
• Sampling methods and strategies
• Qualitative data collection and analysis
• Quantitative data collection and analysis
• How to write the methodology chapter
• Methodology chapter template (Download)
• Common mistakes in the methodology chapter
• Avoiding bias in your research

Part 5: Presenting Your Results

With the methodology out of the way, we move onto the results and discussion chapters in this section. We consider important matters for both qualitative and quantitative projects.

• The results chapter: Qualitative
• The results chapter: Quantitative
• Common mistakes in the results chapter
• The discussion chapter 101: What, why & how
• Common mistakes in the discussion chapter
• Discussion chapter template (Download)

Part 6: Wrapping Up

In this section, we move on to the final chapter in the typical dissertation – the conclusion chapter. We also discuss some other important considerations to help ensure that you present a strong document.

• The conclusion chapter 101: What, why and how
• Research limitations and implications
• Common mistakes in the conclusion chapter
• Conclusion chapter template (Download)
• The abstract 101: What, why and how
• Writing the abstract: 5 common mistakes to avoid
• Defending your dissertation or thesis
• Referencing: How to use Mendeley & Zotero
• Referencing: 7 common mistakes to avoid

Part 7: General Tips & Tools

In this final section, we discuss a mixed bag to help you approach your dissertation/thesis writing in the most efficient way possible.

• Essential apps for the research journey
• Descriptive vs analytical writing
• How to reduce word count
• How to craft strong arguments in your dissertation
• How to choose the right charts and graphs
• Academic misconduct

Join Now (Instant Access)

Enter your details to join the course (100% free)

Frequently Asked Questions

Is this course really free.

Yes. There is no cost to enroll in the course or use any of the course resources. All content is free to access, whenever you need it.

Is there a set schedule for the course?

No. You can complete the course at your own pace and select whichever lessons are most relevant to you.

Does this course involve tests and/or exams?

No. As a flexible mini-course, there are no tests or exams. Please consider our paid courses if you are looking for an assessed course.

Can I get a certificate of completion?

No. Since the mini-course is completely flexible and there are no tests/assessments, we cannot issue a certificate of completion. If you’re looking for a certificate program, please consider our paid courses .

Can I access the templates without doing the course?

Yes. You can access the templates here .

Is this the same as the "Work Smarter Not Harder" ebook?

We unbundled the ebook a few years ago to make the content more accessible and digestible for first-time researchers. This course draws on much of the original content and is far more comprehensive than the ebook.

Need hands-on help?

If you need personalised support for your research project, consider our private coaching service.   As your research partner, we’ll hold your hand throughout the research journey, step by step .

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Introduction to the Thesis Writing Project – MUSC 880

CG • Section 8WK • 07/01/2018 to 12/31/2199 • Modified 02/01/2024

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Course Description

This course prepares the student to begin the thesis writing project.

For information regarding prerequisites for this course, please refer to the  Academic Course Catalog .

It is vital that each student understand the thesis writing process. This course will assist students in having a complete and thorough understanding of the thesis writing process and defense expectations. Students will have key instructors who will demonstrate how to accomplish the IRB Application and how to develop surveys and other research data.

Course Assignment

Textbook readings and lecture presentations/notes

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations , the student will complete the related checklist found in the Course Overview.

Peer-Review Discussion: Proposal Paper

Discussions are collaborative learning experiences, and receiving and creating feedback in a peer-review is a valuable part of the learning and refining process in the development of the abstract, proposal, and first chapter. Therefore, the student will upload his/her proposal paper as a Word document to the discussion. The professor will post an initial thread containing pairing assignments for the peer-review. Each student will complete one peer review and comment on the student's paper according to the requirements in the instructions and Grading Rubric criteria. The reviewer will enter comments on the draft by using the “Review” function in Word. The student will also provide summary feedback at the end of the paper noting what the peer did well and what he/she needs to improve on. The student will then upload the paper as a reply, along with summative comments of encouragement. (CLO: A, B, C, D)

Peer-Review Discussion: Initial Chapter One

Discussions are collaborative learning experiences, and receiving and creating feedback in a peer-review is a valuable part of the learning and refining process in the development of the abstract, proposal, and first chapter. Therefore, the student will upload his/her Initial Chapter One as a Word document to the discussion. The professor will post an initial thread containing pairing assignments for the peer-review. Each student will complete one peer-review and comment on the student's paper according to the requirements in the instructions and Grading Rubric criteria. The reviewer will enter comments on the draft by using the “Review” function in Word. The student will also provide summary feedback at the end of the paper noting what the peer did well and what he/she needs to improve on. The student will then upload the paper as a reply, along with summative comments of encouragement. (CLO: A, B, C, D)

Receiving and creating feedback in a peer-review is a valuable part of the learning and refining process in the development of the abstract, proposal, and first chapter. Therefore, the student will upload his/her Final Chapter One as a Word document to the discussion. The professor will post an initial thread containing pairing assignments for the peer-review. Each student will complete one peer-review and comment on the student's paper according to the requirements in the instructions and Grading Rubric criteria. The reviewer will enter comments on the draft by using the “Review” function in Word. The student will also provide summary feedback at the end of the paper noting what the peer did well and what he/she needs to improve on. The student will then upload the paper as a reply, along with summative comments of encouragement. (CLO: A, B, C, D)

Topic Inquiry Study Assignment

The student will complete a Topic Inquiry Study by using the Topic Inquiry Worksheets templates. T he student will list  three possible scholarly sources.  (CLO: A, C, D)

Abstract Writing Assignment

The student will write an abstract of 200-250 words describing the topic’s description, rationale, the selected research approach, and the potential value to the field. The abstract must be submitted as a Word document, and must adhere to the current Turabian writing style as described in the required manual. T he student will also fill out the provided template, which must contain three literature review quotes from a scholarly source, a problem statement, methods statement, and a findings and implications statement. (CLO: A, B, C)

Literature Review Assignment

Building a strong, relevant, and current collection of scholarly sources is imperative for a strong beginning of the writing process. Therefore, the student will identify 16 scholarly sources pertinent to the field of study and complete 16 literature review charts. Each form should include the reference entered in Turabian format and a three-five sentence summary of the article. The student will use the templates provided for the following:

• Four journal articles (published within the last 10 years)
• Four theses/dissertations (published within the last five years)
• Four magazine articles (published within the last five years)

(CLO: A, C, D, E)

The student will write an abstract and a proposal of four sections as one document. The abstract will identify the gap in the literature, state the significance of the problem, and identify the methodology. The abstract must be one double-spaced paragraph with no indentation, consisting of 200-250 words. The body of the proposal paper must include four sections of the proposal in order of abstract, two unique research questions (half page), significance (half page), and core concepts (6 pages). The document must include a bibliography containing at least ten sources. The body of the paper must consist of a total of 7 pages of content, not including the title page, abstract, and bibliography.

Proposal Paper Assignment

The student will expand the four proposal sections into a seven-section proposal paper. The abstract will identify the gap on the literature, state the significance of the problem, and identify the methodology. The abstract must be one double-spaced paragraph with no indentation, consisting 200–250 words. The body of the proposal paper must include details concerning each of the seven sections of the proposal in order by identifying unique two research questions, and thoroughly discussing the significance of the research questions, core concepts, plus new sections of hypotheses (half page), method (half page), and research plan (2 pages). The student must highlight any new or revised material since the Abstract and Proposal: Sections 1-4 Assignment . The body of the paper must consist of 10 pages of content, in addition to a title page, abstract, and bibliography.

The student will write the first chapter for his/her doctoral thesis. The student will include the following sections with a centered and bold heading: introduction, background of topic, theoretical framework (if applicable), problem statement, purpose statement, significance of the study, research questions, hypotheses, identification of the variables (if quantitative), core concepts, definition of terms, and chapter summary. The chapter must cite at least 15 sources. The Initial Chapter One document must contain 15–20 pages of content, in addition to a title page, an abstract of 200–250 words, and bibliography page. The document must include page numbers beginning on the first page of content. Each page must contain at least one footnote. The paper must follow Turabian style. The student will upload his/her Initial  Chapter One as a Word document.

Final Chapter One Assignment

The student will submit a completed Chapter 1 (The Introduction Chapter of the Thesis) containing the title page, abstract, introduction, background of the problem, statement of the problem, purpose of the study, three research questions, significance of the study, definition of terms, assumptions, limitations, and a working bibliography citing only the works referenced within the chapter. The chapter should be between 20–25 pages in length in addition to the title page, an abstract of 200–250 words, and bibliography. The chapter should cite at least 15 sources. The student will consult the Turabian writing manual for formatting and writing style guidance. The paper will adhere to the Turabian writing manual for formatting and writing style, and must be submitted in a Word Document. It is highly recommended that the student submit his/her document to the Liberty University Online Writing Center for feedback. (CLO: A, C, D, E) 

Quiz: Research Question and Hypothesis

The student will study the Research Question and Hypothesis Documents provided and complete the quiz. The quiz will be open-book/open-notes, contain 5 multiple-choice questions, have a 1-hour time limit, and allow unlimited attempts. (CLO: A, C)

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Course Descriptions

Gr 981 thesis writing - credit hours: 3.

Semester normally offered: On demand

Course Description

Students enroll in this course following the successful completion of GR 980 Guided Research on Thesis Topic in order to finish writing the M.A. thesis. Students work with an assigned thesis reader in addition to the thesis advisor.

Course Equivalencies

Course objectives.

The course objectives with vary with the nature and subject matter of the thesis project. 

Field Study

J.r. briggs.

Marsha Wright

Dongwook Joo

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How to Write a Course Description: Examples & Templates

February 13, 2023

For something that’s usually only a bit longer than the average tweet, a course description is a surprisingly powerful marketing tool. In fact, your course descriptions are one of the last marketing messages students see before they click “enroll.” Short but important, these can be tricky to write. That’s why we’ve put together some course description examples that will hook students and make your job easier.

Along with sharing our list of best practices, we’ll dissect a series of examples so you can see exactly what works and why. Use these course description templates to make creating your course catalog a breeze! 

Course Description Example 1: Get Students “Hooked”

Open every course description with a sentence that “hooks” the reader and then conveys the essential information in an accessible and engaging way. A hook can be anything that captures the prospective student’s attention or encourages them to keep reading. 

These can take a variety of forms, including:

• A callout to a specific audience.  Example: For a class on poker strategy, your “hook” could read, “ Calling all card sharks for this 4-week class that will transform your poker game as you learn how to read your opponents, spot tells, understand game theory, check-raise, bluff, and more.” 

Hooking the attention of your ideal student is important, but it’s just part of what a strong first line can do. You can pack a lot of information into this one sentence! 

Course Description Example 2: Keywords, Keywords, Keywords

Keywords help search engines find your course descriptions, which helps students find them too. When you write a course description, try to use the words a student is likely to use to search for courses on that topic. Use a tool like Semrush or Moz to do some keyword research. Find keywords that you can target and build your course description around those terms. 

But don’t go overboard. Remember that course descriptions are supposed to help the student, not just fit an algorithm. Use the keywords that make sense in context and relate closely to your program. 

Here’s an example of a course description that uses keywords effectively: 

Course Title: Breaking and Baking Bread

Course Description: Not your average bread baking class, this 6-week course shares the joy of making bread from scratch by breaking down the essentials of a great starter and giving expert tips about yeast and flour. You will bake breads such as sourdough, rye, brioche, challah, ciabatta, and popovers while learning about oven heating, mixing, kneading, fermenting, egg washing, and more. Your guests will clamor for the bread basket at your kitchen table and luxuriate in the smell of warm bread in your home after you become part of the ancient tradition of bread baking . 

This course description uses variations on the keyword “bread baking” to optimize for SEO. Try to use your selected keyword in the course title. Include three to five relevant keywords in the description as long as it sounds natural to do so.

Course Description Example 3: Outcomes Over Operations

While instructors tend to focus on things like course mechanics, lessons, and assignments, prospective students are more interested in what they’ll gain from taking the course. Will they earn a certification? Will they be a member of a group? Will they have a new skill to put on their resume? 

Use the course description to tell students about the outcome, such as:

• A formal certification 
• An advanced understanding of the topic
• Access to an exclusive group 
• A tangible skill or experience
• A portfolio 

The outcome should be closely related to the class topic and something that the student is likely to value. For example, a course on finance might promise students a personalized plan for reducing debt while a course on fashion might help students define their own style. Outlining these outcomes helps the student recognize the value the course will bring to their life. It can also set your courses apart from others on the same topic.

Here’s an example of a course description that focuses on the outcome:

Course Title: Finding Your Voice Through Songwriting 

Course Description: Make music that expresses your true self in this 12-session class that studies wordplay, poetry, and phonics to help you write lyrics that resonate. You’ll write and workshop two full songs and perform one at the final class meeting so you can experience the full process of songwriting , from ideating and conceptualizing to drafting, editing, revising, and finalizing. You’ll break down classic songs, mix melodies, and learn how legendary songwriters mastered their craft to gain a new appreciation for the art of making music. 

This description outlines several outcomes:

• Writing two full songs
• Experiencing the full process of songwriting

Each of these might be useful to the student on their own, but together they make for a unique and valuable course.

Course Description Template

We’ve covered a lot of examples, but let’s cut right to the heart of the matter.

A template that works for nearly every course description looks like this:

Course Title: Topic + Intended Audience (or) Topic + Outcome

Examples:  

• Topic + Intended Audience: Mindful Parenting for Busy Parents
• Topic + Outcome: Storytelling Through Portrait Photography

Course Description:

Sentence 1 hooks the reader by including the important information in an accessible, interesting way. 

Sentences 2-4 tell students what they gain from taking the course and include keywords. 

Sentence 5 tells students how to register. 

You can add a few more sentences if you need extra space to truly explain your outcomes and course structure. Just don’t get too lost in the details. If you do need to provide a lot of supplementary information like materials lists or policies, consider adding those as an attachment students can download and review. 

Here’s an example of how a course description comes together. 

Course Title: Make Your Home Garden Grow

Course Description: (1) Whether you have a green thumb or a brown one, this 8-session class will teach you how to grow and maintain an indoor garden of peperomia, snake plant, philodendron, English ivy, hoya, pothos, and calathea. (2-4) No matter the size of your space, you’ll create a thriving forest of greenery and gain access to a virtual gardening library which includes a comprehensive care spreadsheet for 200+ common houseplants, a guide to watering, an encyclopedia of perennials, and a manual for pruning. With a live online class format, you’ll get to work in your own garden space while learning about soil composition, sun exposure, seed germination, pest control, tool care, and more. (5) Register now!

A course description like this moves students to want to register. So make it simple for them to do. CourseStorm makes course registration simple and seamless. Add registration links directly to your course descriptions so students can go from interested to registered quickly and easily. Contact us today to get started or start your free trial now.

Nic is skilled in scaling start-up edtech and education organizations to growth-stage success through innovative marketing. A former journalist and copywriter, Nic holds a postgraduate certificate in digital and print publishing from Columbia University School of Journalism's publishing course.

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MS in Computer Science (Thesis Option)

Overview of degree.

The Master’s of Science degree in Computer Science (Thesis Option) at The University of Georgia is a comprehensive program of study intended to give qualified and motivated students a thorough foundation in the theory, methodology, and techniques of Computer Science. Students who successfully complete this program of study will have a grasp of the principles and foundations of Computer Science. They will be prepared to pursue higher academic goals, including the Doctor of Philosophy degree. They will obtain skills and experience in up-to-date approaches to analysis, design, implementation, validation, and documentation of computer software and hardware. With these skills they will be well qualified for technical, professional, or managerial positions in government, business, industry, and education.

Prospective students are advised to consult The University of Georgia Graduate Bulletin for institutional information and requirements.

Admission Requirements

In addition to the general University of Georgia policies set forth in the Graduate Bulletin, the following school policies apply to all applicants:

1. A Bachelor’s Degree is required, preferably with a major in Computer Science or an allied discipline. Students with insufficient background in Computer Science must take undergraduate Computer Science courses to remedy any deficiencies (in addition to their graduate program). A sufficient background in Computer Science must include at least the following courses (or their equivalent):

2. Admission to this program is selective; students with a record of academic excellence have a better chance of acceptance. Students with exceptionally strong undergraduate records may apply for admission to the graduate program prior to fulfilling all of the above requirements.  

3. Graduate Record Examination (GRE) test scores are required for admission consideration. International applicants also need TOEFL or IELTS official test scores. GRE waiver is not provided. 

4. Three letters of recommendation are required, preferably written by university professors familiar with the student's academic work and potential. If the student has work experience, one letter may be from his/her supervisor. Letters should be sent directly from the letter writer.

5. A one- or two-page personal statement outlining the student's background, achievements, and future goals is required.

6. A recent copy of a resume is required. 

Graduate School Requirements

Additional requirements are specified by the Graduate School (application fee, general application forms, all transcripts, etc.). Please see the University of Georgia Bulletin for further information. Detailed admissions information may be found at Graduate School Admissions. Printed information may be obtained by contacting the

University of Georgia Graduate School Brooks Hall 310 Herty Drive Athens, GA 30602 phone: 706-542-1739 fax: 706-425-3094 e-mail: [email protected]

Applications are processed on a year round basis. Students can be admitted for either semester (Fall or Spring). Please visit the Graduate School for application submission deadlines.

The curriculum consists of at least 30 credit hours of resident graduate coursework. This includes the following five items:

• at least 12 credit hours of Core CSCI graduate coursework at the 6000-level (see “Core Curriculum” below);
• at least 8 credit hours of Advanced CSCI graduate coursework at the 6000/8000- level (see “Advanced Coursework” below); the above (items 1 & 2) must include 12 credit hours of coursework open only to graduate students, exclusive of 6950 and 8990, as per Graduate School Policy; @6000 level must be graduate student only course and not used in the core curriculum. 
• at least 1 credit hour of CSCI 8990 Research Seminar (see “Research Seminar” below);
• at least 6 credit hours of CSCI 7000 Master’s Research (see Master’s Research below);
• at least 3 credit hours of CSCI 7300 Master's Thesis (see Master's Thesis below)

Typically, full-time students will take 9 to 15 hours per semester. See the CSCI section of the University of Georgia Bulletin for course descriptions. A program of study should be a coherent and logical whole; it requires the approval of the student's major professor, the student's advisory committee, and the school's graduate coordinator.

Note: no course with a grade of C+ or lower may be included on the student’s Program of Study (see the Graduate Bulletin for other GPA constraints).

Core Curriculum (Item #1)

At least one course from each of the following three groups must be taken:

Group 1: Theory

CSCI 6470 Algorithms CSCI 6480 Approximation Algorithms CSCI 6610 Automata and Formal Languages

Group 2: Software Design

CSCI 6050 Software Engineering CSCI 6370 Database Management CSCI 6570 Compilers

Group 3: System Design

CSCI 6720 Computer Systems Architecture CSCI 6730 Operating Systems CSCI 6760 Computer Networks: Technology and Application CSCI 6780 Distributed Computing Systems

The core curriculum consists of a total of 12 graduate credit hours.

Core Competency

Foundational computer science knowledge (core competency) in the core areas (Groups 1, 2, and 3, above) must be exhibited by each student and certified by the student’s advisory committee. This takes the form of achievement in core curriculum and completion of a short essay in their chosen area of research demonstrating technical writing and organization skills. A grade average of at least 3.30 (e.g., B+, B+, B+) must be achieved for the three core courses. Students below this average may take an additional core course and achieve a grade average of at least 3.15 (e.g., B+, B+, B, B).

Core competency is certified by the unanimous approval of the student's Advisory Committee as well as the approval by the Graduate Coordinator. The student’s advisory committee manages the core competency in cooperation with the student. Students are required to meet the core competency requirement within their first two enrolled academic semesters (excluding summer semester). Core Competency Certification must be completed before approval of the Program of Study.

Note: a course used to fulfill part of the core requirement (Item #1) may not be used to also fulfill part of the advanced coursework requirement (Item #2).

Advanced Coursework (Item #2)

Students must take at least 8 credit hours of advanced CSCI graduate student only coursework. This includes at least 4 credit hours at the 8000-level (i.e., at least one 8000-level course).

Note: a student may satisfy this 8 hour requirement using only 8000-level courses, or with 4 hours of 8000-level coursework and 4 hours of 6000-level coursework. In the case that a student uses a 6000-level course for advanced coursework, that course must be a graduate student only course . In no case shall a 6000-level course used to fulfill part of the advanced coursework requirement count toward the advanced coursework requirement AND the core curriculum requirement. In addition, neither CSCI 8990 nor CSCI 6950 may be used to fulfill this requirement.

Research Seminar (Item #3)

All students must take 1 credit hour of CSCI 8990 Research Seminar, in which they must attend weekly meetings of a research seminar and give presentations.

Master’s Research (Item #4)

The Master's research involves the student's investigations under the supervision of his/her major professor and requires the approval of the major professor and the advisory committee. The Master's research often includes original research into some area of Computer Science. It must demonstrate mastery of a particular area of Computer Science. The candidate's advisory committee assures that the quality of the research meets the standards of the School of Computing and the Graduate School. The candidate must register for CSCI 7000 Master's Research for at least 6 credit hours while working on the project.

Master's Thesis (Item #5)

The thesis is a report of the student's investigations under the supervision of his/her major professor and requires the approval of the major professor and the advisory committee. The thesis must demonstrate competent style and organization, and communicate technical knowledge. The thesis often includes original research into some area of Computer Science. It must demonstrate mastery of a particular area of Computer Science. The candidate's advisory committee assures that the quality of the thesis meets the standards of the School of Computing and the Graduate School. The candidate must register for CSCI 7300 Master's Thesis for at least 3 credit hours while working on the thesis.

Advisory Committee

The advisory committee will consist of one major professor and two additional members. At least two of the three members must be from the School of Computing.

Non-Departmental Requirements

Non-departmental requirements are set forth by the Graduate School (see the Graduate Bulletin). They concern residence, time limits, programs of study, acceptance of transfer credits, minimum GPAs, thesis, and thesis defense examination.

Graduation Requirements

A student admitted to the M.S. degree program will be advised by the graduate coordinator until a major professor is chosen.

Before the end of the second semester in residence, a student must begin submitting to the Graduate School, through the graduate coordinator, the following forms: (i) a Program of Study Form and (ii) an Advisory Committee Form. The Program of Study Form indicates how and when degree requirements will be met and must be formulated in consultation with the student's major professor. An Application for Graduation Form must also be submitted directly to the Graduate School.

Forms and Timing must be submitted as follows:

• Advisory Committee Form (G130) - end of second semester
• Core Competency Form (Departmental) - beginning of third semester
• Program of Study Form (G138) – semester before the student’s last semester
• Application for Graduation Form ( in Athena) - beginning of last semester 
• Approval Form for Master's Thesis (G 140)  - last semester
• ETD Submission Approval Form (G129) - last semester

See “Important Dates and Deadlines” on the Graduate School’s website.

Thesis Defense

After all coursework has been completed and the thesis has been approved by the student's major professor, the thesis is transmitted to the advisory committee at least two weeks before the thesis defense date. The thesis defense is an oral examination conducted by the student's advisory committee. All members of the advisory committee must be present at the defense. The advisory committee members including the major professor must vote on whether the student passed the defense and record their votes on the Approval Form for Master's Thesis, Defense. To pass the exam, at least two of the three votes must be passing.

Need more guidance?

Dr. Liming Cai and Dr. Kyu H. Lee Graduate Coordinator [email protected] (706) 542-2 911

Samantha Varghese Graduate Student Affairs Coordinator [email protected] 706) 542-3477

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• CONMGNT 7001
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CONMGNT 7001 - Research Dissertation

North terrace campus - semester 1 - 2018, course details, course staff.

Course Coordinator: Professor Jian Zuo

Course Timetable

The full timetable of all activities for this course can be accessed from Course Planner .

Course Learning Outcomes

University graduate attributes.

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

Required Resources

Online learning, learning & teaching modes.

No information currently available.

Learning Activities Summary

Assessment summary, assessment detail, course grading.

Grades for your performance in this course will be awarded in accordance with the following scheme:

Further details of the grades/results can be obtained from Examinations .

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs .

Final results for this course will be made available through Access Adelaide .

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

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PECOS4094 – Master's Thesis

Course description, course content, learning outcome, prerequisites, examination, schedule, syllabus and examination date.

• Spring 2021
• Autumn 2020
• Spring 2018
• Autumn 2017
• Autumn 2015
• Spring 2015
• Autumn 2014
• Spring 2014
• Autumn 2013
• Spring 2013
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The master's thesis is an individual research paper, which should meet the general requirements to scientific publication. The purpose of the master's thesis is to conduct an analysis of a research question within the field of political science, and present the results of your analysis.

The master's thesis should have a precise:

• Research question.
• Appropriate methods.
• A systematic argument.

It allows for normative or descriptive treatment of empirical as well as theoretical issues.

You will be personally responsible for deciding the theme, research question and method of investigation and for undertaking the research. You are welcome to contact relevant members of the scientific stab to get advice on the choice of topic and research projects before you apply for a supervisor.

Getting started with your thesis

When you have successfully completed the master’s thesis you are expected to

• Be able to select a research question that can be answered in a scientifically sound manner within the given amount of time.
• Be able to work systematically to use that time effectively.
• Be familiar with the different stages in the research process.
• Have acquired the ability to see the relationships between choice of research question, theoretical perspective, research design and choice of Method.
• Have carried out an independent piece of research on a peace and/or conflict-related theme in a scientifically sound manner.

The course is restricted to students that follows the political science track at the Peace and Conflict Studies programme

Formal prerequisite knowledge

It is advisable that the students have taken all mandatory courses. A supervisor must also be assigned before the student can start writing the master's thesis.

Teaching for this course consists of a combination of collective and individual academic supervision.

Will you conduct fieldwork or will your master's thesis require traveling? Read about financial support of fieldwork .

The thesis and an oral examination.

The master's thesis

• Information on formal requirements, submission and postponed deadline

Oral examination

The oral examinations will be arranged continuously after the submission of the thesis, in June and August for the spring semester, and December and January for the fall semester. You will be notified via your student e-mail, at least one week before the oral exam. 

The questions that will be posed during the oral examination will be linked to your thesis and may, for example, relate to the research question, the structure of your thesis, choice of theoretical perspective, choice of method, etc.

Information on how the master's thesis is assessed

• Prior to the oral examination, the evaluation committee will award a preliminary grade to your Master's thesis. You will be notified of the grade and given an explanation for it when you present yourself for the oral examination.
• The oral examination will only be used to adjust the grade of your master’s thesis. Once the committee has determined the grade following the oral examination, you will be notified of the final grade.
• Recommended norms for setting grades in political science .

Certificate

Students who complete the work on their master's thesis in the nominal length of time and meet the set submission deadline will receive a certificate confirming this.

Use of sources and citation

You should familiarize yourself with the rules that apply to the use of sources and citations . If you violate the rules, you may be suspected of cheating/attempted cheating .

Language of examination

Grading scale.

Grades are awarded on a scale from A to F, where A is the best grade and F is a fail. Read more about the grading system .

Explanations and appeals

• Explanation of grades and appeals

Ask for explanation of your grade in this course

Withdrawal from an examination

A master’s thesis that is not passed may be resubmitted only once, and then within the agreed time and in revised form. A master’s thesis that is passed may not be resubmitted in revised form.

If you withdraw from the exam after the deadline, this will be counted as an examination attempt.

Special examination arrangements

Application form, deadline and requirements for special examination arrangements .

Facts about this course

Department of Political Science