guidance master thesis

• Technical Support
• Find My Rep

You are here

How to Write a Master's Thesis

• Yvonne N. Bui - San Francisco State University, USA
• Description

See what’s new to this edition by selecting the Features tab on this page. Should you need additional information or have questions regarding the HEOA information provided for this title, including what is new to this edition, please email [email protected] . Please include your name, contact information, and the name of the title for which you would like more information. For information on the HEOA, please go to http://ed.gov/policy/highered/leg/hea08/index.html .

For assistance with your order: Please email us at [email protected] or connect with your SAGE representative.

SAGE 2455 Teller Road Thousand Oaks, CA 91320 www.sagepub.com

“Yvonne Bui’s How to Write a Master’s Thesis should be mandatory for all thesis track master’s students.  It steers students away from the shortcuts students may be tempted to use that would be costly in the long run. The step by step intentional approach is what I like best about this book.”

“This is the best textbook about writing an M.A. thesis available in the market.” 

“This is the type of textbook that students keep and refer to after the class.”

Excellent book. Thorough, yet concise, information for students writing their Master's Thesis who may not have had a strong background in research.

Clear, Concise, easy for students to access and understand. Contains all the elements for a successful thesis.

I loved the ease of this book. It was clear without extra nonsense that would just confuse the students.

Clear, concise, easily accessible. Students find it of great value.

NEW TO THIS EDITION:             

• Concrete instruction and guides for conceptualizing the literature review help students navigate through the most challenging topics.        
• Step-by-step instructions and more screenshots give students the guidance they need to write the foundational chapter, along with the latest online resources and general library information.          
• Additional coverage of single case designs and mixed methods help students gain a more comprehensive understanding of research methods.           
• Expanded explanation of unintentional plagiarism within the ethics chapter shows students the path to successful and professional writing.       
• Detailed information on conference presentation as a way to disseminate research , in addition to getting published, help students understand all of the tools needed to write a master’s thesis.    

KEY FEATURES:  

• An advanced chapter organizer provides an up-front checklist of what to expect in the chapter and serves as a project planner, so that students can immediately prepare and work alongside the chapter as they begin to develop their thesis.
• Full guidance on conducting successful literature reviews includes up-to-date information on electronic databases and Internet tools complete with numerous figures and captured screen shots from relevant web sites, electronic databases, and SPSS software, all integrated with the text.
• Excerpts from research articles and samples from exemplary students' master's theses relate specifically to the content of each chapter and provide the reader with a real-world context.
• Detailed explanations of the various components of the master's thesis and concrete strategies on how to conduct a literature review help students write each chapter of the master's thesis, and apply the American Psychological Association (APA) editorial style.
• A comprehensive Resources section features "Try It!" boxes which lead students through a sample problem or writing exercise based on a piece of the thesis to reinforce prior course learning and the writing objectives at hand. Reflection/discussion questions in the same section are designed to help students work through the thesis process.

Sample Materials & Chapters

1: Overview of the Master's Degree and Thesis

3: Using the Literature to Research Your Problem

For instructors

Select a purchasing option, related products.

How to Write a Master's Thesis: A Guide to Planning Your Thesis, Pursuing It, and Avoiding Pitfalls

#scribendiinc

Part 1: Initial Considerations

Who needs to write a master’s thesis.

Thesis writing is one of the more daunting challenges of higher education. That being said, not all master's students have to write a thesis. For example, fields that place a stronger emphasis on applied knowledge, such as nursing, business, and education, tend to have projects and exams to test students on the skills and abilities associated with those fields. Conversely, in disciplines that require in-depth research or highly polished creative abilities, students are usually expected to prove their understanding and independence with a thesis.

What's Your Goal?

Do you want to write a thesis? The process is a long one, often spanning years. It's best to know exactly what you want before you begin. Many people are motivated by career goals. For example, hiring managers may see a master's degree as proof that the candidate is an expert within their field and can lead, motivate, and demonstrate initiative for themselves and others. Others dream of earning their doctorate, and they see a master's degree as a stepping stone toward their Ph.D .

No matter what your desired goal is, you should have one before you start your thesis. With your goal in mind, your work will have a purpose, which will allow you to measure your progress more easily.

Major Types of Theses

Once you've carefully researched or even enrolled in a master's program—a feat that involves its own planning and resources —you should know if you are expected to produce a quantitative (which occurs in many math and science programs), qualitative (which occurs in many humanities programs), or creative (which occurs in many creative writing, music, or fine arts programs) thesis.

Time and Energy Considerations

Advanced degrees are notoriously time and energy consuming. If you have a job, thesis writing will become your second job. If you have a family, they will need to know that your thesis will take a great deal of your attention, energy, and focus.

Your studies should not consume you, but they also should not take a back seat to everything else. You will be expected to attend classes, conduct research, source relevant literature, and schedule meetings with various people as you pursue your master's, so it's important to let those you care about know what's going on.

As a general note, most master's programs expect students to finish within a two-year period but are willing to grant extra time if requested, especially if that time is needed to deal with unexpected life events (more on those later).

Part 2: Form an Initial Thesis Question, and Find a Supervisor

When to begin forming your initial thesis question.

Some fields, such as history, may require you to have already formed your thesis question and to have used it to create a statement of intent (outlining the nature of your research) prior to applying to a master’s program. Others may require this information only after you've been accepted. Most of the time, you will be expected to come up with your topic yourself. However, in some disciplines, your supervisor may assign a general research topic to you.

Overall, requirements vary immensely from program to program, so it's best to confirm the exact requirements of your specific program.

What to Say to Your Supervisor

You will have a supervisor during your master's studies. Have you identified who that person will be? If yes, have you introduced yourself via email or phone and obtained information on the processes and procedures that are in place for your master's program? Once you've established contact, request an in-person meeting with him or her, and take a page of questions along with you. Your questions might include:

• Is there a research subject you can recommend in my field?
• I would like to pursue [target research subject] for my thesis. Can you help me narrow my focus?
• Can you give me an example of a properly formatted thesis proposal for my program?

Don't Be Afraid to Ask for Help (to a Degree)

Procedures and expectations vary from program to program, and your supervisor is there to help remove doubt and provide encouragement so you can follow the right path when you embark on writing your thesis. Since your supervisor has almost certainly worked with other graduate students (and was one at some point), take advantage of their experience, and ask questions to put your mind at ease about how to write a master’s thesis.

That being said, do not rely too heavily on your supervisor. As a graduate student, you are also expected to be able to work independently. Proving your independent initiative and capacity is part of what will earn you your master's degree.

Part 3: Revise Your Thesis

Read everything you can get your hands on.

Whether you have a question or need to create one, your next step is simple and applies to all kinds of theses: read.

Seek Out Knowledge or Research Gaps

Read everything you can that relates to the question or the field you are studying. The only way you will be able to determine where you can go is to see where everyone else has been. After you have read some published material, you will start to spot gaps in current research or notice things that could be developed further with an alternative approach. Things that are known but not understood or understood but not explained clearly or consistently are great potential thesis subjects. Addressing something already known from a new perspective or with a different style could also be a potentially valuable project. Whichever way you choose to do it, keep in mind that your project should make a valuable contribution to your field.

Talk with Experts in Your Field (and Don't Be Afraid to Revise Your Thesis)

To help narrow down your thesis topic, talk to your supervisor. Your supervisor will have an idea of what is current in your field and what can be left alone because others are already working on it. Additionally, the school you are attending will have programs and faculty with particular areas of interest within your chosen field.

On a similar note, don't be surprised if your thesis question changes as you study. Other students and researchers are out there, and as they publish, what you are working on can change. You might also discover that your question is too vague, not substantial enough, or even no longer relevant. Do not lose heart! Take what you know and adjust the question to address these concerns as they arise. The freedom to adapt is part of the power you hold as a graduate student.

Part 4: Select a Proposal Committee

What proposal committees are and why they're useful.

When you have a solid question or set of questions, draft a proposal.

You'll need an original stance and a clear justification for asking, and answering, your thesis question. To ensure this, a committee will review your thesis proposal. Thankfully, that committee will consist of people assigned by your supervisor or department head or handpicked by you. These people will be experts who understand your field of study and will do everything in their power to ensure that you are pursuing something worthwhile. And yes, it is okay to put your supervisor on your committee. Some programs even require that your supervisor be on your committee.

Just remember that the committee will expect you to schedule meetings with them, present your proposal, respond to any questions they might have for you, and ultimately present your findings and thesis when all the work is done. Choose those who are willing to support you, give constructive feedback, and help address issues with your proposal. And don't forget to give your proposal a good, thorough edit and proofread before you present it.

How to Prepare for Committee Meetings

Be ready for committee meetings with synopses of your material for committee members, answers for expected questions, and a calm attitude. To prepare for those meetings, sit in on proposal and thesis defenses so you can watch how other graduate students handle them and see what your committee might ask of you. You can even hold rehearsals with friends and fellow students acting as your committee to help you build confidence for your presentation.

Part 5: Write Your Thesis

What to do once your proposal is approved.

After you have written your thesis proposal and received feedback from your committee, the fun part starts: doing the work. This is where you will take your proposal and carry it out. If you drafted a qualitative or quantitative proposal, your experimentation or will begin here. If you wrote a creative proposal, you will now start working on your material. Your proposal should be strong enough to give you direction when you perform your experiments, conduct interviews, or craft your work. Take note that you will have to check in with your supervisor from time to time to give progress updates.

Thesis Writing: It's Important to Pace Yourself and Take Breaks

Do not expect the work to go quickly. You will need to pace yourself and make sure you record your progress meticulously. You can always discard information you don't need, but you cannot go back and grab a crucial fact that you can't quite remember. When in doubt, write it down. When drawing from a source, always create a citation for the information to save your future self time and stress. In the same sense, you may also find journaling to be a helpful process.

Additionally, take breaks and allow yourself to step away from your thesis, even if you're having fun (and especially if you're not). Ideally, your proposal should have milestones in it— points where you can stop and assess what you've already completed and what's left to do. When you reach a milestone, celebrate. Take a day off and relax. Better yet, give yourself a week's vacation! The rest will help you regain your focus and ensure that you function at your best.

How to Become More Comfortable with Presenting Your Work

Once you start reaching your milestones, you should be able to start sharing what you have. Just about everyone in a graduate program has experience giving a presentation at the front of the class, attending a seminar, or watching an interview. If you haven't (or even if you have), look for conferences and clubs that will give you the opportunity to learn about presenting your work and become comfortable with the idea of public speaking. The more you practice talking about what you are studying, the more comfortable you'll be with the information, which will make your committee defenses and other official meetings easier.

Published authors can be called upon to present at conferences, and if your thesis is strong, you may receive an email or a phone call asking if you would share your findings onstage.

Presenting at conferences is also a great way to boost your CV and network within your field. Make presenting part of your education, and it will become something you look forward to instead of fear.

What to Do If Your Relationship with Your Supervisor Sours

A small aside: If it isn't already obvious, you will be communicating extensively with others as you pursue your thesis. That also means that others will need to communicate with you, and if you've been noticing things getting quiet, you will need to be the one to speak up. Your supervisor should speak to you at least once a term and preferably once a week in the more active parts of your research and writing. If you give written work to your supervisor, you should have feedback within three weeks.

If your supervisor does not provide feedback, frequently misses appointments, or is consistently discouraging of your work, contact your graduate program advisor and ask for a new supervisor. The relationship with your supervisor is crucial to your success, especially if she or he is on your committee, and while your supervisor does not have to be friendly, there should at least be professional respect between you.

What to Do If a Crisis Strikes

If something happens in your life that disrupts everything (e.g., emotional strain, the birth of a child, or the death of a family member), ask for help. You are a human being, and personal lives can and do change without warning. Do not wait until you are falling apart before asking for help, either. Learn what resources exist for crises before you have one, so you can head off trauma before it hits. That being said, if you get blindsided, don't refuse help. Seek it out, and take the time you need to recover. Your degree is supposed to help you become a stronger and smarter person, not break you.

Part 6: Polish and Defend Your Master's Thesis

How to write a master’s thesis: the final stages.

After your work is done and everything is written down, you will have to give your thesis a good, thorough polishing. This is where you will have to organize the information, draft it into a paper format with an abstract, and abbreviate things to help meet your word-count limit. This is also where your final editing and proofreading passes will occur, after which you will face your final hurdle: presenting your thesis defense to your committee. If they approve your thesis, then congratulations! You are now a master of your chosen field.

Conclusion and Parting Thoughts

Remember that you do not (and should not) have to learn how to write a master’s thesis on your own. Thesis writing is collaborative, as is practically any kind of research.

While you will be expected to develop your thesis using your own initiative, pursue it with your own ambition, and complete it with your own abilities, you will also be expected to use all available resources to do so. The purpose of a master's thesis is to help you develop your own independent abilities, ensuring that you can drive your own career forward without constantly looking to others to provide direction. Leaders get master's degrees. That's why many business professionals in leadership roles have graduate degree initials after their last names. If you already have the skills necessary to motivate yourself, lead others, and drive change, you may only need your master's as an acknowledgement of your abilities. If you do not, but you apply yourself carefully and thoroughly to the pursuit of your thesis, you should come away from your studies with those skills in place.

A final thought regarding collaboration: all theses have a section for acknowledgements. Be sure to say thank you to those who helped you become a master. One day, someone might be doing the same for you.

Image source: Falkenpost/Pixabay.com 

We’re Masters at Master’s Theses! Make Yours Shine.

Let our expert academic editors perfect your writing, or get a free sample, about the author.

A Scribendi in-house editor, Anthony is happily putting his BA in English from Western University to good use with thoughtful feedback and incisive editing. An avid reader and gamer, he can be found during his off hours enjoying narrative-driven games and obscure and amusing texts, as well as cooking for his family.

Have You Read?

"The Complete Beginner's Guide to Academic Writing"

Related Posts

How to Write a Thesis or Dissertation

Selecting a Thesis Committee

Thesis/Dissertation Writing Series: How to Write a Literature Review

Upload your file(s) so we can calculate your word count, or enter your word count manually.

We will also recommend a service based on the file(s) you upload.

English is not my first language. I need English editing and proofreading so that I sound like a native speaker.

I need to have my journal article, dissertation, or term paper edited and proofread, or I need help with an admissions essay or proposal.

I have a novel, manuscript, play, or ebook. I need editing, copy editing, proofreading, a critique of my work, or a query package.

I need editing and proofreading for my white papers, reports, manuals, press releases, marketing materials, and other business documents.

I need to have my essay, project, assignment, or term paper edited and proofread.

I want to sound professional and to get hired. I have a resume, letter, email, or personal document that I need to have edited and proofread.

 Prices include your personal % discount.

 Prices include % sales tax ( ).

Master's Thesis Guide

A master’s thesis must show that the student truly applies a scientific approach to research and understands the main questions and doctrine related to the chosen topic.

The thesis must also put forth an original contribution, which, as an article, could be published without major corrections. The final text should range in length between 20,000 and 25,000 words but may not exceed 35,000 words (between 100 and 130 pages). The thesis is comprised of the following steps:

• Preparation of a research proposal
• Theoretical framework
• Methodology
• Data collection
• Data analysis
• Thesis preparation
• Thesis defence before a committee of professors

The thesis supervisor, or co-supervisor, will form a thesis committee to help guide the thesis, and may discuss the selection of thesis committee members with the student. The committee will comprise the following members:

• the thesis supervisor or co-supervisor;
• two other professors who have expertise in fields related to the thesis project. One member may be from another faculty.

The student is responsible for submitting through service request the  Master's Thesis Committee Member List . This form will state the research topic along with the names of the thesis committee members.

The thesis proposal

The student drafts a thesis proposal, whose length should not exceed 20 pages (excluding tables and list of references) using the following conventions: 1.5 line spacing; Times New Roman, 12-point font; 2.5cm margins, numbered pages and single-side printing.

This document will include the following elements:

• statement of problem;
• theoretical or conceptual framework;
• literature review;
• one or more research questions;
• a methodological framework (e.g. a research plan, participants, tools, procedure);
• the contribution of the research to the field of education;
• a relevant and exhaustive list of references.

The order in which these elements are presented may vary.

Although there is no evaluation grid for the thesis proposal, the committee members will submit written comments to the thesis supervisor before the approval meeting between the thesis supervisor, the committee members and the student.

Thesis approval meeting

The thesis supervisor and the committee members will meet to discuss their evaluation of the thesis proposal with the student, who will be advised on how to improve the quality of his/her research.

In light of this discussion, the thesis committee will take one of the following decisions:

• Option 1:  Satisfactory –  The student may continue to conduct the research as proposed.
• Option 2:  Unsatisfactory  – The student may not continue to conduct the research as proposed. In such cases, the reasons for this decision are stated and the student must submit a revised version of the research proposal to the committee and another meeting of the committee must take place. A grade of NS will be entered in the students file.

The supervisor submits a duly completed  Approval of the Thesis Proposal  form to the academic secretariat at  [email protected] , and a copy of the form is added to the student’s file.

Ethics approval

Once the research proposal has been approved, the student will submit a request for ethics approval for any research involving human subjects to the  Office of Research Ethics and Integrity . Students who fail to comply with this requirement may be subject to academic sanctions.

When requesting ethics approval, the student will need to submit a duly signed copy of the  Approval of the Thesis Proposal  as proof that the thesis proposal has been approved.

Thesis format

1. monograph thesis.

The monograph thesis is the most usual form in the humanities and social sciences and it resembles a non-fiction book in that it deals in depth with a particular topic.

In a monograph thesis, a student presents a proposition or a “thesis” and the research findings to support it. The student reads existing research on the topics and may accept or reject it partially or totally.

The thesis usually follows a simple overall format: it begins with an introduction, which is followed by a main section or several sections, and ends with a conclusion. The students should keep these in mind but also remember that not all of these components will be required or even recommended for the particular field of study, so it is always best if they check with their own academic unit and supervisor.

For more information please consult the following link:  Monograph components .

2. Article-format thesis

Students who wish to write a thesis in an article format must first notify the thesis supervisor, co-supervisor and thesis committee members, and obtain their approval. The student must submit a request at  [email protected]  for approval from the Faculty’s graduate studies director by checking of the appropriate box on the  Approval of the Thesis Proposal  form.

A thesis submitted in article format must meet the following requirements:

• The article must be substantial and equivalent to a monograph. The student must be the sole, or first and principle, author. If the student is not the sole author, the student must have contributed at least two-thirds of the original content and writing of the article. The student must formally specify his/her contribution. The article must be considered equivalent to a master’s thesis.
• The article may have been published during the student’s time as an active student. Alternatively, it may have been submitted for publication, or may be in the form of a manuscript ready for submission for publication, in a peer-reviewed academic journal. If the article has already been published, a copy of the article as published must be included in the thesis, with the permission of the journal. If the committee members require changes or additions, these must be added as an appendix, since a published article cannot be modified.
• The manuscript must be typed, with 1.5 line spacing in 12-point, Times New Roman font with 2.5cm margins. The manuscript must be page numbered, single-paged (printed on one side only) and unbound.

For more information please consult the following link:  Components of a thesis in a series of articles.

Submission of the thesis for evaluation

Master’s students must submit a service request through uoZone four weeks before submitting their thesis for evaluation, failing to do so will delay the evaluation process. This request must include the following document:

• The  List of examiners for the evaluation of the thesis  form that includes at least two eligible internal examiners.

The service request will be sent to the program director for approval.

Review how to submit a service request.

Check the  Graduate and Postdoctoral Studies website  for information on thesis submission, evaluation and defence.

Graduate School

Master’s thesis guidelines.

• Academics & Research
• Rules & Regulations

A master’s student with a thesis requirement will submit the file through Brown's  electronic theses and dissertation (ETD) system . The system is designed to collect and archive the thesis or dissertation as a text-based PDF file. An electronic file submitted through the ETD will appear in the Library's  discovery service  and in the Brown  digital repository .

Web Searches and Unrestricted Downloads

In the spirit of the dissemination of new knowledge that is a hallmark of higher education, a thesis or dissertation will be subject to web searches and unrestricted downloads unless the student requests to opt out of the system and have the thesis or dissertation unavailable for download outside of the Brown community. A request to restrict download access to a thesis or dissertation has an initial two-year window from the time of degree conferral. Guidelines associated with restricted dissertation access are:

• The full text version will be available for download only to members of the Brown community.
• Web searches including the citation and abstract of restricted theses or dissertations will continue to be available to the general public.
• After two years the restriction will elapse.
• Restrictions on full text download may be renewed for two-year periods up to a total of ten years from the date of degree conferral. Requests for additional two-year restrictions should be made to the Graduate School.
• Any requests to extend the restriction beyond ten years must go to the Graduate Council for approval.
• In cases where the thesis or dissertation is a co-worked piece and there is disagreement between the student and the advisor over whether the material will or will not be available for download outside of the Brown community, the dispute will be brought before the Graduate Council for resolution.

To use the ETD system, the student must possess a valid username and password for accessing Brown’s computer network. If you are unable to create an account in the system, please contact  [email protected]  for assistance.

Graduate students are eligible to have degrees conferred, and to receive their diploma, at three different times over the course of the academic year. 

For students who complete their degree requirements the preceding summer term. The Application to Graduate opens on July 1, 2024 and closes on September 6, 2024. Degrees are conferred on October 20, 2024.

For students who complete their requirements the preceding fall term. The Application to Graduate opens on October 1, 2024 and closes on January 10, 2025. Degrees are conferred on February 9, 2025.

For students who complete their requirements over the preceding spring term. The dissertation deadline is May 1, 2024.  Please note, the Application to Graduate deadline is April 19, 2024.

The master's thesis and all of the associated forms and documents related to the completion of the degree must be submitted to the Graduate School by the deadlines listed above. 

Registration

If a student registers for Semester I and completes all of the requirements for the degree during that semester, a fee for Semester II will not be charged.

View Sample Title Page

The Signature Page

As part of the overall completion process, the student must separately submit one signature page, which may be sent electronically to  [email protected] . The signature page should bear the signature of the director (not the graduate representative or chairperson). The typed name of the director should appear under the signature line. Electronic signatures are acceptable. An unsigned copy of the signature page should be uploaded to the  ETD system .

View Sample Signature Page

Every effort should be made to have the manuscript as perfect as possible in form and appearance. Pages containing handwritten corrections, typewritten strikeovers and unsightly erasures and the like will not be accepted. Good references for editorial details are the  MLA Handbook for Writers of Research Papers, Theses, and Dissertations  (Modern Language Association), Kate Turabian's  A Manual for Writers of Term Papers, Theses and Dissertations  (University of Chicago Press), and  The Chicago Manual of Style  (University of Chicago Press). The department should also be consulted regarding its policies or preferences in matters of format and style.

If publication of the thesis is anticipated, the medium of publication likely to be used should be considered when preparing the manuscript. If it is known in advance that the thesis will be published by a particular publisher or journal, the editorial practices of that publisher or journal should be followed. The form of footnotes and bibliography, in particular, may vary with different publishers and journals.

Type and Spacing Standard

Typefaces set to print at 10-, 11-, or 12-point font are acceptable. Typing or printing should be double-spaced, except for footnotes (single-space footnotes, with double spacing to separate one note from the next).

Page Numbers

Be consistent. Either put all page numbers (both Roman and Arabic) at the top of the page, or put all page numbers (both Roman and Arabic) at the bottom of the page. 

Most theses consist of preliminary pages which are numbered using Roman numerals, and the thesis proper, which is numbered using Arabic numerals.

The preliminary pages must appear in the following order:

• Title page (do not number)
• Signature page (ii)
• Vita* (iii)
• Preface and acknowledgments (iv)
• Table of contents (v)
• List of tables vi List of illustrations (vii)

Should any element of the preliminary pages be longer than one page, number the pages consecutively. The preliminary pages should appear in this order but not necessarily with the page numbers shown above.

The thesis proper (including introduction, main body of the text, illustrations, appendices, and bibliography) is numbered using Arabic numerals. The numbering begins with 1 and runs consecutively to the end.

* The vita is an optional statement giving a short biography of the candidate, including  institutions attended, degrees and honors, titles of publications, teaching or professional experience, and other pertinent information. Do not include date or location of birth or phone numbers.

Dating the Thesis

Because degrees are conferred three times a year, the title page should include the date that the degree is conferred.

The Abstract

If it is appropriate for the thesis to be accompanied by an abstract, it should, in a concise manner, present the problem of the dissertation, discuss the materials and procedure or methods used, and state the results or conclusions. Mathematical formulas, diagrams, and other illustrative materials should be avoided. The abstract should not be part of the thesis itself nor should it be included in the table of contents. It should be headed as follows:

Abstract of (TITLE OF THESIS), by (AUTHOR'S NAME), Degree [A.M., or ScM.], Brown University, May (YEAR IN WHICH DEGREE IS TO BE AWARDED).

The abstract should be prepared carefully since it will be published without editing or revision. The abstract should be double-spaced and may not exceed 350 words (maximum 2,450 characters — including spaces and punctuation — about 70 characters per line with a maximum of 35 lines).

Submission of Final Thesis

When the thesis is submitted electronically to the Graduate School, it must be in final form. It may not be revised in any way after it is presented.  See the list of required items below and note that some, where noted, may be sent electronically to the Graduate School’s Academic Affairs Manager, Barbara Bennett. The thesis will not be accepted and the student’s degree will not be conferred if any item from this list is missing or incomplete. The online submission system will send notifications when each document has been received and approved by the Graduate School.

• One copy of the title page, which may be sent electronically.
• One signed signature page, which may be sent electronically to to  [email protected] .

Digital Supplementary Material

Students interested in depositing digital supplementary materials along with their thesis are welcome to contact the Library for assistance. Please contact: Andrew Creamer in the Library at  [email protected] .

Publishing the Master's Thesis

It is University policy that all research done at the University under its sponsorship must be freely published without restriction. Since 1954, the Graduate School has required that dissertations be published. In 1985, the Graduate Council reaffirmed that decision and approved the following policy:

"All Ph.D. dissertations and Master's theses will be open documents. The Graduate Council will not recommend the awarding of the Ph.D. or Master's degree until the dissertation or thesis is submitted to the Graduate School and accorded unlimited distribution status."

Exceptions to this requirement will be made only if there is a letter from a publisher stating that the dissertation will be published within one year after the degree is awarded and that requests that circulation of the dissertation be withheld for twelve months after the degree is conferred. Six months will be allowed for the clearing of a patent.

If you have a question about temporarily removing your dissertation from the  Library's digital repository , please contact [email protected] .

The Diploma

The Office of the Registrar's Application to Graduate provides the degree candidate with an opportunity to indicate how the diploma name should appear. Otherwise, the name that will appear on the diploma and in the Commencement program, and under which the Library will catalog the dissertation, is the name under which the candidate is officially registered. Any request for a change of registered name should be addressed to the Office of the Registrar and accompanied by supporting legal documentation, such as a court order, marriage license, passport, driver’s license, or social security card. 

Certificate of Completion

If all academic requirements for the degree and all financial obligations have been met before May 1, the Office of the Registrar will issue a certificate of completion within three weeks of the candidate's request.

If you have any questions regarding the submission of your thesis, please contact  Barbara Bennett  in the Graduate School at (401) 863-2843.

Assignment of thesis title and degree exams

Student Office

Viale Romania, 32 00197 Roma T 06 8522 5270/5263

[email protected]

Via Parenzo, 11 00198 Roma T 06 8522 5895

[email protected]

The final exam of the Master's Degree Programs, including the Single-Cycle Master's Degree Program, consists of a discussion and evaluation of a written dissertation (thesis) in Italian and/or in a foreign language. The preparation of the thesis work must be coherent with the educational objectives of the Degree Program and must be carried out within a subject for which the student has taken the exam or has obtained recognition/validation, with the exception of additional courses and pass-or-fail exams.

The thesis must reflect the critical, linguistic and scientific maturity corresponding to the specific cultural and professional figures of each Master's Degree Program and must be elaborated in an original way by the student with the guidance of a Supervisor.

The Supervisor who, together with the Co-Supervisor, guarantees the student's thesis work, must be the holder of the subject chosen or in any case competent in the matter. The Supervisor must have a contract with the University at the time of the request and be a Professor in the subject chosen for the thesis. The Co-Supervisor is designated by the Dean of the School or his/her delegate, based on the discipline and topic chosen by the student.

For students participating to Double Degrees, QTEM, Structured Partnerships and International Exchange Programs, or in case of thesis requested in a course taken abroad and registered in the student's career with its original denomination - even if not offered at Luiss, as long as it is coherent with the educational objectives of the Master's Degree Program - it will be necessary to verify the feasibility respectively with the International Development Office ( [email protected] ) in the first case, or with the Student Office ( [email protected] ) in the second case.

An academic year has three degree sessions: Summer (normally July), Autumn (normally October/November) and Extraordinary (normally March/April).

To comply with the deadlines published and the norms of the University regarding plagiarism , students planning to take their degree exam and graduate must:

• fill in the thesis title assignment form three months prior to the degree session in which they intend to graduate;
• register for the degree session by filling in the degree exam request and paying  the   degree fee t hrough the Web Self Service;
• complete the exams ;
• upload the thesis.

Fill in the thesis title assignment form three months before the degree exam

• After having pinpointed and liaised with the Supervisor, candidates will have to fill in the thesis title assignment form through the Web Self Service under Degree Examination  by the deadline set in the calendar of administrative deadlines.
• Subsequently, the Supervisor, through their own Web Self Service account and within a period of time following the deadline for submission of the application form, will have to approve/reject the proposed thesis title.
• The status of the thesis title assignment application can be checked on the Web Self Service   under  Degree Examination. T he Supervisor’s approval marks the formal start of writing of the thesis, and the status of the thesis title assignment application will change from "Filled in on line" to "Assigned"; in the event that the application is rejected, the student will receive a communication to that effect at their University email account.
• After the Dean of the School or his/her delegate appoints a Co-Supervisor, the status of thesis title assignment application will change to "Approved" and the name of the designated Co-Supervisor will be displayed in the Web Self Service .

In addition to the designated Supervisor, the Dean of the School or his/her delegate will appoint a Co-Supervisor based on the thesis topic, whose name will be listed   on the   Web Self Service . The Co-Supervisor, along with the Supervisor, will help the student prepare the work, will vouch for the work and will be present when the student discusses the thesis during their defense. Considering the academic importance of the Co-Supervisor, all students are asked to get in touch with their designated Professor when they begin drafting their thesis and to continually update them as their work progresses.

The   thesis title assignment form specifies the first session in which the student can take their degree exam and graduate and therefore should not be filled in again if the degree exam is being postponed to a subsequent session (unless there is a change to the thesis subject or the Supervisor). Registration for a specific degree exam session, however, requires the submission of the degree exam request form   and the payment of the degree fee;   if the thesis title assignment form is submitted without the degree exam request form, it is not necessary to submit an additional form postponing the degree exam.

Students enrolled in a Master's Degree Program are invited to read carefully the  Guidance document for writing your Master Thesis .

Register for the degree exam

• Go to the   Degree Examination   section of the personal   Web Self Service   page and fill out the   degree exam request within the   scheduled deadline available on   the  c alendar of administrative deadlines.
• Pay the degree fee that will be available on the Web Self Service only after the degree exam request has been submitted.
• Only students enrolled prior to the A.Y. 2015/2016 will have to return their badge and academic record booklet (or libretto universitario ) via mail to Luiss Guido Carli - Student Office - Viale Romania, 32 - 00197 Rome.
• Check with the Career Service the status of the internship, if this has not been registered in the academic record booklet yet. For further information, please check this link .

Take note: after filling out the request, it will no longer be possible to change the data therein, except for the title of the thesis, which can be changed at the moment of the thesis upload.  

The   degree exam request will be considered effective   once the payment of the degree fee is marked with a green light.  The status of the request can be checked on the Web Self Service under Degree Examination >Status>Submitted in Student Office.

If the payment of the degree fee has not been made, or the badge and the academic record booklet have not been submitted to the Student Office (this last one only applies to students enrolled prior to the A.Y. 2015/2016), students  will be excluded from the degree exam session.

Thesis upload

• Go to the Degree Examination section of the personal   Web Self Service   page. To find out the scheduled deadline, refer to the calendar of administrative deadlines.
• Read carefully what is set out there on   stylistic guidelines   for the final paper and   the provisions concerning the   A uthorization to online publication of the thesis   in Luiss archives and select one of the three options (for further information see   LuissThesis ).
• Upload the   definitive file of the thesis .   It will be approved/not approved by the Supervisor and Co-Supervisor through their Web Self Service after the deadline has passed and in a timeframe that will be notified to the Professors by the Student Office.  It is not necessary to submit any documentation to the Student Office.

For   margins, line spacing and font   to use, please follow the instructions of your Supervisor and the stylistic guidelines for the thesis .

Please note that only  a single PDF file under  15 MB will be accepted.  We strongly suggest to check the file format and its readability and compatibility with Windows prior to the upload.

The digital copy of the thesis will be kept in the digital archive of this University in compliance with the security measures provided by the Code regarding the protection of personal data and will be available, for administrative and scientific reasons when permitted, only by authorized persons, according to the same rules for consultation. The Student Office will do spot checks to verify the file. The thesis file can be uploaded only once   during the process timeframe and will be considered as  definitive .  

A failure to upload the thesis by the required deadline and the Supervisor's and Co-Supervisor's unapproval will lead to exclusion from the degree exam session.

For further information, please write from your Luiss account at the following addresses:

• administrative/technical questions:   [email protected]
• authorization to online consultation of final paper:   [email protected]

To   postpone the degree exam   (which can only be done via   Web Self Service ) or if the Supervisor has not approved the thesis and for all other useful information , please refer to those pages.

Other information:

• Stylistic guidelines for the thesis

      In order to reduce the waste of ink and paper, please read carefully and follow the Guidelines for sustainable printing of theses and papers .

• Criteria for awarding degree grades and grade bonus points
• Special Learning Support
• Web services
• Privacy Policy
• Web Traffic
• Anti-Phishing
• Brand Identity
• Contact Information
• Where we are
• Campus life
• Accommodation
• RESTRICTED AREAS
• PRESS OFFICE
• FUNDRAISING

PRIVACYCREDITS © 2024 Luiss Guido Carli - Viale Pola 12, 00198 Roma, Italia – Contact Center T 06 852251 – VAT number 01067231009.

Aerospace Engineering (MSAE) – Guidance Control and Dynamics

Program at a glance.

• In State Tuition
• Out of State Tuition

Learn more about the cost to attend UCF.

The Master of Science in Guidance, Control and Dynamics (MSAE) is designed to prepare students for careers as engineers in the aerospace industry. The curriculum is developed with strong emphasis in courses related to guidance control and dynamics with applications in aerospace engineering.

The MSAE is awarded upon completion of a minimum of 30 credit hours, including 9 credit hours of required courses, 15 credit hours of elective courses selected from an approved list of courses, and an additional 6 credit hours in either a thesis or nonthesis option.

Total Credit Hours Required: 30 Credit Hours Minimum beyond the Bachelor's Degree

Please note: Aerospace Engineering (MSAE) may be completed fully online , although not all elective options or program prerequisites may be offered online. Newly admitted students choosing to complete this program exclusively via UCF online classes may enroll with a reduction in campus-based fees.

International students (F or J visa) are required to enroll in a full-time course load of 9 credit hours during the fall and spring semesters. Only 3 of the 9 credit hours may be taken in a completely online format. For a detailed listing of enrollment requirements for international students, please visit http://global.ucf.edu/ . If you have questions, please consult UCF Global at 407-823-2337.

UCF is not authorized to provide online courses or instruction to students in some states. Refer to State Restrictions for current information.

Application Deadlines

• International

Ready to get started?

University of central florida colleges.

Request Information

Enter your information below to receive more information about the Aerospace Engineering (MSAE) – Guidance Control and Dynamics program offered at UCF.

Track Prerequisites

Bachelor's degree in Aerospace Engineering or closely related discipline. A student with an undergraduate degree outside of the selected departmental discipline may also be required to satisfy an articulation program.

Prerequisites (or equivalent)

• MAP 2302 - Differential Equations
• EML 3034C - Modeling Methods in Mechanical and Aerospace Engineering
• EAS 4134 - High-Speed Aerodynamics
• EAS 4105 - Flight Mechanics
• EAS 4200 - Flight Structures

Degree Requirements

Required courses.

• EML5271 - Intermediate Dynamics (3)
• EEL5630 - Digital Control Systems (3)
• EEL5173 - Linear Systems Theory (3)
• EML5311 - System Control (3)

Elective Courses

• EAS6403C - Attitude Determination and Control (3)
• EAS6415 - Guidance, Navigation and Control (3)
• EML5713 - Intermediate Fluid Mechanics (3)
• EML5237 - Intermediate Mechanics of Materials (3)
• EEL5432 - Satellite Remote Sensing (3)
• EEE5542 - Random Processes I (3)
• EAS6507 - Topics of Astrodynamics (3)
• EAS5407C - Mechatronic Systems (3)
• EAS6405 - Advanced Flight Dynamics (3)
• EAS6414 - Estimation of Dynamical Systems in Aerospace Engineering (3)
• EAS6722 - Multidisciplinary Optimization Under Uncertainty (3)
• EEL5625 - Applied Control Systems (3)
• EEL5669 - Introduction to Robotics and Autonomous Vehicles (3)
• EEL5690 - Medical Robotics (3)
• EEL5820 - Image Processing (3)
• EEL6026 - Optimization of Engineering Systems (3)
• EEL6616 - Adaptive Control (3)
• EEL6619 - Nonlinear Robust Control and Applications (3)
• EEL6621 - Nonlinear Control Systems (3)
• EEL6662 - Advanced Robotics (3)
• EEL6667 - Mobile Robotic Systems (3)
• EEL6671 - Modern and Optimal Control Systems (3)
• EEL6674 - Optimal Estimation for Control (3)
• EEL6675 - Stochastic Control (3)
• EEL6683 - Cooperative Control of Networked Autonomous Systems (3)
• EEL6812 - Introduction to Neural Networks and Deep Learning (3)
• EEL6875 - Autonomous Agents (3)
• EEL6878 - Modeling and Artificial Intelligence (3)
• EML6223 - Advanced Vibrational Systems (3)
• EML6226 - Analytical Dynamics (3)
• EML6227 - Nonlinear Vibration (3)
• EML6808 - Analysis and Control of Robot Manipulators (3)

Thesis/Nonthesis Option

• Earn at least 6 credits from the following types of courses: EAS 6971 Thesis The thesis option requires 30 credit hours, at least half of which must be at the 6000 level and will include 6 credit hours of thesis credit. A student pursuing the thesis program may not register for thesis credit hours until an advisory committee has been appointed and the committee has reviewed the program of study and the proposed thesis topic. Students must register for the course a minimum of two times during their graduate career in the master's program (thesis option). The students must also complete the course with a satisfactory (S) grade in both attempts. If the student does not complete the course with a satisfactory grade, the student will be asked to repeat the course to meet program requirements.
• Additionally, students pursuing the thesis option must enroll in the following course: EML 5090 - Mechanical and Aerospace Seminar 0 Credit Hours
• EML6085 - Research Methods in Mechanical and Aerospace Engineering (3 - 99)
• The nonthesis option is primarily designed to meet the needs of part-time students and requires 30 credit hours of course work, at least one-half of which must be at the 6000 level. Students pursuing the nonthesis option are required to take one additional elective and take EML 6085 - Research Methods in Mechanical and Aerospace Engineering as part of their 30-credit-hour course requirement. *For students who work on a research topic with an MAE faculty, XXX 6918 Directed Research (3 credit hours) may be used to substitute EML6085 as the student's independent learning experience. After the Graduate Program Director approves the substitution, the faculty supervising the directed research will create a special registration for the student. EML 6085 - Research Methods in Mechanical and Aerospace Engineering or XXX 6918 Directed Research fulfill the independent learning requirement and either course is required for nonthesis students.
• Earn at least 3 credits from the following types of courses: Additional elective course from suggested list above

Grand Total Credits: 30

Application requirements, financial information.

Graduate students may receive financial assistance through fellowships, assistantships, tuition support, or loans. For more information, see the College of Graduate Studies Funding website, which describes the types of financial assistance available at UCF and provides general guidance in planning your graduate finances. The Financial Information section of the Graduate Catalog is another key resource.

Fellowship Information

Fellowships are awarded based on academic merit to highly qualified students. They are paid to students through the Office of Student Financial Assistance, based on instructions provided by the College of Graduate Studies. Fellowships are given to support a student's graduate study and do not have a work obligation. For more information, see UCF Graduate Fellowships, which includes descriptions of university fellowships and what you should do to be considered for a fellowship.

All students must identify an adviser and file an official degree program of study prior to the completion of 9 credit hours of study. The program of study must be approved by the department and therefore students should consult with the MMAE Graduate Director for assistance in filling out their program of study.

A student with an undergraduate degree outside of the selected departmental discipline may also be required to satisfy an articulation program. Substitutions to the program of study must meet with the approval of the adviser and the department.

Students in the Aerospace Engineering MSAE program pay a $90 equipment fee each semester that they are enrolled.

The independent learning requirement is met by successful completion of a master's thesis for the thesis option. The nonthesis option independent learning experience is provided by the required course, EML 6085 - Research Methods in Mechanical and Aerospace Engineering (3 credit hours). For students who work on a research topic with an MAE faculty, XXX 6918 Directed Research (3 credit hours) may be used to substitute EML6085 as the student's independent learning experience. After the Graduate Program Director approves the substitution, the faculty supervising the directed research will create a special registration for the student.

How to write a thesis

Consult our recommendations and guidelines on how to design, organize and write the final thesis. 

1.1. Preliminary stages

Once the thesis topic has been agreed on and the stages of writing the thesis have been established with the supervisor, you should follow several preliminary steps prior to drafting the paper:

• Do some initial bibliographic research using catalogs, databases (in Italian), and specialized periodicals available in the Library;
• Plan out the organization and exposition of the thesis through the drafting of a preliminary outline that is supported by a brief description of each chapter, which will clarify the project plan for both the supervisor and the candidate.

The goals of a paper such as the thesis are as follows:

• Clarity: the candidate’s arguments should be expressed in linear phrases that are not redundant. Sentences should be kept as short as possible;
• Completeness: all the information needed to understand the points of view expressed should be carefully presented.

The thesis is divided into sections, which are ordered systematically.

2.1. The title page

The title page is the first page of the thesis and it contains essential information about the thesis, such as:

• the institution
• the department
• the thesis material
• the thesis title
• the candidate’s name
• the supervisor’s name (and the co-supervisor’s name, where applicable)
• the academic year

For the Luiss thesis, the  Student Office  has prepared Final Paper first page template to use:

• Bachelor’s degree programs
• Master’s degree programs
• Single-cycle master’s degree program in Law
• Four-year degree programs

2.2. Table of contents

The table of contents indicates the titles and page numbers at the beginning of the sections that make up the text of the thesis (chapters, sections, subsections, bibliography, etc.) and provides a snapshot of the content and structure of the paper. It has an organizational purpose with regard to the work being prepared and undergoes modification as the research on the thesis evolves and expands.

2.3. The introduction

The introduction, which is written after drafting the rest of the thesis, explains the choice of topic, the hypotheses that the candidate intends to prove and the tools used.

2.4. Chapters, sections and sub-sections

The body of the paper is subdivided into chapters, sections and subsections, numbered sequentially to facilitate internal references.

2.5. The conclusion

The last chapter of the thesis, it is presented as a response to the hypotheses presented in the introduction and comments on the results of the research.

2.6. Footnotes

Footnotes can be used for various purposes:

• to cite the sources of the topics discussed;
• to contain further information or digressions;
• to refer to other sections of the text.

Footnotes are at the bottom of the page and use a smaller font than the rest of the text. The numbers corresponding to the notes precede any punctuation marks, except in the case of quotes.

2.7. The bibliography

The bibliography lists and orders works consulted during the writing of the paper and the citations contained within it, and it contains the information needed to identify and find these documents. Given that there is no single citation style, several variations can be used, as long as the selected style is used consistently throughout the thesis.

Distinguishing different types of documents is essential:

• monographs;
• chapters of monographs;
• periodical articles;
• gray literature (material produced by an entity but not published by an editor);
• documents on the web.

Each of these is cited in a different way: for example, while the place of publication and the publisher must be indicated for monographs, this data can be omitted for periodicals because normally the name of the periodical is sufficient.

For further information on how to format bibliographic citations and use the Reference Management Systems, consult the guidelines in the dedicated guide: "How to prepare a bibliography".

3.1. Graphic standards

In order to reduce paper and ink consumption, in case of printing (however not required) it is recommended to follow the Guidelines for sustainable printing of theses and papers .

The same indications can, not necessarily, be used to format the PDF file sent to the Student Office via digital upload.  For administrative questions, contact the Student Office .

3.2. Foreign words and emphasis

The rules state that foreign words commonly used in Italian should be written normally; in other cases they should be italicized, except for proper names, official names of institutions, or laws, which are not considered to be foreign words. Latin terms are considered foreign and should be italicized. Italics are also used to draw attention to specific words or passages in the text, while double quotes are used for idiomatic expressions.

3.3. Figures and tables

The source and the date the information was updated must always be provided for graphs and tables.

3.4. Abbreviations

Abbreviations can be used in the body of the thesis, as well as in the notes and bibliography.

Abbreviations may be editorial:

• Article = art.
• Chapter = ch.
• Cited = cit.
• Compare = cf.
• Et cetera = etc.
• Edition = ed.
• Example = e.g.
• Figure = fig.
• Ibidem = ibid.
• Number = no.
• Work cited = op.cit.
• Pages = pp.
• And the following = et seq.
• No date = n.d.
• No place = n.p.
• Translated by/translation/translator = trans.
• Volume = vol.
• Volumes = vols.

Or related to the publications cited:

• J. = Journal
• Rev. = Revue, Review
• Riv. = Rivista
• Z., Zeit. = Zeitschrift Zh.
• Zhur. = Zhurnal
• Bull. = Bulletin
• Proc. = Proceedings
• Ann. = Annals,Annual 
• Hist. = History, Historical 
• Soc. = Society, Social
• Am., Amer. = America, American 
• Can., Canad. = Canada, Canadian 
• Brit. = British
• It., Ital. = Italy, Italian

A summary table of all abbreviations used in the paper should be included if they are used throughout the thesis.

4.1. How do I get started?

The Library staff provides general bibliographical information and guidance, as well as help with document retrieval and in consulting catalogs and databases.

In addition, you can use the online ask a librarian service for questions related to: writing a bibliography, getting information and material on a specific topic, information on research strategies and sources to consult, access to other libraries, information on the Library’s services and its print and electronic resources.

4.2. How do I find a book?

You can use  Luiss Discovery  that allows you to do a single integrated search of the majority of bibliographical and full text resources available in the Luiss Library and of other relevant, open source resources, as well as of the institutional archive  LuissThesis .

The list of results shows the location and the shelf-list of printed books or the link to access e-books.

If you do not find the book you are looking for in the catalog you can:

• consult other national catalogs such as  SBN , to see if other libraries in Rome have them, where you can go in person (for information  [email protected] );
• use the interlibrary loan service for books that are not in Rome (average wait time 10 days);
• send an acquisition recommendation   (average wait time 30 days).

Students can borrow up to 10 books for 40 days.

Remember that loans can be renewed up to their due date as long as other users have not reserved them.

Renewals can be done:

• through Luiss app;
• by logging into  Discovery  My Account section;
• by phone (06.8522.5600);
• by email ( [email protected] );

4.4. How can I find a periodical?

Consult the  Journal Search , which publishes all of the titles in print and/or electronic format available at the Library.

• The following information is included for printed periodicals: the name of the periodical, ISSN, room location, what the Library has and what it is missing;
• The following information is included for periodicals in electronic format: the title, with a direct link to the resource, ISSN, the full text of the cover, the database it belongs to and how to access it.

Remember that with the remote access service you can consult most of the Library’s electronic periodicals from home.

If the Library does not have the periodical that you are looking for, you can:

• Consult other national catalogs such as  ACNP  or   SBN   to see if other libraries   in Rome have them, where you can go in person (for information, please contact  [email protected] );
• Use the document delivery service for periodicals that are not found in Rome (average wait time: 7 days).

4.5. How to identify periodical articles?

If you already have the bibliographical data for the article, consult the Journal Search, which has the complete list of periodicals in print and/or electronic format available at the Library.

If the Library does not have the periodical you are looking for, you can:

• Consult other national catalogs such as  ACNP  or   SBN   to see if other libraries   in Rome have them, where you can go in person;
• Use the  document delivery  service for periodicals that are not found in Rome (average wait time: 7 days).

If you do not have the article’s bibliographical data or if you are looking for articles on a specific topic:

• Consult the  ESSPER  catalog (in Italian), which is freely accessible online;
• Consult the database of periodicals in electronic format, which can be searched by author, title or keyword.

Remember that with the remote access service you can consult most of the Library’s databases even from home.

The Library has a number of electronic resources that can be accessed from the thematic rooms, from the University’s network, or remotely; the main advantages of these with respect to the free information available on the web are:

• A guarantee of reliability and scientific quality;
• Increased time coverage: the availability of historical series;
• The possibility of processing the data available in spreadsheets or using graphs;
• The possibility of comparisons and analysis according to variables that you can choose.
• Graduate School | Master’s Thesis Guidance
• Department of Law | Guidance document for writing your Master Thesis

General Purpose Guides

Related content, best practices for avoiding plagiarism, how to prepare a bibliography, introduction to dewey decimal classification, luiss library guides, reference management systems: zotero.

• Bibliography
• More Referencing guides Blog Automated transliteration Relevant bibliographies by topics
• Automated transliteration
• Relevant bibliographies by topics
• Referencing guides

Dissertations / Theses on the topic 'Guidance and Counseling'

Create a spot-on reference in apa, mla, chicago, harvard, and other styles.

Consult the top 50 dissertations / theses for your research on the topic 'Guidance and Counseling.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

Olson, Rebecca. "Elementary school staff perceptions of guidance counselor roles and guidance program needs." Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004olsonr.pdf.

Cobb, Judith. "This is a Test." Antioch University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1505887646434589.

Erickson, Christin Kimberly. "School guidance counselors' perceptions of their multicultural counseling competence." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003ericksonc.pdf.

Simpson, Paul Wonder. "BIRTH ORDER TRENDS IN COUNSELING AND GUIDANCE GRADUATE STUDENTS." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275432.

Storck, William Karl. "A historical overview of career counseling and its significance in education." Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004storckw.pdf.

Willems, Patricia K. "Food activities in the guidance curriculum." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999willemsp.pdf.

Ng, Sau-man Catalina, and 吳秀敏. "Ethical decision-making in individual counseling among student guidance teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961897.

Cheng, Kai-yuen. "School guidance in Guangzhou : a case study /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21185232.

Wilson, Michael J. "The dual role of guidance counselor/athletic coach." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000wilsonm.pdf.

Haines, Geoff. "Peer mentoring: providing a partnership for guidance through school /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.

Ruchti, Angela M. "Teachers and counselors' perceptions of cofacilitation of classroom guidance programs." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999ruchtia.pdf.

Wood, Rhonda. "Application of exploratory analyses to career counseling process and outcome research data /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137765.

Chan, Shuk-mei Pearl. "Implementation of whole school approach to guidance in a primary school : a case study /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057374.

Kiyuna, Ronald Seijin. "Learning style as a predictor of counseling goal preference." Scholarly Commons, 1989. https://scholarlycommons.pacific.edu/uop_etds/3387.

Fowkes, Kristyn Michelle. "An evaluation of Career Information System in secondary schools /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1421620251&sid=3&Fmt=2&clientId=11238&RQT=309&VName=PQD.

Torma, Susan C. "The Perceptions of Elementary Guidance In the Virginia Beach City Public Schools." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/26109.

Cobb, Judith. "this is an OhioLINK test." John Carroll University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=jcu1542800333735633.

Test, Test. "This Is A Test Submission. Please Disregard." John Carroll University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=jcu154410567704468.

Test, Test. "This is a Test Submission from OhioLINK." John Carroll University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=jcu1544108351776868.

Test, Test. "OhioLINK is Testing. This is a test submission." John Carroll University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=jcu1544167150247209.

Naicker, Dhanasagaran. "School guidance and counselling in Natal : present realities and future possibilities." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003643.

Nonyukela, Nontathu Elizabeth. "The state of guidance in Mdantsane High Schools." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003656.

McClellan, Craig T. "The wellspring of discernment a hermeneutic model for pastoral guidance /." Theological Research Exchange Network (TREN), 2000. http://www.tren.com.

Rowe, Kirk (Kirk Lee). "Career Counseling with Academically Talented Students." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278574/.

Hampl, Steven Paul. "Stress, personal and environmental resources, and strain in adult career counseling clients /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487324944215444.

Nyiri, Anna. "Managing Feelings of Incompetence in Supervision: A Modified Grounded Theory Study of Counselling Interns." Thesis, University of Ottawa (Canada), 2010. http://hdl.handle.net/10393/28616.

Moore, Sarah Alyce. "Impact of two-session model of child parent relationship training on parents of children diagnosed with adhd." Thesis, The University of North Carolina at Charlotte, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3685816.

The purpose of this study was to assess the impact of a Two-session Child Parent Relationship Training on parental perception of children's problem behaviors; parental acceptance of child; parental stress; and parental attitudes, knowledge and skills about child-centered play therapy. All of the parents of children with Attention-Deficit Hyperactivity Disorder (ADHD) in grades one to five in a small southern county were eligible for the study. Sixty parents were randomly assigned to the experimental and control groups.

A two-way ANOVA with one between subjects and one within subjects effects was used to examine differences between the experimental and control groups on the VADPRS pre-test and post-test, and independent t-tests were used to compare the experimental and control groups for each of the dependent variables. The statistical analyses found no differences between the experimental and control groups with regard to parental perception of child problems, parental acceptance of child and parental attitudes about child-centered play therapy. There were differences with regard to parental stress and parental knowledge, such that parents in the experimental group reported lower levels of stress and more play therapy knowledge than the parents in the control group. These findings are promising in terms of both helping parents of children with ADHD and exploring alternative models of CPRT that could be more widely used.

Kline, Dana L. "Contextualizing Transformation| Initiation Dreams of Depth Psychotherapists-in-Training." Thesis, Pacifica Graduate Institute, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1692045.

This thesis explores how the depth psychotherapist can experience a sacred passage of initiation in the context of archetypal dreams. It examines the intersections of meaning making in alchemical and mythological dream imagery and the numinous experience of initiation. It explores C. G. Jung’s individuation process and whether identifying dream images as archetypal wounds can deepen the psychotherapist–client therapeutic relationship. Using hermeneutic and heuristic methodology, this research uses a comparative analytical lens and the author’s personal process of tracking two archetypal dreams that coincide with the author’s answer to the soul’s calling to depth psychology and the first phase of seeing psychotherapy clients in graduate training. Honoring the unconscious as a map for psychological complexes, emotional states, unexpressed narratives, and symbols of both the personal and collective, the author expands upon an ancient way of honoring the death and rebirth of an individual in a transformative state of growth.

Halligan, Avery Erin M. "Valuing Experience| Assessing Constructivist Approaches to Counselor Supervision." Thesis, University of Rochester, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3703229.

Counselor supervision has evolved as a skillset unique from counseling in the last 30 years. Approaches to counselor supervision, often created with counselor developmental models in mind, are examined, and the author claims that a combination of postmodern approaches to counselor supervision (narrative, systemic, reflective, and IPR strategies), referred to as constructivist approaches, are worthy of additional consideration and assessment. However, no instrument currently exists that validates constructivist approaches to counselor supervision. The purpose of this dissertation was to explore constructivist themes and characteristics associated with constructivist supervisors and supervisees' preference for each of the constructivist supervisor characteristics. The author sent a peer-reviewed and pilot-tested Constructivist Supervisor Scale to multiple counselor supervises. A principal components analysis was used to determine how many components are representative of constructivist supervision. Three components were revealed during the exploratory process: Warm and non-directive relationship, past and present experiences, and acceptance of various styles. Results also revealed that supervisees preferred constructivist supervisor characteristics. Future supervisors can use the Constructivist Supervisor Scale to determine whether constructivist methods are being used during supervision. The Constructivist Supervisor Scale can also be used to assess supervisees' preference for constructivist supervisor characteristics.

Oscsodal, Peter B. D. "Perspectives of school counselors compared with the comprehensive school counseling-guidance model of Gysbers and Henderson: A qualitative study of a school counseling-guidance program (Norman C. Gysbers, Patricia Henderson)." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.

Wong, Wai-hung. "Ethical decision-making in individual counselling among secondary school guidance teachers." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2013728X.

ZIRKLE, Christopher. "Career Guidance and Counseling for Secondary Scbool Students in the United States." 名古屋大学大学院教育発達科学研究科附属生涯・キャリア教育研究センター, 2012. http://hdl.handle.net/2237/16891.

Hines, Nancy J. "Counseling homosexual students in the secondary school setting perceptions of guidance counselors /." Open access to IUP's electronic theses and dissertations, 2008. http://hdl.handle.net/2069/116.

Meek, Adalesa Fernandez 1960. "Assessing counseling needs in an international educational program." Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/277940.

Mansukhani, Ma Chi-fun Gigi. "Pre-service training course for student guidance officers : a proposal /." [Hong Kong : University of Hong Kong], 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12341472.

Wong, Kai-hung Peter. "Whole school approach to guidance : a pilot project in a primary school /." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13744628.

松本, 浩司, and Koji MATSUMOTO. "アメリカミシガン州における包括的スクールガイダンス・カウンセリングプログラムの展開 - スクールカウンセラーの役割およびその養成との関連に注目して -." 名古屋大学大学院教育発達科学研究科附属生涯学習・キャリア教育研究センター, 2006. http://hdl.handle.net/2237/6493.

Wong, Kai-hung Peter, and 黃啓鴻. "Whole school approach to guidance: a pilot project in a primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31249589.

Johnson, Berill McGregor. "Gender differences in the career experiences of counseling psychologists." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/832993.

Quann, Nathalie Liliane. "L'éducateur et sa perception de la relation d'aide au Centre jeunesse : la problématique de l'aide et du contrôle." Thesis, University of Ottawa (Canada), 1998. http://hdl.handle.net/10393/4127.

Sinclair, Dana A. "The dynamics of transition from high-performance sport." Thesis, University of Ottawa (Canada), 1990. http://hdl.handle.net/10393/5618.

Lavoie, Gérard. "L'environnement thérapeutique tel que percu par l'adolescent comme prédicteur de collaboration au traitement." Thesis, University of Ottawa (Canada), 1993. http://hdl.handle.net/10393/6681.

Ryan, Colleen. "Youth "at risk" in Ottawa-Carleton: A needs assessment." Thesis, University of Ottawa (Canada), 1992. http://hdl.handle.net/10393/7598.

Gravelle, Diane. "Effet d'un programme de formation en approche créative à la résolution de problèmes (CPS) sur les aptitudes créatives de l'infirmière et sur leur utilisation lors de l'application de son processus d'intervention." Thesis, University of Ottawa (Canada), 1992. http://hdl.handle.net/10393/7675.

Topping, John F. "Coming to terms with globalization: Hegemony and agency in British Columbia schools." Thesis, University of Ottawa (Canada), 1999. http://hdl.handle.net/10393/8459.

Taylor, Shaunna L. "An analysis of a relaxation/stress control program in an alternative elementary school." Thesis, University of Ottawa (Canada), 1996. http://hdl.handle.net/10393/9787.

St, Denis Marnie L. "An assessment of a positive perspective/highlight program on elementary school children." Thesis, University of Ottawa (Canada), 1994. http://hdl.handle.net/10393/9805.

Antunes-Alves, Sara. "Our place in the mental health world: An exploration of counsellors' professional identity." Thesis, University of Ottawa (Canada), 2010. http://hdl.handle.net/10393/28489.

Manj, Jindy. "Crime prevention for primary school aged children, towards a strategy for Nanaimo." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ28442.pdf.

Stenken, Gerrett H. "The effects of training level, exposure to a multi-dimensional process-based model of change, professional experience, and commitment to training on therapeutic change process conceptualization ability." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3287331.

ODU Digital Commons

Home > Education > Counseling & Human Services > ETDs

Counseling & Human Services Theses & Dissertations

Theses and dissertations published by graduate students in the Department of Counseling and Human Services, College of Education, Old Dominion University, since Fall 2016 are available in this collection. Backfiles of all dissertations (and some theses) have also been added.

In late Fall 2023 or Spring 2024, all theses will be digitized and available here. In the meantime, consult the Library Catalog to find older items in print.

Theses/Dissertations from 2023 2023

Dissertation: Providing Family Centered Care Within Pediatric Integrated Care Settings , Emily D. Bebber

Dissertation: The Lived Experiences of 911 Dispatchers With Compassion Fatigue: An Interpretive Phenomenology , Angela Johnson

Dissertation: Exploring the Lived Experiences of Self-Identified Politically Conservative Students in Graduate Counseling Programs in Public Universities , Elizabeth A. Orrison

Theses/Dissertations from 2022 2022

Dissertation: Mental Health Counselors’ Perceptions of Professional Identity as Correctional Counselors in an Integrated Behavioral Health Care Setting , Jeanel L. Franklin

Dissertation: Complex Thought for Complex Work: Preparing Cognitively Complex Counselors for Work in Diverse Settings , Alexandra C. Gantt

Dissertation: Trauma and Crisis Counselor Preparation: The Relationship of an Online Trauma and Crisis Course and Counseling Self-Efficacy , Julia Leigh Lancaster

Dissertation: An Investigation of Healthcare Professionals’ Perspectives on the Tasks of Mental Health Counselors in Hospital Settings , Suelle Micallef Marmara

Dissertation: Broaching Race and Race-Related Issues: Phenomenological Inquiry of Doctoral Student Supervisors of Counselor Trainees , Judith Wambui Preston

Dissertation: A Phenomenological Investigation of School Counselor Antiracist Social Justice Practices , Stephanie Deonca Smith-Durkin

Dissertation: Counselor Perceived Competence Diagnosing Disorders from DSM-5 Diagnostic Categories Survey Results and the Development and Validation of Scores on the Diagnostic Self-Efficacy Scale , Erin Elizabeth Woods

Dissertation: The Experiences of School Counselors Providing Virtual Services During Covid-19: A Phenomenological Investigation , Allison Kathryn Worth

Dissertation: A Comparison of Sorority Women and Non-Sorority Women’s Alcohol Use: Perception, Rate of Use, and Consequences , Betsy Zimmerman

Theses/Dissertations from 2021 2021

Dissertation: Effectiveness of College Counseling Interventions in International Student Adjustment to United States Higher Education Systems: A Meta-Analysis , Joshua Ebby Abraham

Dissertation: What Are We Missing?: A Comparison of Experiences of Race-Based Trauma by Black Americans and Black Jamaicans , Bianca R. Augustine

Dissertation: Site Supervisors' Perspectives on Supervision of Counselor Trainees in Integrated Behavioral Health (IBH) Settings: A Q Methodology Approach , Yeşim Giresunlu

Dissertation: The Impact of a Crisis Intervention Team Program on Psychiatric Boarding , Kurtis Hooks

Dissertation: A Case Study on the Application and Implementation of Positive Behavioral Interventions and Supports for Students with Emotional Disabilities in Alternative Education , Kira Candelieri Marcari

Dissertation: Initial Development of the Escala de Fortaleza en Jóvenes para Padres , David Moran

Dissertation: Incivility of Coworker Behaviors and Minority Firefighters’ Belongingness in the Workplace , Alyssa Reiter

Dissertation: A Meta-Analysis of Three Years of Data on Outcomes of Therapy Groups for Inmates in the Virginia Department of Corrections , Abie Carroll Tremblay

Theses/Dissertations from 2020 2020

Dissertation: Improving Veterans’ Psychological Well-Being with a Positive Psychology Gratitude Exercise , Clara Im Adkins

Dissertation: An Examination of the Relationship Among Social Services Support, Race, Ethnicity and Recidivism in Justice Involved Mothers , Ne’Shaun Janay Borden

Dissertation: Development and Validation of the Students With Learning Disabilities School Counselor Self- Efficacy Scale: A Psychometric Study , Rawn Alfredo Boulden, Jr.

Dissertation: Minority Counselor Multicultural Competence in the Current Sociopolitical Climate , Kathleen Brown

Dissertation: A Meta-Analysis of Group Treatment Outcomes for Veterans with Substance Use Disorders , Robert “Tony” Dice

Dissertation: Investigating the Impact of the FAVA Well-Being Protocol on Perceived Stress and Psychological Well-Being With At-Promise High School Students , Renee L. Fensom

Dissertation: Mental Health Counselors' Perceptions on Preparedness in Integrated Behavioral Healthcare in Underserved Areas , Kyulee Park

Dissertation: Group Treatment Effectiveness for Substance Use Disorders: Abstinence vs. Harm Reduction , Jill D. Parramore

Dissertation: Best Practices in Clinical Supervision: What Must Supervisees Do? , Johana Rocha

Dissertation: A Phenomenological Investigation of Counselors’ Experiences With Clients Affected by Problematic Internet Pornography Use , Kendall R. Sparks

Dissertation: Counselor Education Doctoral Students’ Research Self-Efficacy: A Concept Mapping Approach , Zahide Sunal

Dissertation: A Systemic Review and Meta-Analysis of Psychoeducational Groups for the Treatment of Psychopathology Resulting from Child Sexual Abuse , Alexis Lynnette Wilkerson

Dissertation: School Counseling Professionals’ Experiences Using ASCA’s Mindsets & Behaviors for Student Success to Achieve College and Career Readiness , George Wilson

Theses/Dissertations from 2019 2019

Dissertation: Exploring the Lived Experiences of Career Oriented Military Spouses Pursuing Education for Career Advancement , Melody D. Agbisit

Dissertation: Reshaping Counselor Education: The Identification of Influential Factors on Multisystemic Therapy , T'Airra C. Belcher

Dissertation: An Investigation of Posttraumatic Growth Experienced By Parents After a Miscarriage , Barbara Elizabeth Powell Boyd

Dissertation: The Psychometric Properties of the School Counseling Internship Competency Scale , Melanie Ann Burgess

Dissertation: Intersectional Identities and Microaggressions: The Experience of Transgender Females , Cory Daniel Gerwe

Dissertation: Comparing Higher Order Value Differences By Religious and Spiritual Association and Implications for Counseling: An Exploratory Study , Gregory C. Lemich

Dissertation: The Effects of Supervisory Style and Supervisory Working Alliance on Supervisee Disclosure in Supervision: A Moderated Mediation Analysis , Chi Li

Dissertation: A Comparison of College Student-Athletes With Attention-Deficit Hyperactivity Disorder (ADHD) and Nonathletes With ADHD: Academic Adjustment, Severity of Mental Health Concerns, and Complexity of Life Concerns , Sonja Lund

Dissertation: An Experimental Study of Research Self-Efficacy In Master’s Students , Nicola Aelish Meade

Theses/Dissertations from 2018 2018

Dissertation: Multilevel Confirmatory Factor Analysis of the Family Adjustment Measure with Lower-Income, Ethnic Minority Parents of Children with Disabilities , Vanessa Nicole Dominguez-O'Hare

Dissertation: Risk and Resiliency Factors Affecting the College Adjustment of Students with Intersectional Ethnocultural Minority and LGBTQ Identities , Stacey Christina Fernandes

Dissertation: The Relationship Between Childhood Adversity and Adult Relationship Health for Economically Marginalized, Racially and Ethnically Diverse Individuals , Sandy-Ann M. Griffith

Dissertation: An Exploration of Practicum Students' Experiences of Meaning-Making Through Altruism , Debra Paige Lewis

Dissertation: Addiction Counselors' Perceptions of Clinical Supervision Practices , Marla Harrison Newby

Dissertation: Exploring the Variant Experiences Through Which Racial/Ethnic Minorities Select Art Therapy as a Career , Mary Ritchie Roberts

Dissertation: Psychosocial Determinants of Medication Adherence among HIV-Positive Individuals in Mexico City , Anthony Vajda

Theses/Dissertations from 2017 2017

Dissertation: Cross-Racial Trust Factors: Exploring the Experiences of Blacks Who Have Had White Mentors in the Counseling Profession , Eric Montrece Brown

Dissertation: Personality, Motivation, and Internet Gaming Disorder: Understanding the Addiction , Kristy L. Carlisle

Dissertation: The Relationship Between Trauma Exposure and College Student Adjustment: Factors of Resilience as a Mediator , Amber Leih Jolley

Dissertation: Establishing the Psychometric Properties of the Understanding Mental Health Scale: A Dissertation Study , Michael Thomas Kalkbrenner

Dissertation: Attitudes and Actions that Adoptive Parents Perceive as Helpful in the Process of Raising Their Internationally Adopted Adolescent , Marina V. Kuzmina

Dissertation: Towards a New Profession: Counselor Professional Identity in Italy. A Delphi Study , Davide Mariotti

Dissertation: Exploring the Relationship Between Depression and Resilience in Survivors of Childhood Trauma , Marquis A. Norton

Dissertation: Understanding the Experiences of Women with Anorexia Nervosa Who Complete an Exposure Therapy Protocol in a Naturalistic Setting , Gina B. Polychronopoulos

Dissertation: An Exploratory Factor Analysis Examining Experiences and Perceptions of Campus Safety for International Students , Sonia H. Ramrakhiani

Dissertation: The Role of Self-Care and Hardiness in Moderating Burnout in Mental Health Counselors , Traci Danielle Richards

Theses/Dissertations from 2016 2016

Dissertation: Examining Changes in College Counseling Clients’ Symptomology and Severity over an Eight Year Span , Caroline Lee Bertolet

Dissertation: Initial Development and Validation of the Transgender Ally Identity Scale for Counselors , Jamie D. Bower

Dissertation: A Counselor’s First Encounter with Non-Death Loss: A Phenomenological Case Study on New Counselor Preparation and Experience in Working with Non-Death Loss , Charles P. Carrington

Dissertation: The Relationship Between Counselors' Multicultural Counseling Competence and Poverty Beliefs , Madeline Elizabeth Clark

Dissertation: Counselors’ Perceived Preparedness for Technology-Mediated Distance Counseling: A Phenomenological Examination , Daniel C. Holland

Theses/Dissertations from 2015 2015

Dissertation: Factors Associated with Family Counseling Practices: The Effects of Training, Experience, and Multicultural Counseling Competence , Amanda A. Brookshear

Dissertation: An Examination of Supervisory Working Alliance, Supervisee Demographics, and Delivery Methods in Synchronous Distance Supervision , Robert Milton Carlisle III

Dissertation: A Phenomenological Investigation of Counselors' Perceived Degree of Preparedness When Working with Suicidal Clients , Heather Danielle Dahl

Dissertation: African American Pastors and Their Perceptions of Professional School Counseling , Krystal L. Freeman

Dissertation: A Phenomenological Investigation of Wellness and Wellness Promotion in Counselor Education Programs , Brett Kyle Gleason

Dissertation: Examining Disordered Eating Amongst Sorority Women , Andrea Joy Kirk

Dissertation: Bhutanese Counselors' Experiences with Western Counseling: A Qualitative Study , Susan V. Lester

Dissertation: An Exploration of Health Providers' Responses to Intimate Partner Violence (IPV) in Malaysia , Kee Pau

Dissertation: A Mixed Methods Study of the Intersection of Sexual Orientation and Spiritual Development in the College Experience , Kevin C. Snow

Theses/Dissertations from 2014 2014

Dissertation: Ethical and Legal Knowledge, Cognitive Complexity, and Moral Reasoning in Counseling Students , Matthew W. Bonner

Dissertation: A Grounded Theory of the College Experiences of African American Males in Black Greek-Letter Organizations , David Julius Ford Jr.

Dissertation: The Experiences of School Counselors with Court Involvement Related to Child Custody , Crystal E. Hatton

Dissertation: A Grounded Theory of Suicidality in Children Ten and Younger , Katherine Angela Heimsch

Dissertation: School Counseling Program Models Utilized By School Districts , Tracy L. Jackson

Dissertation: The Relationship Among Counseling Supervision Satisfaction, Counselor Self-Efficacy, Working Alliance and Multicultural factors , Jennifer Dawn Logan

Dissertation: Development of the Profession of Counseling in Kenya, Uganda, and Tanzania: A Grounded Theory Study , Mueni Joy Maweu Mwendwa

Dissertation: Resident Assistants' Self- Efficacy for Participation in Counseling Activities , Miranda Johnson Parries

Dissertation: Role Ambiguity of Counseling Supervisors , Aaron Gabriel Shames

Dissertation: Degree of Implementation of the American School Counselor Association National Model and School Counselor Burnout , Katrina Marie Steele

Dissertation: College Health and Mental Health Outcomes on Student Success , Daniel Joseph St. John

Dissertation: Supervisor Perceptions of Their Multicultural Training Needs for Working with English Language Learning Supervisees , Hsin-Ya Tang

Theses/Dissertations from 2013 2013

Dissertation: Experiences of Resident Assistants with Potentially Suicidal Students: Identification, Referral, and Expectations , Katherine M. Bender

Dissertation: Counselor Demographics, Client Aggression, Counselor Job Satisfaction, and Confidence in Coping in Residential Treatment Programs , Erik Braun

Dissertation: School Personnel Perceptions of Professional School Counselor Role and Function , Caron N. Coles

Dissertation: Factors That Influence Minority Student Enrollment at Various Levels of Postsecondary Education , LaShauna Mychal's Dean

Dissertation: Experiences and Perceptions of Mental Health Professionals Considered Effective in the Diagnosis and Treatment of Adults with Attention Deficit Hyperactivity Disorder , Bonita H. Erb

Dissertation: A Qualitative Study of the Experiences of Gatekeeping Among PhD Counselor Educators , Carol A. Erbes

Dissertation: Investigating Similarities and Differences as Measured by the DUREL and GSQ Between Three Subgroups Attending a Local AA Meeting to Develop a Profile of Long Term Attendees , Keesha Masean Kerns

Dissertation: Experiences of the Process and Outcomes of Group Dream Work , Penny Makris

Dissertation: Initial Development and Validation of the Rural Competency Scale , Cassandra Gail Pusateri

Dissertation: A Consensual Qualitative Research Study of the Transformation From High School Dropout to Second Chance Alumni , Jayne E. Smith

Theses/Dissertations from 2012 2012

Dissertation: Counselor Beliefs and Perceived Knowledge Regarding Clients with Learning Disabilities , Tamekia R. Bell

Dissertation: Using the Counseling Center Assessment of Psychological Symptoms - 34 (CCAPS-34) to Predict Premature Termination in a College Counseling Sample , Sean B. Hall

Dissertation: The Development and Validation of the Preference for Adherence to Theoretical Orientation Scale , Tiffinee S. Hamilton

Dissertation: Factors Impacting Counselor Competency When Counseling Sexual Minority Intimate Partner Violence Victims , Ryan Hancock

Dissertation: An Exploration of the State-Trait Continuum in Counseling and Positive Psychology , Michael A. Keefer

Advanced Search

• Notify me via email or RSS
• Collections
• Disciplines
• Author Guidelines
• Department of Counseling & Human Services
• Other Digital Collections
• ODU Libraries
• Old Dominion University

Home | About | FAQ | My Account | Accessibility Statement

Privacy Copyright