psychology dissertation york

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Etheses and dissertations.

Submitting Your YorkU Thesis or Dissertation

The Faculty of Graduate Studies manages the submissions process for Theses and Dissertations. Learn more about the process by visiting their pages:

• Master's Thesis Submission (click on the "How to Submit" tab)
• Doctoral Dissertation Submission (click on the "How to Submit" tab)

Electronic Theses and Dissertations Collection

As of September 2013, York University Electronic Theses and Dissertations are hosted in the YorkSpace repository.

• YorkU Electronic Theses and Dissertations (ETDs) 2013-current
• International Theses and Dissertations (including York pre-2013 theses and dissertations)

Frequently Asked Questions

Found a typo in your thesis/dissertation? Need to edit your ETD in YorkSpace?

As theses and dissertations are official university records managed by the Faculty of Graduate Studies. As such, FGS will need to be contacted directly with questions or requests for edits at one of two emails.

If your program is based out of the following faculties, use ( gradtd1@yorku.ca ):

• School of Arts, Media, Performance & Design
• Faculty of Education
• Faculty of Liberal Arts & Professional Studies (all except Professional Programs)
• Electrical Engineering & Computer Science (EECS-Lassonde)

If your program is based out of the following faculties, use ( gradtd2@yorku.ca ):

• Faculty of Environmental & Urban Change
• Faculty of Health
• Faculty of Liberal Arts & Professional Studies (Professional Programs only)
• Lassonde School of Engineering (minus EECS)
• Osgoode Hall Law School
• Schulich School of Business
• Faculty of Science

Once approval from FGS is communicated to the Libraries, an edit can be made in YorkSpace.

Have questions about your thesis or dissertation being visible online?

Please visit the Masters Thesis submission or Doctoral Dissertation submission pages, click on the "How to Submit" tab, and scroll down to the " FGS Policy for Delay of Publication / Restricted Access in YorkSpace " where you will find a link to the "Request to Delay" publication form.

Interested in licensing your ETD with ProQuest?

While YorkSpace is specially designed for the broadest dissemination of scholarship, some authors may also choose to license access to their ETD via ProQuest. Please visit the Licensing your ETD via ProQuest webpage to learn more.

Future Students

• About Program

Program Details

Admission requirements.

• Program Website (Faculty of Health)
• Request More Information

York’s Psychology program was ranked 4th in Canada by QS World University Rankings 2022.

The field of psychology is dedicated to the scientific study of behaviour including thought, feeling and action, and viewed from social, developmental and biological perspectives. You can study virtually all of the areas of psychology as our program offers the largest variety and diversity of courses of any psychology program in Canada. We provide learning opportunities and research experience in many different areas of Psychology including developmental and social psychology, abnormal psychology and counseling, behavioural and cognitive neuroscience, history and theory, statistics and quantitative methods, as well as explore a wide variety of topics ranging from personality, memory, learning, intelligence, motivation, psychological disorders, biological basis of behaviour, bullying, perception, perfectionism, empathy, cognition, culture, child development and much, much more.

Undergraduate students have the option of working toward either a Bachelor of Arts or a Bachelor of Science degree in Psychology. Students may choose to focus on specific areas of interest such as neuroscience or abnormal psychology or follow a more generalized program that covers a wide variety of aspects of the discipline. The Psychology program is structured so that you are exposed to the breadth of psychology but may also tailor your degree program to focus on specific areas of interest.

• The BA psychology program exposes you to a full range of psychological concepts and applications.
• The BSc option adds a focus on the physical sciences (chemistry, physics, and biology) to a full range of discipline-specific courses.

Reasons to choose Psychology at YORK U

• Our Specialized Honours Psychology Program (both BA and BSc) provides advanced training in research methods, statistical analysis, as well as one-on-one thesis supervision and prepares students wishing to go on to graduate school. 
• We offer an extensive and diverse selection of courses taught both in classroom settings and on the Internet. There are also evening and summer courses offered for working students who wish to pursue their studies on a part-time basis.
• Learn from leading researchers in the field: Joel Katz, Canada Research Chair in Health Psychology; J Douglas Crawford, Canada Research Chair in Visual-Motor Neuroscience; Gordon Flett, Canada Research Chair in Personality & Health; and Distinguished Research Professor and Order of Canada recipient Debra Pepler, whose research has changed the way we think about child and youth bullying and aggression.
• Students have the opportunity to gain a credential in one of six Psychology Concentrations: Counselling and Mental Health; Psychological Humanities, Contexts & Communities; Child and Youth Development; Applied Methods and Analysis; Neuropsychology; Aging and Late Life Development.
• Participate in research in one of our many research centres, including the renowned Centre for Vision Research, the LaMarsh Centre for Child and Youth Research, and the York University Psychology Clinic.
• Engage in active research alongside your professors. Psychology students often contribute to the Trauma and Attachment Report, a weekly online research report.
• Bridging courses are available for those missing either a math or science prerequisite for entry to the BSc degree.
• The courses Writing in Psychology (2010) (for all Psychology majors), Professionalism and Communication in Psychology (3000) (Specialized Honours Students only), and Critical Thinking in Psychology (4180) (Honours students only) provide transferable skills that employers are looking for.

Degrees Offered

Winter entry, summer entry, ways to study, sample schedule (first-year).

• Introduction to Psychology (PSYC 1010 6.0)
• Techniques of Persuasion (MODR 1770 6.0)
• The Future of Work (SOSC 1510 6.0)
• Current Issues in Mental Health (SOWK 2035 3.0)

Possible Career Paths

• behaviour analyst
• child and youth worker
• policy advisor
• human resources manager
• marketing manager
• rehabilitation specialist
• physician, counselor, psychotherapist, lawyer, teacher, social worker, psychologist (with further professional training)
• mental health/family therapist
• Alberta High School Diploma
• ELA30-1 or English 30
• And four additional academic courses numbered 30 or 31
• Senior-level math
• Chemistry 30 or Physics 30
• And two additional academic courses numbered 30 or 31
• British Columbia Secondary School Graduation Diploma
• English 12 or English 12 First Peoples
• And four additional Grade 12 Academic subjects
• Chemistry 12 or Physics 12
• And two additional Grade 12 Academic subjects

Minimum Requirements

• Baccalauréat Général with a minimum overall score of 10 (mention passable) from a French lycée accredited by the Ministry of Education or an accrediting agency in France.
• Some programs require a higher GPA. Please review the requirements for your program below.

Required Documents for Preliminary Review

• The following documents are required for your application to be reviewed for a conditional offer of admission. Documents can be uploaded to your MyFile account after you apply. Decisions are typically made 4-8 weeks after all required documents are submitted.
• High School Transcript(s)
• Grade 12 First Trimester Grades for Terminale Year
• Other documents may be required, and are determined by your academic background (please check your MyFile)
• Baccalauréat Général
• A maximum of 30 possible transferable credits may be granted for successful completion of the Baccalauréat Général. Please click here , then click “Transfer Credit Requirements” for details.
• Première Spécialité mathématiques OR Terminale math
• Terminale physique/chimie
• Successful completion of the final year of senior studies.
• Exceptions: Students presenting strong academic profiles with Bachillerato programs from Costa Rica, Guatemala, Honduras, Nicaragua, Peru, Uruguay & Venezuela will be reviewed on an individual basis for admission consideration.
• Grade 12 Mid-year/Semester 1 Grades
• Minimum overall result of “Bien/Buena/Bueno/Good” on all academic courses.
• Some programs require a higher GPA.
• Senior-level chemistry or Senior-level physics
• CSEC awarded by the CXC
• CAPE Unit 1 Examination Results
• CAPE Unit 2 Predicted Grades
• A minimum overall average of 3 out of 7 is required. Higher grades required for certain programs.
• CAPE 2-unit courses, with results of 3 or better, are eligible for transfer credit, up to a maximum of 18 credits. Please click here , then click “Transfer Credit Requirements” for details.
• 2-unit math
• 2-unit chemistry or 2-unit physics
• One year of CEGEP
• 2 semesters of English (code 603) / Français (code 601)
• And ten additional academic courses (high-school equivalent courses not accepted)
• Extra courses will be assessed for transfer credit. Applicants with the DEC may be awarded up to one full year of transfer credit.
• Chemistry 1 and 2 or Physics 1 and 2
• And seven additional academic courses (high-school equivalent courses not accepted)
• Senior Secondary School Graduation Certificate
• Successful completion of the final year of Senior 3/Grade 12 level of study with a minimum overall average of 75% on all academic courses.
• Grade 12 Mid-year Grade
• Grade 12 math
• Grade 12 chemistry or Grade 12 physics
• Some programs require higher. Please review the requirements for your program below.
• Prerequisite courses should not be below a grade of 4.0 or 70%.
• Grade 12 Semester 1 Grades
• Lise Diplomasi
• Minimum of two Advanced-level (A2) passes and three GCSE or IGCSE Ordinary-level (O-level) passes.
• Minimum average of “C” is required on Advanced-level and Ordinary-level passes.
• Prerequisite courses must be presented at the Advanced-level.
• Minimum "C" is required for prerequisite courses unless otherwise noted.
• High School Transcript
• Advanced-level (A2) Predicted Grades
• GCSE/IGCSE (O-level) Certificate(s) (e.g. Pearson EdExcel, AQA, Cambridge, British Council, etc.)
• General Certificate of Education (GCE) Examinations
• GCE A2 examinations with results of "C" or better, are eligible for transfer credit, up to a maximum of 18 credits. Please click here , then click “Transfer Credit Requirements” for details.
• A-level math
• A-level chemistry or A-level physics
• Hong Kong Diploma of Secondary Education (HKDSE) - minimum 6 academic courses
• Successful completion of the Twelfth Year of senior studies with a minimum overall average of 4.0/5.0 required.
• Prerequisite courses should present a minimum grade of "4" to meet program requirements.
• Grade 12 Predicted/Mid-year Grades
• Hong Kong Diploma of Secondary Education (HKDSE)
• Twelfth Year math
• Twelfth Year chemistry or Twelfth Year physics
• IB Predicted/Expected/Anticipated Grades
• For most programs, minimum IB Diploma point scores of 30 or higher recommended (scores of 28 will be considered) - please check individual program requirement.
• Minimum 4 is required for prerequisite courses unless otherwise noted.
• IB Diploma with passes in six subjects: three passes at the Standard-level and three passes at the Higher-level, or two passes at the Standard-level and four passes at the Higher-level
• Transfer credit is granted for IB courses with Higher-level final grades of 5 or better, to a maximum of 30 credits. Please click here , then click “Transfer Credit Requirements” for details.
• Analysis and Approaches higher-level
• Analysis and Approaches standard-level
• Applications and Interpretations higher-level
• Applications and Interpretations standard-level
• Standard or higher-level chemistry or Standard or higher-level physics
• Some programs require a higher average. Please review the requirements for your program below.
• Prerequisite courses should not be below a grade of 55%.
• Grade X Certificate, and Grade XI Final Transcript
• XII Predicted Grades
• All-India Senior School Certificate (AISSCE)
• Higher Secondary Certificate (HSC)
• Indian School Certificate (ISC)
• Intermediate Examination Certificate
• Pre-University Examination Certificate
• Grade XII math
• Grade XII chemistry or Grade XII physics
• Manitoba High School Diploma
• English 40S
• And four additional 40S level academic subjects (no more than one at the 40G level)
• Chemistry 40S or Physics 40S
• And two additional 40S level academic subjects (no more than one at the 40G level)
• New Brunswick High School Graduation Diploma
• English 120, 121 or 122
• And five additional Grade 12 academic subjects (college preparatory 120, 121 or 122)
• Chemistry 121 or 122 or Physics 121 or 122
• And three additional Grade 12 academic subjects (college preparatory 120, 121 or 122)
• Newfoundland and Labrador High School Graduation Diploma
• English 3201
• And nine additional credits at the 3000 level
• Chemistry 3202 or Physics 3204
• And five additional credits at the 3000 level
• Nova Scotia High School Graduation Diploma
• And four additional Grade 12 academic subjects (university preparatory academic or advanced)
• And two additional Grade 12 academic subjects (university preparatory academic or advanced)
• Nunavut High School Graduation Diploma
• Northwest Territories High School Graduation Diploma
• Ontario Secondary School Diploma (OSSD)
• And five additional 4U or M courses
• SCH4U or SPH4U
• And three additional 4U or M courses
• Completion of a diploma program or at least two full semesters or one year of full-time academic study at an accredited college
• Overall average of 3.0 or better on a 4-point scale (or equivalent)
• College and University applicants may be admitted with one missing pre-requisite course which can be completed during the first year of study in the Faculty of Health.
• SCH4U * or SPH4U *
• * Requirement (or equivalent) must have been satisfied within the previous five years
• * Or equivalent
• be at least 20 years old by the end of the calendar year of admission to the University;
• have been out of full-time high school studies for at least two years; and
• have attempted less than one full year of studies at an accredited college or university.
• Completion of at least four full-year courses or one year of full-time degree studies at an accredited university
• Applicants to Honours-level program: Overall average of 2.3 or better on a 4-point scale (or equivalent)
• Applicants to Bachelor-level program: Overall average of 2.3 or better on a 4-point scale (or equivalent)
• Prince Edward Island Senior Secondary School Diploma
• English 621
• And four additional Grade 12 academic subjects (numbered 611 or 621)
• Chemistry 611 or 621 or Physics 621
• And two additional Grade 12 academic subjects (numbered 611 or 621)
• Quebec Grade 12 Certificate of Graduation
• Grade 12 English
• And five additional academic (university preparation level) subjects
• Grade 12 Chemistry or Grade 12 Physics
• And three additional academic (university preparation level) subjects
• Transcript of Secondary Level Achievement
• English A30 and English B30
• And three additional Grade 12 academic subjects numbered 30
• And one additional Grade 12 academic subjects numbered 30
• Successful completion of the final year of senior studies
• To gain admission to most programs, senior school Leaving Certificate with a minimum overall score of 70% is required in academic courses.
• General Secondary Education Certificate
• Grade 12 graduation with a minimum overall average of "B" on Grade 11 and Grade 12 academic courses is required to be considered for most programs. Some programs require a higher average. Please review the requirements for your program below.
• SAT or ACT scores are not required for students studying in a recognized accredited US curriculum outside the United States, Puerto Rico or Guam.
• SATs/ACTs are considered in combination with high school grades.
• Transfer credit granted for final scores of 4 or 5 on the Advanced Placement (AP) exams, depending on the program (maximum 30 credits). Please click here for details.
• Grade 9-12 Semester 1 High School Transcript(s) (with grading scale)
• AP Exam Results (if applicable)

For Fall (September) 2021 and Winter (January) 2022 entry , York University will deem the SAT/ACT as optional for students studying in a recognized accredited US curriculum high school in the United States, Puerto Rico or Guam. However, students who have completed a standardized test are encouraged to submit their test scores as it may support your application for competitive programs. SAT/ACT scores must be sent electronically from the College Board directly to York. Please browse the section below for pre-requisites and detailed admission requirements.

Note: An SAT/ACT test will be required from students who are not enrolled in a recognized accredited US curriculum high school in the United States, Puerto Rico or Guam or have not studied in a formal academic high-school environment.

• High School Diploma
• AP College Board examinations are eligible for transfer credit, for results of 4 or 5, up to a maximum of 30 credits. Please click here , then click “Transfer Credit Requirements” for details.
• West African Senior School Certificate Examination (WASSCE) or National Examinations Council (NECO) with grades of C4-6 or better are required for most programs.
• Grade 11-12 Semester 1 High School Transcript
• If you have already completed the WAEC or NECO exam, you can provide your scratch card access information for grade verification.
• West African Senior School Certificate Examination (WASSCE) or National Examinations Council (NECO)
• Yukon High School Diploma
• And three additional Grade 12 Academic subjects
• And one additional Grade 12 Academic subjects

You are required to provide official evidence of academic achievement in secondary education. This can be demonstrated through:

• Final grades under the Ontario curriculum (obtained through correspondence, night school or through TVO)
• Credentials through other curricula, such as results from Advanced Placement (AP) or Advanced-level courses in the General Certificate of Education (GCE). (Students may register to sit for the AP and GCE examinations as private candidates.)

In the absence of final grades in courses:

• You must submit the results of standardized tests such as the Scholastic Aptitude Test (SAT) with a minimum combined total of 1170 on the Critical Reading and Math components or a composite American College Testing (ACT) score of 24.
• Your application will be reviewed by an admissions sub-committee. If admitted, you will not be eligible for entrance scholarships. You will be considered for continuing student scholarships at the end of your first year of study, if you satisfy those criteria.

You may also be required to provide proof of language proficiency. You will be considered for entrance scholarships on the basis of your overall averages in the six 4U/4M (Ontario curriculum) or equivalent courses.

Doctoral Dissertation

Doctoral general requirements, types of dissertations.

Doctoral dissertations shall be on a topic approved by the student’s supervisor and supervisory committee, and shall include submission and approval of a dissertation proposal, including appropriate ethics review and approval, in accordance with Faculty and program requirements and procedures. Dissertations must embody the results of original research and must be successfully defended at an oral examination.

The doctoral dissertation must embody original work conducted while in program, and must constitute a significant contribution to knowledge. It should contain evidence of critical understanding of the relevant literature. The material embodied in the dissertation should merit publication or other appropriate public dissemination.

By submitting a thesis or dissertation, a student is making the representation that it is entirely their own work and that it has been done while they were a graduate student at York University.

If such is not the case, then the student must indicate in a signed, written statement what part of the thesis or dissertation is solely their own or co-authored. If co-authored, the candidate must provide an account of its provenance. The supervisor must produce their own corroborative written statement.

If a thesis or dissertation is the result of collaborative work, then the nature of the collaboration and the extent of the candidate’s contribution must be described in a written statement signed by the candidate and approved in writing by the candidate’s supervisor. Where there has been collaboration with others in the collection or preparation of data, materials, or documentation included in the thesis or dissertation, then appropriate acknowledgment must be made in the thesis or dissertation. In all instances, the oral examination must be conducted solely by the candidate.

If a thesis or dissertation—or any part thereof—has been published prior to submission of the dissertation, then the candidate must disclose this fact in a signed written statement, and the supervisor must approve in writing the inclusion of such work in the thesis or dissertation. In cases where one or more chapters of the thesis or dissertation have been previously published in a journal or book to which the author has assigned copyright, permission to include the chapter(s) in the thesis or dissertation must be obtained from the copyright holder(s). Please see the section on Copyright for more details.

A thesis or dissertation containing previously published material of which the candidate is the author and/or co-author should also contain a review of the literature that adequately explains the relationship to the literature of the work undertaken. In addition, it should contain a rationale for the study. These elements may form part of the body of the work – normally an introduction or opening chapter – that leads coherently into the publications. Furthermore, there should be a concluding chapter or section that discusses the body of the thesis or dissertation, including all previously published parts.

A false representation or failure to make a disclosure as outlined above is an academic offence and renders the thesis or dissertation ineligible for consideration of the relevant degree.

The manuscript-based thesis/dissertation is composed of a collection of articles on a common theme/subject. The general form and style of this type of thesis/dissertation may differ from program to program, but a thesis/dissertation should be a coherent work. A text explaining the coherence of the components must conform to the preface guidelines outlines in these regulations.  

If previously published materials are included, then it should be made clear what exactly is the student’s own work and what is the contribution of other researchers, as outlined above under Originality of a Dissertation.

The Faculty of Graduate Studies does not specify the specific number of articles/manuscripts required to fulfill the requirements of a thesis/dissertation of this type; however, graduate program and/or disciplinary norms and expectations should be adhered to. It is expected that students fulfill the requirements for originality and contribution to knowledge at the same level as all other thesis/dissertation formats .

A complex digital thesis/dissertation is a work with a high reliance on media (e.g., images, audio, videos, computer code and/or data set) in which the digital material is an integral part of the work as a whole.Part of the work must consist of a written text, but core elements of the thesis/dissertation rely on direct experience or interaction with digital materials that are not – or not primarily – a written text.

A text explaining the coherence of the components must conform to the preface guidelines outlines in these regulations.

Multimodal Theses/Dissertations A multimodal thesis/dissertation is a work in which a central component consists of an object or performance. For multimodal theses/dissertations, part of the work must be in written form, but key elements of the work depend on direct experience by the exam committee with, for example, displayed artworks or theatrical productions.

For both electronic and multimodal theses/dissertations, students may wish to include supplementary files as part of their final submission (see Final Dissertation Submission below).

Special Format Theses/Dissertations Students wishing to undertake a thesis/dissertation that does not align with one of the above-mentioned formats – monograph, manuscript-based, complex digital, or multimodal – are expected to initiate discussions with their supervisory committee and director of the graduate program concerned as early as possible (see Suitability of Proposed Format for the approval process).

Documentation and Archival Deposit Students producing a complex digital, multimodal, or special format thesis/dissertation should consult with the Theses Canada Portal on the Library and Archives Canada website for advice on formats supportable for preservation. However, a student may work in or submit work in an unsupported format as part of the oral exam as long as the work is readily accessible by the exam committee and the student submits a written component.

For complex digital theses/dissertations, it is expected that digital components of a thesis/dissertation will be made available for archiving, if/when possible, in line with York University’s commitment to Open Access.

For multimodal and special format theses/dissertations, it is understood that the non-written component of the work may not be archived either locally or with Library and Archives Canada; although, the Faculty of Graduate Studies encourages graduate students and programs to document student work if, and as, appropriate for archiving.

For complex digital, multimodal, and special format theses/dissertations, students may wish to include supplementary files as part of their final submission (see Final Submission Tab ).

The monograph is a coherent scholarly work focused on a specific subject consisting of written text formatted under various chapters – including an introduction and conclusion – as a unified body of research. Images, tables and figures may be included but do not constitute a discrete section of the thesis/dissertation.

Programs will specify the dissertation and thesis formats allowed in their programs in the academic calendar as well as working to make this information available to students and faculty members.

Graduate programs seeking to update the types of theses and dissertations they support must submit a Notice of Intent (NOI) through the York University Quality Assurance Procedures (YUQAP). Based on that submission (in line with YUQAP), it will be determined if the proposed change constitute a major or minor modification of a program’s requirements. The appropriate process of updating a program’s permitted dissertation and thesis formats is contingent on that decision.

Approval to pursue one of the above-outlined formats – monograph, manuscript-based, complex digital, or multimodal – not outlined in a program’s requirements may be granted by special request. A student’s request will be reviewed by the appropriate program-level process for matters related to theses and dissertations, subject to confirmation from the supervisory committee that the proposed project will fulfill the requirements of a thesis or dissertation in the program and that relevant supervision and sufficient support for the completion of such work can be provided.

Students considering a thesis or dissertation format not outlined in these regulations should engage their supervisor and supervisory committee to discuss the suitability of the proposed format.

Approval to pursue a special format not specified in this policy may be given in exceptional circumstances subject to the student, with the support of all members of the supervisory committee, providing a proposal and rationale that outlines how the proposed special format affords the student the ability to more fully realize the pan-university requirements that a dissertation:

. Embody original work conducted while in program and must constitute a significant contribution to knowledge.

. Contain evidence of critical understanding of the relevant research.

. Merit publication or other appropriate public dissemination.

The proposal and rationale for the proposed format must be approved through the normal program-level procedures for the review of matters pertaining to dissertations and theses in consultation with the Graduate Program Director. The rationale must then be forwarded to the Dean, Faculty of Graduate Studies who may advise the program, supervisory committee, and student as appropriate to ensure compliance with any relevant Faculty and university policy and procedures.

A thesis or dissertation should be written in English, but approval may be given to a written request from a student for a thesis or dissertation to be written in French or in the language of any Indigenous people in North America, subject to confirmation from the director of the graduate program concerned that relevant supervision and sufficient support for the completion of such written work can be provided.

For theses/dissertation written in English, either American or British spelling is acceptable provided that it is used consistently throughout.

Manuscript-based, complex digital, multimodal, or special format theses/dissertations must contain a preface explaining the relationship of the components (e.g., manuscript chapters; digital or multimodal components) to the overall thesis/dissertation.

While the introductory chapter of the thesis/dissertation outlines the scholarly context and objectives of the research, a preface links the various components to the work as a whole and provides a roadmap to the reader through the individual sections of the whole. The length of a preface should be based on disciplinary norms.

Students preparing their dissertation should follow a single style guide appropriate to their discipline.  The York University Libraries  provides links to various style guides for various disciplines.

Dissertation Proposals

In accordance with program requirements and procedures, all students should prepare a thesis/dissertation proposal, normally in consultation with their supervisor in advance of commencing their proposed inquiry. Each program should have written guidelines and should communicate them to candidates, as and when appropriate.

At a minimum, the proposal should contain a brief statement in non-technical language on the purpose/goals of the thesis/dissertation research, its relationship to existing work in the area, through an abbreviated literature review, the research question(s), the proposed methodology(ies) with rationale, and the contribution which the researcher hopes to make to the advancement of knowledge in the field. In addition, the proposal includes a title, the name of the supervisor and the supervisory committee. The title should indicate as clearly as possible the area of research, but it is understood that this title may change. The recommended maximum length of a proposal is 3,500 words, but individual programs may require proposals of a greater length. Proposals must be reviewed and approved by a student’s thesis or dissertation committee.

Following approval of the proposal by the supervisory committee, students must submit one or more copies of the proposal to the graduate program director. After confirming that the relevant Faculty and internal program requirements have been satisfied, the program director is responsible for submitting the proposals to the Office of the Dean, Graduate Studies using the  Form TD1: Dissertation Research Submission.

As indicated on Form TD1: Dissertation Research Submission, submission of the proposal to the Office of the Dean, Graduate Studies, includes submission of the relevant research ethics forms and documentation. For more information, please refer to the Research Ethics section of this Handbook.

For a doctoral dissertation, the supervisory committee must review the student’s research proposal and recommend its approval not less than six months prior to the date set for the oral examination.

Please note that the deadlines outlined above are the Faculty’s minimum requirements, and individual graduate programs may have more specific requirements and timelines with respect to the development, review and approval of dissertation proposals. Students should consult their program for more details. Further, the Faculty deadlines outlined above may not provide the time necessary for ethics approval, if required. More information regarding research ethics is provided below.

Research Ethics

York University is committed to the highest standards of integrity in research. All projects involving the use of human subjects, animals, and biohazardous materials are subject to review by the appropriate University committee. York has formulated policies and procedures for the conduct of research involving all three of these areas.

As indicated on Form TD1: Thesis/Dissertation Research Submission , submission of the thesis/dissertation proposal to the Office of the Dean, Graduate Studies for approval must include the relevant research ethics forms and documentation.

All research involving human participants is governed by the Senate Policy for the Ethics Review Process for Research Involving Human Participants . The Senate Policy stipulates that all University-based research involving human participants, whether funded or non-funded, faculty or student, scholarly, commercial or consultative, is subject to an ethics review process. The Senate Policy for the Ethics Review Process for Research Involving Human Participants and corresponding review procedures adhere to the published guidelines of the Canadian Institutes of Health Research, the Natural Sciences and Engineering Research Council, and the Social Sciences and Humanities Research Council, known as the Tri-Council Policy Statement (TCPS).

Please note that in accordance with the TCPS and Senate policy, graduate students undertaking research with human participants may not begin that research until their proposal has received approval from the appropriate body . Further, prior to conducting research involving human participants, graduate students are required to complete the complete the TCPS tutorial .

Details regarding the ethics review procedures for thesis/dissertation research involving human participants is available on the Faculty of Graduate Studies research ethics web page.

Students conducting research with human participants may be required to submit the Form TD2: Human Participants Research Protocol (.pdf). Additional forms may be required.

Further details regarding the University policies and ethics review procedures for thesis/dissertation research involving animals and bio-hazardous materials is available on the Office of Research Ethics web page.

Ethics guidelines for other research situations are also available on the Office of Research Ethics web page, including:

• Invasive Procedures
• Health and Safety Checklist
• Surveys and Research in an Online Environment
• Research Conducted by External Researchers
• Research Conducted in Hospital Clinical Settings
• Research in Educational Settings
• Research Involving Minor Age Participants
• Research with People who are Homeless

Students hold copyright to their dissertations, regardless of the method of submission. Consequently, a student is free to publish his or her dissertation following a successful oral examination. Please note that if a dissertation includes any work which is copyrighted to another party, permission may be required to publish the dissertation.

After a successful oral examination the  Library and Archives Canada Thesis Non-Exclusive License  must be submitted to the Office of the Dean, Faculty of Graduate Studies. The student must also accept the terms of the York University Copyright License as part of the electronic submission of their dissertation using the  Electronic Thesis and Dissertation (ETD).

By signing these licenses, a student is confirming that his or her dissertation is his or her original work, that his or her dissertation does not infringe any rights of others, and that he or she has the right to make the grant conferred by those copyright licenses. In addition, the student is granting a Licence to York University to make copies including electronically formatted copies, and/or distribute worldwide all or part of the dissertation, subject to the conditions outlined.

If applicable, the student should submit copies of any required copyright permissions prior to the final dissertation submission to the Office of the Dean, Graduate Studies. The student should also retain copies of all copyright permission requests and approvals.

The following sections provide guidance and suggestions with respect to when and how to secure copyright permission. It is, however, the responsibility of the student to confirm that if there is copyrighted material in his or her dissertation, it either complies with the “fair dealing” provisions of the  Canadian Copyright Act  or documented permission has been obtained to use the copyrighted material. The Office of the Dean, Faculty of Graduate Studies cannot offer legal advice as to whether or not copyright permission is required.

Limit of Copyright Protection : Copyright protection applies to original, literary, musical, dramatic or artistic works in a variety of forms, including written materials, computer software, and web-based formats regardless of whether the work in question is published or not and whether someone has made it available to the public or not. This protection expires 50 years after the death of the originator, regardless of who holds copyright at that time.

Public Domain : A work that is freely available to the public is not necessarily in the public domain. For a work to be in the public domain, the originator must have specifically waived copyright to the work, or copyright must have legally expired. Work that is in the public domain can be used by anyone without copyright being violated.

Fair Dealing : A student is allowed to use copyrighted material in his or her dissertation provided it falls under the  Canadian Copyright Act's  definition of "fair dealing". Information on York University’s Fair Dealing Guidelines can be reviewed at  York University—Copyright .

While it is required academic practice to cite sources, proper citation does not remove the obligation to obtain documented permission to use copyrighted permission that is not covered under the “fair dealing” provisions of the Canadian Copyright Act. If a dissertation includes any of the following elements, the student should seek copyright permission. (Please note that this is not an exhaustive list. If you require additional information on York’s Copyright Policy or Fair Dealing Guidelines contact the Copyright Office at  [email protected] ).

• Material or parts of material written by the dissertation author which have been previously published in a journal and to which the author has assigned copyright
• Material co-authored with another author(s) who share copyright
• Tables, figures, and all forms of images including photos, maps, graphs, drawings, logos etc. that have been obtained from a copyrighted source, including websites, newspapers, journals, books, brochures, professors' lecture notes, etc.
• Scripts and recordings of any performance

In cases where a student is not certain that his or her use of copyrighted material is covered under the "fair dealing" provisions of the Canadian Copyright Act, documented permission from the copyright holder(s) must be obtained in order to include the material in the dissertation. Since securing copyright permission may take some time, it is strongly recommended that students being this process sooner rather than later. Please note that the copyright holder must be aware of and agree to the terms of the York University Copyright License and Library and Archives Canada Thesis Non-Exclusive License.

If seeking permission from a journal, a good first step is to check the journal’s website, which may provide information with respect to copyright, including advance permission to journal authors who have signed over copyright, how to request permission, and uses that are specifically prohibited. There are also a number of websites that may be helpful in determining the copyright policies of particular journals/publishers, including  Sherpa Romeo  and  EPrints . Some journals and publishers provide (on their website or on request) a policy statement granting copyright permission to the author of a dissertation who signed over copyright to the journal/publisher. In such cases, retain a copy of that policy statement as evidence of documented permission.

Alternatively, a student should contact the copyright holder. Sample text for a copyright permission request is included below. Although email proof of permission is acceptable, please note that an original, signed letter on the copyright holder’s letterhead is the best protection against accusations of copyright violation.

Students should provide copies of any required copyright permissions prior to submission of their final dissertation to the thesis coordinator in the Office of the Dean, Graduate Studies. Students should also retain copies of all copyright permission requests and approvals.

[Date] [Name] [Address] Re: Request for Permission to Use Copyrighted Material in a Dissertation Dear: I am a York University student preparing my dissertation for submission as part of the requirements of my master’s/doctoral degree in [program]. The title of my [dissertation] is: […] The reason I am writing is to ask permission to include the following material in my dissertation: [Provide standard reference information for the material, including figure/table number, if any, and page numbers. If appropriate, you can also briefly describe the manner/context in which the material will be used in dissertation.] The material will be fully cited in my dissertation. In the interest of facilitating research by others, my dissertation will be available on the internet for reference, study and/or copy. The electronic version of my dissertation will be accessible through the York University Libraries website and catalogue, and also through various web search engines. I will be granting Library and Archives Canada a non-exclusive license to reproduce, loan, distribute, or sell single copies of my thesis by any means and in any form or format. These rights will in no way restrict republication of the material in any other form by you or by others authorized by you. Could you please confirm in writing or by email that these arrangements meet with your approval. If you do not solely control the copyright in the material, please let me know as soon as possible. I would also appreciate any information you can provide about others to whom I should write to request permission. If you would like to confirm permission in writing, you can do so by signing and completing the information below and returning this signed and completed letter in the enclosed self-addressed stamped envelope by [date]. If you would like to confirm permission by email, my email address is […]. Sincerely,[Your Name and Signature] I, the undersigned, hereby represent and warrant that I have authority to grant the permission requested and do grant the permission. Signature: Name:

Students must include full citations for any copyrighted material used in their dissertation regardless of source, including photos, pictures, charts, graphs and tables.

Each citation must include the copyright symbol, name of the copyright holder (who may or may not be the author), and, if applicable, a statement that the use of the material or adaptation (in the case of adapted graphics) is by permission of the copyright holder.

In cases where use of copyrighted material is not covered under the "fair dealing" provisions of the Canadian Copyright Act and a student is unable to secure permission from the copyright holder (or there is a charge for obtaining permission), the material in question must be removed from the dissertation. In its place, the student should indicate that the material has been removed because of copyright restrictions.

Depending upon the nature of the material, the student may want to include additional information. In the case of a figure or image that has been removed, a description of the missing material and a full citation of source material and where it can be found (including, if possible, a link to an online source) would be helpful to those reading the dissertation. In the case of a chapter that was previously published in a journal, an abstract of the chapter content and link to the journal website where the article can be found could be provided.

Intellectual Property

The Faculty of Graduate Studies recognizes the mission of the university to seek, preserve, and disseminate knowledge and to conduct research in a fair, open, and morally responsible manner.

In such regard, the Faculty of Graduate Studies believes that intellectual property rights are divided among several interests, and that the rights and obligations of various claimants should be specified, fairly regulated, and that disputes arising may be mediated. All parties (students and faculty) are expected to behave in an ethically appropriate manner beyond their immediate graduate student/supervisory relationship, to encompass intellectual property rights, dissemination of research data, and in making decisions on authorship and publication of joint research.

Because of the varied cultural aspects and practices that differ among the graduate programs, each program is responsible for enacting and enforcing this policy of appropriate ethical practices on intellectual property rights, in compliance with the  Faculty Policy on Intellectual Property for Graduate Programs . Programs that choose not to enact their own specific policy are bound by the  Faculty Policy on Intellectual Property for Graduate Programs .

Organization and Technical Requirements

Although the form, style, sections, etc. of main body (text) of the dissertation may differ from program to program, all theses/dissertations must include the following components in the following order.

The front matter of the dissertation must be numbered with lower case Roman numerals. The page number should be not be included on the title page, although the title page is considered page i. Numbering must be included starting with the abstract, as page ii, and continue until the end of the front matter, as follows:

The main body of the dissertation, starting with the introduction or chapter one, must be numbered with Arabic numerals, beginning with the number 1. Each chapter of the main body must begin on a separate page. Footnotes and/or endnotes are considered part of the main body of the dissertation.

The back matter of the dissertation includes references (or the bibliography), as well as any appendices, glossaries, indexes, where and as applicable. The back matter must be numbered with Arabic numerals, which should follow from the last page of the main body of the dissertation.

Each appendix must be assigned an alphabetical letter and title, (e.g., Appendix A: Title). Appendices are ordered in the same sequence as they are referred to in the body of the text; that is, the appendix first mentioned in the text is assigned the letter A, the second is B, etc. Materials in the appendices that are copied from other sources must meet the same requirements as the body of the paper, for example, copies or scans from books, maps, etc., must be clear and legible, and must maintain the same margins.

Technical Requirements

A sample title page is provided below. The title page should include the following information:

• Dissertation Title: The title should provide a concise and meaningful description of the thesis/dissertation. It is recommended that the title include keywords to make the dissertation more easily searchable. It is also recommended that formulas, Greek letters, symbols and abbreviations be avoided in the title, and that they be written out as words instead.
• Student Name: The name on the title page must be the one under which the student is registered at York University.
• All title pages must include the following statement: A Dissertation* submitted to the Faculty of Graduate Studies in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy* [*For a master’s thesis, replace “Dissertation” with “Thesis”, and indicate the master’s degree designation (e.g. Master of Arts, Master of Science, Master of Fine Arts) in place of “Doctor of Philosophy”]
• Program and Institution: Name of Program [e.g. English, Biology, Music], York University, Toronto, Ontario
• Date: The month and year that the Chair of the Examining Committee confirmed successful defence of the thesis/dissertation
• Copyright: The universal copyright symbol ©, followed by the student name (which must be the name under which the student is registered at York University) and year that the Chair of the Examining Committee confirmed successful defence of the dissertation.

The information on the title page may be centered, as long as all margins are at least 1 inch (25 mm). The font of the title page need not be the same as that used in the sample title page provided below.

Each dissertation must contain an abstract. The abstract is expected to give a succinct account of the dissertation so that a reader can decide whether to read the complete work.

For doctoral dissertations, the abstract cannot exceed 350 words. An abstract contains a statement of the problem, the procedure or methods used, the results and the conclusions.

The abstract should be inserted immediately following the Title Page, and should be numbered "ii".

An acknowledgements page may be included.

The Table of Contents, List of Tables and List of Figures, where applicable, should follow the abstract (or acknowledgements, if any). Curriculum vitae, list of student-authored publications, or conference presentations do not form part of the contents of the dissertation. A truncated version of the Table of Contents should not precede each chapter.

The document must be formatted using letter sized pages (8.5 x 11 inches).

The same font type (e.g. Arial or Times New Roman) should be used throughout the dissertation, particularly the main body.

The font size of the main body of the dissertation must be a minimum of 10 points, with smaller font sizes permitted for endnotes/footnotes, graphs, formulae, appendices, etc. A font size larger than 12 points is not recommended for the main body of the dissertation.

The line spacing must be at least one-and-a-half (1.5) spaces or double-spaced. Single spacing may be used for long quotations and foot/endnotes.

All margins must beat least 1 inch (25mm). Margins may be wider but not narrower than the stated requirements. For example, the first page of every chapter may have a top margin of 2.5 inches.

Running headers to put title, name, chapter, etc., on each page are not acceptable.

All page numbers should be in a consistent location, that is either centre bottom, centre top, right top corner, or right bottom corner. They must fall at the 1 inch (25 mm) margin. There should be no blank pages or large blank spaces within the dissertation.

Each diagram and table should be numbered. Page numbers should appear in the same position on the page as they appear elsewhere in the body of the text. Tables may be horizontal or vertical as long as the required margins are used. Diagrams must be generated by graphic software.

All images included in the thesis or dissertation should be of high quality and sufficient resolution.

• Sample Title Page (.pdf)
• Sample Table of Contents (.pdf)
• Sample List of Tables (.pdf)

Oral Examination

Doctoral dissertation exam committees.

A dissertation examining committee shall consist of at least five voting members, including the Chair, for whom participation poses no conflict of interest 1 . Voting members are as follows:

• The Dean of the Faculty of Graduate Studies or their representative, who will be at arm’s length 2 from the supervision of the dissertation, and who will serve as Chair of the examining committee;
• One external examiner, from outside York University, at arm’s length from the dissertation, recommended by the program director;
• one graduate faculty member at arm’s length from the dissertation, and normally from outside the program, recommended by the program director;
• two graduate faculty members from the supervisory committee, or one member from the supervisory committee and one graduate faculty member from the program.

These are minimum requirements with respect to the composition of and quorum for dissertation examining committees. Individual graduate programs may include one additional voting member on examining committees, in accordance with program requirements and procedures.

In exceptional circumstances, the Dean may approve a program director’s recommendation that a York University faculty member who is not a member of the graduate faculty serve as a member (but not the Chair) of an examining committee. Such recommendations are to be accompanied by a brief rationale and an up-to-date curriculum vitae, which may be attached to the  Recommendation for Oral Examination Form .

In addition to the voting members, the thesis examining committee may include the following ex-officio members (non-voting, unless present as one of the voting members named above):  Vice-President Academic & Provost, Dean of the Faculty of Graduate Studies or his/her representative, Graduate Program Director.

Only under rare, exceptional and compelling circumstances can an oral examination proceed in the absence of the external examiner, and only with the express permission of the Dean. In such circumstances, the following conditions must be met:

• the external’s absence must be unplanned and unavoidable (i.e. it must have been the initial intent that the external would be present);
• a written assessment of the dissertation must be received before the scheduled examination, including certification that the dissertation is examinable, and identification of any areas that need revision, or questioning and clarification at the oral exam. However, if the external examiner feels that the result of the examination depends upon the oral exam, then the external examiner shall be present or the oral exam will be postponed until the external examiner can be present or an alternative external examiner is appointed.

The examination may be conducted in person, remotely by videoconference, or in hybrid format, the student’s preference of which is to be considered.

External examiners who would otherwise require local lodging will be asked to participate remotely via videoconference unless there is a demonstrable benefit to in-person participation. Local members of the examination committee are expected to participate in person, on campus. For doctoral oral examinations, if more than two participants in the examination in total wish to participate remotely via videoconference, then the candidate and supervisor must consent, with a rationale provided to the Dean of the Faculty of Graduate Studies for approval. The wishes of the examination candidate are paramount to the Dean’s decision.

1 Individuals in the Faculty of Graduate Studies are responsible for ensuring that they do not have a real, perceived, or potential conflict of interest that may impact the integrity of their activities, particularly, involving assessment and evaluation arising from current, previous, or foreseen future relationships. See Conflict of Interest Disclosure with Respect to Graduate Student Education for more information.

2 “Arm’s length” refers to a relationship which is “conducted between parties that have no corporate or other direct connections, familial or financial relationships with each other, and thus act each in its own self-interest.”

Prior to the establishment of a doctoral dissertation exam committee, the student’s supervisory committee must read the dissertation and agree that the version read is ready to proceed to oral examination.

Following agreement by the supervisory committee that the dissertation is ready to proceed to oral examination, recommendation for membership of a doctoral dissertation exam committee (as well as the date and location of the oral exam) is formally initiated by the graduate program director via submission of a  Recommendation for Oral Examination Form .

Final approval of doctoral dissertation exam committee membership recommendations rests with the Dean of the Faculty of Graduate Studies.

The membership of each committee must be recommended by the appropriate graduate program director for approval and appointment by the Dean of Graduate Studies as soon as possible and no later than 20 business days before the date set for the oral examination.

Copies of the doctoral dissertation approved by the supervisory committee must be provided to the members of the examining committee no less than 20 business days before the date of the oral examination. (The oral exam may be held less than 20 business days from the time copies are sent to the examining committee provided all parties agree.)

External Examiners are expected to be established academics and recognized experts on the subject of the dissertation research. They must be at arm’s length from the student’s research process and have no conflicts of interest which might impact their ability to perform the duty of assessment of the dissertation and its oral defence by the candidate. Normally they are members of a graduate Faculty at another university. Students may not initiate the invitation to external examiners; this is the responsibility of the program director and/or the supervisor.

Following approval by the Dean of the program’s external examiner recommendation, a formal letter of invitation will be sent by the Dean to the external examiner, including instructions for the written evaluation, format of the examination, and offer of an honorarium. Program directors must obtain approval from their anchor Faculty Dean’s Office for travel expenses for external examiners not participating remotely based on academic rationale. Funds must be secured prior to the graduate program offering reimbursement of the travel expenses of an external examiner.

The program assistant or the supervisor (not the student), should send the external examiner’s copy of the dissertation. The copy must be received by the external examiner at least 20 business days prior to the exam. It should be accompanied, at the minimum, by generic instructions and notification that the Dean’s official letter of invitation will follow, if it had not been sent by this time (see below for generic instructions). If the external examiner requests a paper copy of the written component(s) of the dissertation, it is the graduate program's responsibility to make arrangements once an e-copy has been provided by the student to the program.

The following generic instructions should be used when sending a copy of the dissertation to the external examiner.

Enclosed is your copy of the dissertation for [student’s name] at whose oral examination you will serve as the external examiner.

As the external examiner, you are recognized as being an eminent person in the field of the dissertation, whose assessment will be treated as the standard by which the quality of the candidate’s work will be measured. As a voting member of the committee, you do not have a formal power of veto, but the exam committee must have substantial reasons for not accepting your recommendation, especially if the recommendation is negative.

Five business days before the date set for the oral defence, please send a written assessment of the dissertation to Dean, Faculty of Graduate Studies. This written assessment may be sent by mail (Office of the Dean, Faculty of Graduate Studies, 230 York Lanes, York University, 4700 Keele St, North York, Ontario, M3J 1P3), by FAX (416-736- 5592) or by e-mail to the appropriate Graduate Milestones Coordinator .

The written assessment report should:

• outline the strengths and weaknesses of the dissertation
• be more than a statement of errata and/or questions you would pose to the student
• contain an explicit statement indicating whether the dissertation is examinable
• be written with the understanding that should the dissertation be nominated for a Dissertation Prize, the report will form part of the nomination papers
• This report will be distributed to the program director and members of the Examining Committee before the examination.
• Where the Committee deems it advisable and if you agree, the report may be made available to the student at the end of the examination.
• If you have serious doubts about the examinability of this dissertation, please contact the Graduate Program Director «GPD name» (416-736-2100, ext. «GPD telephone») or the Dean at 416-736-5329 at least five business days before the date of the oral.

The formal invitation from the Dean of the Faculty of Graduate Studies will follow shortly. Thank you for your participation.

Scheduling of Doctoral Dissertation Oral Exams

In consultation with the student and the members of the exam committee, the graduate program director will recommend the date, time and location of an oral exam via submission of a  Recommendation for Oral Examination Form .

Oral examinations for doctoral dissertations shall be held normally no less than 20 business days from the date on which copies of the completed dissertation approved by the supervisory committee are sent to each member of the examining committee. The oral exam may be held less than 20 business days from the time copies are sent to the examining committee provided all parties agree.

The student must be registered as active for the term in which the oral exam is scheduled to take place.

Number of Copies The number of copies of a dissertation required for an oral exam depends upon the number of members on the exam committee. A dissertation exam committee consists of at least five voting members, including the Chair. However, it is often the case that more than five copies of the dissertation are required for an oral exam. The dissertation supervisor or program director will inform the student how many copies of the dissertation are required for the exam.

Nature of Copies The student is responsible for ensuring that all members of the exam committee have an e-copy of the dissertation, unless prior approval has been received for the submission of a paper copy. (If paper copies are submitted for the oral exam, the pagination and formatting of each page of the paper copies and the e-copies must match.)

For a complex electronic dissertation, the student is responsible for ensuring that all members of the exam committee have an e-copy of the written component of the dissertation, unless prior approval has been received for the submission of a paper copy. (If paper copies are submitted for the oral exam, the pagination and formatting of each page of the paper copies and the e-copies must match.) For the remaining component of the work, it is the student’s responsibility to ensure that the work produced for the dissertation can be examined by the examining committee. Students producing a multimedia dissertation should consult with the  Library and Archives Canada  website for advice on formats supportable for preservation. However, a student may work in/submit work in an unsupported format as part of the oral exam as long as the work is readily accessible by the exam committee and the student submits a written component.

For a multimodal dissertation, the student is responsible for ensuring that all members of the exam committee have an e-copy of the written component of the dissertation, unless prior approval has been received for the submission of a paper copy. (If paper copies are submitted for the oral exam, the pagination and formatting of each page of the paper copies and the e-copies must match.) For the remaining component of the work, it is the student’s responsibility to make arrangements for the exam committee to view/engage in the non-written component.

Note:  If an examining committee member requests a paper copy of the written component(s) of the dissertation, it is the graduate program's responsibility to make arrangements once an e-copy has been provided by the student.

Before an oral examination can be convened, a majority of the exam committee members must agree that the thesis is examinable. The graduate program director shall poll the members of the exam committee five business days before the scheduled date for the oral. If the student does not receive a majority vote, the members of the examining committee who do not agree that the thesis is examinable are required to give their reasons in writing to the student, the supervisor, and the Dean within five business days after the poll. In such cases, the oral shall be postponed for a period not to exceed 12 months. However, the student has the right to insist that the oral proceed as planned.

With the consent of the voting members of the examination committee, the program director and the student, the Dean may approve a recommendation that an oral examination be rescheduled due to exceptional circumstances.

The use of audio-visual (AV) equipment at oral exams is governed by the following principles:

• AV equipment may be used for oral exam presentations but the Faculty of Graduate Studies is not responsible for ordering supplies or equipment (e.g., overhead projectors).
• Audio-taping or videotaping of oral exams is not permitted.

The oral exam is a public academic event. Faculty members, graduate students and others may attend oral exams at the discretion of the Chair of the exam committee. They may, at the discretion of the Chair, participate in the questioning. Only members of the exam committee may be present for the evaluation and for the vote at the conclusion of an oral exam.

Graduate students have the right to choose to hold a thesis or dissertation defence in an electronically mediated, audio/visual, online format (via Zoom) or to defend in person. Consult with your supervisor, supervisory committee, and Graduate Program Assistant via email. GPAs can then convey this information to FGS.

If the external examiner is unable to participate in the defence medium chosen, then the defence must be cancelled and rescheduled when they are able to participate. Please contact the Graduate Milestones and Progression Coordinators to convey this information by visiting our  FGS Staff Directory .

Please note that the graduate regulation prohibiting audio-taping or videotaping oral exams remains in place for defences conducted online (see Use of Audio-Visual Equipment at Oral Exams for  Master's students  and  doctoral students ).

Doctoral Dissertation Oral Exam Evaluation Guidelines and Reporting of Results

• Doctoral dissertations submitted by students in partial fulfillment of degree requirements must be successfully defended at oral examinations. The oral examination will centre on the dissertation.
• if the committee accepts the dissertation with no revisions; or,
• if the committee accepts the dissertation with specified revisions.
• Specified revisions could range from typographical errors or changes of a minor editorial nature, to specified insertions or deletions which do not radically modify the development/argument of the dissertation. The committee must specify such changes with precision. It is the responsibility of the supervisor to ensure that all such changes are made, and the Dean’s representative will confirm that this is the case. Specified revisions must be completed within six months of the date of the oral examination.
• In cases where there are no more than two votes for major revision or one vote for failure, then specified revisions are expected.
• A dissertation is referred for major revision if any of the following conditions exist:
• there are two votes for failure; or,
• there is one vote for failure plus a minimum of one vote for major revision; or,
• there are at least three votes for major revision.
• the committee will reconvene within twelve months to continue the oral examination; or,
• the revised dissertation will be circulated within twelve months to all members, who will inform the Dean’s representative whether they feel the stipulated requirements have been met.
• Detailed reasons for referring pending major revisions must be supplied in writing by the Chair to the Dean, the program director and the student concerned within 10 business days.
• After an adjournment and when the major revisions have been completed, the dissertation is failed if there are two or more votes for failure. A dissertation cannot be referred for major revisions more than once and no further adjournment is permitted. In the event of failure, detailed reasons must be supplied in writing by the Chair to the Dean, program director and student within 10 business days.
• A dissertation is failed if there are a minimum of three votes for failure. In the event of failure, detailed reasons must be supplied in writing by the Chair to the Dean, program director and student within 10 business days.

The results of the oral exam, as determined by the exam committee in accordance with the evaluation guidelines described above, are reported to the Office of the Dean, Graduate Studies, via the  Oral Examination Report Form . The form should be signed by the Chair of the exam committee and should include, where appropriate, details regarding any required revisions under “comments”.

In accordance with the evaluation guidelines described above, the Oral Examination Report Form requires that the committee reach one of the following four decisions: 1. Accepted with No Revision

2. Accepted Pending Specified Revisions The nature of the revisions should be agreed to by the exam committee and reported in detail on Oral Examination Report Form under “comments”. Specified revisions must be completed within six months of the date of the oral exam. Specified revisions must be completed within six months of the date of the oral exam. It is the responsibility of the supervisor to ensure that all of the specified revisions are made and the Chair will confirm that this is the case. Approval of specified revisions should be reported to the Office of the Dean, Graduate Studies, via the  Revisions Approved Memorandum  or via email to the appropriate Graduate Milestones and Progression Coordinator .

3. Referred Pending Major Revisions In cases involving a referred pending major revisions decisions, one of the following procedures, agreed upon by the committee before the examination is adjourned, must be used to finalize the oral results: a) the committee will reconvene within twelve months to continue the oral examination, or b) the revised dissertation will be circulated within twelve months to all members, who will inform the Chair whether they feel the stipulated requirements have been met.

Please note that a clear consensus must be reached by the committee as to the extent and nature of the revisions required. Detailed reasons for referring pending major revision must be supplied in writing by the Chair of the exam committee to the Dean, the program director and the candidate concerned within 10 business days.

Approval of major revisions should be reported to the Office of the Dean, Graduate Studies, via the  Revisions Approved Memorandum  or via email to the appropriate Graduate Milestones and Progression Coordinator .

4. Failed In the event of failure, detailed reasons must be supplied in writing by the Chair of the exam committee to the Dean, program director and candidate within 10 business days.

Exam Committee Roles and Responsibilities

Before an oral examination can be convened, a majority of the exam committee members must agree that the dissertation is examinable. The graduate program director shall poll the members of the exam committee five business days before the scheduled date for the oral. If the student does not receive a majority vote, the members of the examining committee who do not agree that the thesis is examinable are required to give their reasons in writing to the student, the supervisor, and the Dean within five business days after the poll. In such cases, the oral shall be postponed for a period not to exceed 12 months. However, the student has the right to insist that the oral proceed as planned.

For doctoral dissertations, the Dean of the Faculty of Graduate Studies or her/his representative, who will be at arm’s length from the supervision of the dissertation, will serve as Chair of the exam committee.

The Chair of the exam committee normally participates fully in the questioning of the candidate, the discussion and the vote.

In general, the role of the Chair of the exam committee is to ensure:

• that the process of oral exam is fair and orderly,
• that the student is truly being examined and challenged, and
• that high standards of scholarship are met.

Prior to the formal start of the oral exam, the Chair should:

• verify that all members of the exam committee are present. (If any member is not in attendance, the examination shall be postponed. Only under rare, exceptional and compelling circumstances can an oral examination proceed in the absence of the external examiner. Please see  Role of the External Examiner  below for more details.)
• verify that the members of the exam committee are agreed that the thesis/dissertation is “examinable”. (If the thesis/dissertation is found to be unexaminable at this time, the oral exam may be postponed for a period not to exceed 12 months. However, the student has the right to insist that the oral proceed as planned.)
• discuss with the members of the Committee the expected length of the examination, and the order in which the exam committee will question the student.

At the outset of and during the oral exam, the Chair should:

• clarify to both the exam committee and the student the procedures to be followed,
• determine the point at which further questioning will not produce additional useful information for the consideration of the exam committee, and
• monitor the procedures throughout the oral exam.

After the candidate and any observers have left the room, the Chair should:

• assess the committee’s opinion from the discussion, including whether the exam committee considers the work sufficiently outstanding to merit nomination for the Faculty of Graduate Studies Thesis/Dissertation Prize.
• If there is no consensus, the Chair should call for a vote to determine the outcome of the oral exam. The outcome of the vote shall be governed by the master’s thesis oral exam evaluation guidelines or doctoral dissertation oral exam evaluation guidelines, as appropriate.
• In cases of accepted pending specified revisions, the Chair should ensure the nature of the on the Oral Examination Report Form under “comments”. A clear consensus must be reached by the committee as to the extent of the revisions required.
• the revised dissertation will be circulated within twelve months to all members, who will inform the Chair whether they feel the stipulated requirements have been met.

After the exam committee has reached a decision, the Chair should:

• recall the candidate to convey the decision, including a description of any required revisions, as appropriate, and
• inform the program director if the thesis/dissertation has been nominated for the Faculty of Graduate Studies Dissertation Prize, where applicable.

If the thesis/dissertation was  accepted with no revisions , the Chair should:

• ensure that a properly completed and signed Oral Examination Report Form, is returned to the thesis coordinator in the Office of the Dean, Graduate Studies.

If the dissertation was  accepted pending specified revisions , the Chair should:

• ensure that a properly completed (including a clear description of the required revisions) and signed Oral Examination Report Form is returned to the thesis coordinator in the Office of the Dean, Graduate Studies. It is the responsibility of the supervisor to ensure that all of the specified revisions are made and the Chair will confirm that this is the case. Specified revisions must be completed within six months of the date of the oral exam.
• Approval of specified revisions should be reported to the Office of the Dean, Graduate Studies, via the  Revisions Approved Memorandum  or via email to the appropriate Graduate Milestones and Progression Coordinator .

In cases of  referred pending major revisions , the Chair should:

• ensure that a properly completed (including a clear description of the required revisions) is returned to the thesis coordinator in the Office of the Dean, Graduate Studies, and
• provide detailed reasons for the exam committee’s decision in writing to the Dean, program director and student within 10 business days of the oral exam.

When major revisions have been completed satisfactorily as decided by the exam committee, the Chair should:

• Report approval of the major revisions to the Office of the Dean, Graduate Studies, via the  Revisions Approved Memorandum  or via email to the appropriate Graduate Milestones and Progression Coordinator.

In cases of  failure , the Chair should:

• ensure that a properly completed and signed Oral Examination Report Form is returned to the thesis coordinator in the Office of the Dean, Graduate Studies, and

The exam committee members have the responsibility of ensuring that high standards of scholarship are met.

The “at arm’s length from the thesis/dissertation” committee member has a particular responsibility of ensuring that these high standards of scholarship are met from a perspective broader than that of the student’s own program. Such exam committee members who are appointed to the student’s program should be especially mindful of this responsibility.

Note:  All doctoral dissertation exam committee must include an external examiner. The following description of external examiner roles and responsibilities also applies to those master’s programs that require an external or outside examiner on their exam committee.

External examiners are expected to be established academics, normally members of a graduate Faculty at another university. The assessment of the dissertation provided by the external examiner should be treated as the yardstick by which to measure the quality of the candidate’s work relative to standards at other universities. The external examiner is a voting member of the Committee and must have been at arm’s length from the dissertation. The external examiner does not have a formal power of veto, but the exam committee must have substantial reasons for not accepting an external examiner’s recommendation, especially if the recommendation is negative. The external examiner’s written comments will be provided to the other members of the exam committee prior to the oral exam and, where the exam committee deems advisable and the external examiner agrees, may be made available to the student at the end of the oral exam.

In addition to the voting members, the Vice-President Academic & Provost and Graduate Program Director may participate as ex-officio members (non-voting, unless present as one of the voting members) on doctoral dissertation exam committees.

As the oral examination is the culmination of a graduate student’s study and advances the mission of York University as a whole, the inclusion of these positions as ex-officio members of the dissertation exam committees recognizes and emphasizes the importance of the oral exam. Due to the nature of the workload of the incumbents in these positions, they are not expected to attend every oral exam. When they do attend in their capacity as ex-officio members, they are encouraged to be active participants, but they do not vote.

• For all doctoral dissertation oral exams and for those master’s programs that require an external or outside examiner, the written comments provided by the external examiner will be made available to the committee prior to the oral exam.
• At the oral exam, the student may be given the opportunity to present an oral summary of his or her work. If this procedure is followed, the Chair of the exam committee will inform the student and indicate the time available.
• Normally, the first round of questions will refer to general aspects of the work. Subsequent questions will deal with more detailed matters. For all doctoral dissertation oral exams and for those master’s programs that require an external or outside examiner, the external examiner will normally begin each round of questioning and will be followed by the other members of the committee in an order agreed upon before the exam.
• The Chair of the exam committee will ensure that each member of the exam committee has an equal opportunity to pose questions. After the formal rounds of questioning, general discussion and order of further questioning will be at the Chair’s discretion.
• The question period should normally run its natural course, with members of the exam committee indicating when they are satisfied. The Chair of the exam committee will, however use his/her discretion as to the appropriate closing point. For a master’s thesis, a general guideline for the length of the oral exam is approximately 10 to 20 minutes for presentation (if applicable) and 1.5 hours for questioning. For a doctoral dissertation, a general guideline for the length of the oral exam is 20 to 40 minutes for presentation (if applicable) and 2 hours for questioning.
• After the candidate and any observers have left the room, the exam committee will discuss the work and the oral defense of that work, the discussion beginning with the external examiner’s remarks.
• The Chair of the exam committee will then assess the committee’s opinion from the discussion.
• If there is no consensus, the Chair of the exam committee will call for a vote to determine the outcome of the oral exam. The outcome of the vote shall be governed by the master’s thesis oral exam evaluation guidelines and doctoral dissertation oral exam evaluation guidelines.
• In cases of  accepted pending specified revisions , the nature of the revisions will be agreed to by the exam committee and reported in detail by the Chair in the “comments” section of the Oral Examination Report Form.
• In cases of  major revision , the Chair of the exam committee will confirm which of the following two procedures, agreed upon by the committee before the exam is adjourned, will be used to finalize the oral results: a) the committee will reconvene within twelve months to continue the oral examination; or, b) the revised dissertation will be circulated within twelve months to all members, who will inform the Chair whether they feel the stipulated requirements have been met.
• After the exam committee has reached a decision, the candidate will be recalled and informed by the Chair of the outcome of the examination. Should revisions be required, their exact nature will be transmitted to the student by the Chair.
• The written comments of the external examiner will, with his or her permission, be provided to the student and program director.
• In cases of  accepted pending specified revisions , it is the responsibility of the supervisor to ensure that all of the specified revisions are made and the Chair will confirm that this is the case. Specified revisions must be completed within six months of the date of the oral examination. Approval of specified revisions should be reported to the Office of the Dean, Graduate Studies, via the  Revisions Approved Memorandum  or via email to the appropriate Graduate Milestones and Progression Coordinator .
• In cases of  referred pending major revisions  or  failure , the Chair will provide detailed reasons for the exam committee’s decision in writing to the Dean, program director and student within 10 business days of the oral exam. When major revisions have been completed satisfactorily as decided by the exam committee, the Chair should report approval of the major revisions to the Office of the Dean, Graduate Studies, via the  Revisions Approved Memorandum  or via email to the appropriate Graduate Milestones and Progression Coordinator .

Graduate programs, normally through the program assistant, must consult the Faculty of Graduate Studies’ Standard Operating Procedure for scheduling remote defences.

Remote participants must ensure they have a reliable internet connection prior to the defence commencing, and must test all relevant equipment (internet connection, back-up connection and devices) in advance.

The Chair has the right to suspend the proceedings temporarily due to technical issues experienced by remote participants. If technical issues persist, impacting the integrity of the oral examination, and/or relevant connections cannot be restored in a reasonable amount of time without an appropriate back-up option in place, the Chair may suspend the proceedings if:

• the minimum requirements with respect to the composition of and quorum for the examining committee cannot now be met due to an absence of identification of any areas that need revision, or questioning and clarification at the oral exam;
• one or more committee members feel that the result of the examination continues to depend upon the oral exam, as outlined above.

The Chair must notify the Faculty of Graduate Studies of the suspension of the defence immediately via email to the appropriate Graduate Milestones and Progression Coordinator , after which discussion with the Dean’s Office shall occur to remedy the situation in as timely a manner as possible.

Final Submission

Following a successful oral exam (including confirmed approval of any specified revisions or major revisions), submission by the student of the final approved thesis/dissertation is a requirement for graduation and convocation.

The thesis or dissertation is submitted electronically using York University’s Electronic Thesis and Dissertation (ETD) platform. The thesis coordinator in the Office of the Dean, Graduate Studies, will check that the thesis/dissertation meets the Faculty’s organizational and technical requirements, and has the right to refuse any unacceptable document until it is submitted in acceptable form.

Once the submission is approved and all requirements for graduation are met, the thesis/ dissertation will be transferred to YorkSpace, York University's institutional repository of research outputs, where it will be accessible to Library and Archives Canada as well as major search engines and other repositories.

The degree completion date is NOT based on the date of the oral examination; it is based on the date of submission to the Office of the Electronic Thesis & Dissertation Tool (ETD) and the Office of the Dean, Graduate Studies, of the acceptable final approved copy. Students are responsible for active registration and all tuition fees until the final copy is submitted to and approved by the Office of the Dean, Graduate Studies.

Submission deadlines with respect to convocation can be found under  Important Dates .

An ETD record will be created for each student by the thesis coordinator in the Office of the Dean, Faculty of Graduate Studies once all of the following have been received:

• Oral Examination Report (passed)
• Revisions Approved Memorandum, if applicable
• Library and Archives Canada Theses Non-Exclusive License form, signed and dated
• Copies of copyright permissions (if applicable)

Once an ETD record is opened, the student will receive an email with instructions on how to log in and complete their submission. Students should ensure that they have followed the organization and technical requirements for theses/dissertations prior to making a submission to the Office of the Dean, Graduate Studies through the ETD platform. If, after reading the Organization & Technical Requirements section of this handbook, students have any questions concerning formatting and preparation, they should direct these questions to the thesis coordinator. Instructions for the use of the ETD platform are available at  Electronic Thesis and Dissertation (ETD) .

By signing the Library and Archives Canada (LAC) Theses Non-Exclusive License form, the student authorizes LAC to reproduce, publish, archive, preserve, conserve, communicate to the public, loan, distribute and sell the thesis/dissertation for commercial or non-commercial purposes. Further information about the Non-Exclusive License and the Library & Archives Canada thesis program is available on the  Library and Archives Canada  website.

The student must also accept the terms of the York University Copyright License as part of the electronic submission of their thesis/dissertation using the Electronic Thesis and Dissertation (ETD) application.

If required, students should provide copies of any needed copyright permissions prior to the final thesis/dissertation submission. Students should also retain copies of all copyright permission requests and approvals.

As a publicly funded institution, York University has an obligation to ensure that research produced by its graduate students is available for the benefit of the public, particularly by making successfully defended theses and dissertations available through York University Libraries and Library and Archives Canada. With that in mind, there is normally no restriction on the publication of and access to successfully defended theses and dissertations. However, in some exceptional instances it may be detrimental to the author or sponsor of the thesis/dissertation research to have the thesis/dissertation publicly available immediately following a successful defence. Valid reasons to delay publication/restrict access to a successfully defended thesis/dissertation may include:

• approved intellectual property contract between a research sponsor and the University that specifies a period of confidentiality;
• that public distribution of the thesis/dissertation would invalidate a patent application;
• that public distribution of the thesis/dissertation would invalidate a publication contract; and,
• that public distribution of the thesis/dissertation would pose a risk to the personal safety of the author.

Prior to submission of the final version of their thesis being accepted on the Electronic Thesis & Dissertation Tool (ETD), students may request to delay (or to extend a previously approved delay) publication of/restrict access to their thesis/dissertation for a maximum of three years. Requests for embargo must be made to the Office of the Dean, Faculty of Graduate Studies, through the  Request for a Delay of Publication (Embargo) on a Thesis or Dissertation form , prior to the submission of the final version of the thesis/dissertation. Requests will only be considered with the recommendation of the student’s supervisor and graduate program director. If approved, the body of the thesis/dissertation will be withheld from York University Libraries and Library and Archives Canada for the approved period. At the end of the approved period, the body of the thesis/dissertation will be released to York University Libraries and Library and Archives Canada via YorkSpace. To submit a request for an embargo/delay of publication, including extension requests, please do so using the  Request for a Delay of Publication (Embargo) on a Thesis or Dissertation Form . Your request will be reviewed by the Faculty of Graduate Studies and a decision will be communicated to you by email. For more information on the Delay of Publication/Embargo Processes, please contact the  Graduate Record & Enrolment Coordinator  for your Faculty.

Students who wish to have personal copies of the thesis/dissertation bound must make their own arrangements.

How to Submit

Submitting your thesis/dissertation using York University's Electronic Theses and Dissertations (ETD) application is a quick and easy process.

The instructions below outline the step by step process of using the application. Please refer to the Thesis, Dissertation and Submission Guidelines below for details on the policies and process leading up to the point of final submission, including formatting and other requirements. To view the York University ETD collection, visit the  Faculty of Graduate Studies section on YorkSpace .

You can access the ETD application from any computer with an internet connection. Recommended browsers include Google Chrome, Firefox, Safari or Opera.

Instructions for converting your thesis to a PDF file are available on the  YorkSpace Resources Site .

An ETD record will be set up for you by a staff member in the Office of the Dean, Faculty of Graduate Studies (FGS). FGS will need to receive the following before you will be able to access your record:

• Oral Examination Report (normally provided by the Dean’s representative on your Examining Committee as soon as possible following your defense);
• Revisions Approved Memorandum, if applicable (if your thesis/dissertation was approved with specified revisions). A blank form is usually provided to you by FGS prior to your defense. You will need to ensure it is completed and returned to FGS;
• Library and Archives Canada Theses Non–Exclusive License Form , signed and dated;
• Copies of copyright permissions, if applicable.

Once all of the above items have been received, you will receive an email from a  Graduate Milestones and Progression Coordinator  letting you know that your ETD record has been created and inviting you to log in using your  Passport York ID . Click on the link provided in the email to take you to  etd.library.yorku.ca .

You’ll notice that there is a navigation bar across the top of the screen. You can click on any of the “tabs” to move back and forth through the process.

At the bottom right of each screen there are also arrows you can click on to move on to the next step (or move back).

You will not lose data by moving back and forth.

You can stop and save your work at any point in the process, and resume your submission simply by logging back in. To save your work, click on the navigation arrow at the bottom right of your screen. The information you have entered will be stored until you log back in.

As long as the status of your ETD record is “Open”, you can continue to make edits, updates and changes. Only once you have clicked on “I accept and send for review” on the “Submit for Review” tab will your record be closed.

If for some reason you need to request that your submission be re-opened (for example if you notice a mistake or forgot to add something), please email a  Graduate Milestones and Progression Coordinator .

If you’d like more information or instructions for any of the fields you are being asked to fill out, just click on the question mark icon next to the field.

If you still have questions, you may wish to contact:

• A  Graduate Milestones and Progression Coordinator  in the Office of the Dean, Faculty of Graduate Studies;
• Your Graduate Program Assistant.

Step by Step Instructions

On the first screen you will find welcome text, along with the title of your thesis/dissertation and some other information from your student record (such as your degree name and program).

To begin entering your details, click on the title of your thesis/dissertation. Alternatively, you can click on the “Update Details” button on the bottom right, or on the “Update Details” tab in the navigation bar.

On the second screen, “Update Details”, you’ll notice that there are some fields already filled in, and others that you will need to complete.

The fields that are already filled in are automatically pulled from your Student Information System (SIS) and Graduate Event Module (GEM) records. You cannot edit these fields yourself, so if you notice an error, please contact a Graduate Milestones and Progression Coordinator in the Faculty of Graduate Studies.

In the second section, you’ll find the following fields for you to complete:

Language Click on the arrow to see the drop-down menu. You will be able to select English, French, or Other (a thesis or dissertation normally should be written in English, but approval may be given to write in French or the language of any Aboriginal/First Nations people in North America).

Abstract Copy and paste your abstract into this field (the abstract must be provided in English regardless of the language of your thesis or dissertation). Please note the maximum number of words allowed (Master’s thesis 150 words; doctoral dissertation 350 words).

S ubjects Click on the arrow to see the drop-down menu. You must select at least one subject that best describes the overall subject of your thesis or dissertation. You have the option of selecting up to two additional secondary subjects from the other drop-down menu boxes.

Keywords Enter as many terms or search phrases as you like. Please use a comma to separate each keyword or string of keywords. Tip: the more terms you provide, the more likely it is that users will find your work in their searches.

When you are finished updating your details, click “Save Details” on the bottom right to move to the next screen, or to save and return later to make further updates.

Uploading Files

Before uploading your files, you will need to save your thesis or dissertation as a PDF file (.pdf), which must be compatible with Adobe Acrobat version 5.0 or higher

This PDF document should contain the full body of your thesis/dissertation, including:

• title page;
• dedication (optional);
• acknowledgements (optional);
• table of contents;
• list of tables, figures and illustrations (if applicable);
• all chapters and written body of the thesis/dissertation;
• references or bibliography;
• all appendices.

You may upload only  ONE  PDF file.

Your document must be saved using the following naming convention:

Lastname_Firstname_MiddleInitial_yearofcopyright_PhDORMasters

Replace “Lastname” with your last name and “Firstname” with your first name. So, for example, if Jane Smith completed her PhD in 2014, she would save her documents as

Smith_Jane_E_2014_PhD.pdf

The “year of copyright” refers to the date that appears on the title page of your thesis/dissertation (this is the year you successfully defended).

To upload your file, simply click on the “upload primary file” button.

A box will open giving you the option to choose a file from your computer or a disk, USB key or other source.

Once you have chosen the file, click on “upload.”

In addition to the PDF of your thesis or dissertation, you may have supplementary files to add. Supplementary files refer to items that are part of the  approved, examined  thesis/dissertation that cannot be included in the PDF, such as multi–media, sound, video or hypertext

A list of acceptable file formats includes:

• Documents:  Portable Document Format (.pdf), Text (.txt), Hypertext Markup Language (.html, .htm), Open Document Format (.odt, .odp, .ods);
• Images:  Portable Network Graphics format (.png), Tagged Image File format (.tif), JPEG (.jpg);
• Data:  Comma–separated values (.csv) or other delimited text, Extensible Markup Language (.xml);
• Video:  8–10 bit uncompressed AVI (.avi);
• Audio:  Free Lossless Audio Codec or WAVE (.flac or .wav).

If you wish to upload a type of file that you do not see on this list, please email  Digital Initiatives @ York  .

Keep in mind that a supplementary file is NOT an appendix. Regular appendices can be included in the PDF document of your thesis/dissertation.

To upload your file, simply click on the "upload supplementary files“ button.

A box will open giving you the option to choose a file from your computer or a disk, USB key or another source. You may upload as many files as necessary, but no single file can exceed 500 MB. If you have a file that exceeds this size, please contact a  Graduate Milestones and Progression Coordinator in the Faculty of Graduate Studies .

Once you have chosen the file, click on “upload.” To upload more than one file, simply click on the “upload supplementary files” button as many times as necessary.

When you have finished uploading all files, click “Review Details” on the bottom right to move to the next screen, or to save and return later to make further updates.

This is an opportunity for you to do a final confirmation that all of the details are accurate and your record is complete. Please make sure that all uploaded files are attached (they will be listed at the bottom of this screen).

As always, you can use the navigation bar at the top or arrows in the bottom right corner to go back and update any information.

When you are certain that all the information is correct and complete, click on “Submit for Review” at bottom right.

The final step in submitting your thesis or dissertation is agreeing to the York University Copyright License.

By clicking on “I Accept and Send for Review,” you are confirming that your thesis/dissertation is your original work, that your thesis/dissertation does not infringe on any rights of others and that you have the right to make the grant conferred by this copyright license. In addition, you are granting a license to York University to make copies, including electronically formatted copies, and/or distribute worldwide all or part of your thesis or dissertation, subject to the conditions outlined.

You retain copyright to your thesis/dissertation and may make it available on a personal website and pursue other sources of publication as well.

If you have questions or concerns about this license, please contact your supervisor or a Thesis Coordinator in the Faculty of Graduate Studies. You can then log back in to agree to the terms and make your submission once any queries you have are resolved.

Please carefully read this information and click on “I Accept and Send for Review” to send your thesis/dissertation to the Faculty of Graduate Studies.

Congratulations! You have completed your submission.

What Happens Next?

Once you send your thesis/dissertation for review, the status of your ETD record will change from “Open” to “Under Review” and you will not be able to make further changes. You will receive a confirmation email letting you know it is being reviewed.

If for some reason you realize you have made an error or forgotten to add something, you can email a  Graduate Milestones and Progression Coordinator  to request that your record be re–opened. Please remember to include your student ID number in all correspondence

After your submission has been reviewed by a Thesis Coordinator in FGS, you will receive an email notifying you of one of two outcomes:

• Your submission has been approved and will be deposited in YorkSpace upon conferral of your degree; or,
• Your submission has formatting or other errors and has been returned to you for modification.

If your submission is returned to you for modification, your ETD record will be reopened to enable you to make the required changes and resubmit. The required changes will be outlined in the email you receive from the Thesis Coordinator. If you are asked to make changes to your PDF thesis/dissertation document, simply replace the previously uploaded file with the updated one. Make sure you click on “I Accept and Send for Review” on the “Submit for Review” tab to resubmit your thesis/dissertation to FGS.

At any time you can log in to your  ETD record  to check on the status of your submission. Simply click on the “Check Status” tab in the navigation bar.

YorkSpace  is York University’s Open Access Institutional Repository (IR). It is a platform that enables York community members to post, organize and preserve their research online in an institutional context. It showcases the scholarship of the York University community through the use of a special standards-based software platform that collects usage statistics and promotes visibility on the web.

Once your submission is approved by the Thesis Coordinator and all required forms received and fees paid, your thesis/dissertation will be deposited in YorkSpace at the time of conferral of your degree, according to the publication date listed on your ETD record (normally November 1, July 1 or March 1).

Once the thesis/dissertation is deposited in YorkSpace, it will be available for harvesting by Library and  Archives Canada (LAC) Theses Portal , other  Open Archives Initiative  (OAI) metadata harvesters, and major search engines such as  Google Scholar . You retain copyright to your thesis/dissertation and may make it available on a personal website and pursue other sources of publication as well.

Students who wish to have personal copies of their thesis/dissertation bound must make their own arrangements. Some options include:

• Wallaceburg Bookbinding
• Campus Photo and Printing, York Lanes

Please note that you may be required to make minor formatting adjustments to your document to prepare it for binding. For example, many binders will require that the top and left margins are at least 1.5 inches.

Graduate students who are members of CUPE 3903 (Unit 1) may submit reimbursement requests for thesis, dissertation or MRP production costs to the Office of the Dean, Faculty of Graduate Studies, using the  Reimbursement of Thesis/Dissertation Production Costs Form .

• Theses Canada
• Theses and Dissertations in YorkSpace

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Home > Dissertations, Theses & Capstones Projects by Program > Psychology Dissertations

Psychology Dissertations

Dissertations from 2024 2024.

Seeing Safety in Red: Expressions of Interpersonal Gratitude Affects Conservatives’ Political Attitudes in the United States , Kyle M. Anderson

What Does It Mean to Be Kindergarten "Ready?": Trends in Parents' Expectations and Families' School Experiences Across SES , Lisa Babel

Complicating Confidence: A Critical Analysis of Confidence in a Girls' Empowerment Organization , Kimberly M. Belmonte

An Examination of Factors Associated with IPV Victimization, IPV Disclosure, and Help-Seeking Among Partnered Sexual Minority Men: An Integrated Theoretical Approach , Stephen Bosco

Examining Visual Processing of Hierarchical Figures through Behavioral Measures and Pupillometry in Relation to Autistic Traits in Adults , Chloe Brittenham

A Candidate Needs Approach to Job Advertisements , Yuliya M. Cheban-Gore

In My Softest & Most Liberatory Dreams: Reflections on Holding Complexity & Decentering Whiteness , Richard C. Clark

Creatively Addressing the Employment Gap: Using Creativity and the Arts to Help Autistic Adolescents and Young Adults Build Skills for Employment , Eliana Rachel Grossman

Unpacking the Contested State of Public Housing in New York City , Kristen Hackett

The Impact of Playing as a Non-Stereotypical Woman in a Role-Playing Video Game on Players’ Real World Gender Role Attitudes , Hunter Kincaid

In-Work Recovery Among Hybrid Employees: Examining the Relationships Between Stressors, Recovery Experiences, and Strains , Stefanie Larsen

The Cultural Complexity of Immigrants and the Implications for Personality Assessment: Exploring the Role of Frame Switching , Patrick Jay Lee

Staying Power: The Struggle for Space and Place in Crown Heights, Brooklyn , Erin E. Lilli

The Role of Glutamate in the Medial Prefrontal Cortex in the Acquistion and Expression of Conditioned Approach , Rudolf Nisanov

Park Use, Urban Environmental Justice, and Place Attachment in Parks in Low-Income Neighborhoods in New York City , Javier Eduardo Otero Peña

Values in Evidence-Based Policy: Bridging Socio-Political, Moral, and Epistemic Domains , Karyna Pryiomka

Dissertations from 2023 2023

Examining the Prevalence and Psychopathological Correlates of Paraphilic Interests in a Non-clinical Sample , Dylan H. Abrams

Parallel Processes of Posttraumatic Stress and Metabolic Dysfunction: Long-Term Costs of Trauma on the Psychological and Physical Health of 9/11 Survivors , Shane W. Adams

A Novel Measure of Narrative Self-Functioning and Its Role in the Transformative Potential of Psychedelic Experience Across Clinical and Non-clinical Participants , Nicole M. Amada

Social Identity, Scientific Practice, and the Production of Social Knowledge: An Ethnographic Investigation of American Social Psychology Laboratories , Donald V. Brown Jr

Epistemic Virtue and Receptivity to Science in Policing , Braden L. Campbell

Understanding the Experiences and Associated Symptomology of Disclosers and Non-disclosers of Sexual Victimization , Kaitlin Carson

Wanting Under Surveillance: A Critical Analysis of Young Women’s Sexual Desire , Jennifer Chmielewski

Salty: A Diffractive Inquiry of Visceral Knowing and Embodied Aesthetics , Mei Ling Chua

The Role of Intersectional Stigma and Social Anxiety in Black, Latino, and Multiracial Young Sexual Minority Men , Jorge L. Cienfuegos Szalay

Understanding the Relationship Between Working Memory and Long-Term Memory , Kelly Cotton

Examinations of the Close Relationship Processes and Health Framework Among Adult and Adolescent Sexual Minority Men , Trey Victor Dellucci

Motor Milestone Acquisition and Sleep-Related Learning and Development in Infancy , Aaron DeMasi

Abuse Victimization and Impulsivity in Incarcerated Males: Examining the Roles of Affective Instability and Trauma Symptoms , Jacqueline K. Douglas

Association Strength between Concepts as the Origin of the "Foreign Language Effect" , Emilia Ezrina

An Offer You Cannot Refuse: Understanding the Elusive Construct of "Voluntary" Plea Decisions , Melanie B. Fessinger

Health Care Providers' Attributions of Blame for Unintended Pregnancy and HIV Acquisition Among Cisgender Women , Alison J. Goldberg

Avoiding Success: How Does Fear of Success Impact Today's Workforce? , Bradley E. Gray

Social and Cultural Processes that Impact Physical Activity among South Asian Americans Managing Hypertension: A Mixed Methods Study , Sugandha Gupta

Tongues Out of Place: Narratives of Hereness and Images of Be(long)ing , Christopher Hoffman

Transcranial Direct Current Stimulation Studies Investigating the Role of the DLPFC in Memory and Metamemory , Casey M. Imperio

Concerned Student: Institutional Violence and Embodied Abolition in the University of Missouri Protests , Gaurav Jashnani

Examining the Role of Evidence-Based Suspicion in Racial Disparities in Wrongful Convictions , Jacqueline Katzman

You Hurt My Feelings: Autonomic and Behavioral Responses to Social Exclusion and the Moderating Effect of Psychopathic Traits , Liat Kofler

Does the APOE-ε4 Allele Differentially Influence Cognition: A Longitudinal Investigation in Healthy Older Adults at Risk for Alzheimer’s Disease , Aditya Kulkarni

Losses and Gains of Teletherapy: The Impact of the Pandemic on Psychoanalytic Psychotherapy , Dan-Bi Lee

Permanent Shelter in The Empire City: Youth Experiencing Family Homelessness and Navigating the Homeless Industrial Complex with a Narrative Inquiry Approach , Henry O. Love

Variations in Family Child Care: Providers' Experiences Crafting Spaces In-Between School and Home , Eleanor Luken

Illness Intrusiveness and Psychosocial Adjustment Among Older Adults with Multimorbidity , Irina Mindlis

Artists, Activists, and Therapists Making Meaning of Collective Violence in Lebanon: A Community-Engaged Participatory Research Study , Nawal Muradwij

Extreme E-Service Learning: Remote Learning for Undergraduate Students and Telehealth Intervention for Children with Autism , Madiha S. Muzammal

Women’s Self-Nomination for Leadership Development Programs (LDPs): Gender, Personal Cultural Values, and the Mediating Role of Leadership Self-Efficacy , Alessa Natale

A Consecutive Case Series Evaluation of Tummy Time With and Without Preferred Items , Rika Ortega

The Neural Correlates of Bodily Self-Consciousness in Virtual Worlds , Evan A. Owens

Wild Women of Anatolia: The Critical Construct Validity of the Liberation of Women in Turkey , Sedef Ozoguz

The Effects of Isolated Affordances on Preschool Counting Improvement when Using a Digital Coloring App , Katherine Papazian

The Impact of Political Affiliation on Performance Judgements , Kajal Patel

Attenuated Typicality Effect in Category-based Inferences: Implications for Autism Spectrum Disorder , Janani Rajagopalan

Observers' Perceptions of Rapport in Accusatorial Interrogations , Gabriela Rico

Statistical and Biological Analyses of Acoustic Signals in Estrildid Finches , Moises Rivera

Voiding the Unwanted Self: An Examination of Racialized Violence in the United States , Benjamin Stark

A Gift To My Self: A Psychoanalytic Approach To Understanding The Experiences of Women Who Choose Not To Have Children , Irina D. Tchania

When Feeling Like a Fake Take a Toll on Your Work: Examining the Moderating Effect of Task Characteristics on the Relationship Between Impostorism and the Use of Dysfunctional Work Strategies , Alexandra Tumminia

How Smoking Became a Moral Issue: A Complex Systems Perspective on Moralization , Matthew Vanaman

Bargaining in the Shadow of the Truth: How Client Assertion, Perception of Guilt, and Predictive Inaccuracy Influence Plea Recommendations , Anna D. Vaynman

An Affective Technology of Heimat: Whiteness, Nation Building and Social Media in Germany , Friederike Windel

Effects of Genes and Gene-Environment Interactions on Work-Family Conflict and Enrichment , Peter Yu

Dissertations from 2022 2022

Investigating Young Adult Cancer Survivors' Perspectives on their Future and Interpersonal Relationships , Zeba N. Ahmad

Intelligence Testing in the New (Langu)age: Effects of Item-Type and Assessment Medium Features on Fluid Intelligence Test Linguistic Group Score Differences , Paige R. Alenick

Competitive and Facilitative Interactions Between Pavlovian Cues in Human Associative Learning: A Behavioral and Neural Analysis , Fahd Alhazmi

Serial Position Effect Profiles and Their Neuroanatomical Correlates: Predictors of Conversion to Alzheimer's Disease , Isabelle K. Avildsen

Exploring Social and Emotional Functioning in Emerging Adult Survivors of Adverse Childhood Experiences , Sara Babad

Exploring the Effectiveness of Multiple-Exemplar Training for Visual Analysis of AB-Design Graphs , Verena S. Bethke

Falling Forward: The Governance of School Reform, Race, and the Contest for a Dignified Future in Newark, N.J. , Claire Cahen

The Impossible Situation? Impasse as Psychotherapeutic Paralysis, Possibility, and Progress , Leo Cancelmo

Coercive Control and Trauma-Coerced Attachment in Commercial Sexual Exploitation: A Mixed-Method Examination , Kendra Doychak

Making Sense of Pre-Symbolic Trauma: A Qualitative Study on the Lived Experiences of Adults Who Were Born Extremely Prematurely , Noia Efrat

Relationships Between Sensory Reactivity, Restricted and Repetitive Behaviors, and Autonomic Nervous System Activity in Autistic and Non-Autistic Individuals , Sapir Elimaliah

A Polypharmacological Approach to Relapse Prevention in an Animal Model of Heroin Addiction , Scott T. Ewing

Reducing Fear Overgeneralization with Safety Learning: Attention Bias as a Moderator , Boyang Fan

Integrating Social-Emotional Learning and School Climate with a Sociocultural Narrative Inquiry Approach , Isabella Fante

Exploring Social Identity Threat and Safety Cues for Lesbian, Gay, Bisexual, Pansexual, and Queer Cisgender Women in OB/GYN Care , Rachel Fikslin

Fathers Are Fathers Are Fathers: How Sociocultural Context and Sexual Orientation Influence the Gendering of Children , Sarah M. Frantz

Cerebrovascular Impairment as a Potential Target for Neuromodulation Therapy in Moderate-Severe Traumatic Brain Injury , Naomi L. Gaggi

Effects of Chronic Stress on Safety Processing and Physiology in the Medial Prefrontal-Amygdala-Basal Forebrain Circuit , Itamar S. Grunfeld

Acculturation Patterns in Childhood/Adolescence, Cultural Stress in Young Adulthood, and Exploring the Moderating Role of Skin Tone Among Puerto Rican Youth in Two Contexts , Marjorine Henriquez-Castillo

Antisocial Behavior and Callous Unemotional Traits in Youth: A Biosocial Approach , Yong Lin Huang

Mapping Learning Ecologies: A Diffractive Exploration of the Emergence of Learning , Laurie Hurson

Is Less More? Examining the Effects of Predictor Method Factors on Mobile SJT Scores and Test-Taker Reactions , Anne E. Kato

The Impact of Personal Resources, Job Resources and Job Demands on Nurse Engagement , Michael J. Kern

Microaggressions, Imposter Phenomenon, and People of Color: A Quantitative Analysis , Rukiya King

The Effects of False Heartbeat Feedback on Moral Judgment , Scott Koenig

Examining the Buffering Effect of Mindfulness on the Relationship Between Stress and Ethical Decision Making , Irina Kuzmich

The Bright and Dark Sides of Upward Social Comparison: Knowledge Sharing and Knowledge Hiding Directed at High Performers , Soohyun (Ashley) Lee

Tell Me a Story: Exploring the Use of Narratives to Reduce Backlash to Organizational Diversity Initiatives , Desmond W. Leung

Problematic Social Media Use, Social Comparison, and Defeat: An Intensive Longitudinal Investigation , Natalia Macrynikola

Anomalous Self-Experiences and Aberrant Salience in Schizotypy , Victoria Martin

Discrimination, Psychological Well-Being, and Racial Importance in U.S. Native-Born and Caribbean Black Americans , Jaime E. McCaw

Withdrawal from Voluntary Oral Methamphetamine Reveals Female Specific Susceptibilities to Behavioral Deficits and Neurochemical Perpetuators of Neurotoxicity and Drug Seeking Behavior , Nicoletta K. Memos

Dietary Regulation of Silent Synapses in the Dorsolateral Striatum , Allison M. Meyers

Unraveling the Double-Bind: An Investigation of Black and Latina Women in STEM , Katlyn L. Milless

A Pilot Feasibility Trial of Mindfulness and Modification Therapy for Males Who Use Aggression , Jenny Mitchell

Natural Striatal Signaling Dynamics During Food Approach , Devry Mourra

The Differential Effects of Acoustic Discriminations on Operant Learning Performance and Neurogenesis in Male and Female Zebra Finches , Kristena L. Newman

Oxytocin, a Lover and a Fighter: Maternal Trauma Exposure and Mother-Child Coregulation , Patricia M. Pehme

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NYU Dissertations Online

All dissertations completed at NYU are indexed in the online database  Dissertations and Theses Global. Users who wish to access NYU dissertations, especially dissertations completed since 1997, would be best served by searching this database. Many (but not all) dissertations will be available in full-text.

Dissertation Search Tip:

When searching the database, you can use the Advanced Search functions to limit your results to only dissertations completed at NYU or you can leave the "institution" field blank to search dissertations completed anywhere. 

Why can't I see the full-text? 

When dissertation authors submit their work to Dissertations and Theses Global , they have the option to  embargo the full-text for up to two years from that point. Authors may choose to embargo their dissertations for several reasons, for example, if they are planning to publish the dissertation (or a version of it) as a book. There are currently no options for NYU students to access the full-text of a dissertation if the author has chosen to embargo.  In some cases, the author can extend the embargo beyond 2 years. It is estimated that approximately 50% of dissertation authors at NYU choose to embargo.

Dissertations that have been embargoed will appear with the note, " At the request of the author, this graduate work is not available to view or purchase" in the upper right-hand corner of record.

• Dissertations & Theses Global This link opens in a new window Dissertations and Theses Global contains indexes, dissertations and some theses. Full-text is available for many dissertations and theses, including those from NYU.

NYU Dissertations in Hard Copy

NYU dissertations completed before 2007 are available in both print and microform at Bobst.

Bobst Library does not keep copies of any dissertations from the following programs:

• The Medical School and the Dental School maintain separate collections of their own dissertations
• Master's theses are not kept by Bobst Library. Check with the corresponding department or school to explore whether such theses are held.

Bound copies of dissertations are held offsite and must be requested through the catalog for delivery to the library.

Call number ranges for NYU dissertations (Dissertations from Tisch and Courant are under GSAS):

• LD 3907 .E3 - School of Education
• LD 3907 .G5 - Wagner School of Public Administration
• LD 3907 .G6 - Stern School of Business
• LD 3907 .G7 - Graduate School of Arts and Science (GSAS)
• LD 3907 .S3 - School of Social Work

Dissertations published before 2008 at the Graduate School of Arts and Sciences, Wagner School of Public Administration, Stern School of Business, Silver School of Social Work, and Steinhardt School of Education are available on microform .

Using the Library Catalog to Find NYU Dissertations

If you already know the author or the title of the dissertation, you can search the Library Catalog with that information to locate our copy and either recall it from offsite storage or find it in the Microforms Center.

Search tip:

For those wishing to search Library Catalog for dissertations on certain subjects, perform an Advanced Search using the words "Dissertation" AND "[desired subject]."

• Search Library Catalog

Please note: NYU dissertations in the Proquest Dissertations & Global Theses database are indexed in Library Catalog regardless of whether or not they have been embargoed. Just because a dissertation record appears in the Library Catalog does not mean that it is available in full-text. 

Dissertations completed at NYU through 2007 are available on microform. Microform copies are located in the Microforms Center on LL2 of Bobst Library. These are arranged chronologically by school. Some of the older rolls of film contain more than one dissertation. These copies are each given a thesis number in chronological, alphabetical order. The thesis numbers are listed on each roll, corresponding to the cataloged location in the Library Catalog.

What are microforms?

Microforms are pieces of film that contain reproductions of magazines, journals, and other materials. Because newsprint and other types of paper often decay, microforms are used as a method of preserving content.  Microforms come in 2 formats: microfilm (on reels) and microfiche (sheets).

Where are the microforms?

Microforms are located on LL2 in the Microforms Reading Room.

Can I get help?

The Microforms Reading Room is staffed. In addition, notebooks with instructions are available.

Can I make copies?

All microform machines have printing capabilities; some machines also allow you to make PDFs.

Offsite Materials

Some of our materials are stored in an offsite facility. 

To get an item that is marked as offsite:

• Search for the item in the Library Catalog
• Click on the Title
• Click on the Availability Status/Call number link
• Click Request

Offsite materials usually arrive within 2 business days. You'll be notified once the item has arrived, and you can pick it up at the Circulation Desk.

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The Program in Cognition & Perception spans multiple subareas of psychology, such as perception, attention, memory, categorization, language, emotion, decision-making, development, motor control, and cognitive neuroscience. How do we identify the letter "a"? How do we perceive depth and shape? What representational resources are innate? How do human cultures, and individual children, go beyond innate representational capacities? How do toddlers make decisions about their world? How are explicit and implicit memories coded in the brain? How do we inhibit inappropriate responses? How are sentences understood? How are new concepts acquired? How does attention affect perception?

The Program in Cognition and Perception spans two campuses: NYU in New York and in Abu Dhabi. Our Cognition and Perception faculty page lists the faculty associated with each campus. A Ph.D. student for NYU in New York typically spends five years in New York taking courses and carrying out research. A Ph.D. student for NYU in Abu Dhabi will typically spend two years primarily in New York with multiple visits to Abu Dhabi. During those two years, students complete all or most of their coursework as well as carrying out research in collaboration with an NYU Abu Dhabi advisor and a co-mentor in New York. The subsequent three years are spent in Abu Dhabi completing the dissertation research and any remaining course requirements. For more information on the Global Ph.D. program, click  here .

In the Program in Cognition & Perception, students and faculty investigate how people perceive, think, and act. Research is central in our graduate training. Students are exposed to a broad range of knowledge in cognition and perception and they are trained to think creatively and to develop independent research careers. Students and faculty work closely with researchers in other departments and research centers:  ( Neural Science ,  Computer Science , Data Science ,  Linguistics , and  Philosophy ). Every week there are journal club discussions and talks by leading researchers that take place within the Psychology Department, in other NYU departments, and at other nearby schools in New York City (see Events link). Ready access to researchers at several great universities and to incredible cultural resources makes New York City a great place to study perception and cognition.

Our graduate students begin research immediately. Research includes behavioral methods as well as measurements of motor responses (arm and eye movements, locomotion), brain responses (using fMRI, MEG and EEG), perturbation of brain responses (using TMS) and other physiological measurements (e.g., hormone levels). Students typically work with one faculty mentor, although lab rotations and cross-lab collaborations are also frequent and encouraged. Ours is a highly collaborative Program with many research projects that combine the expertise of more than one faculty member. Students benefit from interaction with their faculty advisers and the lively exchange of research ideas among students, postdocs, and faculty at theCognition and Perception Area Seminar, many other research seminars and journal clubs in several research areas (Development, Decision-making, Concepts and Categorization, etc.)  and our annual Miniconvention. As a result of this focus on research, our students publish regularly in high-impact journals and go on to become researchers at the best research universities and industrial laboratories.

Students in Cognition & Perception follow a rigorous, highly quantitative/computational curriculum of courses.  Our curriculum is designed to help students master the skills required to accomplish high quality research. Within the first two years, most students have completed the bulk of our primary course requirements. We require students to three courses in Core Content areas, such as Memory, Perception, Attention, Cognitive Development, Psycholinguistics and Cognitive Neuroscience. In addition, we require all students to take at least two courses in quantitative methods, chosen from a wide array of options such as probability theory, simulation, advanced statistical methods, etc. In addition, there are advanced seminars in areas related to the research areas of the faculty and students. The complete curricular requirements for the PhD are listed here .

A key aspect of our program is its strength in cognitive neuroscience. A key aspect of this is our full set of on-site, research-dedicated facilities for cognitive neuroscience research, including fMRI, EEG, MEG, TMS, etc.  The  Center for Brain Imaging  and other cognitive neuroscience resources are designed to allow students the training and opportunity to become experts in cognitive neuroscience. Through a combination of course work and hands-on experience, students receive training in the techniques of cognitive neuroscience and apply these techniques to their chosen research questions.

The department is strong in graduate mentorship. Together with faculty from the Center for Neural Science and the Department of Neuroscience at the School of Medicine, faculty from the Department of Psychology participate in the monthly event series " Growing up in Science " (featured in Science ), in which guests tell their life stories with an emphasis on struggles, detours, doubts, and failures. Many of our PhD students attend. The series organizer, Prof. Wei Ji Ma, is faculty in our department. The students learn outside of courses and labs, including several journal clubs (most student-organized). We also have developed a policy that encourages summer internships (e.g., in industry). Many students also participate in science advocacy through the Scientist Action and Advocacy Network . As a program and as a department we encourage student participation at all levels, including student representatives to Psychology and Program faculty meetings and faculty search committees.

Students join a laboratory and begin to design and carry out a research project in their first semester. Students are required to write up and present their research in our annual Miniconvention at the end of the first and second years, and also present their research in our Area Seminar during the fourth year. We encourage students to collaborate with more than one faculty member, including doing a full laboratory rotation or two. Students may work with primary Cognition & Perception faculty or with affiliates from other programs (e.g., Social Psychology) or departments (e.g., the Center for Neural Science).

We consider the best experience that students can have to become productive researchers is to carry out, write up, and present their research projects. The 1st- and 2nd-year research requirements emphasize this goal. The content and methods courses are designed to provide students with the context and tools they need to produce world-class research on their own. By and large our students are highly successful once they complete the Ph.D. Some students remain in academia, continuing on to postdoctoral research positions and faculty jobs. Because of the particularly string quantitative and computational training they receive, our graduates are in high demand for jobs in Data Science (mostly in New York and the San Francisco Bay Area) as well as other industry positions (e.g., with virtual/augmented-reality companies). After graduating, most of our students have gone on to research careers (see Alumni )

All students accepted into our graduate program are fully funded through the Henry M. MacCracken Program or the NYUAD Global PhD Fellowship.

MacCracken funding is provided through a combination of teaching assistantship, research assistantship, and fellowship, in proportions to be determined. The award package typically includes a full tuition scholarship, comprehensive health insurance and a stipend. Funding is typically guaranteed for five years, although students with substantial graduate credits or a Master's degree may only be guaranteed four years of support.

NYUAD Global PhD Fellowships include full tuition scholarship, health insurance, travel benefits, and a stipend. Funding is for five years, which typically includes two years or less of course work in New York and the remaining at least three years or more of dissertation research in Abu Dhabi. Campus housing in Abu Dhabi is provided free of cost and is available to all Global Fellows.

There is a very limited supply of subsidized housing available for graduate students in New York which is generally used for a subset of each entering class to provide them the opportunity to get settled in New York City during their first year of residence.

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Home > School, College, or Department > CLAS > Psychology > Dissertations and Theses

Psychology Dissertations and Theses

Theses/dissertations from 2024 2024.

Faculty Mentors' Influence on Latino/a/x STEM Undergraduates' STEM Identity Development , Sandy Cerda-Lezama

Individual and Structural Contributors to Implicit and Explicit Anti-Muslim Bias in the United States , Aeleah M. Granger

The Relationship Between Adverse Childhood Experiences and Juvenile Offender Typology , Aliza Beth Lipman

The Wage of Wellness: The Relationship Between Socioeconomic Status, Race, and Work Recovery , Emily Julia Ready

It Takes a Village: An Examination of Social Relationships and Mental Health , Em Francis Trubits

Theses/Dissertations from 2023 2023

Examining Factors Impacting the Service Needs of Unhoused Women , Holly Brott

Main, Mediated, and Moderated Effects of Participating in an After-School Social and Emotional Learning Program on Young Children's Development of Social-Emotional Skills , Amy L. Cordier

Who Puts the "Support" in Supportive Housing? The Impact of Housing Staff on Resident's Well-Being, and the Potential Moderating Role of Self-Determination , Kenna Estell Dickard

Motivation to Collaborate: A Qualitative Exploration of the Perspectives of Service Providers on an Alternative First Response Program , Desiree' J. DuBoise

Tell Me, Do You Feel It Too? A Meta-analysis of Dyadic Emotional Contagion in the Workplace , Stefanie Fox

Left on "Read" and All Alone: Instigated Cyber Incivility, Shame, and Experienced Ostracism at Work , Alison Lucia Hunt

Exploring Associations between Military Identity and Well-being Outcomes among Post-9/11 Veterans after Separation , James David Lee

Experiences of People with Serious Mental Illness Seeking Services at Community Mental Health Centers During the COVID-19 Pandemic , Emily Leickly

Why So Serious? Using the Belongingness Need Tenet from the Self-Determination Theory to Examine Workplace Humor and Its Outcomes , Katharine Lucille McMahon

Emotion Knowledge, Its Applications, and Their Associations With African American Children's Social Relationships With Teachers and Peers in Kindergarten and First Grade , Brielle Emily Petit

Stress-Reduction from Positive Support: Impacts of Receiving Partner Capitalization Support on Veteran Stress/Work Stress , MaryAnn Dona Samson

Diversity in Recruitment: The Role of Realistic Website Job Previews for Racial and Ethnic Minority Applicants , Jennifer Saucedo

Antecedents of FSSB: Evaluating the Demographic Basis of Support , Erika Ann Schemmel

A Daily Investigation of the Recovery Paradox: Examining the Dynamic Interplay of Workload, Recovery Experiences, and Microbreaks , Morgan Rose Taylor

Not on the Menu: Customer Sexual Harassment in the Restaurant Industry , Fernanda Wolburg Martinez

Theses/Dissertations from 2022 2022

Model.Disclose(): Examination of Obsessive-Compulsive Disorder Disclosure at Work , Timothy Allen Carsey

Transforming Learning Communities, Transforming Ourselves: A Qualitative Investigation of Identity Processes in a Participatory Action Research-themed Undergraduate Course , Julia Sara Dancis

Clarifying and Measuring Inclusive Leadership , Kelly Mason Hamilton

Intersections of Masculinity, Culturally Relevant Factors, and Intimate Partner Violence Perpetration Among Asian American Men , Jason Z. Kyler-Yano

Sleeping to Support: An Examination of the Relationship Between Leader Sleep and Positive Support Behaviors , Jordyn Jan Leslie

Work-Related IPV Among Latinos: Exploring the Roles of Fatherhood Status, Gendered Expectations, and Support for Intimate Partner's Employment , Adrian Luis Manriquez

Masculinity Instability and Ideologies as Predictors of IPV Perpetration: The Mediating Role of Relationship Power , Emma Christine Marioles O'Connor

The Benefits of Social Support on Health and Well-Being in Military Populations: Examining Mechanisms, Source of Support, and the Reach of a Workplace Well-Being Intervention , AnnaMarie Sophia O'Neill

Do Motives Matter? The Role of Motivation in Shaping the Impact of Mindfulness Training on Teachers' Psychological Distress and Wellbeing , Cristi N. Pinela

Theses/Dissertations from 2021 2021

The Longitudinal Effects of a Family and Sleep Supportive Intervention on Service Member Anger and Resilience , Shalene Joyce Allen

Drug Conviction and Employment Restriction: Experiences of Employees with Drug-Related Criminal Histories , Liana Bernard

Sustaining Boys' Motivation Over the Transition to Middle School: Can Interpersonal Resources Protect Boys from Engagement Declines Across Sixth Grade? , Brandy Anne Brennan

Returning to Rejection: Outcomes and Boundary Conditions of Mental Illness Stereotypes , Stefanie Fox

Guarding Against Strain: The Moderating Role of Nonwork Experiences in the Relationship Between Work-Related Hypervigilance and Strain in Correctional Officers , Samantha Getzen

Anti-Muslim Bias: Investigating Individual Differences, Threat Perceptions, and Emotions in Islamophobic Policy Support , Aeleah M. Granger

Black Children's Development of Self-Regulation within Stressful Contexts of Parenting: Investigating Potential Buffering Effects of a Kindergarten Social-Emotional Learning Program , Eli Labinger

"Like I Was an Actual Researcher": Participation and Identity Trajectories of Underrepresented Minority and First-Generation STEM Students in Research Training Communities of Practice , Jennifer Lynn Lindwall

Claiming Miscommunication to Justify Rape: The Role of Liking the Perpetrator , Alyssa Marie Glace Maryn

An "I" for an "I" : A Systematic Review and Meta-Analysis of Instigated and Reciprocal Incivility , Lauren Sarah Park

Parenting and Children's Academic Coping as a Dynamic System: Feedforward, Feedback, and Mediators of Changes Across the School Year , Kristen Elizabeth Raine

Does Experiencing Spousal Support and Strain Impact the Quality of Family-Based Support that Supervisors Provide to Employees? , Joseph Alvin Sherwood

"B-ing Flexible" : Examining Creativity in Bisexual Employees , Megan Jane Snoeyink

Exploring the Relationships Between Community Experiences and Well-Being among Youth Experiencing Homelessness , Katricia Stewart

Mothers' Drinking Motives , Sheila Kathleen Umemoto

An Examination of Nurses' Schedule Characteristics, Recovery from Work, and Well-Being , Sarah Elizabeth Van Dyck

Preventing Sexual Violence Through Understanding Perceptions of Sexual Offenders , Judith G. Zatkin

Theses/Dissertations from 2020 2020

Examining Employee Needs at Work and Home: a Self-Determination Theory Perspective , Dana Anuhea Auten

Trajectories, Time Windows, and Alternative Pathways of Engagement: Motivational Resources Underlying Academic Development during Middle School , Heather Anne Brule

Examining Mindfulness Training for Teachers: Theoretical and Methodological Extensions of Intervention Effectiveness , Jaiya Rae Choles

Detecting Reinforcement Patterns in the Stream of Naturalistic Observations of Social Interactions , James Lamar DeLaney 3rd

An Investigation of the Temporal Relationship Between Agitation and Sleep Disturbances , Emily Catherine Denning

Peers' Academic Coping as a Resource for Academic Engagement and Motivational Resilience in the First Year of Middle School , Daniel Lee Grimes

Home Resources Supporting Workplace Resources: an Investigation of Moderated Intervention Effects From the Study for Employment Retention of Veterans (SERVe) , Sarah Nielsen Haverly

"It Puts a Face to All the Knowledge We've Gotten" : a Program of Research on Intimate Partner Violence Surrogate Impact Panels , Kate Louise Sackett Kerrigan

A Daily Examination of Anger and Alcohol Use Among Post-9/11 Veterans , James David Lee

An Examination of Daily Family-Supportive Supervisor Behaviors, Perceived Supervisor Responsiveness and Job Satisfaction , Luke Daniel Mahoney

Nurse Can't Even: the Immediate Impact of Incivility on Affect, Well-being, and Behavior , Katharine Lucille McMahon

Perceptions of Police Use of Force at the Intersection of Race and Pregnancy , Emma Elizabeth Lee Money

The Impact of Paternal Caregivers for Youth Who Commit Sexual Offenses , Miranda Hope Sitney

Human Energy in the Workplace: an Investigation of Daily Energy Management Strategies, Job Stressors and Employee Outcomes , Morgan Rose Taylor

Individual and Community Supports that Impact Community Inclusion and Recovery for Individuals with Serious Mental Illnesses , Rachel Elizabeth Terry

Investigating Sexual Fantasy and Sexual Behavior in Adolescent Offenders , Hayley Lauren Tews

Theses/Dissertations from 2019 2019

Integrating Work Ability into the Organizational Science Literature: Advancing Theory and Developing the Nomological Network , Grant Brady

Family Linked Workplace Resources and Contextual Factors as Important Predictors of Job and Individual Well-being for Employees and Families , Jacquelyn Marie Brady

The Role of Teacher Autonomy Support Across the Transition to Middle School: its Components, Reach, and Developmental Effects , Julia Sara Dancis

Does X Mark the Applicant? Assessing Reactions to Gender Non-Binary Job Seekers , Kelly Mason Hamilton

Urbanicity as a Moderator of the Relationship Between Stigma and Well-being Outcomes for Individuals with Serious Mental Illnesses , Emily Leickly

The Relationship Between Undergraduate Research Training Programs and Motivational Resources for Underrepresented Minority Students in STEM: Program Participation, Self-efficacy, a Sense of Belonging, and Academic Performance , Jennifer Lindwall

Perceived Partner Responsiveness, Sleep and Pain: a Dyadic Study of Military-Connected Couples , AnnaMarie Sophia O'Neill

Recruitment Marketing: How Do Wellness and Work-Life Benefits Influence Employer Image Perceptions, Organizational Attraction, and Job Pursuit Intentions? , Amy Christine Pytlovany

The Combined Effects of Parent and Teacher Involvement on the Development of Adolescents' Academic Engagement , Nicolette Paige Rickert

Examining the Development and Classroom Dynamics of Student Disaffection Over Multiple Time Periods: Short-term Episodes and Long-term Trajectories , Emily Anne Saxton

Drinking on a Work Night: a Comparison of Day and Person-Level Associations with Workplace Outcomes , Brittnie Renae Shepherd

Development and Validation of the Workplace Mental Illness Stigma Scale (W-MISS) , Nicholas Anthony Smith

Relational Thriving in Context: Examining the Roles of Gratitude, Affectionate Touch, and Positive Affective Variability in Health and Well-Being , Alicia Rochelle Starkey

Preventing Child Sexual Abuse and Juvenile Offending Through Parental Monitoring , Kelly E. Stewart

"To Call or Not to Call?" The Impact of Supervisor Training on Call Center Employee Attitudes and Well-Being , Whitney Elan Schneider Vogel

Theses/Dissertations from 2018 2018

The Impact of Leader Race and Gender on Perceptions of Organizations in Response to Corporate Error , Nicolas Derek Brown

Impacts of Mindfulness Training on Mechanisms Underlying Stress Reduction in Teachers: Results from a Randomized Controlled Trial , Jaiya Rae Choles

Student Motivation Profiles as a Diagnostic Tool to Help Teachers Provide Targeted Support , Cailin Tricia Currie

Insufficient Effort Responding on Mturk Surveys: Evidence-Based Quality Control for Organizational Research , Lee Cyr

Affirmative Consent Endorsement and Peer Norms Supporting Sexual Violence Among Vulnerable Students on College Campuses , Alyssa Marie Glace

Gendered Partner-Ideals, Relationship Satisfaction, and Intimate Partner Violence , Sylvia Marie Ferguson Kidder

Organizational Calling and Safety: the Role of Workload and Supervisor Support , Layla Rhiannon Mansfield

Bystander Intervention to Prevent Campus Sexual Violence: the Role of Sense of Community, Peer Norms, and Administrative Responding , Erin Christine McConnell

Benevolent Sexism and Racial Stereotypes: Targets, Functions, and Consequences , Jean Marie McMahon

Perceived Overqualification and Withdrawal Among Seasonal Workers: Would Work Motivation Make a Difference? , Anthony Duy Nguyen

Differential Well-Being in Response to Incivility and Surface Acting among Nurses as a Function of Race , Lauren Sarah Park

Financial Strain and the Work-Home Interface: a Test of the Work-Home Resources Model from the Study for Employment Retention of Veterans (SERVe) , MacKenna Laine Perry

Neighbor Perceptions of Psychiatric Supportive Housing : the Role of Knowledge, Attitudes, and Behaviors , Amy Leigh Shearer

The Role of Caregiver Disruption in the Development of Juvenile Sexual Offenders , Miranda Sitney

Intrapersonal and Social-Contextual Factors Related to Psychological Well-being among Youth Experiencing Homelessness , Katricia Stewart

Age-based Differences in the Usefulness of Resources: a Multi-Study Investigation of Work and Well-being Outcomes , Lale Muazzez Yaldiz

Pathways to Kindergarten Growth: Synthesizing Theories of the Kindergarten Transition to Support Children's Development , Rita Yelverton

Theses/Dissertations from 2017 2017

The Force of Manhood: the Consequences of Masculinity Threat on Police Officer Use of Force , Aurelia Terese Alston

Supervisor Mindfulness and Its Association with Leader-Member Exchange , Dana Anuhea Auten

Combat Experiences, Iso-strain, and Sleep Quality Affect Symptoms of Posttraumatic Stress among Working Post-9/11 Veterans , Gilbert Patrick Brady Jr.

A Study of Shame-proneness, Drinking Behaviors, and Workplace Role Ambiguity Among a Sample of Student Workers , Sarah Nielsen Haverly

Intraminority Support For and Participation In Race-Based Collective Action Movements: an Intersectional Perspective , Jaboa Shawntaé Lake

Patients and Nurses and Doctors Oh My!: Nurse Retention from a Multi-Foci Aggression Perspective , Kevin Oliver Novak

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Explore Your Thoughts Mental Health Counseling Ser

Counselor , lmhc (she, her), practice at a glance.

New York, NY 10037

• Individual Sessions $100
• Pay by ACH Bank transfer, American Express, Discover, Health Savings Account, Mastercard, Visa
• BlueCross and BlueShield
• Cigna and Evernorth
• Oscar Health
• UnitedHealthcare UHC | UBH

Qualifications

• Verified by Psychology Today Licensed by State of New York / 011405-01 Chamika Barrant

Specialties and Expertise

Top specialties.

• Life Coaching
• Anger Management
• Family Conflict
• Racial Identity
• Relationship Issues
• Self Esteem
• Trauma and PTSD
• Women's Issues

Client Focus

Treatment approach, types of therapy.

• Cognitive Behavioral (CBT)
• Interpersonal
• Mindfulness-Based (MBCT)
• Motivational Interviewing
• Music Therapy
• Person-Centered
• Positive Psychology
• Rational Emotive Behavior (REBT)

Primary Location

Nearby areas.

• New York, NY

Neighborhoods

'I learned how research can be applied to settings outside the lab'

5/17/2024 A&S Communications

Psychology Odessa, Fla.

Why did you choose Cornell?

I chose Cornell because when I was first accepted, I was honestly pretty clueless about what I wanted to do with my life. In high school, I was interested in a variety of subjects, including but not limited to creative writing, psychology, classics, linguistics, music, and European history. I was not sure how I could choose the "right" major from these interests, nor was I sure that any of these interests would translate to a "real" job once I graduated college. I loved how Cornell provided rigor and discipline in almost every department I had the pleasure of taking a class in, from philosophy to statistics to anthropology. I also found that the College of Arts & Sciences provided a grounded, interdisciplinary perspective that encouraged exploration and integration of multiple disciplines.

What have you accomplished as a Cornell student that you are most proud of?

In the last few years, I have been heavily involved in research. In my sophomore year, I became involved with virtual research at a Stanford-based Asian mental health clinic, where I took a leading role on a survey study examining racial discrimination during COVID-19 and its impact on Asian undergraduates. A little later, I began conducting research with the Asian American Center on Disparities Research in California, where I worked on a team to examine the efficacy of cognitive-behavioral therapy for Asian-Americans. The semester before my senior year, I received a Summer Experience Grant from Cornell and was accepted to a summer internship at the Yale Child Study Center, where I received lots of professional mentorship and began a preliminary meta-analysis on parental socialization of emotion and its associations with pediatric irritability, aggression and anger. I have already presented my research at local conferences in Ithaca and New Haven, with upcoming local, national, and international conferences in Ithaca, New York City, Seattle, and the Czech Republic. Research has been an activity that I am very proud of, but I am most proud of my ability to cultivate and maintain my personal relationships across campus. My loved ones are probably a better judge than myself of how well I've done in this regard, but I hope they know that without their bad jokes, words of advice and engaging conversations, I would not have been as productive or fruitful in my academic and professional life.

How have your beliefs or perspectives changed since you first arrived at Cornell?

Before I came to Cornell, I had never considered myself a "science" person. I thought of research as a heavily abstract and technical activity, dominated by lab coats, Einstein hair and test tubes. At Cornell, I learned to deeply appreciate empirical research. I learned how research can be applied to settings outside the lab, and I learned how research can be leveraged to improve people's lives. If you told me in high school that I would have been this involved in research for much of my college career, I would have laughed.

Who or what influenced your Cornell education the most?

Lauren Korfine, the director of undergraduate studies in the psychology department, has influenced my education the most. Over the course of three semesters, I took three classes with her: Psychology of Gender, Gender & Psychopathology and Research Methods in Human Development. As a lecturer, I found her to be engaging and knowledgable, and I gained a lot of insight about psychology from her courses. As a person, I found her to be inspiring and kind. She was someone at Cornell who encouraged me to pursue a graduate degree and continue conducting research, and she was also someone at Cornell who unconditionally supported me during many periods of self-doubt and impostor syndrome. From Dr. Korfine, I learned to value my intrinsic worth - my intrinsic worth as a person, rather than a worth based on grades, accolades, or salary.

If you were to offer advice to an incoming first year student, what would you say?

Study what you like, even if (especially if!) its a more "unconventional" major. Don't pick a major based on what you think will give you the most job opportunities or the highest salary after graduation. Our world is ever-changing, ravaged by the lingering effects of a deadly pandemic. It is dominated by an explosion in AI, which already is fundamentally altering the nature and function of many occupations. In this new society, it is not necessarily proficiency in a specific discipline that is valued, but rather the ability to learn quickly, approach problems in a creative manner, and lead an innovative new path.

Every year, our faculty nominate graduating Arts & Sciences students to be featured as part of our Extraordinary Journeys series.  Read more about the Class of 202 4.

'It was rewarding to build something that people from the community enjoyed and learned from'

'I dream of investigating virtual reality and making an impact on the world'

'I'm a researcher in Cornell's Play and Learning Lab'

'My research made me realize how fascinating psychology is'

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Health and wellbeing, work, volunteering and career planning, study and work abroad, accommodation, it and online services, student life in york, if things go wrong, psychology in education dissertation - edu00029h.

« Back to module search

Department : Education Module co-ordinator : Dr. Lynda Dunlop Credit value : 40 credits Credit level : H Academic year of delivery : 2021-22 See module specification for other years: 2022-23 2023-24 2024-25

Module will run

Module aims.

To provide students with the opportunity to engage in depth with literature around a specific topic and demonstrate a high level of critical analysis

To give students experience in utilising the research skills and knowledge developed over stage 1 and stage 2 of the programme

To give students experience of generating a research question and/or formulating a hypothesis based on existing literature that is appropriate to their programme of study

To give students experience in choosing and employing appropriate methods of investigation with which to address the question and demonstrate consideration of ethical issues when designing their study

To give students the opportunity to demonstrate their skills in academic writing, critical analysis and research design through a written report of their work.

Module learning outcomes

Subject content

Formulate a clear research question which demonstrates engagement with appropriate literature and a detailed level of understanding of their chosen topic

Generate a testable empirical research question &/or hypothesis and select appropriate methods of investigation including use of appropriate methodology e.g. qualitative or quantitative, selecting or developing appropriate measures, or designing experimental paradigms.

Demonstrate an awareness of the ethical issues involved in their research by producing an ethics proposal outlining their approach to these issues.

Demonstrate skill in data analysis using their chosen method and presenting their results in a clear and appropriate form

Interpret research findings with reference to existing literature

Reflect on the strengths and weaknesses of their design

Discuss the educational implications of their findings.

Academic and graduate skills

Formulate academic arguments in written and oral form

Manage a range of sources and critically evaluate the reliability and validity of these in informing and supporting academic argumentation

Analyse the ways in which theories and data from differing disciplines can inform each other and enhance understanding (in this case, of educational diversity)

Use the VLE and Internet effectively

Special assessment rules

IMPORTANT: see 'additional assessment information' for details of penalty for non-submission of a complete ethics application by Thursday, week 6 (Autumn term) . This module is non-compensatable.

Additional assessment information

A complete ethics application (as is at the time required by the department’s Ethics Committee, but to include audit, consent forms and project outline) must be submitted by noon on Thursday week 6, Term 1. Failure to meet this deadline will incur a 5% penalty on the final module mark (i.e. 5 marks will be docked). A satisfactory ethics proposal must be submitted, after feedback on the initial application if necessary, in order to pass the module. This module is non-compensatable.

Reassessment

Module feedback.

Individual written feedback reports, with follow-up tutor meeting if necessary. The feedback is returned to student within 6 weeks of submission.

Indicative reading

Aron, A., Aron, E., & Coups, E. (2010). Statistics for the behavioral and social sciences: A brief course New Jersey: Prentice Hall. Pallant, J. (2010). SPSS survival manual: A step by step guide to data analysis using the SPSS program (4th ed.). Berkshire, UK: McGraw Hill. Coolican, H. (2009). Research methods and statistics in psychology.

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