getting help with dissertation

Academic Research and Dissertation Consulting

• Coursework Assistance
• Comprehensive Exams
• Topic Development
• Prospectus/Concept Paper
• Introduction
• Literature Review
• Systematic Literature Review
• Qualitative Methodology
• Quantitative Methodology
• Power Analysis
• Transcription
• Qualitative Analysis
• Statistical Analysis
• Discussion Section
• Dissertation Defense
• Virtual Tutoring and Coaching
• Thesis Consulting
• Journal Article Assistance
• Medium Article Assistance

Precision Consulting was featured in the 2010 edition of Inc 500, establishing us as one of the 500 fastest-growing, privately owned companies in the United States.

• Prospectus and Concept Paper Assistance
• Qualitative Methods
• Quantitative Methods

Dissertation Help

For more than a decade, Precision Consulting has been the premier, full-service academic consulting firm for master’s and doctoral candidates completing thesis, dissertation, capstone, and project study research . Over the years, we’ve refined and expanded our dissertation and thesis help services to provide the most comprehensive support available throughout the research process. Our team of dedicated academic consultants, statisticians, qualitative research experts, and analysts can offer you whatever support you might require to ensure you receive approval faster from your chair and university reviewers throughout your graduate research journey.

Unlike other dissertation consulting firms, which tend to focus on targeted assistance for one aspect of academic research or dissertation assistance–whether that’s statistical analysis or dissertation editing –at Precision, we can help you from the earliest stages of identifying and developing your topic , and continue to help you with your dissertation as you develop your full study. Unlike independent dissertation consultants or editing services, we can help you identify recent studies to support your research gap for your literature review , finalize a compelling research design, and assist you with your analysis to ensure you have robust results to your research questions. Then, once your dissertation or thesis writing is complete, we remain with you to ensure that your work is clear, concise, and follows all style and formatting guidelines, before helping you prepare for a smooth final defense .

There are 3 ways to initiate contact with us:

• Please review and submit the following form. Someone from our team will contact you within 1 hour (during business hours), or at your requested time.
• Alternatively, our consulting team is available via telephone Monday through Friday from 8:00 A.M. to 8:00 P.M Eastern Time (5:00 A.M. to 5:00 P.M Pacific Time), and from 8:00 A.M. to 7:00 P.M. Eastern Time on Saturday (5:00 A.M. to 4:00 P.M Pacific Time). Feel free to call us on (702) 708-1411 !
• We also pride ourselves on our very prompt and in-depth e-mail responses, 365 days per year. We normally answer all urgent queries very promptly, including late-night and weekend requests. You can email us at [email protected]

Please be prepared to discuss the specifics of your project, your timeline for assistance, and any other relevant information regarding your proposed consultation. We respect the confidentiality of your project and will, at your request, supply you with a Non-Disclosure Agreement before discussing specifics.

Dissertation Help – Alignment

Our academic consulting is truly client-focused and based on each researcher’s goals for his or her study. This personalized approach to dissertation assistance guarantees that you’ll have one individual working with you throughout the process, so that you can feel confident that our assistance will be tailored to your specific needs and preferences at every stage. Here are some typical questions we ask new clients in order to provide a detailed individual plan and quote:

What is your field of study, and have you selected a topic?

At Precision, we’ve worked with doctoral candidates and academic researchers in almost every subject, from marketing analytics, to alternative pharmacology, to parental involvement, which means we can guarantee your work will be reviewed by someone knowledgeable in your topic.

That being said, for over a decade, we have developed a particular expertise in four core research areas. Please click on your topic below for a more detailed discussion:

• Qualitative exploration of post-traumatic growth related to participation in eye movement desensitization and reprocessing therapy among women who have experienced intimate partner violence
• Phenomenological exploration of patients’ experiences of betrayal trauma and development of alcohol addiction
• Quantitative examination of mindfulness meditation for reduction of stress and anxiety in veterans
• Qualitative descriptive study of therapists’ experiences developing a therapeutic alliance with patients with bipolar disorder
• Quantitative investigation of the relationship between family support and occupational functioning in persons with schizophrenia
• Qualitative case study on communication and conflict in the context of group problem-solving in small organizations
• Quantitative examination of the mediating influence of organizational justice in the relationship between leadership style and organizational citizenship behaviors
• Qualitative case study exploration of stress, burnout, and employer-provided coping programs among paramedics
• Quantitative investigation of work group diversity, employee autonomy, and innovation
• Qualitative phenomenological exploration of women’s experiences of mentoring and leadership attainment in male-dominated industries
• Quantitative examination of age-related stereotyping among young adults with social networks of varied diversity
• Qualitative exploration of meanings of violence in popular culture as interpreted by adolescent males
• Mixed methods investigation of perceptions of in-group versus out-group bias and bullying behavior among graduate students
• Qualitative content analysis of persuasive techniques used in online recruitment communications related to hate groups
• Quantitative examination of church membership, social identification, and psychological well being in retired adults
• Quantitative longitudinal examination of special education students’ emotion regulation and academic progress from elementary to middle school
• Qualitative descriptive exploration of married couples’ perceptions of attachment style and marital conflict
• Quantitative investigation of math intervention effects on achievement among low-SES, urban high school students
• Quantitative examination of resilience in adolescents who have experienced multiple foster care placements
• Qualitative exploration of social adjustment and well being among young adults following transition from high school to college
• Qualitative ethnographic exploration of African American adolescents’ experiences of exclusionary discipline in high school
• Qualitative phenomenological exploration of marginalization and empowerment experiences of formerly incarcerated adults as they re-entered the workplace
• Mixed methods program evaluation of an information-based health and wellness program for low-SES Latinx and African American adults
• Participatory action research on social supports that facilitate housing stability in individuals who have experienced homelessness
• Qualitative interpretative phenomenological exploration of drug addiction recovery experiences of individuals living in high-crime neighborhoods
• Corporate social responsibility and investment strategies
• Determinants of small business success in emerging economies
• Socioeconomic inequality and access to healthcare in the United States
• Gender and unemployment in the context of recession
• Protestantism (including, but not limited to, Reformed, Lutheran, Anglican, Wesleyan, Evangelical, and Pentecostal)
• Roman Catholicism
• Eastern Orthodoxy
• Oriental Orthodoxy
• DNP topic: Effects of an intervention to improve patient literacy regarding lifestyle choices and heart disease
• DNP topic: Quasi-experimental assessment of staff education program related to metabolic syndrome and diabetes
• PhD topic: Qualitative case study on the role of nurse educators in developing a culture of civility and respect among nursing students
• PhD topic: Quantitative examination of factors related to caregiver burnout in long-term care facilities
• Quantitative examination of PTSD prevalence, risk factors, and treatments within residential facilities for children and youths with disabilities in a rural region of a state in the Southwestern U.S.
• Quantitative investigation of opioid abuse indicators before and after marijuana legalization in a Western state
• Mixed methods case study of a peer-led school intervention to prevent tobacco or e-cigarette use among high school students
• Quantitative examination of sleep quality and quantity as it relates to accidents and injuries in manufacturing facilities
• Quantitative examination of engagement and performance in STEM classes among middle and high school girls
• Qualitative case study on a middle school schoolwide bullying education and prevention program
• Qualitative phenomenological exploration of novice teachers’ lived experiences with classroom management
• Quantitative examination of teacher characteristics, self-efficacy, and student engagement in urban high schools
• Qualitative case study on use of visual communication systems to support high school students with autism with classroom tasks and routines
• Quantitative quasi-experimental evaluation of a video-based instructional program in math for students with intellectual disabilities
• Qualitative descriptive exploration of special education teachers’ preferred methods of coping to prevent burnout
• Quantitative investigation of teacher qualifications and student performance in self-contained special education classrooms
• Quantitative examination of a social skills training program for high school students with severe disabilities
• Quantitative investigation of technology-assisted learning for students with learning disabilities
• Quantitative quasi-experimental evaluation of blended versus face-to-face learning outcomes for community college psychology students
• Quantitative examination of student characteristics related to academic performance in online versus face-to-face college courses
• Qualitative case study of a problem-based learning approach for a high school persuasive writing project
• Qualitative case study exploration of student perceptions of instructor and peer interaction in an online college course and engagement with course material
• Quantitative examination of principal leadership style in relation to teacher performance, teacher retention, and student performance
• Qualitative case study of teachers’ perceptions of benefits and barriers to implementation of new school wide multi-tiered system of supports
• Qualitative phenomenological exploration of mentoring experiences among African American leaders in college and university settings
• Quantitative investigation of factors associated with burnout and attrition in both novice and experienced middle school teachers
• Qualitative descriptive study of teachers’ experiences with effective and ineffective principal leadership
• Cross-national comparison of millennial employee engagement
• The relationship between operational effectiveness and leadership styles
• Corporate responsibility marketing campaigns and improved profitability
• Project management metrics for large-scale construction
• Accounting fraud and government responses in emerging markets
• Tourism and consumer loyalty in developing countries
• Africana Studies The inclusion of African intellectuals, scientists, activists, and leaders who have made significant contributions, is a relatively new addition to academia. Through social reform, perseverance and time, African voices who were relatively unknown with their achievements being understated for a significant portion of the 21st century are getting more of the acknowledgment that they deserve. Since we work with clients internationally and often partner with researchers at Historically Black Colleges and Universities (HBCUs), at Precision, we know that the HBCU fight for educational equality is one side of the coin of acknowledgment sought by those of African descent throughout the United States and around the world. At Precision, we are honored to help graduate researchers of all backgrounds who are looking to understand complex relationships between different ethnic groups existing inside relatively new European-made borders on the African continent. We also work hand-in-hand with researchers examining the lingering psychological and social implications that exist for those of the African diaspora in the United States. Often, this research has applications to the fields of social justice and gender equality. Social Justice: The concept of social justice can be much more than merely an academic concept as African Americans and those of African descent around the world work to achieve Na’im Akbar’s dream of “breaking the chains of psychological slavery”. Part of the path to psychological healing is by honoring and better understanding the literary and social impact of authors like Wole Soyinka, Alain Mabanckou, and Chinua Achebe. By shining a light on the realities of social mores, social perceptions of Africana, and day-to-day interactions, whether satirically or with candor, key discussions about economic, political and social equality for those of African descent can be established. Even though colleges and universities no longer limit or bar access to enrollment on the basis of race or ethnicity, there are other barriers to entry for many students of African descent. Obstacles to receiving a higher education are especially pronounced for first-generation college students from low-income families. HBCUs continue to represent an important avenue of higher education for hundreds of thousands of students across the United States in spite of the social progress that has been made since the 60’s. There is still ground to cover in order to achieve educational equality, and HBCUs, when compared with PWIs, have higher graduation rates for low-income African American students. Some HBCUs, like Howard, even boast significantly higher retention rates than the national average. Social justice in the field of Africana Studies helps to tell the story of perseverance through segregation, discrimination, and blatant violence in order to overcome prejudice. The HBCU’s that we partner with understand that social justice is an integral part of the African American struggle to first, be seen as humans with rights and then to be seen as equal citizens rather than as expendable, marginalized, second-class citizens. To this day, HCBUs are a core part of the fight to elevate quality education for African Americans by refusing to accept a forced ignorance stemming out of educational inequity. For example, Howard University’s Center on Race and Wealth focuses on research and policy related to racial disparities in areas including wealth accumulation, poverty, and law enforcement. Morehouse College’s School of Medicine has worked to address racial health disparities through ongoing research and policy recommendations. Xavier University of Louisiana’s Division of Education and Counseling has committed to improving outcomes of diverse learners through its program of research, which attends to the role of race, ethnicity, poverty, gender, and disability in academic achievement. HBCUs continue to provide an excellent platform for expanding the possibilities and nurturing the potential of African American students in an environment that naturally applies a culturally relevant pedagogy. Gender Equality: Gender equality in Africana Studies often intertwines with concepts of social justice, but is such an important field of study that it stands on its own merits. At Precision, we often participate in research that focuses on gender equality. The use of theories such as Feminist Standpoint Theory and research designs such as phenomenology align well with this type of research. We’re proud to assist with studies highlighting African contributions to STEM and women’s rights by partnering with researchers building studies that are only possible thanks to the efforts and accomplishments of people like Dr. Wangari Muta Maathai, the first female professor in Kenya as well as the first African female Nobel Peace Prize winner and Dr. Margaret Mungherera who was the first female president of the World Medical Association. The diversity of experience across the continent of Africa is reflected in the broad scope of research and innovation seen from one country to the next. All of these accomplishments provide a foundation for researchers around the world to continue uncovering new paradigms and understandings for what concepts like social justice and gender equality, and at Precision we believe that they must not be overlooked. Social Justice and Gender equality often affect public policy. Research in Africana Studies plays a vital role in working to empower and improve the lives of African descendants from one generation to the next. Precision is honored to assist graduate researchers at HBCUs and other institutions with such impactful research by examining core issues through both qualitative and quantitative lenses. Since we are well versed with the types of methodologies, constructs, and theories that lend themselves well to Africana Studies based research we often assist with the exploration of the particular viewpoints and interpretations that participants have to share. The qualitative explorations of the experiences of marginalized persons is an important aspect of respecting that these individuals are the experts on their own experiences. Although qualitative methods are ideal for capturing the first-hand thoughts, perspectives, and stories of participants, quantitative methods are essential for understanding broader patterns that relate to marginalization or discrimination. For example, we have assisted graduate researchers from HBCUs to develop quantitative investigations of African American student achievement gaps as well as disparities in school discipline that underlie the school-to-prison pipeline. We have also assisted with quantitative examinations of variables related to African American health disparities and disparate treatment within the legal system. Within the field of Africana Studies, developing the literature and theoretical context for social justice research also requires an appreciation of key concepts and theories. For example, we often assist graduate researchers at HBCUs to develop theoretical framing for their studies using critical race theory, which emphasizes the systemic nature of racism and the regularity with which African American individuals experience racism and prejudice. Critical race theory contributes key concepts to research on the marginalization of African American citizens, bringing to light the adverse cumulative effects of racial microaggressions and the importance of counter-stories to challenge cultural narratives that reflect white privilege. Along with critical race theory, there are concepts espoused by lecturers like Chloé Valdary we have assisted graduate researchers at HBCUs with developing theoretical frameworks using theories such as fundamental cause theory and feminist standpoint theory. Both theories help to provide an aligned and meaningful theoretical context for social justice research on various topics. Fundamental cause theory is a useful framework for the examination of poverty in relation to health disparities, and the key proposition is that poverty itself is the fundamental cause of disparate outcomes. Feminist standpoint theory is another useful framework for social justice research, as it positions the participants as the ultimate experts on their own lives, acknowledging that one’s perspectives derive from one’s own particular experiences. Having lived with comparative privilege, the powerful may not necessarily relate to the perspectives of those who have lived through marginalization. Hence, feminist standpoint theorists contend that we must recognize the authority of participants to speak about and interpret their lives when endeavoring to understand their lived realities. Our assistance to graduate researchers attending HBCUs has also prominently involved use of constructs such as intersectionality and assets- versus deficits-based thinking, as these concepts are important to consider when conducting research related to social justice. Intersectionality refers to the intersection of individual characteristics (e.g., race, class, gender) that together may create a specific experience of multiple marginalization. For example, we cannot assume that a wealthy Black woman would have the same experiences of discrimination as a Black woman living in poverty. Researchers working within a deficits-based model might examine these two groups of women’s experiences with an inherent assumption that poor Black women experience more challenging conditions as a result of their own failings or shortcomings. Deficits-based thinking is often eschewed in social justice research, as it essentially blames the victims of systemic or institutional injustice.

In addition to psychology, education, nursing, and business, our team includes expert analysts who can provide extensive assistance with a wide variety of specialized topics. These areas range from electrical engineering, wine biochemistry, and veterinary science to music theory, theology, and rhetoric & composition. As a result of our long experience providing complex statistical analysis support, we also have a high degree of expertise in economics, econometrics, and mathematical finance topics and analyses. Our team’s expertise truly encompasses a broad range of disciplines and highly specialized knowledge, so please don’t hesitate to contact us for dissertation assistance even if your topic or field isn’t explicitly noted above.

Qualitative, Quantitative, and Mixed Dissertation Methods

Precision started out as a statistical analysis firm, and that’s still one of the primary services we offer to academic researchers and corporate clients alike. Since then, we’ve expanded to provide the most comprehensive qualitative research support available, and work regularly with several major research institutions to analyze their qualitative data . Regardless of the scale and complexity of your quantitative or qualitative research–or if you have selected a mixed methods approach –we have a talented team of experts with PhDs across the social sciences, STEM fields, and humanities who can provide comprehensive dissertation assistance to you throughout your doctoral journey.

Are you completing your degree at an online university?

While our academic consultants are experienced in working with brick and mortar institutions as well as online master’s and doctoral programs (in the US and around the world), we have a particular depth of experience providing dissertation assistance to candidates attending the major online universities. We work with more clients from Walden, Grand Canyon University, University of Phoenix, Capella, and Northcentral (among others!) each year, –which means we’re intimately familiar with their rubrics and procedures, from developing the key foundational elements for the initial prospectus, research plan, or concept paper , to the unique review process, checklists, and templates for each university’s full dissertation, project study, or capstone deliverable. We’re also highly familiar with the frequent and ongoing review process at the majority of these programs, and can absolutely draw on our expertise to provide comprehensive dissertation help for even the most demanding chair or university reviewer feedback.

Dissertation Help on a Deadline

Many of our clients, especially doctoral candidates attending programs at the major online universities, come to us with specific deadlines for dissertation editing to be completed before the end of the current term. Others often reach out as the clock winds down on their doctoral journeys and they must complete all remaining steps of their dissertation or thesis writing before a final end date in order to finish their doctoral degree. Still others seek us out for dissertation help at the early stages of their research and drafting so that they have full and ongoing support to stay on target (and on budget!) throughout the process. Whatever your specific deadline–whether it’s two days from now, or two months from now–we can draw on our extensive resources and dedicated staff to ensure your work is completed on time and ready for approval.

Per-project Quotes and Budget for Dissertation Assistance

Our support for you will be very much based on your goals for the research to come, and your priorities for dissertation assistance throughout the process. This is precisely why we develop quotes on a per-project basis, so that we provide you with exactly the level of assistance you need at every step of your journey, and a quote that precisely reflects the scope of work. While others might charge on a per-page or per-hour basis, we find that these models create incentives on the part of other services to spend either a great many pages or a great many hours on a given project, but without the need to be particularly successful in the process.

This is also why we remain with you through any necessary revisions to our dissertation assistance and editing. Unlike smaller and less established dissertation consulting services, we guarantee our work until approval, and include additional support to address feedback in our initial quote. This is because we understand the highly iterative process of dissertation review and approval, particularly at the major online universities, which often involve multiple rounds of feedback at each stage. We’re here as your teammate to help you address any and all feedback–and celebrate your research and graduation once your journey is complete!

In addition to the individualized support and industry-leading expertise outlined above, we also include the following in our promise to you:

• Guaranteed Fast Approval. For any dissertation help we provide, we guarantee approval by your reviewer or institution, almost always on the first submission. Of course, in the rare case of any revision requests, we work on any requested revisions immediately and without extra cost.
• Security. We are the industry leader in dissertation consulting and editing services for a reason. As proven academic consultants and dissertation editors for more than a decade, we have thousands of satisfied clients, are a member of the Inc 500 (one of the 500 fastest growing companies in the country), and consequently have top positioning for most dissertation help and dissertation editing terms throughout Google. Your precious work, money, and time are safe with us.
• Personalized Attention. You will work with one dissertation consultant who will be constantly available to you via phone or email during and after your time working with us. We’re easy to reach, always happy to speak to you, and don’t disappear when the work is done (in case you need us for revisions or after-support).

Check Out Our In-depth Guide to Writing a Dissertation!

Let’s keep it a secret….

In this first video, we’ll talk about a key characteristic of all well-designed research, which is alignment. [does some funny little voice while enunciating the individual syllables of “a-lign-ment” while gesturing in a left-to-right line to set the stage for the visual presentation of alignment that is to come] Whether you are a beginning researcher, conducting your earliest research projects for your master’s or doctoral degrees, or a seasoned researcher conducting studies for publication, achieving alignment in your study is super important. It’s an area that we find our clients need lots of help with when doing their dissertations. So, I’ll be talking with you today about alignment to provide you with a clear and more concrete understanding of what alignment means, as well as with an understanding of how to achieve alignment in your study and why this is so important.

Creating alignment is a key part of developing your topic, and if you’re still looking to more fully develop your own topic, we can provide help with your dissertation focus and other elements for you. Check out our video on topic development for more!

Alignment is an essential characteristic of a well-designed study, and yet it can be quite difficult to achieve for novice researchers. In fact, we often provide dissertation help to clients who are struggling to align their studies. And, we commonly find that alignment issues are truly the root problem that reviewers often mislabel as editing issues at the dissertation prospectus, concept paper, or proposal stage.

So before you focus your efforts on APA editing needlessly, let’s talk first about how to achieve alignment in your study, starting with what alignment means. When your study is appropriately aligned, this means that all of the core pieces of your research plan follow logically from the problem that you have constructed from your review of the research literature. Following your problem statement, you must craft the subsequent pieces of your research plan so that they all match one another in terms of the language that you use to discuss variables or phenomena of interest, and the plans you construct for collecting and analyzing your data. As I mentioned previously, we often find that master’s and doctoral candidates, as novice researchers, need some dissertation help when different pieces of their studies don’t quite fit together as well as they should. When we provide this form of dissertation consulting, here are the areas that we ensure are aligned:

The key features of the study that must be aligned are the problem statement, the purpose statement, the research questions, the theoretical framework, the method and design, the data collection and analysis procedures, and the significance of the study.

You might visualize these different key pieces of your study as boxcars on a train that must all be linked together for your study to function successfully as a process for gaining new insights or understanding of your topic.

If any of these cars are not linked to the car preceding it, then clearly your study will be a nonfunctional collection of segments that don’t work well with one another. In other words, the train falls apart and never gets to its destination! We don’t want that, do we? To clarify how these different segments of your study fit together, let’s move on to discuss each of these in more detail.

The problem statement is essentially the centerpiece of your study, or the engine that drives the train forward. Although this statement is usually fairly brief, at about 350 words or so, the information contained within the statement defines the direction the entire study will follow.

Your problem statement must define the exact nature of the problem as derived through a thorough review of all current research in the peer-reviewed literature related to your topic. The problem statement must also describe the research gap, which refers to a specific topic that has not been studied sufficiently and requires further examination through research.

As an example, your problem statement might revolve around high school students who engage in aggressive behaviors at school in spite of the presence of a schoolwide positive behavior support program. Maybe there have been several quantitative studies that document the overall positive effects of this type of schoolwide program on student challenging behavior, but the researchers who conducted these studies found that in spite of widespread improvements in behavior in response to such programs, many students continue to exhibit aggressive behavior, leaving us to ask: Why is this? Why is it that certain kids keep fighting and yelling at school, even under a behavior support program that has been so helpful to so many other students?

The lack of understanding of continued aggressive behavior by some students within schools that use schoolwide positive behavior supports would be the gap that these researchers argue must be better understood if we are to effectively address aggressive behavior across all students.

Now, following from this problem and research gap is the purpose of the study, or the purpose statement. The purpose is a very concise statement that basically says, “This is what I’m trying to do here in this study, and here’s how I’m going to do it.” In order to achieve alignment, the purpose must match what has been stated in the problem statement, which is accomplished through use of the same language to describe your variables or phenomena of interest. The purpose statement must also specify the method and design and must use language that “fits” this approach.

Using the example of the problem and research gap from above, an appropriate purpose statement might be: “The purpose of this qualitative case study is to explore middle school teachers’ perspectives on underlying causes of continued aggressive behavior in students within schools that use schoolwide positive behavior supports.”

Let’s have a look at the key pieces of this purpose statement.

So, we have a qualitative case study, the word “explore,” middle school teachers’ perspectives, continued aggressive behavior in students, and schools that use schoolwide positive behavior supports. So, those are all the key pieces of the purpose statement.

What you’ll notice here is that this purpose statement specifies an intent to examine the very same problem that is described in the problem statement. This is essential for achieving alignment.

Also, the qualitative method is aligned with the problem because we are seeking to understand a phenomenon that is somewhat rare, and that might require perspectives of those who have witnessed this problem first-hand to understand fully. Note also the use of the word “explore” in the purpose statement. This is a deliberate choice of words as qualitative studies are largely exploratory, and aimed at using such exploration to better understand complex processes.

The link from the problem to the purpose is essential to establishing an aligned study. We often find that doctoral candidates need some assistance with their dissertations here as the phrasing used in the purpose statement must be extremely concise and yet precisely aligned with each key concept, variable, or phenomenon as presented in the problem statement.

This is something that many of our clients struggle with, and if you are also finding yourself struggling to align your problem and purpose, give us a call or send an email to see how we can help you out with this major step in crafting your dissertation. No matter where you attend, we can definitely help you out with alignment.

But, we have particularly extensive experience with all of the major online universities, and are very familiar with their formats, review processes, and the types of alignment problems that often arise for individuals at these universities. And, if we help you with establishing alignment in your dissertation, we’ll provide unlimited revisions to our work with no extra charge as needed to obtain approval of your work.

Next in the alignment chain are the research questions, which must align with your purpose in terms of the variables or phenomena of interest that you plan to study. You must also use phrasing in these questions that is consistent with the method and design for your study. In the working example I have been using, an appropriate research question might be, “How do middle school teachers working in schools that implement schoolwide positive behavior supports perceive the causes for continued aggression in students in their schools?” Note that this question maintains consistent focus on the perceptions of middle school teachers, that the question specifies that schoolwide positive behavior supports are in place, and continues with the focus on causes for continued aggression in some students.

Next is the theoretical framework, which must be appropriate for guiding inquiry and developing research questions that suitably address your problem. It must also fit your study in terms of its applicability for interpreting or explaining the ultimate findings or results of the analysis. In the current example, it would be important to pick a theory that is relevant to student behavior and the causes for different types of behavior. So, picking a theory like Observational Learning Theory or Ecological Systems Theory would work, as these are theories that explain human behavior in terms of different types of social and environmental influences.

Aligning the theoretical framework to the purpose statement and RQs can also be a bit tricky for new researchers. Choosing a useful TF requires seeing how the different variables or phenomena of interest in your study might interact with regard to your specific RQs or outcomes of interest; this can sometimes require piecing together existing knowledge on your topic and making a reasonable guess as to the theory or combination of theories that might ultimately be helpful in explaining your findings. Sometimes this process can be quite confusing, especially when you are examining RQs that are unique or groundbreaking. In this case, you might find that you need help reworking this part of your dissertation to identify the most fitting theory or combination of theories to frame your study and interpret its findings.

Moving forward, the method and design must be appropriate for examining the specific problem articulated, and for generating knowledge that will truly shed light on the problem as described. As I mentioned previously, the qualitative method would be appropriately aligned to this study because of your aim of exploring a poorly understood phenomenon, which is the continued aggression in certain students in spite of schoolwide positive behavior supports.

The case study design is also aligned with this focus, because this design is great for building understanding of complex processes as they naturally occur in specific groups or settings. You can see how exploring teachers’ perceptions of the causes of aggression within certain schools would turn out to be a very complex study, which would be concerned with how the complexities of student behavior unfold on a daily basis within schools that use positive behavior supports. For these reasons, the qualitative case study design is nicely aligned with the overall study.

Also, keep in mind that we are unique among data analytics companies in that we also specialize in qualitative research and analysis, so if you are planning a qualitative study and are having problems with alignment, I am 100% sure that we can help you to resolve these problems.

To maintain alignment, your data collection procedures must be developed to obtain data of a type that is appropriate given the method and design. Similarly, the data analysis plan must be appropriate given the nature of the data, variables, research design.

For a qualitative case study design, you would want to use data collection approaches like interviews, observations, and review of relevant documents. You would want to draw up an analysis plan that identified common themes and facilitated triangulation across your different data sources. If you put together a data collection plan that used quantitative measures, this would result in misalignment, as the data you collected would be numerical rather than text-based.

Aligning your methods to your problem, purpose, and research questions is essential for ensuring that the results or findings you ultimately obtain truly address the problem that you have identified. Creating an aligned method requires not just attention to consistent phrasing related to your variables or phenomena of interest, but also a thorough understanding of statistical analysis or qualitative analysis. We often provide dissertation help to clients to develop thorough methods sections that are perfectly aligned with the overall aims of their studies.

We have extensive experience with all of the major online universities, and are very familiar with their formats, review processes, and the types of alignment problems that often arise for individuals at these universities. Also, we are the only academic consulting firm that specializes in qualitative research. If you are planning a qualitative study and are having problems with aligning the various components of your qualitative methodology, we can definitely help you out. Also, we provide unlimited revisions to our work with no extra charge as needed to obtain approval of your work.

Finally, the significance refers to the potentially positive outcomes of your study, if all goes well. To maintain alignment, your significance of the study section must logically flow from the problem, and cannot overreach the bounds of what is possible to accomplish given the potential findings of the study.

Given our running example, an aligned significance section would point out that gaining understanding of teachers’ perceptions of the causes for continued aggression in students within a schoolwide positive behavior support program might be helpful in effectively addressing challenging behavior in students whose behavior is resistant to change.

Ensuring that your proposed study is perfectly aligned is important for obtaining approval of your study. But, the reasons for seeking out dissertation help around alignment issues in your proposed study are really much more important than this. If you move forward with collecting your data in a proposed study that is not well aligned, you can run into some serious problems down the road.

To help explain the vital importance of alignment in your study, it will be helpful to ask: Why is it a problem if elements of my study are not aligned?

If your study is out of alignment, this means that one or more of these key pieces aren’t linked with the pieces around them.

There are some pretty serious consequences of moving forward with an improperly aligned study. For one, it could result in collecting data that do not address your problem, or that cannot actually answer your research questions. Also, this could result in conducting data analysis that results in unreliable, invalid, or untrustworthy findings. Lastly, a misaligned study could result in findings that cannot be soundly interpreted within the explanatory theoretical framework for the study.

These are clearly problems that no researcher wants to deal with, especially when you are just getting started. This is definitely where a dissertation consultant can come in handy, and if you would like some help with your dissertation proposal or prospectus to resolve alignment problems, give us a call or send an email — we’d love to help you out!

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Journals and databases accessed by our analysts, projects completed in 2022.

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What Is a Dissertation? | 5 Essential Questions to Get Started

Published on 26 March 2020 by Jack Caulfield . Revised on 5 May 2022.

A dissertation is a large research project undertaken at the end of a degree. It involves in-depth consideration of a problem or question chosen by the student. It is usually the largest (and final) piece of written work produced during a degree.

The length and structure of a dissertation vary widely depending on the level and field of study. However, there are some key questions that can help you understand the requirements and get started on your dissertation project.

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Table of contents

When and why do you have to write a dissertation, who will supervise your dissertation, what type of research will you do, how should your dissertation be structured, what formatting and referencing rules do you have to follow, frequently asked questions about dissertations.

A dissertation, sometimes called a thesis, comes at the end of an undergraduate or postgraduate degree. It is a larger project than the other essays you’ve written, requiring a higher word count and a greater depth of research.

You’ll generally work on your dissertation during the final year of your degree, over a longer period than you would take for a standard essay . For example, the dissertation might be your main focus for the last six months of your degree.

Why is the dissertation important?

The dissertation is a test of your capacity for independent research. You are given a lot of autonomy in writing your dissertation: you come up with your own ideas, conduct your own research, and write and structure the text by yourself.

This means that it is an important preparation for your future, whether you continue in academia or not: it teaches you to manage your own time, generate original ideas, and work independently.

Prevent plagiarism, run a free check.

During the planning and writing of your dissertation, you’ll work with a supervisor from your department. The supervisor’s job is to give you feedback and advice throughout the process.

The dissertation supervisor is often assigned by the department, but you might be allowed to indicate preferences or approach potential supervisors. If so, try to pick someone who is familiar with your chosen topic, whom you get along with on a personal level, and whose feedback you’ve found useful in the past.

How will your supervisor help you?

Your supervisor is there to guide you through the dissertation project, but you’re still working independently. They can give feedback on your ideas, but not come up with ideas for you.

You may need to take the initiative to request an initial meeting with your supervisor. Then you can plan out your future meetings and set reasonable deadlines for things like completion of data collection, a structure outline, a first chapter, a first draft, and so on.

Make sure to prepare in advance for your meetings. Formulate your ideas as fully as you can, and determine where exactly you’re having difficulties so you can ask your supervisor for specific advice.

Your approach to your dissertation will vary depending on your field of study. The first thing to consider is whether you will do empirical research , which involves collecting original data, or non-empirical research , which involves analysing sources.

Empirical dissertations (sciences)

An empirical dissertation focuses on collecting and analysing original data. You’ll usually write this type of dissertation if you are studying a subject in the sciences or social sciences.

• What are airline workers’ attitudes towards the challenges posed for their industry by climate change?
• How effective is cognitive behavioural therapy in treating depression in young adults?
• What are the short-term health effects of switching from smoking cigarettes to e-cigarettes?

There are many different empirical research methods you can use to answer these questions – for example, experiments , observations, surveys , and interviews.

When doing empirical research, you need to consider things like the variables you will investigate, the reliability and validity of your measurements, and your sampling method . The aim is to produce robust, reproducible scientific knowledge.

Non-empirical dissertations (arts and humanities)

A non-empirical dissertation works with existing research or other texts, presenting original analysis, critique and argumentation, but no original data. This approach is typical of arts and humanities subjects.

• What attitudes did commentators in the British press take towards the French Revolution in 1789–1792?
• How do the themes of gender and inheritance intersect in Shakespeare’s Macbeth ?
• How did Plato’s Republic and Thomas More’s Utopia influence nineteenth century utopian socialist thought?

The first steps in this type of dissertation are to decide on your topic and begin collecting your primary and secondary sources .

Primary sources are the direct objects of your research. They give you first-hand evidence about your subject. Examples of primary sources include novels, artworks and historical documents.

Secondary sources provide information that informs your analysis. They describe, interpret, or evaluate information from primary sources. For example, you might consider previous analyses of the novel or author you are working on, or theoretical texts that you plan to apply to your primary sources.

Dissertations are divided into chapters and sections. Empirical dissertations usually follow a standard structure, while non-empirical dissertations are more flexible.

Structure of an empirical dissertation

Empirical dissertations generally include these chapters:

• Introduction : An explanation of your topic and the research question(s) you want to answer.
• Literature review : A survey and evaluation of previous research on your topic.
• Methodology : An explanation of how you collected and analysed your data.
• Results : A brief description of what you found.
• Discussion : Interpretation of what these results reveal.
• Conclusion : Answers to your research question(s) and summary of what your findings contribute to knowledge in your field.

Sometimes the order or naming of chapters might be slightly different, but all of the above information must be included in order to produce thorough, valid scientific research.

Other dissertation structures

If your dissertation doesn’t involve data collection, your structure is more flexible. You can think of it like an extended essay – the text should be logically organised in a way that serves your argument:

• Introduction: An explanation of your topic and the question(s) you want to answer.
• Main body: The development of your analysis, usually divided into 2–4 chapters.
• Conclusion: Answers to your research question(s) and summary of what your analysis contributes to knowledge in your field.

The chapters of the main body can be organised around different themes, time periods, or texts. Below you can see some example structures for dissertations in different subjects.

• Political philosophy

This example, on the topic of the British press’s coverage of the French Revolution, shows how you might structure each chapter around a specific theme.

This example, on the topic of Plato’s and More’s influences on utopian socialist thought, shows a different approach to dividing the chapters by theme.

This example, a master’s dissertation on the topic of how writers respond to persecution, shows how you can also use section headings within each chapter. Each of the three chapters deals with a specific text, while the sections are organised thematically.

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Like other academic texts, it’s important that your dissertation follows the formatting guidelines set out by your university. You can lose marks unnecessarily over mistakes, so it’s worth taking the time to get all these elements right.

Formatting guidelines concern things like:

• line spacing
• page numbers
• punctuation
• title pages
• presentation of tables and figures

If you’re unsure about the formatting requirements, check with your supervisor or department. You can lose marks unnecessarily over mistakes, so it’s worth taking the time to get all these elements right.

How will you reference your sources?

Referencing means properly listing the sources you cite and refer to in your dissertation, so that the reader can find them. This avoids plagiarism by acknowledging where you’ve used the work of others.

Keep track of everything you read as you prepare your dissertation. The key information to note down for a reference is:

• The publication date
• Page numbers for the parts you refer to (especially when using direct quotes)

Different referencing styles each have their own specific rules for how to reference. The most commonly used styles in UK universities are listed below.

You can use the free APA Reference Generator to automatically create and store your references.

APA Reference Generator

The words ‘ dissertation ’ and ‘thesis’ both refer to a large written research project undertaken to complete a degree, but they are used differently depending on the country:

• In the UK, you write a dissertation at the end of a bachelor’s or master’s degree, and you write a thesis to complete a PhD.
• In the US, it’s the other way around: you may write a thesis at the end of a bachelor’s or master’s degree, and you write a dissertation to complete a PhD.

The main difference is in terms of scale – a dissertation is usually much longer than the other essays you complete during your degree.

Another key difference is that you are given much more independence when working on a dissertation. You choose your own dissertation topic , and you have to conduct the research and write the dissertation yourself (with some assistance from your supervisor).

Dissertation word counts vary widely across different fields, institutions, and levels of education:

• An undergraduate dissertation is typically 8,000–15,000 words
• A master’s dissertation is typically 12,000–50,000 words
• A PhD thesis is typically book-length: 70,000–100,000 words

However, none of these are strict guidelines – your word count may be lower or higher than the numbers stated here. Always check the guidelines provided by your university to determine how long your own dissertation should be.

At the bachelor’s and master’s levels, the dissertation is usually the main focus of your final year. You might work on it (alongside other classes) for the entirety of the final year, or for the last six months. This includes formulating an idea, doing the research, and writing up.

A PhD thesis takes a longer time, as the thesis is the main focus of the degree. A PhD thesis might be being formulated and worked on for the whole four years of the degree program. The writing process alone can take around 18 months.

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What is a thesis?

What is a dissertation, getting started, staying on track.

A thesis is a long-term project that you work on over the course of a semester or a year. Theses have a very wide variety of styles and content, so we encourage you to look at prior examples and work closely with faculty to develop yours. 

Before you begin, make sure that you are familiar with the dissertation genre—what it is for and what it looks like.

Generally speaking, a dissertation’s purpose is to prove that you have the expertise necessary to fulfill your doctoral-degree requirements by showing depth of knowledge and independent thinking.

The form of a dissertation may vary by discipline. Be sure to follow the specific guidelines of your department.

• PhD This site directs candidates to the GSAS website about dissertations , with links to checklists,  planning, formatting, acknowledgments, submission, and publishing options. There is also a link to guidelines for the prospectus . Consult with your committee chair about specific requirements and standards for your dissertation.
• DDES This document covers planning, patent filing, submission guidelines, publishing options, formatting guidelines, sample pages, citation guidelines, and a list of common errors to avoid. There is also a link to guidelines for the prospectus .
• Scholarly Pursuits (GSAS) This searchable booklet from Harvard GSAS is a comprehensive guide to writing dissertations, dissertation-fellowship applications, academic journal articles, and academic job documents.

Finding an original topic can be a daunting and overwhelming task. These key concepts can help you focus and save time.

Finding a topic for your dissertation should start with a research question that excites or at least interests you. A rigorous, engaging, and original dissertation will require continuous curiosity about your topic, about your own thoughts on the topic, and about what other scholars have said on your topic. Avoid getting boxed in by thinking you know what you want to say from the beginning; let your research and your writing evolve as you explore and fine-tune your focus through constant questioning and exploration.

Get a sense of the broader picture before you narrow your focus and attempt to frame an argument. Read, skim, and otherwise familiarize yourself with what other scholars have done in areas related to your proposed topic. Briefly explore topics tangentially related to yours to broaden your perspective and increase your chance of finding a unique angle to pursue.

Critical Reading

Critical reading is the opposite of passive reading. Instead of merely reading for information to absorb, critical reading also involves careful, sustained thinking about what you are reading. This process may include analyzing the author’s motives and assumptions, asking what might be left out of the discussion, considering what you agree with or disagree with in the author’s statements and why you agree or disagree, and exploring connections or contradictions between scholarly arguments. Here is a resource to help hone your critical-reading skills:

http://writing.umn.edu/sws/assets/pdf/quicktips/criticalread.pdf

Conversation

Your dissertation will incorporate some of the ideas of the other scholars whose work you researched. By reading critically and following your curiosity, you will develop your own ideas and claims, and these contributions are the core of your dissertation. However, your dissertation will also acknowledge the work of scholars who came before you, and you must accurately and fairly attribute this work and define your place within the larger discussion. Make sure that you know how to quote, summarize, paraphrase , integrate , and cite secondary sources to avoid plagiarism and to show the depth and breadth of your knowledge.

A thesis is a long-term, large project that involves both research and writing; it is easy to lose focus, motivation, and momentum. Here are suggestions for achieving the result you want in the time you have.

The dissertation is probably the largest project you have undertaken, and a lot of the work is self-directed. The project can feel daunting or even overwhelming unless you break it down into manageable pieces and create a timeline for completing each smaller task. Be realistic but also challenge yourself, and be forgiving of yourself if you miss a self-imposed deadline here and there.

Your program will also have specific deadlines for different requirements, including establishing a committee, submitting a prospectus, completing the dissertation, defending the dissertation, and submitting your work. Consult your department’s website for these dates and incorporate them into the timeline for your work.

Accountability

Sometimes self-imposed deadlines do not feel urgent unless there is accountability to someone beyond yourself. To increase your motivation to complete tasks on schedule, set dates with your committee chair to submit pre-determined pieces of a chapter. You can also arrange with a fellow doctoral student to check on each other’s progress. Research and writing can be lonely, so it is also nice to share that journey with someone and support each other through the process.

Common Pitfalls

The most common challenges for students writing a dissertation are writer’s block, information-overload, and the compulsion to keep researching forever.

There are many strategies for avoiding writer’s block, such as freewriting, outlining, taking a walk, starting in the middle, and creating an ideal work environment for your particular learning style. Pay attention to what helps you and try different things until you find what works.

Efficient researching techniques are essential to avoiding information-overload. Here are a couple of resources about strategies for finding sources and quickly obtaining essential information from them.

https://owl.purdue.edu/owl/subject_specific_writing/writing_in_literature/writing_in_literature_detailed_discussion/reading_criticism.html

https://students.dartmouth.edu/academic-skills/learning-resources/learning-strategies/reading-techniques

Finally, remember that there is always more to learn and your dissertation cannot incorporate everything. Follow your curiosity but also set limits on the scope of your work. It helps to create a folder entitled “future projects” for topics and sources that interest you but that do not fit neatly into the dissertation. Also remember that future scholars will build off of your work, so leave something for them to do.

Browsing through theses and dissertations of the past can help to get a sense of your options and gain inspiration but be careful to use current guidelines and refer to your committee instead of relying on these examples for form or formatting.

DASH Digital Access to Scholarship at Harvard.

HOLLIS Harvard Library’s catalog provides access to ProQuest Dissertations & Theses Global .

MIT Architecture has a list of their graduates’ dissertations and theses.

Rhode Island School of Design has a list of their graduates’ dissertations and theses.

University of South Florida has a list of their graduates’ dissertations and theses.

Harvard GSD has a list of projects, including theses and professors’ research.

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Dissertation Strategies

What this handout is about.

This handout suggests strategies for developing healthy writing habits during your dissertation journey. These habits can help you maintain your writing momentum, overcome anxiety and procrastination, and foster wellbeing during one of the most challenging times in graduate school.

Tackling a giant project

Because dissertations are, of course, big projects, it’s no surprise that planning, writing, and revising one can pose some challenges! It can help to think of your dissertation as an expanded version of a long essay: at the end of the day, it is simply another piece of writing. You’ve written your way this far into your degree, so you’ve got the skills! You’ll develop a great deal of expertise on your topic, but you may still be a novice with this genre and writing at this length. Remember to give yourself some grace throughout the project. As you begin, it’s helpful to consider two overarching strategies throughout the process.

First, take stock of how you learn and your own writing processes. What strategies have worked and have not worked for you? Why? What kind of learner and writer are you? Capitalize on what’s working and experiment with new strategies when something’s not working. Keep in mind that trying out new strategies can take some trial-and-error, and it’s okay if a new strategy that you try doesn’t work for you. Consider why it may not have been the best for you, and use that reflection to consider other strategies that might be helpful to you.

Second, break the project into manageable chunks. At every stage of the process, try to identify specific tasks, set small, feasible goals, and have clear, concrete strategies for achieving each goal. Small victories can help you establish and maintain the momentum you need to keep yourself going.

Below, we discuss some possible strategies to keep you moving forward in the dissertation process.

Pre-dissertation planning strategies

Get familiar with the Graduate School’s Thesis and Dissertation Resources .

Create a template that’s properly formatted. The Grad School offers workshops on formatting in Word for PC and formatting in Word for Mac . There are online templates for LaTeX users, but if you use a template, save your work where you can recover it if the template has corrruption issues.

Learn how to use a citation-manager and a synthesis matrix to keep track of all of your source information.

Skim other dissertations from your department, program, and advisor. Enlist the help of a librarian or ask your advisor for a list of recent graduates whose work you can look up. Seeing what other people have done to earn their PhD can make the project much less abstract and daunting. A concrete sense of expectations will help you envision and plan. When you know what you’ll be doing, try to find a dissertation from your department that is similar enough that you can use it as a reference model when you run into concerns about formatting, structure, level of detail, etc.

Think carefully about your committee . Ideally, you’ll be able to select a group of people who work well with you and with each other. Consult with your advisor about who might be good collaborators for your project and who might not be the best fit. Consider what classes you’ve taken and how you “vibe” with those professors or those you’ve met outside of class. Try to learn what you can about how they’ve worked with other students. Ask about feedback style, turnaround time, level of involvement, etc., and imagine how that would work for you.

Sketch out a sensible drafting order for your project. Be open to writing chapters in “the wrong order” if it makes sense to start somewhere other than the beginning. You could begin with the section that seems easiest for you to write to gain momentum.

Design a productivity alliance with your advisor . Talk with them about potential projects and a reasonable timeline. Discuss how you’ll work together to keep your work moving forward. You might discuss having a standing meeting to discuss ideas or drafts or issues (bi-weekly? monthly?), your advisor’s preferences for drafts (rough? polished?), your preferences for what you’d like feedback on (early or late drafts?), reasonable turnaround time for feedback (a week? two?), and anything else you can think of to enter the collaboration mindfully.

Design a productivity alliance with your colleagues . Dissertation writing can be lonely, but writing with friends, meeting for updates over your beverage of choice, and scheduling non-working social times can help you maintain healthy energy. See our tips on accountability strategies for ideas to support each other.

Productivity strategies

Write when you’re most productive. When do you have the most energy? Focus? Creativity? When are you most able to concentrate, either because of your body rhythms or because there are fewer demands on your time? Once you determine the hours that are most productive for you (you may need to experiment at first), try to schedule those hours for dissertation work. See the collection of time management tools and planning calendars on the Learning Center’s Tips & Tools page to help you think through the possibilities. If at all possible, plan your work schedule, errands and chores so that you reserve your productive hours for the dissertation.

Put your writing time firmly on your calendar . Guard your writing time diligently. You’ll probably be invited to do other things during your productive writing times, but do your absolute best to say no and to offer alternatives. No one would hold it against you if you said no because you’re teaching a class at that time—and you wouldn’t feel guilty about saying no. Cultivating the same hard, guilt-free boundaries around your writing time will allow you preserve the time you need to get this thing done!

Develop habits that foster balance . You’ll have to work very hard to get this dissertation finished, but you can do that without sacrificing your physical, mental, and emotional wellbeing. Think about how you can structure your work hours most efficiently so that you have time for a healthy non-work life. It can be something as small as limiting the time you spend chatting with fellow students to a few minutes instead of treating the office or lab as a space for extensive socializing. Also see above for protecting your time.

Write in spaces where you can be productive. Figure out where you work well and plan to be there during your dissertation work hours. Do you get more done on campus or at home? Do you prefer quiet and solitude, like in a library carrel? Do you prefer the buzz of background noise, like in a coffee shop? Are you aware of the UNC Libraries’ list of places to study ? If you get “stuck,” don’t be afraid to try a change of scenery. The variety may be just enough to get your brain going again.

Work where you feel comfortable . Wherever you work, make sure you have whatever lighting, furniture, and accessories you need to keep your posture and health in good order. The University Health and Safety office offers guidelines for healthy computer work . You’re more likely to spend time working in a space that doesn’t physically hurt you. Also consider how you could make your work space as inviting as possible. Some people find that it helps to have pictures of family and friends on their desk—sort of a silent “cheering section.” Some people work well with neutral colors around them, and others prefer bright colors that perk up the space. Some people like to put inspirational quotations in their workspace or encouraging notes from friends and family. You might try reconfiguring your work space to find a décor that helps you be productive.

Elicit helpful feedback from various people at various stages . You might be tempted to keep your writing to yourself until you think it’s brilliant, but you can lower the stakes tremendously if you make eliciting feedback a regular part of your writing process. Your friends can feel like a safer audience for ideas or drafts in their early stages. Someone outside your department may provide interesting perspectives from their discipline that spark your own thinking. See this handout on getting feedback for productive moments for feedback, the value of different kinds of feedback providers, and strategies for eliciting what’s most helpful to you. Make this a recurring part of your writing process. Schedule it to help you hit deadlines.

Change the writing task . When you don’t feel like writing, you can do something different or you can do something differently. Make a list of all the little things you need to do for a given section of the dissertation, no matter how small. Choose a task based on your energy level. Work on Grad School requirements: reformat margins, work on bibliography, and all that. Work on your acknowledgements. Remember all the people who have helped you and the great ideas they’ve helped you develop. You may feel more like working afterward. Write a part of your dissertation as a letter or email to a good friend who would care. Sometimes setting aside the academic prose and just writing it to a buddy can be liberating and help you get the ideas out there. You can make it sound smart later. Free-write about why you’re stuck, and perhaps even about how sick and tired you are of your dissertation/advisor/committee/etc. Venting can sometimes get you past the emotions of writer’s block and move you toward creative solutions. Open a separate document and write your thoughts on various things you’ve read. These may or may note be coherent, connected ideas, and they may or may not make it into your dissertation. They’re just notes that allow you to think things through and/or note what you want to revisit later, so it’s perfectly fine to have mistakes, weird organization, etc. Just let your mind wander on paper.

Develop habits that foster productivity and may help you develop a productive writing model for post-dissertation writing . Since dissertations are very long projects, cultivating habits that will help support your work is important. You might check out Helen Sword’s work on behavioral, artisanal, social, and emotional habits to help you get a sense of where you are in your current habits. You might try developing “rituals” of work that could help you get more done. Lighting incense, brewing a pot of a particular kind of tea, pulling out a favorite pen, and other ritualistic behaviors can signal your brain that “it is time to get down to business.” You can critically think about your work methods—not only about what you like to do, but also what actually helps you be productive. You may LOVE to listen to your favorite band while you write, for example, but if you wind up playing air guitar half the time instead of writing, it isn’t a habit worth keeping.

The point is, figure out what works for you and try to do it consistently. Your productive habits will reinforce themselves over time. If you find yourself in a situation, however, that doesn’t match your preferences, don’t let it stop you from working on your dissertation. Try to be flexible and open to experimenting. You might find some new favorites!

Motivational strategies

Schedule a regular activity with other people that involves your dissertation. Set up a coworking date with your accountability buddies so you can sit and write together. Organize a chapter swap. Make regular appointments with your advisor. Whatever you do, make sure it’s something that you’ll feel good about showing up for–and will make you feel good about showing up for others.

Try writing in sprints . Many writers have discovered that the “Pomodoro technique” (writing for 25 minutes and taking a 5 minute break) boosts their productivity by helping them set small writing goals, focus intently for short periods, and give their brains frequent rests. See how one dissertation writer describes it in this blog post on the Pomodoro technique .

Quit while you’re ahead . Sometimes it helps to stop for the day when you’re on a roll. If you’ve got a great idea that you’re developing and you know where you want to go next, write “Next, I want to introduce x, y, and z and explain how they’re related—they all have the same characteristics of 1 and 2, and that clinches my theory of Q.” Then save the file and turn off the computer, or put down the notepad. When you come back tomorrow, you will already know what to say next–and all that will be left is to say it. Hopefully, the momentum will carry you forward.

Write your dissertation in single-space . When you need a boost, double space it and be impressed with how many pages you’ve written.

Set feasible goals–and celebrate the achievements! Setting and achieving smaller, more reasonable goals ( SMART goals ) gives you success, and that success can motivate you to focus on the next small step…and the next one.

Give yourself rewards along the way . When you meet a writing goal, reward yourself with something you normally wouldn’t have or do–this can be anything that will make you feel good about your accomplishment.

Make the act of writing be its own reward . For example, if you love a particular coffee drink from your favorite shop, save it as a special drink to enjoy during your writing time.

Try giving yourself “pre-wards” —positive experiences that help you feel refreshed and recharged for the next time you write. You don’t have to “earn” these with prior work, but you do have to commit to doing the work afterward.

Commit to doing something you don’t want to do if you don’t achieve your goal. Some people find themselves motivated to work harder when there’s a negative incentive. What would you most like to avoid? Watching a movie you hate? Donating to a cause you don’t support? Whatever it is, how can you ensure enforcement? Who can help you stay accountable?

Affective strategies

Build your confidence . It is not uncommon to feel “imposter phenomenon” during the course of writing your dissertation. If you start to feel this way, it can help to take a few minutes to remember every success you’ve had along the way. You’ve earned your place, and people have confidence in you for good reasons. It’s also helpful to remember that every one of the brilliant people around you is experiencing the same lack of confidence because you’re all in a new context with new tasks and new expectations. You’re not supposed to have it all figured out. You’re supposed to have uncertainties and questions and things to learn. Remember that they wouldn’t have accepted you to the program if they weren’t confident that you’d succeed. See our self-scripting handout for strategies to turn these affirmations into a self-script that you repeat whenever you’re experiencing doubts or other negative thoughts. You can do it!

Appreciate your successes . Not meeting a goal isn’t a failure–and it certainly doesn’t make you a failure. It’s an opportunity to figure out why you didn’t meet the goal. It might simply be that the goal wasn’t achievable in the first place. See the SMART goal handout and think through what you can adjust. Even if you meant to write 1500 words, focus on the success of writing 250 or 500 words that you didn’t have before.

Remember your “why.” There are a whole host of reasons why someone might decide to pursue a PhD, both personally and professionally. Reflecting on what is motivating to you can rekindle your sense of purpose and direction.

Get outside support . Sometimes it can be really helpful to get an outside perspective on your work and anxieties as a way of grounding yourself. Participating in groups like the Dissertation Support group through CAPS and the Dissertation Boot Camp can help you see that you’re not alone in the challenges. You might also choose to form your own writing support group with colleagues inside or outside your department.

Understand and manage your procrastination . When you’re writing a long dissertation, it can be easy to procrastinate! For instance, you might put off writing because the house “isn’t clean enough” or because you’re not in the right “space” (mentally or physically) to write, so you put off writing until the house is cleaned and everything is in its right place. You may have other ways of procrastinating. It can be helpful to be self-aware of when you’re procrastinating and to consider why you are procrastinating. It may be that you’re anxious about writing the perfect draft, for example, in which case you might consider: how can I focus on writing something that just makes progress as opposed to being “perfect”? There are lots of different ways of managing procrastination; one way is to make a schedule of all the things you already have to do (when you absolutely can’t write) to help you visualize those chunks of time when you can. See this handout on procrastination for more strategies and tools for managing procrastination.

Your topic, your advisor, and your committee: Making them work for you

By the time you’ve reached this stage, you have probably already defended a dissertation proposal, chosen an advisor, and begun working with a committee. Sometimes, however, those three elements can prove to be major external sources of frustration. So how can you manage them to help yourself be as productive as possible?

Managing your topic

Remember that your topic is not carved in stone . The research and writing plan suggested in your dissertation proposal was your best vision of the project at that time, but topics evolve as the research and writing progress. You might need to tweak your research question a bit to reduce or adjust the scope, you might pare down certain parts of the project or add others. You can discuss your thoughts on these adjustments with your advisor at your check ins.

Think about variables that could be cut down and how changes would affect the length, depth, breadth, and scholarly value of your study. Could you cut one or two experiments, case studies, regions, years, theorists, or chapters and still make a valuable contribution or, even more simply, just finish?

Talk to your advisor about any changes you might make . They may be quite sympathetic to your desire to shorten an unwieldy project and may offer suggestions.

Look at other dissertations from your department to get a sense of what the chapters should look like. Reverse-outline a few chapters so you can see if there’s a pattern of typical components and how information is sequenced. These can serve as models for your own dissertation. See this video on reverse outlining to see the technique.

Managing your advisor

Embrace your evolving status . At this stage in your graduate career, you should expect to assume some independence. By the time you finish your project, you will know more about your subject than your committee does. The student/teacher relationship you have with your advisor will necessarily change as you take this big step toward becoming their colleague.

Revisit the alliance . If the interaction with your advisor isn’t matching the original agreement or the original plan isn’t working as well as it could, schedule a conversation to revisit and redesign your working relationship in a way that could work for both of you.

Be specific in your feedback requests . Tell your advisor what kind of feedback would be most helpful to you. Sometimes an advisor can be giving unhelpful or discouraging feedback without realizing it. They might make extensive sentence-level edits when you really need conceptual feedback, or vice-versa, if you only ask generally for feedback. Letting your advisor know, very specifically, what kinds of responses will be helpful to you at different stages of the writing process can help your advisor know how to help you.

Don’t hide . Advisors can be most helpful if they know what you are working on, what problems you are experiencing, and what progress you have made. If you haven’t made the progress you were hoping for, it only makes it worse if you avoid talking to them. You rob yourself of their expertise and support, and you might start a spiral of guilt, shame, and avoidance. Even if it’s difficult, it may be better to be candid about your struggles.

Talk to other students who have the same advisor . You may find that they have developed strategies for working with your advisor that could help you communicate more effectively with them.

If you have recurring problems communicating with your advisor , you can make a change. You could change advisors completely, but a less dramatic option might be to find another committee member who might be willing to serve as a “secondary advisor” and give you the kinds of feedback and support that you may need.

Managing your committee

Design the alliance . Talk with your committee members about how much they’d like to be involved in your writing process, whether they’d like to see chapter drafts or the complete draft, how frequently they’d like to meet (or not), etc. Your advisor can guide you on how committees usually work, but think carefully about how you’d like the relationship to function too.

Keep in regular contact with your committee , even if they don’t want to see your work until it has been approved by your advisor. Let them know about fellowships you receive, fruitful research excursions, the directions your thinking is taking, and the plans you have for completion. In short, keep them aware that you are working hard and making progress. Also, look for other ways to get facetime with your committee even if it’s not a one-on-one meeting. Things like speaking with them at department events, going to colloquiums or other events they organize and/or attend regularly can help you develop a relationship that could lead to other introductions and collaborations as your career progresses.

Share your struggles . Too often, we only talk to our professors when we’re making progress and hide from them the rest of the time. If you share your frustrations or setbacks with a knowledgeable committee member, they might offer some very helpful suggestions for overcoming the obstacles you face—after all, your committee members have all written major research projects before, and they have probably solved similar problems in their own work.

Stay true to yourself . Sometimes, you just don’t entirely gel with your committee, but that’s okay. It’s important not to get too hung up on how your committee does (or doesn’t) relate to you. Keep your eye on the finish line and keep moving forward.

Helpful websites:

Graduate School Diversity Initiatives : Groups and events to support the success of students identifying with an affinity group.

Graduate School Career Well : Extensive professional development resources related to writing, research, networking, job search, etc.

CAPS Therapy Groups : CAPS offers a variety of support groups, including a dissertation support group.

Advice on Research and Writing : Lots of links on writing, public speaking, dissertation management, burnout, and more.

How to be a Good Graduate Student: Marie DesJardins’ essay talks about several phases of the graduate experience, including the dissertation. She discusses some helpful hints for staying motivated and doing consistent work.

Preparing Future Faculty : This page, a joint project of the American Association of Colleges and Universities, the Council of Graduate Schools, and the Pew Charitable Trusts, explains the Preparing Future Faculty Programs and includes links and suggestions that may help graduate students and their advisors think constructively about the process of graduate education as a step toward faculty responsibilities.

Dissertation Tips : Kjell Erik Rudestam, Ph.D. and Rae Newton, Ph.D., authors of Surviving Your Dissertation: A Comprehensive Guide to Content and Process.

The ABD Survival Guide Newsletter : Information about the ABD Survival Guide newsletter (which is free) and other services from E-Coach (many of which are not free).

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Thesis and Dissertation: Getting Started

Welcome to the Purdue OWL

This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

The resources in this section are designed to provide guidance for the first steps of the thesis or dissertation writing process. They offer tools to support the planning and managing of your project, including writing out your weekly schedule, outlining your goals, and organzing the various working elements of your project.

Weekly Goals Sheet (a.k.a. Life Map) [Word Doc]

This editable handout provides a place for you to fill in available time blocks on a weekly chart that will help you visualize the amount of time you have available to write. By using this chart, you will be able to work your writing goals into your schedule and put these goals into perspective with your day-to-day plans and responsibilities each week. This handout also contains a formula to help you determine the minimum number of pages you would need to write per day in order to complete your writing on time.

Setting a Production Schedule (Word Doc)

This editable handout can help you make sense of the various steps involved in the production of your thesis or dissertation and determine how long each step might take. A large part of this process involves (1) seeking out the most accurate and up-to-date information regarding specific document formatting requirements, (2) understanding research protocol limitations, (3) making note of deadlines, and (4) understanding your personal writing habits.

Creating a Roadmap (PDF)

Part of organizing your writing involves having a clear sense of how the different working parts relate to one another. Creating a roadmap for your dissertation early on can help you determine what the final document will include and how all the pieces are connected. This resource offers guidance on several approaches to creating a roadmap, including creating lists, maps, nut-shells, visuals, and different methods for outlining. It is important to remember that you can create more than one roadmap (or more than one type of roadmap) depending on how the different approaches discussed here meet your needs.

• University of Michigan Library
• Research Guides

Microsoft Word for Dissertations

• Introduction, Template, & Resources
• Formatting for All Readers
• Applying a Style
• Modifying a Style
• Setting up a Heading 1 Example
• Images, Charts, Other Objects
• Footnotes, Endnotes, & Citations
• Cross-References
• Appendix Figures & Tables
• Table of Contents
• List of Figures/Tables
• Chapter and Section Numbering
• Page Numbers
• Landscape Pages
• Combining Chapter Files
• Commenting and Reviewing
• The Two-inch Top Margin
• Troubleshooting
• Finalizing Without Styles
• Preparing Your Final Document

Help with Microsoft Word

Members of the University of Michigan community can get dissertation & thesis formatting assistance from the experts at ScholarSpace:

Please  visit this link to make an appointment , or send an email to [email protected].

We're here to solve any formatting problems you've run into, and can give you guidance about captioning figures, solving numbering issues, creating a List of Tables/Figures/Appendices, and more.

Contact Information

Introduction to Word for Dissertations

Formatting your dissertation (or thesis) will likely take more time than you expect. But using the special features described in this Guide will save you a great deal of work , particularly if you use our template (available in the box below). The earlier you begin to use these tools, the more time you'll save and the less stress you'll have as your submission deadline approaches. Students at the University of Michigan are also encouraged to contact the experts at the Library's ScholarSpace anytime you run into a problem or have a question.

To meet  Rackham’s Dissertation Formatting Guidelines  you will need to modify the standard settings that Microsoft Word uses. This guide will show you how to use the tools to make the necessary modifications.  While we do follow the requirements from Rackham’s formatting guidelines to demonstrate the tools, in the end, you are responsible for verifying that your document meets the requirements that Rackham sets.

To save yourself time and effort , please consider using our Dissertation Template (link available in the box below). Many of the settings discussed in this Guide are already included in that document.

Please note that, as a University of Michigan student, you have free access to the Microsoft Office suite of tools -- including Microsoft Word. Visit this link to learn more and to download Office to your own computer.

Dissertation Template and other Resources

• ScholarSpace Template for Dissertations This Microsoft Word document comes with many of the Rackham formatting guidelines built in, and can be used for dissertations and theses. Please note that this template doesn't follow the formatting direction of any particular Style Guide. It is your responsibility to make sure you are following the Style Guide predominant in your field, and to make any relevant formatting changes to heading styles, numbering, captions, etc... How to make many of those changes is described throughout this Guide.
• Rackham Dissertation Handbook Rackham's Dissertation Guidelines and Handbook
• Dissertation Formatting Checklist Rackham's list of formatting issues to watch out for in your dissertation.
• Using Microsoft Word for Large Documents (non-dissertation specific) Handout (This document was written for an older -- much older -- version of Word, but nearly all of the information is still accurate and useful)
• Guide to Copyright for Dissertations

A word about LaTeX

LaTeX is a markup language (sometimes accessed through the Overleaf editor) that is often used in science and engineering documents because it allows for great control in creating complex equations and formulas. ScholarSpace does not maintain a template for dissertations created with LaTeX, and we can only provide very limited support for it. That said, there is a community of U-M folks who actively maintain  this LaTeX template to keep it in line with Rackham's guidelines .

Here are some other very useful resources:

• Video recording of a  UM Library Workshop on Dissertation Formatting with LaTeX
• Documentation for LaTeX and Overleaf
• Bibiliography Management with LaTeX
• How to Write a Thesis in LaTeX
• A huge collection of LaTeX resources

Can I use Google Docs for my dissertation?

No. Google Docs can get you pretty far down the road to something that looks like what Rackham requires, however, it's going to take a lot more work to get that far, and as you approach the finish line you will collide with obstacles that Google Docs just won't be able to get around. The issue is that Google Docs was not designed for complicated documents like a thesis or dissertation. To get it to do many of the special things that Rackham requires, you'll have to do a great deal of work that Word will just do for you . A few examples:

• Rackham requires 1" margin on all pages, but a 2" margin at the top of each new section. You'll have to manually adjust every relevant page yourself in Docs to get this, but Word will just do it automatically.
• Docs gives you three choices for how your Table of Contents will look, none of which are suitable by Rackham's standards. While you can adjust the format, many aspects of it (such as spacing) will revert to the original every time you update it.  With Word, you're in charge of what your ToC looks like.
• In Docs, you'll have to manually type in your figure numbers ("Figure 3.6") and change them every time you add or move them. But Word will manage numbering and caption placement for you, it will renumber figures or tables as you add or move them, and it will create your List of Figures/Tables automatically – correct page numbers and all. 
• With Word's figure/table numbering, you can also insert cross-references, so when you refer to "(see Figure 4.2)" but then you add some new figures before that, not only will Figure 4.2 renumber itself automatically, but anywhere you've referred to it will be updated, too. No more anxiety about whether you've updated everything accurately.
• Page numbers: Rackham wants the first two pages to have no page numbers, the rest of the frontmatter to have small roman numerals, and the body of the document to have arabic numerals.  Docs just plain can't do that.

If you're concerned about the learning curve of using Word, please know that this Guide goes over how to do everything, AND the Word template found here has nearly everything already set up for you. We also regularly offer a workshop that serves as an introduction to the most useful features, and you can set up a meeting with a ScholarSpace expert anytime you run into something that you can't figure out. 

Writing Assistance

This Guide is all about how to properly format your dissertation -- how to make it look the way Rackham wants it to look. But what if you need help with the actual composition  of your content? Our friends at the Sweetland Writing Center offer such assistance, through their Writing Workshop program. From their website:

These are just a few quick but especially important tips to help you get started. See our more expansive Tips & Troubleshooting section for suggestions that are a little more complex.

• Save early , save often, and create backup versions as you go along. Consider setting up Microsoft OneDrive (you have free access with your umich login credentials). With this, you can turn on "Autosave" in Word to automatically save your document at regular intervals, and have access to previous versions.

• Use our template (available above), it will save you lots of time. Nearly all of the difficult formatting stuff we discuss in this Guide is already built into the template. Consider doing all of your writing in it -- even if you're working in separate files for each chapter, you can use a copy of the template for each one of those chapters.
• Set the margins including the two-inch margin for chapters titles  ( Setting Margins ) .
• Define styles for Headings 1-3, Normal, Captions, and Quotes – these are most common; you may need others ( Working with Styles ).
• If headings need to be numbered (for example, 1.1, 1.2, 2.1, etc.), define a multi-level list ( Automatic Numbering ).
• If captions need to include the chapter number, define a multi-level list ( Automatic Numbering ).
• Share your file(s) with your advisors using Track Changes ( Commenting and Reviewing ) .
• If you use EndNote to manage your citations and create your bibliography, use only one EndNote library for your entire dissertation (see our EndNote Basics guide).
• Did we mention that you really ought to try out our template (available above)?

How to tackle the PhD dissertation

Finding time to write can be a challenge for graduate students who often juggle multiple roles and responsibilities. Mabel Ho provides some tips to make the process less daunting

• More on this topic

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Writing helps you share your work with the wider community. Your scholarship is important and you are making a valuable contribution to the field. While it might be intimidating to face a blank screen, remember, your first draft is not your final draft! The difficult part is getting something on the page to begin with. 

As the adage goes, a good dissertation is a done dissertation, and the goal is for you to find balance in your writing and establish the steps you can take to make the process smoother. Here are some practical strategies for tackling the PhD dissertation.

Write daily

This is a time to have honest conversations with yourself about your writing and work habits. Do you tackle the most challenging work in the morning? Or do you usually start with emails? Knowing your work routine will help you set parameters for the writing process, which includes various elements, from brainstorming ideas to setting outlines and editing. Once you are aware of your energy and focus levels, you’ll be ready to dedicate those times to writing.

While it might be tempting to block a substantial chunk of time to write and assume anything shorter is not useful, that is not the case. Writing daily, whether it’s a paragraph or several pages, keeps you in conversation with your writing practice. If you schedule two hours to write, remember to take a break during that time and reset. You can try:

• The Pomodoro Technique: a time management technique that breaks down your work into intervals
• Taking breaks: go outside for a walk or have a snack so you can come back to your writing rejuvenated
• Focus apps: it is easy to get distracted by devices and lose direction. Here are some app suggestions: Focus Bear (no free version); Forest (free version available); Cold Turkey website blocker (free version available) and Serene (no free version). 

This is a valuable opportunity to hone your time management and task prioritisation skills. Find out what works for you and put systems in place to support your practice. 

• Resources on academic writing for higher education professionals
• Stretch your work further by ‘triple writing’
• What is your academic writing temperament?

Create a community

While writing can be an isolating endeavour, there are ways to start forming a community (in-person or virtual) to help you set goals and stay accountable. There might be someone in your cohort who is also at the writing stage with whom you can set up a weekly check-in. Alternatively, explore your university’s resources and centres because there may be units and departments on campus that offer helpful opportunities, such as a writing week or retreat. Taking advantage of these opportunities helps combat isolation, foster accountability and grow networks. They can even lead to collaborations further down the line.

• Check in with your advisers and mentors. Reach out to your networks to find out about other people’s writing processes and additional resources.
• Don’t be afraid to share your work. Writing requires constant revisions and edits and finding people who you trust with feedback will help you grow as a writer. Plus, you can also read their work and help them with their editing process.
• Your community does not have to be just about writing!  If you enjoy going on hikes or trying new coffee shops, make that part of your weekly habit.  Sharing your work in different environments will help clarify your thoughts and ideas.

Address the why

The PhD dissertation writing process is often lengthy and it is sometimes easy to forget why you started. In these moments, it can be helpful to think back to what got you excited about your research and scholarship in the first place. Remember it is not just the work but also the people who propelled you forward. One idea is to start writing your “acknowledgements” section. Here are questions to get you started:

• Do you want to dedicate your work to someone? 
• What ideas sparked your interest in this journey? 
• Who cheered you on? 

This practice can help build momentum, as well as serve as a good reminder to carve out time to spend with your community. 

You got this!

Writing is a process. Give yourself grace, as you might not feel motivated all the time. Be consistent in your approach and reward yourself along the way. There is no single strategy when it comes to writing or maintaining motivation, so experiment and find out what works for you. 

Suggested readings

• Thriving as a Graduate Writer by Rachel Cayley (2023)
• Destination Dissertation by Sonja K. Foss and William Waters (2015)
• The PhD Writing Handbook by Desmond Thomas (2016).

Mabel Ho is director of professional development and student engagement at Dalhousie University.

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Facility for Rare Isotope Beams

At michigan state university, new frib precision measurement program advances understanding of proton halos, theoretical physicists and experimentalists work together to measure the mass of a rare isotope expected to form a rare proton halo, publishing the first results from frib’s precision measurement program. .

In May 2022, the Facility for Rare Isotope Beams (FRIB) at Michigan State University (MSU), launched its precision measurement program. Staff from FRIB’s  Low Energy Beam and Ion Trap (LEBIT) facility take high-energy, rare-isotope beams generated at FRIB and cool them to a lower energy state. Afterward, the researchers measure specific particles’ masses at high precision. 

The LEBIT team, led by  Ryan Ringle , adjunct professor of physics at FRIB and in the MSU Department of Physics and Astronomy and senior scientist at FRIB, and  Georg Bollen , University Distinguished Professor of Physics and FRIB Experimental Systems Division director, recently published a research paper that used the facility to take a step in verifying the mass of aluminum-22. Researchers think this exotic isotope demonstrates a rare but interesting property—specifically, that the nucleus is surrounded by a “halo” of protons that loosely orbit the nucleus. This halo structure reveals distinctive physical properties during its fleeting existence.

“This program requires a lot of extra beam preparation to perform experiments, and this is the first measurement in FRIB’s science program,” Ringle said. “This measurement could not have been done in a reasonable time at FRIB’s predecessor, the National Superconducting Cyclotron Laboratory, and it highlights our facility’s potential moving forward. Considering this was done with one-eightieth of FRIB’s power specification, this was like a warm-up before exercising.” 

The team published its results in  Physical Review Letters (“ Precision Mass Measurement of the Proton Dripline Halo Candidate 22 Al”).

Capturing elusive proton halos

While most atoms have electrons tightly orbiting the nucleus, protons and neutrons are part of the nucleus itself. However, when atoms encounter many of the same charged particles under certain conditions, they can create halos that orbit the nucleus beyond the pull of the strong nuclear force—the force that would normally keep these particles within the nucleus. While all halo structures are rare fleeting phenomena, neutrons are usually observed as halo particles. A nucleus’s positive charge usually repels protons’ positive charges, meaning that halos made of protons are even rarer. Measurements on nearby isotopes suggested that aluminum-22 might be an isotope that could form a proton halo, but researchers needed to verify this directly in other experiments. 

To achieve this, the team creates a high-energy isotope beam of aluminum-22 using a process called “projectile fragmentation” at FRIB. The researchers create a beam from a heavy, stable atomic nucleus of a given element—in this case, an isotope of argon—then accelerate the beam to half the speed of light. The beam then hits a target with these ultra-fast-moving particle projectiles. This violent collision creates rare, short-lived isotopes that the researchers can shepherd into an instrument to filter out the particle of interest. They then lower the temperature to slow them down into a uniform beam and measure particle mass accurately. 

While the team was able to accurately measure the mass of aluminum-22, it is only part of verifying the isotope’s proton halo structure. The LEBIT researchers’ colleagues in the  Beam Cooler and Laser Spectroscopy (BECOLA) facility at FRIB now plan to take the next step in verifying the proton halo by measuring the charge radius—the distribution of protons around the nucleus—as well as how much the nucleus may be deformed from its traditional, spherical shape. Taken together, these measurements can unequivocally confirm the existence of a proton halo structure around aluminum-22. 

Ringle pointed out that the collaboration between theoretical physicists and experimentalists at FRIB plays an essential role for research like determining the existence of a proton halo around a rare isotope such as aluminum-22. 

FRIB provides research opportunities to graduate students 

Ringle credited students on the team for playing a key role in advancing this research. One of LEBIT’s graduate students, Scott Campbell, took this project on as part of his dissertation. 

“He really took charge of running this experiment from start to finish,” Ringle said. “The students who work with us really benefit from the wealth of expertise we have at this facility. Nowhere else is a facility like this located in the middle of a university campus. It allows students to come in for an hour or two between their classes or before they go home for the day. They can work at the lab part-time and easily pair that with taking classes. But our facility gets benefit as well; we have increased access to talented, motivated students.” 

Campbell studied physics and computer science at Gonzaga University as an undergraduate. He was excited by the prospect of coming to MSU for graduate school in large part to FRIB being on campus and being a major resource for physics students. “I was very excited by the prospect of doing for nuclear physics research at MSU, especially with FRIB ramping up during my studies,” he said. “We have access to these great facilities and a great community, and we get to participate in groundbreaking advances in nuclear science.” 

Campbell also noted that FRIB not only offers world-class facilities, but also networking opportunities and mentors like Ringle. “We are surrounded by colleagues who are interested in your research and want to help you push science forward,” he said.

Eric Gedenk is a freelance science writer.

Michigan State University operates the Facility for Rare Isotope Beams (FRIB) as a user facility for the U.S. Department of Energy Office of Science (DOE-SC), supporting the mission of the DOE-SC Office of Nuclear Physics. Hosting what is designed to be the most powerful heavy-ion accelerator, FRIB enables scientists to make discoveries about the properties of rare isotopes in order to better understand the physics of nuclei, nuclear astrophysics, fundamental interactions, and applications for society, including in medicine, homeland security, and industry.

The U.S. Department of Energy Office of Science is the single largest supporter of basic research in the physical sciences in the United States and is working to address some of today’s most pressing challenges. For more information, visit energy.gov/science.