what is the master thesis

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

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Part 1: Initial Considerations

Who needs to write a master’s thesis.

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

What's Your Goal?

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

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

Major Types of Theses

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

Time and Energy Considerations

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

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

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

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

When to begin forming your initial thesis question.

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

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

What to Say to Your Supervisor

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

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

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

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

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

Part 3: Revise Your Thesis

Read everything you can get your hands on.

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

Seek Out Knowledge or Research Gaps

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

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

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

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

Part 4: Select a Proposal Committee

What proposal committees are and why they're useful.

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

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

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

How to Prepare for Committee Meetings

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

Part 5: Write Your Thesis

What to do once your proposal is approved.

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

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

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

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

How to Become More Comfortable with Presenting Your Work

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

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

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

What to Do If Your Relationship with Your Supervisor Sours

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

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

What to Do If a Crisis Strikes

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

Part 6: Polish and Defend Your Master's Thesis

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

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

Conclusion and Parting Thoughts

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

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

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

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How to Write a Thesis: A Guide for Master’s Students

By Dr. David James Kritz   |  09/29/2023

Let’s face it. Researching and writing a quality thesis can be daunting for many reasons, including:

• A lack of knowledge on where to begin the assignment process
• What key arguments and questions to ask in relation to the thesis statement
• How to get to the data and subject matter
• How to cope with writer's block, a professor's expectations, and time constraints

According to Dictionary.com , a thesis is “a proposition stated or put forward for consideration, especially one to be discussed and proved or to be maintained against objections.”

Therefore, avoiding a weak thesis statement is vital when writing an applicable paper. Thesis statement examples are pivotal in understanding this position.

Currently, master’s students who select the thesis capstone within American Public University's School of Security and Global Studies intelligence master's degree program must choose a relevant subject.

Typically, these students must write a thesis statement that consists of at least one compelling sentence and at least 50 pages of content, then turn it in within 16 weeks.

I have taught graduate students, primarily from the U.S. Intelligence Community, how to conduct research for over eight years.

Based on my experience as an educator, I have 10 tips for creating good thesis statements. These tips, combined with some apt thesis statement examples, can elucidate the process.

Tip #1 for Effective Thesis Statements: Select an Appropriate Topic and Research Question

First, it is necessary to use a lengthy thinking process before developing a good thesis statement, whether it’s an expository thesis statement or an argumentative one. This process begins with many questions related to how to write a thesis statement, such as:

• What would be an interesting topic?
• What would be an original and interesting research question?
• What will be the main claim, key arguments, and central idea of the thesis statement?
• What is an appropriate research design?
• How will I get to the data to address my central research question?

Regardless of the thesis statement or topic, all research begins with a research question.

Without the right question, the analysis, literature review, and implications might miss their mark. This question should be unique, intriguing, and beyond a mere “yes” or “no” answer.

For instance, rather than asking, “Will Country X pursue nuclear proliferation?”, it's better to pose open-ended questions like, “How does…?” or “To what extent…?” Such an approach ensures nuanced and substantive answers.

Additionally, supplementary key questions should support the main research question's depth and intent.

Tip #2: Begin Work on the Thesis Statement and Break Up the Thesis into Manageable Sections

After selecting an appropriate topic and developing a central research question for the thesis statement, it is then necessary to apply the research and writing skills you have learned throughout your degree program.

It might be necessary to refine the thesis statement after some preliminary research; after all, you want a strong thesis statement rather than a weak thesis statement.

It is also essential to break up the thesis paper into manageable sections during the writing process. This strategy will help you to overcome the most common types of mental hurdle of creating a thesis paper that can be 50 or more pages in length.

For writing a thesis statement, this way of thinking is helpful before you begin writing. Instead of attempting to write every single sentence of a thesis statement in one long stretch, you can work on one section at a time, turn it in for review and work on the next section of the thesis statement while awaiting feedback.

Tip #3: Pay Attention to Your Professor's Feedback about Your Assignment

When I give my essay assignment to my students with advice on how to write a thesis, I also explain the importance of a strong thesis statement.

I advise them to avoid becoming emotionally attached to the thesis. That emotional attachment can lead to a battle of wills and wits with the capstone course's professor over the thesis statement examples they present.

When it comes to implementing feedback, revisions to the thesis paper often need to occur. Faculty members are there to help guide you and assist you in the production of a good-quality, argumentative thesis statement that will provide new insights for the reader.

Just go with the feedback you receive from your instructor as you write a sentence, or more, and move on to complete your thesis paper more efficiently.

Tip #4: Complete an Abstract

The abstract of a thesis is vital, so it must be carefully crafted. The abstract may be the only section of a published, scholarly paper or article that someone may take the time to read, based on their time constraints and interest.

Ideally, the abstract should be 250 words or less and must contain the main point of the paper. I advise students drafting an abstract for scholarly journal editors to ensure that the abstract has these elements:

An introductory sentence

A “hook” (why the reader should care about the thesis statement or its topic and to motivate the reader to look at your paper)

The central research question to show the main point of your paper

The research design – how you collected evidence to support your arguments

The results and implications, such as the negative and positive aspects of your main topic and the broader context of your research

Tip #5: Write the Literature Review

When crafting a literature review, incorporate multiple peer-reviewed articles from academic sources like ProQuest and EBSCOHost. Opt for articles frequently cited in other works to enhance your paper's credibility.

The review examines arguments in thesis statements and their counterarguments from scholarly works. For clear discussions, organize your review thematically, showing topic synthesis and your position. This reduces confusion.

For example, if 40 articles discuss open-source intelligence and seven focus on social media, that could be a central theme.

Rather than just listing articles, create broader themes and keep synthesizing. When crafting the thesis, evaluate each paragraph's relevance to the main research question. I advise students to assess the “So what?” factor. If a paragraph isn't pertinent, it might be best to remove it.

Tip #6: Develop a Theoretical Framework within Your Thesis Statement

Theories in theses are often mishandled, reflecting a student’s unclear grasp. Academic theory goes beyond mere "I have a theory" statements and leans on robust, time-tested frameworks.

For instance, a strategic intelligence studies thesis statement might employ national security theory or national defense theory. This theory should align with the thesis's central question.

For example, if probing how Country X uses social media for misinformation, a student might be directed to the communication theory, which aligns well with the study's main topic and question.

Tip #7: Select a Research Design

Before conducting research, students must devise a strategy to address their central question. The research design is their roadmap for data collection. This encompasses methodology, methods, and data gathering instruments like surveys or interviews. Research on humans requires IRB approval, which I advise against due to time constraints in a 16-week paper cycle. Additionally, it's vital to distinguish between “methodology” and “methods,” terms often mistakenly used interchangeably.

Methodology involves the justification of the how and why a research method was selected to address the central research question , according to Indeed. The three primary methodologies include:

• Qualitative methodology
• Quantitative methodology
• Mixed methods

“Mixed methods” involves a researcher’s use of at least one research method from a qualitative methodology and another research method from a quantitative methodology, then explaining how those methods will be integrated into a study.

But if two methods from the same methodology are used in a study, that is referred to as a multi-method approach. An example of a multi-method approach would be using a comparative case study as the first qualitative research method and process tracing as the second research method.

Research methods are linked to either qualitative or quantitative methodologies. They focus on “what” a researcher selected to interpret data.

Research method types include:

• Archival records
• Alternative futures
• Case studies
• Comparative case studies
• Content analysis
• Correlational research
• Descriptive research
• Ethnography
• Experimental research
• Phenomenology
• Process tracing

Tip #8: Write about Research Findings and Data

After gathering data for a thesis, analyzing its significance is crucial, with methods including coding. While qualitative methodology doesn't aim to prove anything, unlike the quantitative approach which tests hypotheses, it can discuss correlations, causation, and delve into theoretical implications in data.

Some may view qualitative research as subjective, but selecting variables in quantitative research has its subjectivity too. Ultimately, it's essential to adhere closely to the scientific method, rather than relying on opinions or claims without concrete evidence.

Tip #9: Consider How Bias Will Affect Your Thesis Statement

When writing thesis statements, it is necessary to consider how bias will affect your writing and your reader. Being 100% objective is an admirable goal, but it is impossible to avoid biases as we are human beings.

All of us have biases, including latent ones. At best, we can mitigate biases, such as using coding software, but never holistically remove bias. As researchers, we just need to be aware of biases and develop strategies to mitigate them.

Tip #10: Be Aware of the Limitations of a Study

The study's limitations section is a pivotal part of a thesis. It highlights the research's shortcomings and indicates what might be done differently.

For instance, a student may mention a 16-week time constraint or contemplate a different research design or question.

This section not only helps students recognize how to enhance their research but also guides future scholars. They can learn from prior omissions or envision alternative research avenues.

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Think of yourself as a member of a jury, listening to a lawyer who is presenting an opening argument. You'll want to know very soon whether the lawyer believes the accused to be guilty or not guilty, and how the lawyer plans to convince you. Readers of academic essays are like jury members: before they have read too far, they want to know what the essay argues as well as how the writer plans to make the argument. After reading your thesis statement, the reader should think, "This essay is going to try to convince me of something. I'm not convinced yet, but I'm interested to see how I might be."

An effective thesis cannot be answered with a simple "yes" or "no." A thesis is not a topic; nor is it a fact; nor is it an opinion. "Reasons for the fall of communism" is a topic. "Communism collapsed in Eastern Europe" is a fact known by educated people. "The fall of communism is the best thing that ever happened in Europe" is an opinion. (Superlatives like "the best" almost always lead to trouble. It's impossible to weigh every "thing" that ever happened in Europe. And what about the fall of Hitler? Couldn't that be "the best thing"?)

A good thesis has two parts. It should tell what you plan to argue, and it should "telegraph" how you plan to argue—that is, what particular support for your claim is going where in your essay.

Steps in Constructing a Thesis

First, analyze your primary sources.  Look for tension, interest, ambiguity, controversy, and/or complication. Does the author contradict himself or herself? Is a point made and later reversed? What are the deeper implications of the author's argument? Figuring out the why to one or more of these questions, or to related questions, will put you on the path to developing a working thesis. (Without the why, you probably have only come up with an observation—that there are, for instance, many different metaphors in such-and-such a poem—which is not a thesis.)

Once you have a working thesis, write it down.  There is nothing as frustrating as hitting on a great idea for a thesis, then forgetting it when you lose concentration. And by writing down your thesis you will be forced to think of it clearly, logically, and concisely. You probably will not be able to write out a final-draft version of your thesis the first time you try, but you'll get yourself on the right track by writing down what you have.

Keep your thesis prominent in your introduction.  A good, standard place for your thesis statement is at the end of an introductory paragraph, especially in shorter (5-15 page) essays. Readers are used to finding theses there, so they automatically pay more attention when they read the last sentence of your introduction. Although this is not required in all academic essays, it is a good rule of thumb.

Anticipate the counterarguments.  Once you have a working thesis, you should think about what might be said against it. This will help you to refine your thesis, and it will also make you think of the arguments that you'll need to refute later on in your essay. (Every argument has a counterargument. If yours doesn't, then it's not an argument—it may be a fact, or an opinion, but it is not an argument.)

This statement is on its way to being a thesis. However, it is too easy to imagine possible counterarguments. For example, a political observer might believe that Dukakis lost because he suffered from a "soft-on-crime" image. If you complicate your thesis by anticipating the counterargument, you'll strengthen your argument, as shown in the sentence below.

Some Caveats and Some Examples

A thesis is never a question.  Readers of academic essays expect to have questions discussed, explored, or even answered. A question ("Why did communism collapse in Eastern Europe?") is not an argument, and without an argument, a thesis is dead in the water.

A thesis is never a list.  "For political, economic, social and cultural reasons, communism collapsed in Eastern Europe" does a good job of "telegraphing" the reader what to expect in the essay—a section about political reasons, a section about economic reasons, a section about social reasons, and a section about cultural reasons. However, political, economic, social and cultural reasons are pretty much the only possible reasons why communism could collapse. This sentence lacks tension and doesn't advance an argument. Everyone knows that politics, economics, and culture are important.

A thesis should never be vague, combative or confrontational.  An ineffective thesis would be, "Communism collapsed in Eastern Europe because communism is evil." This is hard to argue (evil from whose perspective? what does evil mean?) and it is likely to mark you as moralistic and judgmental rather than rational and thorough. It also may spark a defensive reaction from readers sympathetic to communism. If readers strongly disagree with you right off the bat, they may stop reading.

An effective thesis has a definable, arguable claim.  "While cultural forces contributed to the collapse of communism in Eastern Europe, the disintegration of economies played the key role in driving its decline" is an effective thesis sentence that "telegraphs," so that the reader expects the essay to have a section about cultural forces and another about the disintegration of economies. This thesis makes a definite, arguable claim: that the disintegration of economies played a more important role than cultural forces in defeating communism in Eastern Europe. The reader would react to this statement by thinking, "Perhaps what the author says is true, but I am not convinced. I want to read further to see how the author argues this claim."

A thesis should be as clear and specific as possible.  Avoid overused, general terms and abstractions. For example, "Communism collapsed in Eastern Europe because of the ruling elite's inability to address the economic concerns of the people" is more powerful than "Communism collapsed due to societal discontent."

Copyright 1999, Maxine Rodburg and The Tutors of the Writing Center at Harvard University

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How to Write a Master's Thesis

Last Updated: June 1, 2023 Fact Checked

This article was co-authored by Christopher Taylor, PhD . Christopher Taylor is an Adjunct Assistant Professor of English at Austin Community College in Texas. He received his PhD in English Literature and Medieval Studies from the University of Texas at Austin in 2014. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 611,169 times.

Students learning how to write a Master's Thesis will first learn that a central thesis question must be presented and subsequently answered. A Master's Thesis will be the most prominent piece of your graduate work up to this point, and a pertinent thesis question that forms the spine of this work elevates it from the prosaic to the significant.

Choosing a Topic

• To get a degree - topic should be difficult enough, but manageable too.
• To enjoy the work - topic that you are truly interested in, something that you will not grow bored of after a short period of time.
• To get a job afterward - if you know what specifically you want to do after your studies and/or for which company, it might be useful to choose a topic, that will help with this goal.
• To be useful - thesis might actually be useful to help to make the world a little better place.
• Try thinking about your favorite subject of study - it may be a particular author, theory, time period, etc. Imagine how you might further the study of that subject.
• You might consider skimming through papers you wrote for your graduate courses and see if there is any apparent topic that you tend to gravitate towards.
• Consult with faculty members, favorite professors. They might have some good suggestions to write about. Generally, you'll be required to meet with your thesis advisor at least once before you start working.
• Consider consulting with industry partners. Your favorite company might have some work to do which might be done as a master's thesis. This might also help you get a job within the company afterward and maybe even some money for the thesis.
• If you want to help the world to be a better place, you might want to consult with your local non-profits and charities or check the Internet for possible thesis topics to write about.
• 3 Choose the right topic. From the possible topics generated in the previous step, find the one which best fits the objectives from the first step, especially the objectives most important to you. Make sure that you have a clear, specific, and organized plan on how to write a master's thesis which you will be able to then defend.

• Make sure that your question and the answers provided will provide original content to the body of research in existence. A judicious question will also keep research focused, organized, and interesting.
• Once you've formulated your topic and direction of inquiry, try formulating 5-10 different questions around your intended research. This forces you to think flexibly about your topic and visualize how small changes in wording can change the trajectory of your research.

• Usually, your committee chair will be in place before you formally start your thesis. They can help guide you and provide input into your project, so the earlier you can get their commitment, the better.
• Nothing is more frustrating than your thesis progress being held up by a professor who has too many obligations to make time to meet with you.

Selecting Your Texts

• For example, a novel written by Ernest Hemingway or a scientific journal article in which new results are documented for the first time would both be considered primary sources.

• For example, a book written about Ernest Hemingway's novel or a scientific journal article examining the findings of someone else's experiment would both be considered secondary sources.

• Use the in-text citation format appropriate to your discipline. [3] X Research source The most common formats are MLA, APA, and Chicago.
• Create a coordinating works cited or reference entry for each source you cite in the text of your document or in a footnote.
• Consider using a citation management software such as EndNote, Mendeley, or Zotero. These will enable you to insert and move citations within your word processor program and will automatically populate a works cited or reference page for you.

Planning an Outline

• Qualitative. This type of thesis involves completing a project that is exploratory, analytical, or creative in some way. Usually, students in the humanities will complete this kind of thesis.
• Quantitative. This type of thesis involves conducting experiments, measuring data, and recording results. Students in the sciences usually complete this kind of thesis.

• Signature page (with the completed signatures of your advising committee - usually attained at the defense, or after the project is deemed complete )
• Abstract - this is a short (one paragraph or so) description/summary of the work completed in your thesis
• Table of Contents (with page numbers)
• Introduction
• Body of paper
• Works Cited or Bibliography
• Any necessary appendices or endnotes

Moving through the Writing Process

• If you do not already have a review of literature written, it’s time to do your research! The review of literature is essentially a summary of all of the existing scholarship about your topic with plenty of direct quotations from the primary and secondary sources that you’re referencing.

Finalizing Your Thesis

• Many departments or programs provide a document template for theses and dissertations. If you have one of these, it may be easiest to use such a template from the beginning of your work (rather than copying and pasting your writing into it).

• Alternatively, ask a trusted colleague or friend to read over your thesis to help you catch any minor grammar/spelling/punctuation errors and typos.

• Some institutions require you to submit your thesis for a formatting check prior to uploading the document to ProQuest. Be sure to check with your department’s Director of Graduate Studies for specific instructions.
• Be aware of thesis submission deadlines, which are often well in advance of your graduation date. Late submission of your thesis may force you to push back your graduation date, which may affect your employment or continuing graduate studies.

Masters Thesis Outline

Expert Q&A

• Remember why you are writing a Master's thesis and who will want to read and use the material. You write a Master's thesis for members of your community, so keep in mind that they will have extensive knowledge and experience before reading your work. Don't bore them with unnecessary material. Thanks Helpful 2 Not Helpful 0
• Choosing the perfect question before starting research will prevent frustration and save time. Rigorous effort on finding the perfect question is probably the most important task when learning how to write a Master's thesis. Thanks Helpful 2 Not Helpful 0
• Consult other people who have completed a Master's thesis and obtained a Master's degree. It can be a long, grueling process, and having the support and advice of someone who has already done it can be very valuable. Thanks Helpful 1 Not Helpful 0

You Might Also Like

• ↑ https://umb.libguides.com/PrimarySources/secondary
• ↑ https://www.scribbr.com/citing-sources/in-text-citation-styles/
• ↑ https://www.unk.edu/academics/gradstudies/admissions/grad-files/Grad%20Files/ThesisGdlnsFinal08.pdf
• ↑ https://u.osu.edu/hackingthethesis/managing-stuff/your-content/outline/
• ↑ http://www.imm.dtu.dk/~janba/MastersThesisAdvice.pdf

About This Article

To write a master's thesis, make it a goal to write 500 words every day, which will help you meet your deadline without having to rush at the last minute. It's also helpful if you work in 25-minute increments and take a 5-minute break in between, which will make your work sessions less overwhelming. Also, figure out a writing time that works best for you, whether it's in the morning or at night, and stick with it so you're more productive. For more help writing your master's thesis, like how to make an outline, keep reading! Did this summary help you? Yes No

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How to write a masters dissertation or thesis: top tips.

It is completely normal to find the idea of writing a masters thesis or dissertation slightly daunting, even for students who have written one before at undergraduate level. Though, don’t feel put off by the idea. You’ll have plenty of time to complete it, and plenty of support from your supervisor and peers.

One of the main challenges that students face is putting their ideas and findings into words. Writing is a skill in itself, but with the right advice, you’ll find it much easier to get into the flow of writing your masters thesis or dissertation.

We’ve put together a step-by-step guide on how to write a dissertation or thesis for your masters degree, with top tips to consider at each stage in the process.

1. Understand your dissertation or thesis topic

There are slight differences between theses and dissertations , although both require a high standard of writing skill and knowledge in your topic. They are also formatted very similarly.

At first, writing a masters thesis can feel like running a 100m race – the course feels very quick and like there is not as much time for thinking! However, you’ll usually have a summer semester dedicated to completing your dissertation – giving plenty of time and space to write a strong academic piece.

By comparison, writing a PhD thesis can feel like running a marathon, working on the same topic for 3-4 years can be laborious. But in many ways, the approach to both of these tasks is quite similar.

Before writing your masters dissertation, get to know your research topic inside out. Not only will understanding your topic help you conduct better research, it will also help you write better dissertation content.

Also consider the main purpose of your dissertation. You are writing to put forward a theory or unique research angle – so make your purpose clear in your writing.

Top writing tip: when researching your topic, look out for specific terms and writing patterns used by other academics. It is likely that there will be a lot of jargon and important themes across research papers in your chosen dissertation topic. 

2. Structure your dissertation or thesis

Writing a thesis is a unique experience and there is no general consensus on what the best way to structure it is. 

As a postgraduate student , you’ll probably decide what kind of structure suits your research project best after consultation with your supervisor. You’ll also have a chance to look at previous masters students’ theses in your university library.

To some extent, all postgraduate dissertations are unique. Though they almost always consist of chapters. The number of chapters you cover will vary depending on the research. 

A masters dissertation or thesis organised into chapters would typically look like this: 

Write down your structure and use these as headings that you’ll write for later on.

Top writing tip : ease each chapter together with a paragraph that links the end of a chapter to the start of a new chapter. For example, you could say something along the lines of “in the next section, these findings are evaluated in more detail”. This makes it easier for the reader to understand each chapter and helps your writing flow better.

3. Write up your literature review

One of the best places to start when writing your masters dissertation is with the literature review. This involves researching and evaluating existing academic literature in order to identify any gaps for your own research.

Many students prefer to write the literature review chapter first, as this is where several of the underpinning theories and concepts exist. This section helps set the stage for the rest of your dissertation, and will help inform the writing of your other dissertation chapters.

What to include in your literature review

The literature review chapter is more than just a summary of existing research, it is an evaluation of how this research has informed your own unique research.

Demonstrate how the different pieces of research fit together. Are there overlapping theories? Are there disagreements between researchers?

Highlight the gap in the research. This is key, as a dissertation is mostly about developing your own unique research. Is there an unexplored avenue of research? Has existing research failed to disprove a particular theory?

Back up your methodology. Demonstrate why your methodology is appropriate by discussing where it has been used successfully in other research.

4. Write up your research

For instance, a more theoretical-based research topic might encompass more writing from a philosophical perspective. Qualitative data might require a lot more evaluation and discussion than quantitative research. 

Methodology chapter

The methodology chapter is all about how you carried out your research and which specific techniques you used to gather data. You should write about broader methodological approaches (e.g. qualitative, quantitative and mixed methods), and then go into more detail about your chosen data collection strategy. 

Data collection strategies include things like interviews, questionnaires, surveys, content analyses, discourse analyses and many more.

Data analysis and findings chapters

The data analysis or findings chapter should cover what you actually discovered during your research project. It should be detailed, specific and objective (don’t worry, you’ll have time for evaluation later on in your dissertation)

Write up your findings in a way that is easy to understand. For example, if you have a lot of numerical data, this could be easier to digest in tables.

This will make it easier for you to dive into some deeper analysis in later chapters. Remember, the reader will refer back to your data analysis section to cross-reference your later evaluations against your actual findings – so presenting your data in a simple manner is beneficial.

Think about how you can segment your data into categories. For instance, it can be useful to segment interview transcripts by interviewee. 

Top writing tip : write up notes on how you might phrase a certain part of the research. This will help bring the best out of your writing. There is nothing worse than when you think of the perfect way to phrase something and then you completely forget it.

5. Discuss and evaluate

Once you’ve presented your findings, it’s time to evaluate and discuss them.

It might feel difficult to differentiate between your findings and discussion sections, because you are essentially talking about the same data. The easiest way to remember the difference is that your findings simply present the data, whereas your discussion tells the story of this data.

Your evaluation breaks the story down, explaining the key findings, what went well and what didn’t go so well.

In your discussion chapter, you’ll have chance to expand on the results from your findings section. For example, explain what certain numbers mean and draw relationships between different pieces of data.

Top writing tip: don’t be afraid to point out the shortcomings of your research. You will receive higher marks for writing objectively. For example, if you didn’t receive as many interview responses as expected, evaluate how this has impacted your research and findings. Don’t let your ego get in the way!

6. Write your introduction

Your introduction sets the scene for the rest of your masters dissertation. You might be wondering why writing an introduction isn't at the start of our step-by-step list, and that’s because many students write this chapter last.

Here’s what your introduction chapter should cover:

Problem statement

Research question

Significance of your research

This tells the reader what you’ll be researching as well as its importance. You’ll have a good idea of what to include here from your original dissertation proposal , though it’s fairly common for research to change once it gets started.

Writing or at least revisiting this section last can be really helpful, since you’ll have a more well-rounded view of what your research actually covers once it has been completed and written up.

Masters dissertation writing tips

When to start writing your thesis or dissertation.

When you should start writing your masters thesis or dissertation depends on the scope of the research project and the duration of your course. In some cases, your research project may be relatively short and you may not be able to write much of your thesis before completing the project. 

But regardless of the nature of your research project and of the scope of your course, you should start writing your thesis or at least some of its sections as early as possible, and there are a number of good reasons for this:

Academic writing is about practice, not talent. The first steps of writing your dissertation will help you get into the swing of your project. Write early to help you prepare in good time.

Write things as you do them. This is a good way to keep your dissertation full of fresh ideas and ensure that you don’t forget valuable information.

The first draft is never perfect. Give yourself time to edit and improve your dissertation. It’s likely that you’ll need to make at least one or two more drafts before your final submission.

Writing early on will help you stay motivated when writing all subsequent drafts.

Thinking and writing are very connected. As you write, new ideas and concepts will come to mind. So writing early on is a great way to generate new ideas.

How to improve your writing skills

The best way of improving your dissertation or thesis writing skills is to:

 Finish the first draft of your masters thesis as early as possible and send it to your supervisor for revision. Your supervisor will correct your draft and point out any writing errors. This process will be repeated a few times which will help you recognise and correct writing mistakes yourself as time progresses.

If you are not a native English speaker, it may be useful to ask your English friends to read a part of your thesis and warn you about any recurring writing mistakes. Read our section on English language support for more advice. 

Most universities have writing centres that offer writing courses and other kinds of support for postgraduate students. Attending these courses may help you improve your writing and meet other postgraduate students with whom you will be able to discuss what constitutes a well-written thesis.

Read academic articles and search for writing resources on the internet. This will help you adopt an academic writing style, which will eventually become effortless with practice.

Keep track of your bibliography 

The easiest way to keep the track of all the articles you have read for your research is to create a database where you can summarise each article/chapter into a few most important bullet points to help you remember their content. 

Another useful tool for doing this effectively is to learn how to use specific reference management software (RMS) such as EndNote. RMS is relatively simple to use and saves a lot of time when it comes to organising your bibliography. This may come in very handy, especially if your reference section is suspiciously missing two hours before you need to submit your dissertation! 

Avoid accidental plagiarism

Plagiarism may cost you your postgraduate degree and it is important that you consciously avoid it when writing your thesis or dissertation. 

Occasionally, postgraduate students commit plagiarism unintentionally. This can happen when sections are copy and pasted from journal articles they are citing instead of simply rephrasing them. Whenever you are presenting information from another academic source, make sure you reference the source and avoid writing the statement exactly as it is written in the original paper.

What kind of format should your thesis have?

Read your university’s guidelines before you actually start writing your thesis so you don’t have to waste time changing the format further down the line. However in general, most universities will require you to use 1.5-2 line spacing, font size 12 for text, and to print your thesis on A4 paper. These formatting guidelines may not necessarily result in the most aesthetically appealing thesis, however beauty is not always practical, and a nice looking thesis can be a more tiring reading experience for your postgrad examiner .

When should I submit my thesis?

The length of time it takes to complete your MSc or MA thesis will vary from student to student. This is because people work at different speeds, projects vary in difficulty, and some projects encounter more problems than others. 

Obviously, you should submit your MSc thesis or MA thesis when it is finished! Every university will say in its regulations that it is the student who must decide when it is ready to submit. 

However, your supervisor will advise you whether your work is ready and you should take their advice on this. If your supervisor says that your work is not ready, then it is probably unwise to submit it. Usually your supervisor will read your final thesis or dissertation draft and will let you know what’s required before submitting your final draft.

Set yourself a target for completion. This will help you stay on track and avoid falling behind. You may also only have funding for the year, so it is important to ensure you submit your dissertation before the deadline – and also ensure you don’t miss out on your graduation ceremony ! 

To set your target date, work backwards from the final completion and submission date, and aim to have your final draft completed at least three months before that final date.

Don’t leave your submission until the last minute – submit your work in good time before the final deadline. Consider what else you’ll have going on around that time. Are you moving back home? Do you have a holiday? Do you have other plans?

If you need to have finished by the end of June to be able to go to a graduation ceremony in July, then you should leave a suitable amount of time for this. You can build this into your dissertation project planning at the start of your research.

It is important to remember that handing in your thesis or dissertation is not the end of your masters program . There will be a period of time of one to three months between the time you submit and your final day. Some courses may even require a viva to discuss your research project, though this is more common at PhD level . 

If you have passed, you will need to make arrangements for the thesis to be properly bound and resubmitted, which will take a week or two. You may also have minor corrections to make to the work, which could take up to a month or so. This means that you need to allow a period of at least three months between submitting your thesis and the time when your program will be completely finished. Of course, it is also possible you may be asked after the viva to do more work on your thesis and resubmit it before the examiners will agree to award the degree – so there may be an even longer time period before you have finished.

How do I submit the MA or MSc dissertation?

Most universities will have a clear procedure for submitting a masters dissertation. Some universities require your ‘intention to submit’. This notifies them that you are ready to submit and allows the university to appoint an external examiner.

This normally has to be completed at least three months before the date on which you think you will be ready to submit.

When your MA or MSc dissertation is ready, you will have to print several copies and have them bound. The number of copies varies between universities, but the university usually requires three – one for each of the examiners and one for your supervisor.

However, you will need one more copy – for yourself! These copies must be softbound, not hardbound. The theses you see on the library shelves will be bound in an impressive hardback cover, but you can only get your work bound like this once you have passed. 

You should submit your dissertation or thesis for examination in soft paper or card covers, and your university will give you detailed guidance on how it should be bound. They will also recommend places where you can get the work done.

The next stage is to hand in your work, in the way and to the place that is indicated in your university’s regulations. All you can do then is sit and wait for the examination – but submitting your thesis is often a time of great relief and celebration!

Some universities only require a digital submission, where you upload your dissertation as a file through their online submission system.

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Choosing Between a Thesis or Non-thesis Master's Degree

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•       Resources       Choosing Between a Thesis or Non-thesis Master's Degree

As of 2015, approximately 25.4 million Americans held advanced degrees , with more citizens joining these ranks each year. As studies continue to show the career advancement and salary benefits of completing a master's degree, more and more students elect to pursue advanced educations. When considering their options, many question whether to enroll in a master's requiring a thesis or not. The following guide examines some of the reasons degree seekers may want to write a thesis while also highlighting why they might not. Students on the fence about this important decision can find expert advice, actionable tips, and relevant guidance to help them make an informed choice in the guide that follows.

Understanding the Master's Thesis

What is the difference between a thesis & non-thesis master's program, the decision not to do a thesis.

As students research various master's programs in their chosen discipline, it's common to find that many degrees require a thesis – especially if they want to enter a research-heavy field. While this word gets thrown around a lot in academia, some learners may want more information regarding what it entails in order to make an informed decision.

What is a Master's Thesis?

The master's thesis is an original piece of scholarship allowing the student to dig into a topic and produce an expanded document that demonstrates how their knowledge has grown throughout the degree program. These documents require significant independent research of primary and secondary sources and, depending on the subject, may require interviews and/or surveys to support the overarching argument.

Individual schools and departments dictate the length of these documents, but they typically range between 60 and 100 pages – or approximately 20,000 to 40,000 words. While tackling a document of such heft may seem overwhelming at first, learners need not fret. Each master's candidate receives a faculty advisor early in their tenure to provide support, feedback, and guidance throughout the process. Because the final thesis is expected to be of a publishable quality, learners seeking the highest marks typically send their supervisor excerpts of the document as they write to ensure they are on the right track.

When picking a thesis topic, no magical formula exists. Students should consider their interests and read extensively on that topic to get a better sense of existing scholarship. They should also speak to other academics working in that sphere to familiarize themselves with ongoing projects. Only after they feel reasonably well-read should they begin looking for uncovered angles or interesting ways of using emerging methodologies to bring new light to the topic.

When considering formatting, degree seekers should check with their specific schools and departments, as they may have unique requirements. To get a general understanding of what to expect, learners can review Simon Fraser University's guidelines on thesis formatting. After completing the thesis, some programs require an oral defense before a committee while others read the document and provide a grade. Check with your prospective schools to get a better sense of procedure.

Format & Components of a Master's Thesis

While this guide attempts to provide helpful and actionable information about the process of deciding whether to follow a thesis or non-thesis track in a master's program, readers should remember that specific components and requirements of a thesis vary according to discipline, university, and department. That being said, some commonalities exist across all these – especially when it comes to what students must include in their final drafts.

As the first section a reader encounters after moving through the table of contents and other anterior text, the introductory allows the writer to firmly establish what they want to accomplish. Sometimes also called the "research question" section, the introductory must clearly state the goals of the paper and the overarching hypothesis guiding the argument. This should be written in a professional yet accessible tone that allows individuals without specializations in the field to understand the text.

This section allows learners to demonstrate their deep knowledge of the field by providing context to existing texts within their chosen discipline Learners review the main bodies of work, highlighting any issues they find within each. Constructive criticism often centers around shortcomings, blind spots, or outdated hypotheses.

Students use this section to explain how they went about their work. While scientists may point to a specific method used to reach conclusions, historians may reference the use of an emerging framework for understanding history to bring new light to a topic. The point of this section is to demonstrate the thought processes that led to your findings.

This section allows for learners to show what they learned during the research process in a non-biased way. Students should simply state what information they gathered by utilizing a specific framework or methodology and arrange those findings, without interpretation, in an easy-to-read fashion.

After providing readers with all the necessary information, the discussion section exists for candidates to interpret the raw data and demonstrate how their research led to a new understanding or contributed a unique perspective to the field. This section should directly connect to the introduction by reinforcing the hypothesis and showing how you answered the questions posed.

Even though the previous sections give prospective degree seekers a better sense of what to expect if they decide to write a thesis during their master's program, they don't necessarily help learners decide whether to pursue a thesis or non-thesis track. The following section highlights some of the reasons students frequently choose to complete a thesis or bypass the process altogether by providing a pros and cons list.

Why a Thesis Program

• Especially when entering a research-heavy discipline, completing a thesis shows prospective schools and employers that you possess the skills needed for researching and writing long-form reports.
• Students hoping to pursue a Ph.D. stand in better stead with admissions panels if they wrote a thesis during a master's program.
• Individuals hoping to enter a field that values syntax and grammar often better their writing skills by completing a thesis.
• Students who write a thesis can submit the final product to various academic journals, increasing their chances of getting published.
• Theses expand students' understanding of what they're capable of, deepen their ability to carry out an argument, and develop their skills in making connections between ideas.

Why a Non-thesis Program

• Because they don't require a significant written product, non-thesis master's tend to take less time to complete.
• Often mirrors a bachelor's program in terms of structure, allowing learners to complete classes and take exams without a great deal of research or writing.
• Students who excel in project-based assignments can continue building skills in this arena rather than focusing on skills they don't plan to use (e.g. research)
• Provides learners the opportunity to work more closely and more frequently with faculty on real-world projects since they don't spend hundreds of hours researching/writing.
• Allows learners to take more classes and gain hands-on skills to fill the time they would have spent researching and writing a thesis.

How to Choose a Master's Program: FAQs

Within some academic disciplines and professional fields, research and writing plays a key role in work done on a daily basis. Because of this, master's programs in these fields require learners to complete theses to compete against peers and be seen as competent in their work. Other disciplines, conversely, rely on other tools to accomplish work and progress ideas – making theses less important.

Yes. Master's programs focused more on application than research typically don't require a thesis – although they may still give students the option. Examples of common non-thesis master's programs include nursing, business, and education.

Even though non-thesis students won't be writing a 100-page paper, that doesn't mean they avoid completing a significant project. In place of a thesis, most applied master's programs require students to take part in at least one internship or complete a culminating project. These projects typically ask learners to take what they learned throughout coursework and create an expansive final project – examples include case studies, creative works, or portfolios.

While students who followed a non-thesis path routinely receive acceptance to Ph.D. programs, those with theses often find the process easier. Even if a learner pursues a Ph.D. in a discipline that isn't research-heavy, admissions panels still want to get a sense of your academic interests and ability to engage in independent, nuanced thought. Students with theses can provide solid proof of these skills, while those without may struggle to demonstrate preparedness as thoroughly.

The answer to this question depends on many factors, but typically it is okay not to do a thesis if you plan to enter a field that doesn't depend heavily on research or writing, or if you don't plan to complete a Ph.D.

Students wanting to work in academic, research, or writing should always opt for the thesis track. They should also follow this path if they have any doctoral degree aspirations.

Ultimately, the decision of whether or not to complete a thesis rests with the individual student. Figuring out how to proceed on this front requires lots of careful consideration, and learners should ensure they consider various aspects before coming to a final decision. The following section helps students consider how they should and should not come to a conclusion.

Dos and Don'ts of Choosing a Thesis or Non-thesis Program

• Consider the longevity of your decision: will you feel the same in 5-10 years or are you making a decision based on current desires?
• Talk to others who with experience in this area. Ask them questions about their decision-making process and if they regret their choice.
• Research potential thesis topics before starting a program. Going in with a game plan can help you feel more confident and settled about the process than if you're scrambling for a topic while in school.
• Reach out to prospective schools to speak with faculty and/or current students following both tracks. This will provide knowledge specific to the school while also expanding your network if you choose to attend there.
• Research Ph.D. entrance requirements to ascertain if the majority expect learners to possess a thesis when applying. This will give you a sense of whether you may experience issues later on if you do not complete one.
• Decide not to complete a thesis simply because you have never taken on such a task and feel overwhelmed or fearful that you will fail.
• Complete a thesis simply because you think it will look good on your resume. Theses require intense devotion over an extended amount of time; learners who complete them without conviction often find the process miserable.
• Forget to research alternatives to writing a thesis. Just because you don't complete a research paper doesn't mean a non-thesis track lacks rigor or challenging coursework.
• Forget to read examples of theses by previous students. If you feel overwhelmed by the task, reading work other people have done can often make the task at hand feel less scary.
• Let yourself off easy by taking the non-thesis path. If you find you have extra time in the program, talk to your advisor about taking more classes, develop meaningful projects for yourself, or see about presenting at an academic conference.

From the Expert

Sudiksha Joshi, Ph.D. is a learning advocate. Her mission is to empower our youth to think bigger, bolder thoughts and forge a career path that will change the world. She taps into her natural curiosity and ability to identify strengths to help students and those in transition find their path from feeling lost in the traditional ways of achieving success to charting their own path. Her work has been featured in Forbes, Huffington Post, Thrive Global, Medium and LinkedIn.

Why might a student decide to follow a thesis track? Why might they follow a non-thesis track?

A student might decide to take a thesis track if she/he wants to pursue a Ph.D. Also, if the students want to focus on careers where research and writing have a strong focus, the students opt for the thesis option. Research assistantships at the graduate level are also more often available to students who opt for the thesis option.

A student who might feel that writing is not one of their strengths might choose to go the non-thesis track. Likewise, a student who has other work commitments may find a non-thesis option more convenient.

Do you have any tips for deciding on a program?

I chose a thesis option because being able to conduct independent research was a big reason to go to graduate school. Also, showing the ability that I could do research was what afforded me research assistantships which meant that my tuition was paid for and I got a stipend that paid for expenses while I was in graduate school. This also allowed me the opportunity to work closely with the faculty mentor that provided me with the support and the accountability I wanted.

I would not recommend taking a non-thesis option if all the degree requires is for you to take courses. You have little to show in terms of your learning other than your grades unless you are already working on something on the side that does that for you and all you need is a certificate.

Opt for a non-thesis option if you can still work closely with a professor or on a project and if you'd rather be involved in multiple projects rather than focus on a single project. If you already have a good (informed) reason for choosing one over the other, go for it.

What's the most important thing to consider when choosing a program?

The most important thing to consider when choosing a program is getting excited about the projects that at least one of the faculty members are involved in. Do some research and see why you are excited about a particular work that at least one of the faculty members have been involved in.

Who should students talk to when considering options?

Students should talk to other students and also reach out directly to the graduate coordinator and even individual faculty members. This means that students should have done prior homework and have some good questions ready. Asking good questions will get you at least halfway through to make the right decision.

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M.A. Thesis: What is it and what does it need to do?

The purpose of a M.A. thesis is to demonstrate a student’s capacity to develop an original historical argument based on original research . Given the significant amount of work and effort that—beyond classwork—goes into completing and defending a thesis, students on the thesis track should seriously consider why is it that they want to write a thesis and discuss their reasons (and their intellectual and professional trajectory more broadly) with the History or Public History advisor early on, preferably during their first year in the program. Students should start thinking about possible topics and committee members (one chair and two readers) early on as well.

The Thesis “Pipeline” Students generally start developing their thesis topic during the third semester, as they enroll in the General Research Seminar (GRS) and Thesis A (see the Graduate Student Handbook for details). In consultation with the instructor of record and the History or Public History general advisors, they will select a paper advisor for the course, knowledgeable in the student’s field, who will very likely fulfill the role of thesis director and committee chair for the student after the GRS. During the Seminar, students will be working on research, methodology, and historiography which will serve as the basis of the thesis. To get credit for Thesis A, moreover, students will have to defend a thesis proposal (5-8 pages) before a committee, which will recommend that the student continues with the project or switches to the Comps track.

Scope Students must be able to assess the value of their source base—which can include textual primary sources, material culture, the built environment, oral interviews and oral histories, digital media, musical examples, and visual images—demonstrating the ability to critically evaluate and engage with several archival and non-archival sources. Students then must place their research into conversation with the existing literature on the topic. They must show their ability to summarize the recent historiographical trends on the subject, and then must illustrate the ways that their research contributes to, contends with, or challenges current trends. In other words, the original research needs to be put into a larger intellectual framework. This framing involves the skill to utilize the research of other scholars to help build students’ argument and analysis. Since the historical profession is built on acknowledging the contributions of other scholars, it is vital that the M.A. thesis integrate existing scholarship throughout the thesis.

Another feature of a thesis is that, although the thesis can be structured chronologically or thematically, the argument must address change over time . To effectively do this, the M.A. student must first set up the historical context, thereby establishing the “problem” that will be solved. Lastly, an M.A. thesis must comply with the academic conventions of historical writing . This includes using the Chicago/Turabian citation method, offering a clear and effective organization, and writing in a clear, concise, and readable style.

Public History students must incorporate a Public History component in their thesis. Types of components are categorized and described, with accompanying examples, in a separate guide.

Format M.A. History theses are typically comprised of an Introduction (~10 pages), 2-3 chapters (~20-25 pages each) organized chronologically or thematically, and a conclusion (~10 pages). To form an idea of the Department’s expectations, students are encouraged to peruse previous theses at the library’s website . Students are also encouraged to consult the Graduate College Guide to Preparing and Submitting a Thesis BEFORE beginning the writing process, as the guide provides templates with the proper formatting that will make the final submission a much easier endeavor.

Alternatively, and with the approval of the thesis committee and/or the History or Public History advisor, preferably before taking Thesis B (see the Graduate Student Handbook for details), students can opt for an article-length thesis, which will include a 9000-to-12,000-word standalone article chapter of publishable quality and, to satisfy Graduate College requirements, a thorough introduction chapter and a comprehensive conclusion chapter. Students considering a Ph.D. in History are particularly encouraged to discuss this option with their advisors, for an article chapter would provide a strong writing sample, which will enhance the student’s chances of gaining admission. In consultation with the thesis committee, students working on an article-length thesis should identify suitable publication venues and keep their scope and formatting guidelines in mind during the writing process, so that they can submit their work for consideration after the defense.

As with all M.A. History theses, the committee is the sole arbiter of the quality, scope, and length of all parts of the document.

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Masters Thesis vs. PhD Dissertation: Key Differences

Whether you are a graduate student just starting out in academia or a professor advising a student, making the distinction between a dissertation and a thesis is critically important to writing a strong dissertation and becoming a stronger writer. Unfortunately, the difference remains unclear since the terms are used interchangeably by graduate students, doctoral researchers, academic publishers & universities.

If you’re not sure whether you’re writing a thesis or a dissertation, this article will help you understand the differences between the two whether you’re a PhD or master’s degree student.

Main Differences Between a Dissertation and a Thesis

While theses and dissertations share many similarities (they are both advanced graduate research papers), they actually refer to two different types of academic writing, and their differences include important concepts such as scope, purpose, length, and research requirements.

Most importantly, the difference between a thesis and a dissertation depends on the level of education. Far beyond being a simple essay, a thesis is for graduate students pursuing a master’s degree while a dissertation is written by doctoral students, also referred to as PhD candidates.

There are a few key differences between a thesis versus a dissertation.

The biggest difference between a thesis and a dissertation is that a thesis makes arguments based on existing research. Meanwhile, a dissertation often requires the PhD candidate to conduct research and then perform an analysis.

More specifically, a thesis often takes the form of a literature review , which is a compilation of research knowledge in a particular field of study that proves one is competent in that subject. On the other hand, a dissertation is a more specific type of research paper written by those working toward a specific doctorate degree that contributes knowledge, theory, or methods to a field of study.

What is a master’s thesis?

A master’s thesis is an academic research paper that requires a greater degree of research than an undergraduate thesis or term paper. It is marked by a higher standard of writing, and students are expected to demonstrate competence, literacy, and mastery of a subject. It usually takes two or three years to complete. Finally, a master’s degree thesis is usually written in order to obtain a research degree and is not intended to be published separately.

What is a PhD dissertation?

A PhD dissertation is a substantial piece of independent research that is required of all students who are pursuing a doctorate degree. It is a piece of original work that has not been published elsewhere and, most importantly, makes a new contribution to the field. This contribution may be a new way of thinking about an existing topic or even a novel theory. The research performed for a dissertation is usually conducted over a period of several years to half a decade.

Features of a Master’s Thesis vs PhD Dissertation

Content and structural differences.

So how is dissertation writing different from thesis writing?

Now that you know the definitions of a dissertation and thesis, let’s dive into some clear ways in which they differ in structure and other main characteristics.

How long is a thesis vs dissertation?

Length is the most obvious factor in differentiating between writing a thesis or dissertation. 

Generally, a doctoral dissertation has greater breadth, depth, and intention than a master’s thesis since it is based on original research. While the standard length of a master’s thesis is around 100 pages , a doctoral dissertation can be upwards of 400-500 pages. 

While most students can finish their PhD dissertation or thesis in as little as 1-2 years, it can take as long as 7 years depending on the school, program, and dissertation topic. As doctoral programs have their own formatting requirements, check with your school or university to find out what you need for your own dissertation or thesis. Most dissertations are organized into chapters, but the number of chapters varies as well.

Differences in research methods

A thesis and dissertation are both graduate-level research reports. This means they require students to investigate and report on a specific topic. But what is the difference in the scale of research between a master’s versus doctoral degree? The answer comes down to how much and what type of data you collect .

Data sources for a thesis vs dissertation

A master’s thesis is limited to secondary or reported knowledge . This knowledge has already been published, analyzed, and scrutinized in the literature. A thesis does not typically offer anything new in that regard. Your purpose is usually to write a comprehensive literature review on a novel or underreported topic using already-reported data.

On the other hand, a doctoral dissertation reports on  novel data  and is published so it can be scrutinized by others. It culminates in your dissertation defense.

The above lists clearly show that a PhD researcher and dissertation writer must have specific hands-on experience about not only the result of others’ research but also how the researchers obtained the data. A dissertation must venture into criticism of how other studies performed their experiments, whereas a master’s student will only report on and evaluate the results.

Differences in research scope 

As mentioned above, a thesis is more of a literature review written to demonstrate competence and mastery of a field of study. In short, you are a reliable “reporter” of information related to that subject. A thesis shows that you know the technical jargon, understand the subject, are familiar with industry tools, and can translate that information to a general audience. This is why a master’s degree is sufficient and often preferred for industry jobs.

In contrast, a doctoral dissertation goes beyond simply using the building blocks of your subject and actually creates new tools, knowledge, and theories to advance the subject as a whole. If a master’s degree holder is like a seasoned Rolling Stone journalist, then a doctorate is the band/musician who actually makes the music.

So should you pursue a thesis or a dissertation?

The benefits of earning a graduate degree are huge. According to the US Census Bureau , those with an advanced degree earn 3.7 times as much as a high school dropout, and 13.1% hold a master’s, professional, or doctorate degree. If you’re a curious undergraduate student thinking of applying to graduate school, which is the right choice?

In short, a dissertation is more focused and in-depth than a thesis. While a doctoral dissertation is based on original research, a thesis is often an extension or review of others’ research in order to demonstrate literacy. Further, a dissertation can be used as the basis or subject of a thesis, but not vice versa.

Editing a Dissertation vs Thesis

So far, we’ve focused a lot on differences such as research and purpose, but in the end, a thesis or dissertation is a written document that requires skill, focus, discipline, subject knowledge, organization, and scheduling. 

For non-native English speakers, the challenge is especially difficult since English is the lingua franca of academia and research. 

How does an editing service improve your dissertation or thesis ?

From body spacing and pagination, to font size and citation formatting, the dissertation guidelines are exhaustive. Even worse, they vary by school. So besides the actual English writing and grammar, graduate students must worry about consistency, formatting, nomenclature, and terminology. That’s quite the burden!

This is why it’s very common for graduate students, especially ESL and foreign ones, to seek out dissertation editing services that specifically cater to the academic needs of researchers and students.

Here are just a few reasons why dissertation proofreading is so helpful and what these editors do:

• Correct grammar, punctuation, syntax, and structural errors
• Offer suggestions to rewrite, remove, and revise writing
• Ensure formatting and nomenclature are consistent
• Knowledgeable academic editors with master’s and PhD degrees
• Free up your time to focus on research, revisions, and content instead of looking for mistakes
• Provide a  language editing certificate , which may be necessary for non-native English-speaking students

Lastly, most PhD advisors recommend that students seek out professional editing services , specifically thesis editing or dissertation editing , since professors prefer to assess the actual research content of a dissertation, not mundane writing errors. Any graduate student reading this knows professors don’t like their time to be wasted! 

Be sure to check out other academic resources on how to improve your academic manuscript and the benefits of proofreading and editing.

And try the Wordvice FREE Citation Generator, which provides citations for four academic formatting styles:  APA Citation Generator , MLA Citation Generator , Chicago Citation Generator , and Vancouver Citation Generator .

/images/cornell/logo35pt_cornell_white.svg" alt="what is the master thesis"> Cornell University --> Graduate School

Required sections, guidelines, and suggestions.

Beyond those noted on the Formatting Requirements page , the Graduate School has no additional formatting requirements. The following suggestions are based on best practices and historic requirements for dissertations and theses but are not requirements for submission of the thesis or dissertation. The Graduate School recommends that each dissertation or thesis conform to the standards of leading academic journals in your field.

For both master’s and doctoral students, the same basic rules apply; however, differences exist in some limited areas, particularly in producing the abstract and filing the dissertation or thesis.

• Information in this guide that pertains specifically to doctoral candidates and dissertations is clearly marked with the term “ dissertation ” or “ doctoral candidates .”
• Information pertaining specifically to master’s candidates and theses is clearly marked with the term “ thesis ” or “ master’s candidates .”
• All other information pertains to both.

Examples of formatting suggestions for both the dissertation and thesis are available as downloadable templates .

Required? Yes.

Suggested numbering: Page included in overall document, but number not typed on page.

The following format for your title page is suggested, but not required.

• The title should be written using all capital letters, centered within the left and right margins, and spaced about 1.5 inches from the top of the page. (For an example, please see the template .)
• Carefully select words for the title of the dissertation or thesis to represent the subject content as accurately as possible. Words in the title are important access points to researchers who may use keyword searches to identify works in various subject areas.
• Use word substitutes for formulas, symbols, superscripts, Greek letters, etc.
• Below the title, at the vertical and horizontal center of the margins, place the following five lines (all centered):

Line 1: A Dissertation [or Thesis]

Line 2: Presented to the Faculty of the Graduate School

Line 3: of Cornell University

Line 4: in Partial Fulfillment of the Requirements for the Degree of

Line 5: Doctor of Philosophy [or other appropriate degree]

• Center the following three lines within the margins:

Line 2: Primary or Preferred Name [as registered with the University Registrar’s Office and displayed in Student Center]

Line 3: month and year of degree conferral [May, August, December; no comma between month and year]

Copyright Page

Suggested numbering: Page included in overall document, but number not typed on page

The following format for your copyright page is suggested, but not required.

• A notice of copyright should appear as the sole item on the page centered vertically and horizontally within the margins: © 20__ [Primary or Preferred Name [as registered with the University Registrar’s Office]. Please note that there is not usually a page heading on the copyright page.
• The copyright symbol is a lowercase “c,” which must be circled. (On Macs, the symbol is typed by pressing the “option” and “g” keys simultaneously. If the font does not have the © symbol, type the “c” and circle it by hand. On PCs, in the insert menu, choose “symbol,” and select the © symbol.)
• The date, which follows the copyright symbol, is the year of conferral of your degree.
• Your name follows the date.

Required?  Yes.

Suggested numbering: Page(s) not counted, not numbered

Abstract formats for the doctoral dissertation and master’s thesis differ greatly. The Graduate School recommends that you conform to the standards of leading academic journals in your field.

Doctoral candidates:

• TITLE OF DISSERTATION
• Student’s Primary or Preferred Name, Ph.D. [as registered with the University Registrar’s Office]
• Cornell University 20__ [year of conferral]
• Following the heading lines, begin the text of the abstract on the same page.
• The abstract states the problem, describes the methods and procedures used, and gives the main results or conclusions of the research.
• The abstract usually does not exceed 350 words in length (about one-and-one-half correctly spaced pages—but not more than two pages).

Master’s candidate:

• In a thesis, the page heading is simply the word “ABSTRACT” in all capital letters and centered within the margins at the top of the page. (The thesis abstract does not display the thesis title, author’s name, degree, university, or date of degree conferral.)
• The abstract should state the problem, describe the methods and procedures used, and give the main results or conclusions.
• The abstract usually does not exceed 600 words in length, which is approximately two-and-one-half to three pages of correctly spaced typing.
• In M.F.A. theses, an abstract is not required.

Biographical Sketch

Suggested numbering: iii (may be more than one page)

• Type number(s) on page(s).

The following content and format are suggested:

• The biographical sketch is written in third-person voice and contains your educational background. Sometimes additional biographical facts are included.
• As a page heading, use “BIOGRAPHICAL SKETCH” in all capital letters, centered on the page.
• Number this page as iii.

Required? Optional.

Suggested numbering: iv (may be more than one page)

The dedication page is not required and can contain whatever text that you would like to include. Text on this page does not need to be in English.

Acknowledgements

Suggested numbering: v (may be more than one page)

The following content and format are suggested, not required.

• The acknowledgements may be written in first-person voice. If your research has been funded by outside grants, you should check with the principal investigator of the grant regarding proper acknowledgement of the funding source. Most outside funding sources require some statement of acknowledgement of the support; some also require a disclaimer from responsibility for the results.
• As a page heading, use “ACKNOWLEDGEMENTS” in all capital letters, centered on the page.

Table of Contents

Suggested numbering: vi (may be more than one page)

The following are suggestions.

• As a page heading, use “TABLE OF CONTENTS” in all capital letters and centered on the page.
• List the sections/chapters of the body of the dissertation or thesis. Also, list preliminary sections starting with the biographical sketch. (Title page, copyright page, and abstract are not listed.)
• For theses and dissertations, the conventional format for page numbers is in a column to the right of each section/chapter title. The first page of each chapter/section is stated with a single number. Table of contents usually do not include a range of page numbers, such as 7-22.
• The table of contents is often single-spaced.

Two-Volume Theses or Dissertations

If the dissertation or thesis consists of two volumes, it is recommended, but not required, that you list “Volume II” as a section in the table of contents.

List of Figures, Illustrations, and Tables

Suggested numbering: vii (may be more than one page)

• If included, type number(s) on page(s).

As described in the formatting requirements above, figures and tables should be consecutively numbered. The Graduate School recommends that you conform to the styles set by the leading academic journals in your field. The items below are formatting suggestions based on best practices or historic precedents.

Table of contents format:

• As a page heading, use “LIST OF FIGURES,” “LIST OF ILLUSTRATIONS,” or “LIST OF TABLES” in all capital letters, centered on the page.
• There should be separate pages for “LIST OF FIGURES,” “LIST OF ILLUSTRATIONS,” or “LIST OF TABLES” even if there is only one example of each.
• The list should contain enough of the titles or descriptions so readers can locate items using the list. (It may not be necessary to include entire figure/illustration/table captions.)
• The list should contain the page number on which each figure, illustration, or table is found, as in a table of contents.
• The list of figures/illustrations/tables may be single-spaced.

Page format:

• Figures/illustrations/tables should be placed as close as possible to their first mention in the text. They may be placed on a page with no text above or below, or placed directly into the text. If a figure/illustration/table is placed directly into the text, text may appear above or below the figure/illustration/table; no text may wrap around the figure/illustration/table.
• If a figure/illustration/table appears on a page without other text, it should be centered vertically within the page margins. Figures/illustrations/tables should not be placed at the end of the chapter or at the end of the dissertation or thesis.
• Figure/illustration/table numbering should be either continuous throughout the dissertation or thesis, or by chapter (e.g. 1.1, 1.2; 2.1, 2.2, etc.). The word “Figure,” “Illustration,” or “Table” must be spelled out (not abbreviated), and the first letter must be capitalized.
• A caption for a figure/illustration should be placed at the bottom of the figure/illustration. However, a caption for a table must be placed above the table.
• If the figure/illustration/table, not including the caption, takes up the entire page, the figure/illustration/table caption should be placed alone on the preceding page and centered vertically and horizontally within the margins. (When the caption is on a separate page, the List of Figures or List of Illustrations or List of Tables can list the page number containing the caption.)
• If the figure/illustration/table, not including the caption, takes up more than two pages, it should be preceded by a page consisting of the caption only. The first page of the figure/illustration/table must include the figure/illustration/table (no caption), and the second and subsequent pages must also include, at the top of the figure/illustration/table, words that indicate its continuance—for example, “Figure 5 (Continued)”—and on these pages the caption is omitted.
• If figures/illustrations/tables are too large, they may be reduced slightly so as to render a satisfactory product or they must either be split into several pages or be redone. If a figure/illustration/table is reduced, all lettering must be clear, readable, and large enough to be legible. All lettering, including subscripts, must still be readable when reduced 25% beyond the final version. All page margin requirements must be maintained. Page numbers and headings must not be reduced.
• While there are no specific rules for the typographic format of figure/illustration/table captions, a consistent format should be used throughout the dissertation or thesis.
• The caption of a figure/illustration/table should be single-spaced, but then captions for all figures/illustrations/tables must be single-spaced.
• Horizontal figures/illustrations/tables should be positioned correctly—i.e., the top of the figure/illustration/table will be at the left margin of the vertical page of the dissertation or thesis (remember: pages are bound on the left margin). Figure/illustration/table headings/captions are placed with the same orientation as the figure/illustration/table when they are on the same page as the figure/illustration/table. When they are on a separate page, headings and captions are always placed in vertical orientation, regardless of the orientation of the figure/illustration/table. Page numbers are always placed as if the figure/illustration/table was vertical on the page.

Photographs should be treated as illustrations. To be considered archival, photographs must be black-and-white. (If actual color photographs are necessary, they should be accompanied by black-and-white photographs of the same subject.) Color photos obtained digitally do not need to be accompanied by a black-and-white photograph. Make a high-resolution digital version of each photograph and insert it into your electronic document, following the guideline suggestions for positioning and margins.

Optional Elements

List of abbreviations.

As a page heading, use “LIST OF ABBREVIATIONS” in all capital letters, centered on the page.

List of Symbols

As a page heading, use “LIST OF SYMBOLS” in all capital letters, centered on the page.

Suggested numbering: xi (may be more than one page)

As a page heading, use “PREFACE” in all capital letters, centered on the page.

Body of the Dissertation or Thesis: Text

Suggested numbering: Begin page number at 1

• Text (required)
• Appendix/Appendices (optional)
• Bibliography, References, or Works Cited (required)

Please note that smaller font size may be appropriate for footnotes or other material outside of the main text. The following suggestions are based on best practice or historic precedent, but are not required.

• Chapter headings may be included that conform to the standard of your academic field.
• Textual notes that provide supplementary information, opinions, explanations, or suggestions that are not part of the text must appear at the bottom of the page as footnotes. Lengthy footnotes may be continued on the next page. Placement of footnotes at the bottom of the page ensures they will appear as close as possible to the referenced passage.

Appendix (or Appendices)

An appendix (-ces) is not required for your thesis or dissertation. If you choose to include one, the following suggestions are based on best practice or historic precedent.

• As a page heading, use “APPENDIX” in all capital letters, centered on the page.
• Place in an appendix any material that is peripheral, but relevant, to the main text of the dissertation or thesis. Examples could include survey instruments, additional data, computer printouts, details of a procedure or analysis, a relevant paper that you wrote, etc.
• The appendix may include text that does not meet the general font and spacing requirements of the other sections of the dissertation or thesis.

Bibliography (or References or Works Cited)

A bibliography, references, or works cited is required for your thesis or dissertation. Please conform to the standards of leading academic journals in your field.

• As a page heading, use “BIBLIOGRAPHY” (or “REFERENCES” or “WORKS CITED”) in all capital letters, centered on the page. The bibliography should always begin on a new page.
• Bibliographies may be single-spaced within each entry but should include 24 points of space between entries.

Suggested numbering: Continue page numbering from body

If you choose to include a glossary, best practices and historic precedent suggest using a page heading, use “GLOSSARY” in all capital letters, centered on the page.

Suggested numbering: Continue page numbering from glossary

If you choose to include one, best practices and historic precedent suggest using a page heading, use “INDEX” in all capital letters, centered on the page.

Font Samples

Sample macintosh fonts.

• Palatino 12
• Garamond 14
• New Century School Book
• Helvetica 12 or Helvetica 14
• Times New Roman 12
• Times 14 (Times 12 is not acceptable)
• Symbol 12 is acceptable for symbols

Sample TeX and LaTeX Fonts

• CMR 12 font
• Any font that meets the above specifications

Sample PC Fonts

• Helvetica 12

• October 15, 2023
• Academic Advice

Thesis vs. Non-Thesis Master’s Programs: Which is Right for You?

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Continuing your educational journey within your chosen field is an experience that fosters personal and professional growth. The next milestone in your academic path often involves pursuing a Master’s degree , with options ranging from thesis-based programs to non-thesis alternatives.  Deciding between these two paths is significant as it shapes your academic and career paths.

But how can you decide which is right for you before getting decision fatigue?

Let’s explore the difference between thesis vs. non-thesis Master’s programs, their unique characteristics, and reasons for choosing one or the other. 

Do You Have to Write a Thesis for Your Master’s Program?

Whether you have to write a thesis for your Master’s program depends on the specific requirements of the program you’re enrolled in. It’s important to note that while not all Master’s programs require writing a thesis, a significant number of them do.

What is a Thesis vs. Non-Thesis Master’s Program?

A thesis Master’s program involves completing a large research project spanning over several semesters. Students are expected to conduct original research on a specific topic under a faculty advisor’s guidance, culminating in a thesis likely to be published. Completing and defending the thesis is a crucial part of the degree requirement.

A non-thesis Master’s program doesn’t involve a specific research focus but rather a more coursework and practical experience, allowing students to gain specific skills and knowledge applicable to their field of study. After completing their program’s core course requirements, students can choose any of the electives to meet their degree requirements. Depending on the institution, you may be required to do a Master’s Degree Capstone project, including reviewing previous courses, a comprehensive exam, or a summary project. 

Why Choose a Thesis Master’s Program?

Thesis Master’s programs offer several advantages, be that contributing to new findings in your field, close collaboration with professors and researchers, and standing out to potential employers with your abilities to work independently and analyze complex issues. However, the primary advantages are:

Research Experience

Thesis programs allow you to conduct extensive research on a specific topic that piques your interest.  This way, you’ll gain expertise and a comprehensive understanding of the subject matter. 

Academic Growth 

Writing a thesis helps sharpen your critical thinking, analytical, and writing skills. It also challenges you to think independently, analyze a large amount of data, and draw meaningful conclusions. Furthermore, it prepares you for doctoral studies, familiarizing you with the rigor of independent research and equips you with the necessary skills to succeed.

Why Choose a Non-Thesis Master’s Program?

Non-thesis master’s programs also come with numerous advantages for students, including flexibility in scheduling, a range of career opportunities, shorter competition time, etc. Here are the main advantages: 

Non-thesis programs prioritize coursework, fostering the development of practical skills and their real-world application. This approach enables you to actively engage in hands-on learning experiences highly sought after in today’s job market. Critical thinking, communication, problem-solving, and leadership abilities are some of those skills.

Suitability for Professionals

Another advantage to pursuing a non-thesis Master’s program is that it doesn’t take as much time as the thesis Master’s programs. That way you can enter the workforce faster. It’s also well-suited for professionals already established in their field who are seeking to further their education and advance in their careers. 

The Academic and Career Outcomes of Thesis vs. Non-Thesis Master’s Programs

The academic outcomes for the thesis Master’s program graduates involve preparation for Ph.D. programs , opening doors to advanced research and specialized roles in research institutions. This provides solid research skills and helps them publish their work. Common career paths for graduates include research positions in academia, government, or private sectors. Some also pursue teaching careers in colleges and universities. Degree programs that usually require a thesis include sciences, social sciences, engineering, and humanities (history, philosophy, and language studies).

Non-thesis Master’s program graduates typically achieve academic outcomes focused on mastering practical, directly applicable skills within their field. While these programs are more career-oriented, graduates can still pursue a Ph.D. They can benefit from diverse career options in different settings and find employment in managerial, administrative, or specialized roles in their field. Degree programs that don’t usually require a thesis are business, education, healthcare administration, IT management, etc.

Thesis vs. Non-Thesis Master’s Programs, That is the Question 

With their abundance of advantages, choosing between the two can be pretty tricky. So, let’s compare thesis vs. non-thesis Master’s programs and help you make an informed decision. 

Personal and Career Goals

A thesis Master’s program is ideal if you’re interested in furthering in academia and want to pursue a Ph.D ., as these programs can provide the necessary tools to enhance your credentials for research-based careers. Meanwhile, a non-thesis Master’s program will suit you better if you’re seeking to gain practical skills to integrate into the industry immediately, as they can include practical projects or internships according to industry demands. 

Time and Financial Considerations

Thesis Master’s programs can extend the duration of your studies, as researching, writing, and defending the thesis can take several semesters to complete and can cause financial strain due to additional costs like lab fees and materials. In contrast, non-thesis ones can help you enter the job market promptly as they are shorter, allowing you to save time and money.

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Field of Study and Program Requirements

When deciding between a thesis and a non-thesis Master’s program, a crucial element to take into account is the field of study and the program’s specific requirements. A thesis Master’s program is better suited for those pursuing research-oriented fields, while a non-thesis program is a more fitting choice for individuals with a strong focus on their career. Furthermore, program requirements for thesis programs require substantial research to culminate in a thesis, whereas non-thesis ones require capstone projects, internships, or comprehensive exams. 

Switching from a Non-Thesis to a Thesis Master’s Program, or Vice Versa

Switching from a non-thesis to a thesis Master’s program, or vice versa, is possible in many institutions, although the process and requirements may vary. Switching from a non-thesis to a thesis program generally requires getting approval from the academic advisor or department, completing additional research methodology classes, finding a thesis advisor, and applying to the thesis program. 

Switching from a thesis to a non-thesis Master’s program requires having at least a 3.0 GPA, getting approval from the academic advisor, transferring credits of research methodology classes, and formally applying to the thesis program.

Choosing between a thesis and a non-thesis Master’s program ultimately depends on your career goals, research interests, and personal preferences. Thesis programs provide a robust foundation for research-oriented careers and advanced studies, while non-thesis programs offer practical skills tailored for immediate industry integration. Regardless of your choice, both paths offer unique advantages, ensuring you gain the knowledge and skills needed to thrive in your chosen field. 

Frequently Asked Questions (FAQs):

What is the difference between a thesis vs. non-thesis master’s program.

The key difference between a thesis and a non-thesis Master’s program is that thesis Master’s programs require original research and completion of a thesis, whereas non-thesis ones focus on coursework and practical experiences. 

Do I have to write a thesis for a Master’s program?

If you’re pursuing a research-oriented Master’s degree in sciences, engineering, social sciences, humanities, etc., you’ll probably have to write a thesis. Whereas, if you’re pursuing a Master’s degree in education, business healthcare administration, or IT management, you’re more likely not to have to complete a thesis. 

Is a thesis required for all Master’s degree programs?

Although a thesis isn’t required for all master’s degree programs, many programs require one.

What should I consider when deciding between a thesis and non-thesis program?

There are several factors to consider when choosing between a thesis and a non-thesis Master’s program, including your career goals, interest in research, duration of studies, personal strengths and preferences, cost, and program requirements.

Are there any financial and duration differences between thesis and non-thesis Master’s programs?

There can be financial and duration differences between thesis and non-thesis Master’s programs. Thesis programs can be more expensive as you’ll have to spend additional resources on materials, lab fees, and data collection. In contrast, the main cost for non-thesis programs is tuition fees, which can be slightly lower. Furthermore, thesis programs require additional time to conduct research, write, and defend the thesis. In contrast, non-thesis programs allow students to earn the degree in a shorter period. 

Why should I choose a thesis Master’s program?

You should choose a thesis Master’s program if you’re interested in a research-heavy discipline and want to showcase your knowledge and expertise in an evidence-based, thorough thesis. 

Why should I choose a non-thesis Master’s program?

You should choose a non-thesis Master’s program if you want to enter the workforce earlier, don’t want to spend several semesters collecting data, and want to focus more on application than research.

Can non-thesis Master’s graduates still pursue doctoral studies later?

Yes, non-thesis Master’s graduates can still get accepted into a doctoral program. However, thesis Master’s graduates can go through the process more efficiently, as admissions panels want to gain insight into your academic interests and ability to engage in nuanced thought.

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What is a thesis? Meaning & definition

Derived from the Greek word, “thesis” means “putting forward”. Thesis plays a vital role in completing a degree. For students planning to study abroad, it is crucial to understand what a thesis is.

As per diverse institutions and educational systems, the thesis obtains different meanings. For the British education system , the word thesis means the longest piece of writing that is completed at the end of a PhD. It often expresses the writer’s exceptional research and analyses.

For the US and other educational systems , the word thesis signifies the content created as the final step of one’s master’s and bachelor’s degrees .

Regardless of the educational system , the meaning of a thesis is a writing document that allows students to choose a topic and include research. It is important for them to conduct thorough research based on their chosen topic.

As you know the meaning of thesis, let’s understand ‘what is a thesis paper?’, ‘what is a college thesis?’ and ‘What does a thesis consist of?

What is a thesis paper? Understand its meaning!

A thesis paper is a type of document that is based on your original research. It is generally completed by students in the last year of a degree program, on a chosen topic.

The thesis paper is the longest piece of writing that expresses the topic. It depends on the students’ capability of how they do research, choose a relevant topic, create a proposal, gather data, establish a strong analysis, generate impactful conclusions and write a precise, clear and well-defined thesis.

A thesis is generally found at the end of the introduction of a thesis paper. In all research papers, it’s important to include a strong, concise thesis to grab the attention of readers.

Now, read ahead to know ‘what is a college thesis?’

Understanding a college thesis

A college thesis is a type of research project that students need to generate in their last year of graduation. Generally, students have to choose a topic they studied.

After choosing a topic, they need to share it with an advisor. Then, students can begin their research about the selected topic and start writing after the meeting with an advisor. Later, when they complete their thesis paper, college lecturers check it and decide if the paper is accurate and has all the required points and instructions for graduating from school.

Key components of a thesis

Now, you may ask ‘What does a thesis consist of?’ So, here are some major components that a thesis consists of, which include:

• Introduction
• Literature Review
• Methodology
• Discussion and Conclusion

We hope that now you know the answer to the question ‘What is thesis?’. A thesis usually expresses the chosen topic in a structured way, providing thorough research.

So, to write a clear and precise thesis, you must determine your thesis topic, do thorough research, create a draft, check the structure, and edit and proofread your paper, to ensure your final project is accurate.

For any assistance, connect with Edvoy . The expert team will help you get answers to all your queries.

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M.A. in Christian Apologetics, Non-Thesis Track

Home › Divinity Master’s Degrees › M.A. in Christian Apologetics, Thesis Track › M.A. in Christian Apologetics, Non-Thesis Track

Residential Master of Arts in Christian Apologetics – Non-Thesis Track

Receive training for full-time Christian ministry, theological education, or ministry in the local church. With a Master of Arts in Christian Apologetics degree from the Rawlings School of Divinity, you’ll experience focused study in biblical, philosophical, and historical apologetics as well as grow in understanding the central elements of the Christian faith and today’s questions.

Learn how to articulate defend Christianity’s truth-claims as you study the Scriptures and the essential truths of the Christian message.

You’ll also receive the values, knowledge, and skills you need to effectively engage in a variety of ministry-related roles. The Master of Arts in Christian Apologetics degree is appropriate for an entry-level and general professional degree in religion.

• 36-hour graduate program Up to 6 hours can be transferred in
• Residential format
• Admissions information
• Thesis Track

Academic Information

Courses you could take.

• APOL 520: History of Christian Apologetics
• APOL 550: Faith and Reason
• NBST 640: Apologetics and the New Testament
• APOL 679: Apologetics Capstone

Program of Study

Admissions requirements.

Find M.A. in Christian Apologetics admissions requirements .

Potential Careers

• Associate pastor
• Christian author
• Church staff
• Ministry worker

More Information

View Tuition and Financial Aid

Rescheduled: Master of Architecture Thesis Presentations

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In the School of Architecture, students pursuing the Master of Architecture degree engage in a yearlong investigation in which they select a topical issue, develop a body of research both within and outside the discipline of architecture, and create a complete and detailed architectural design response to the topic. Master of Architecture thesis projects at Portland State range from community-focused public interest design concepts to explorations of architectural materiality and sustainability, from the poetic to the concrete and everything in between. The thesis program culminates in oral presentations to a panel of invited jurors, followed by the production of a commemorative book detailing the students' research, design process, and inspiring results.

*Thesis Reviews have been pushed back one week and will now take place May 13-16.

Schedule of Reviews: Subject to change

Monday 13th:

12:00 - 01:00 Maribel Zepeda | SH 212

01:00 - 02:00 Athena Rilatos | SH 212

02:30 - 03:30 Regina Batiste | SH 212

03:30 - 04:30 Van Khue Do Thai | SH 235

Tuesday 14th:

09:45 - 10:00 Niusha Manavi Namaghi | SH 137

10:45 - 11:45 Eric Giovannetti | SH 235

01:15 - 02:15 Victoria Fuentes-Sotelo | SH 3rd Floor

02:30 - 03:30 Brandi Barlow | SH 212

03:30 - 04:30 Alondra Maldonado | SH 212

Wednesday 15th:

12:00 - 01:00 Zeta Blice | SH 212

01:00 - 02:00 Rebecca Silk | SH 235

02:30 - 04:00 Ethan Goldblatt & Kaleb Huerta | SH 3rd Floor Crit Corner

Thursday 16th:

12:00 - 01:00 Adam Lee Soon | SH 3rd Floor

01:00 - 02:00 Lauren Espinoza | SH 212

02:30 - 03:30 Brianna Montes | SH 212

03:30 - 04:30 Sam Barber | SH 212

Visiting Guest Reviewers

Sharone Tomer | Virginia Tech

Sharone Tomer teaches design studios and courses on urbanism and social issues at Virginia Tech. Her work sits at the intersection of architectural history and urban studies through research that explores how architectural practices operate within and address conditions of urbanized inequality; her teaching and research focus on housing, public space, and architectural activism. Her research topics include spatial change in late-apartheid Cape Town, contested histories, and transforming spaces in Appalachia.

Jonathan Bolch | Woofter Bolch Architecture

Jonathan Bolch is Principal, RA, LEED AP of Woofter Bolch Architecture. A native of Raleigh, North Carolina, Jonathan has over 20 years of professional experience practicing and teaching architecture in a diverse array of places, including New York, Boston, Seoul, and Portland. As an architect, he has led the design effort on a wide range of project types and scales, including institutional, commercial, and residential, with a particular focus on creating enduring buildings for colleges and universities. His portfolio of educational projects includes work for leading institutions around the country, from Princeton to Portland State, from the University of Virginia to the University of Hawaii. Jonathan received a Bachelor of Science in Architecture from the University of Virginia and a Master of Architecture from Yale University. In addition to his work as an architect, Jonathan has taught as Adjunct Faculty at the Portland State University School of Architecture since 2012.

Elisandra Garcia-Gonsalez | El Dorado

Elisandra is a designer, activist, and educator from Ciudad Juárez, México. Elisandra is the Director of Engagement at El Dorado Architects, a national firm with offices in Portland and Kansas City. She leads engagement and design processes for diverse project typologies, from equitable urban frameworks for communities to interior architecture grounded on Trauma-Informed design. Elisandra Garcia served as the Design for Spatial Justice Fellow at the University of Oregon School of Architecture & Environment from 2021 to 2023, where she continues to lead the Urban Violence Lab, an advanced architectural design studio that focuses on social inequities within our shared urban environment. 

Yuki Bowman | Waechter Architecture

Yuki is an architect and project lead at Waechter Architecture. She holds a Master of Architecture degree from UC Berkeley and a Bachelor of Arts from Harvard College. She brings a foundation in design writing and Japanese woodcraft to more than a decade of architectural practice focused on conceptual clarity and spatial dynamism. She led award-winning residential projects with Ogrydziak Prillinger Architects in San Francisco before moving to Portland, where she helped spearhead high-profile cultural projects such as the recently opened PRAx building at OSU's campus in Corvallis. On every project, she collaborates closely with consultants, contractors, and client teams to maintain design rigor throughout the detailing and construction of residential, civic, and educational projects. Yuki is also a lecturer, mentor, and educator for architectural students, with experience teaching at UC Berkeley and Portland State University Department of Architecture.

Justin Fowler | University of Oregon

Justin Fowler teaches studios in architectural design and seminars in history and theory in the urban architecture specialization at the University of Oregon. His doctoral work centers on Pragmatism and the tectonic aesthetics of social and psychological relief in U.S. architecture and urbanism from the late 19th Century to the New Deal, and his contemporary research concerns public health and precarity in the built environment, climate action, anthropotechnics, housing, aging populations, narrative practices, games, and exchanges between physical and digital media environments. His writing has appeared in publications such as Volume, Harvard Design Magazine, Thresholds, PIN-UP, Domus, and Topos, and he has given talks at the GSD, the University of Virginia, the Cooper Union, and the Storefront for Art and Architecture, among others. He is an editor of Public Natures: Evolutionary Infrastructures by Weiss/Manfredi (Princeton Architectural Press, 2015) and a founding editor of Manifest: A Journal of American Architecture and Urbanism, the recipient of two grants from the Graham Foundation. He has worked as a designer for Dick van Gameren Architecten in Amsterdam, Somatic Collaborative in Cambridge, and managed research and editorial projects at the Columbia University Lab for Architectural Broadcasting (C-Lab) in New York.

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UB Awards 320 Biomedical Science Degrees; 35 Earn PhDs

Commencement 2024.

Lauryn Alexandria Scott, a biomedical sciences undergraduate student, is all smiles as she walks across the stage during the May 19 biomedical sciences commencement ceremony.

By Dirk Hoffman

Published May 29, 2024

Thirty-five doctoral, 76 master’s and 209 baccalaureate candidates were eligible to receive degrees in biomedical science fields during the May commencement ceremony.

2024 Commencement Video

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• Full Gallery of Biomedical Sciences Commencement Photos

Six graduate students and nine senior undergraduates were singled out for special honors, including four graduates who received a Chancellor’s Award, the highest State University of New York undergraduate honor.

Graduates completed work in 14 departments or programs of the Jacobs School of Medicine and Biomedical Sciences :

• biochemistry
• biomedical informatics
• biomedical sciences
• biotechnical and clinical laboratory sciences
• genetics, genomics and bioinformatics
• medical physics
• microbiology and immunology
• natural sciences interdisciplinary
• neuroscience
• nuclear medicine technology
• pathology and anatomical sciences
• pharmacology and toxicology
• physiology and biophysics
• structural biology

Graduates also completed the following programs offered in alliance with the  Roswell Park Comprehensive Cancer Center Graduate Division : cancer pathology and prevention, cancer sciences, immunology, and molecular pharmacology and cancer therapeutics.

Fifteen of the doctoral degrees and eight of the master’s degrees were awarded in Roswell Park’s programs.

Allison Brashear, MD, MBA, UB’s vice president for health sciences and dean of the Jacobs School, congratulates the Class of 2024.

Lessons Learned From Recent Solar Eclipse

Allison Brashear, MD, MBA , UB’s vice president for health sciences and dean of the Jacobs School, welcomed attendees to the May 19 event at UB’s Center for the Arts and addressed the graduates.

“It fills my heart with immense joy to see all of you gathered here today,” she said.

“In the face of the challenges that have beset us in recent times, these bright scholars and scientists have exhibited extraordinary resilience, determination and perseverance in their academic endeavors. I am confident that these qualities will serve as guiding lights as they embark upon their journeys in their respective fields.”

She noted that biomedical science is one of the broadest areas of medical science and underpins much of modern medicine.

“Biomedical scientists are at the heart of multidisciplinary teams in health care. Biomedical research looks at ways to prevent and treat disease,” Brashear said. “Your innovative approaches and unwavering dedication will continue to push the boundaries of scientific discoveries and technology, leading to a brighter and healthier future for all of us.”

In his address, UB President Satish K. Tripathi, PhD, told the graduates they could learn a lot from the recent solar eclipse that generated excitement in Western New York in early April.

“Allow me to share three tips of advice gathered from the path of totality,” he quipped.

“Reconnect with the natural world, as often as possible. Instead of taking selfies, take time for self-reflection,” he said. “When you give wide berth to the stressors of modern life, you allow yourself space to find both your place in the world and your responsibility to it.”

“Do not regret circumstances beyond your control,” Tripathi added, noting the sunny days leading up to the eclipse, but the extreme cloudiness that persisted over much of WNY on April 8, the day of the event. “Notwithstanding the uncooperative weather, we all experienced a breathtaking moment. Magnify your disappointments and you miss occasions for learning, enrichment and wonder.”

“Lastly, use your expertise for the greater good. When you apply what you have learned for others’ benefit, you put your UB education to its highest purpose,” he said.

Doctoral graduate Haley Victoria Hobble won two separate graduate awards for her research and dissertation. She is flanked by Mark R. O’Brian, PhD, left, and John C. Panepinto, PhD.

Outstanding Graduates Recognized

Biochemistry graduate student research achievement award.

Doctoral graduate Haley Victoria Hobble was honored for research that received national or international recognition and for being selected to give an oral presentation at a major national or international meeting.

Dissertation: “Intrafamily Heterooligomerization of the N-Terminal Methyltransferase METTL11A”

Mentor: Christine E. Schaner-Tooley, PhD , associate professor of biochemistry

Roswell Park Graduate Division Award for Excellence in Research

Doctoral graduate Abigail Cornwell was the recipient of this award for outstanding research for her dissertation titled “Impact of Benzodiazepines on the Pancreatic Ductal Adenocarcinoma Tumor Microenvironment”

Mentor: Michael Feigin, PhD, associate professor of oncology, Roswell Park Comprehensive Cancer Center

The Dean’s Award for Outstanding Dissertation Research

Doctoral graduate Haley Victoria Hobble was the winner of this award that recognizes demonstrated excellence in research.

She was honored for her dissertation: “Intrafamily Heterooligomerization of the N-Terminal Methyltransferase METTL11A”

Mentor:  Christine E. Schaner-Tooley, PhD , associate professor of  biochemistry

The Microbiology and Immunology Award for Excellence in Dissertation Research in Memory of Dr. Murray W. Stinson

Doctoral graduate Katherine Shannon Wackowski was honored for her dissertation “Cooperation of RESC Proteins in Trypanosome RNA Editing and Holoenzyme Dynamics”

Mentor: Laurie K. Read, PhD , professor of microbiology and immunology

Dennis Higgins Award for PhD Dissertation Research in Pharmacology and Toxicology

Doctoral graduate Shirley Xu was honored for her dissertation “Troponin-Mediated Autoimmune Mechanisms of Immune Checkpoint Inhibitor-Induced Myocarditis”

Mentor: Umesh Sharma, MD, PhD , associate professor of medicine

Bishop Neuroscience Thesis Award

Doctoral graduate Richard Adam Seidman was honored for his dissertation “Oscillatory Calcium Mediated Regulation of Human Oligodendrocyte Progenitor Cells”

Mentor: Fraser J. Sim, PhD , professor of pharmacology and toxicology

The Structural Biology Award for Excellence in Dissertation Research in Memory of Dr. Robert H. Blessing

Doctoral graduate Nicholas David Clark was honored for his dissertation “Structure/Function Studies of Virulence Factors from Periodontal Pathogens and Membrane Sphingolipid Hydroxylases”

Mentor: Michael G. Malkowski, PhD , professor and chair of structural biology

The four undergraduate SUNY Chancellor’s Award winners, from left, Bryan R. Renzoni, Lea Kyle, Rachel Esther Sanyu and Sarah Bukhari, along with Jennifer A. Surtees, PhD.

SUNY Chancellor’s Award for Student Excellence

Sarah Bukhari, Lea Kyle, Bryan R. Renzoni and Rachel Esther Sanyu were recognized with the SUNY Chancellor’s Award. It recognizes students for their integration of academic excellence with other aspects of their lives that may include leadership, athletics, community service, creative and performing arts, entrepreneurship or career achievement.

Bukhari graduates with a bachelor’s degrees in biochemistry. She is an undergraduate researcher in the lab of  Jennifer A. Surtees, PhD , professor of  biochemistry . Bukhari secured funding from the Experiential Learning Network and a Mentored Research micro-credential.

Beyond academics, the Grand Island, New York, native is deeply involved in community engagement, serving as both the volunteer coordinator and vice president of the largest student-run pre-health organization, the Association of Pre-Medical Students, and was awarded a Community Engagement micro-credential and gathering 500+ volunteer hours.

With dual roles as dance coach and social media coordinator for the Pakistani Student Association, she fosters a network of communities to embrace diversity and celebrate traditions.

A native of Martville, New York, Kyle is a University Honors College Scholar who graduates with a Bachelor of Science degree in biochemistry with minors in both physics and public health.

She has been a Student Association, Recreation Department, Student Engagement and TASS Center employee. She also is the current president of UB Rotaract, a volunteering club on campus.

Kyle is also a student researcher in the  Department of Microbiology and Immunology ,  Elizabeth A. Wohlfert, PhD , associate professor of microbiology and immunology, focusing on the effects of chronic inflammation on muscle function due to chronic infection..

Renzoni, of East Amherst, New York, graduates with a Bachelor of Science degree in biochemistry. He is a University Honors College Presidential Scholar and Honors College Ambassador.

A BioXFEL Scholar, he has received multiple research internship positions and worked in two different laboratories, contributing to work on the development of novel organic and organometallic compounds with applications as cancer therapies.

Renzoni has also served as a co-chair of the G14 Leadership Summit, president and executive adviser of UB ChemClub, and both assistant music director and music director of The Enchords, UB’s all-gender a cappella group.

Sanyu, an international student from Uganda, graduates with a bachelor’s degree in pharmacology and toxicology.

She is an Honors College Scholar who conducted oncology research within the lab of Wendy Huss, PhD, at Roswell Park Comprehensive Cancer Center and at Johnson & Johnson, where she earned the 2023 Inspire Spotlight Award.

Sanyu has also worked as a student assistant in the Office of Interprofessional Education and an honors peer mentor. 

She is a founder of a health care app and is involved with the community through her work with Suubi Cancer Relief and Hillside Family of Agencies.

Sanyu also loves to dance and was a member of the UBMystique and 8-Count dance teams.

Undergraduate Outstanding Senior Awards

The following awards honor high academic performance and involvement in the campus community and external organizations:

Biochemistry Sarah Bukhari

Biomedical Sciences Alexis Krayevsky

Biotechnology Tanvi Dixit

Medical Technology Eva Wisniewski

Neuroscience Leah Heiler

Nuclear Medicine Technology Kelly Mahan

Pharmacology and Toxicology Rachel Esther Sanyu

Commencement speaker Styliani-Anna (Stella) E. Tsirka, PhD, tells the graduates to never lose sight of the wonder and awe that first drew them to the biomedical sciences.

Keynote Theme One of Compassion, Resilience

Commencement speaker Styliani-Anna (Stella) E. Tsirka, PhD, the Miriam and David Donoho Distinguished Professor of pharmacological sciences and vice dean for faculty affairs at the Renaissance School of Medicine at Stony Brook University, spoke about empathy and persistence.

“Beyond the technical skills and academic achievements that you have earned and will continue to earn, what will set you apart is your capacity for empathy, for compassion, your ethical responsibility,” she said.

“In the pursuit of scientific advancement, try not to lose sight of the human element and the living organisms whose lives may be impacted by our work.”

Tsirka noted that biomedical scientists have a serious duty to use their expertise to make society better, alleviate suffering and to promote the health and well-being of all people, regardless of race, gender or socioeconomic status.

“If you decide to further pursue scientific inquiry, do remember that you will need persistence and resilience,” she said. “Experimental science is not for the faint of heart.”

She remarked that her lab members often talk about the fact that it is called “research” instead of just “search.”

“The majority of our experiments will not be successful, but the ones that provide that ‘eureka moment’ will last a lifetime,” Tsirka assured the graduates. “Remember that setbacks are valuable lessons that shape the way for future success.”

Tsirka encouraged the graduates to embrace the idea of lifelong learning.

“To remain at the forefront of your field, you must remain curious and receptive of new ideas,” she said.

“Importantly, science is also delicate. Continue to approach it with integrity and rigor.”

Do you have questions or comments for the Office of the Provost? Let us know your thoughts and we’ll be happy to get back to you.

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