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• Doctoral Dissertation

The dissertation is expected to be a mature and competent piece of writing, embodying the results of significant original research. Physical requirements for preparing a dissertation (i.e., quality of paper, format, binding, etc.) are prescribed online in the Guide for the Preparation of Theses and Dissertations ; a copy is also available in the Graduate School Office. For specific aspects of form and style, students are advised to use Kate L. Turabian's  A Manual for Writers of Term Papers, Theses, and Dissertations  (Eighth Edition, 2013). Special physical problems regarding preparation of dissertations should be taken up with the Assistant Dean for Student Programs.

Graduate students also have the option of submitting their dissertation electronically , to facilitate access to their work through online databases. Students must be registered at Duke during the semester in which they defend their dissertations and therefore must take their final dissertation examination while classes are in session. It is best to schedule a final examination (the so-called "thesis defense") early in the fall or spring semester. Examinations during the summer terms are almost impossible to arrange and should be avoided, if possible. Examinations between semesters are permitted only in exceptional cases.

Checklist for Doctoral Dissertation Defense

• Schedule exam during school semester; be sure to register.
• File the Intention to Receive Degree Form as required.
• Clear date and time with all members of your committee.
• Proofread your dissertation and have someone else do so.
• Provide committee with reading copies of your dissertation 2 weeks in advance.
• Format check a copy of your dissertation through the Graduate School Office several weeks in advance.
• Check with the DGSA that the Final Exam Form has been sent to the Graduate School a week ahead.
• Pick up Final Exam Certificate from the Graduate School and bring it to the defense.
• Come to exam with enough sleep and earn a clear pass.
• Have committee sign Exam Form, Dissertations, Abstracts .
• Return the original Exam Form to the Graduate School, and bring a copy of the form DGS office.
• Make corrections and submit 3 dissertation copies and abstracts.
• Pay for microfilming, binding, & (optional) copyrighting.
• Have brilliant academic career. Cover Duke with reflected glory.

Process, Forms & Procedures

The supervisory committee for the dissertation usually consists of four faculty, though a committee of five faculty is strongly recommended.  The committee must always have at least two regular History faculty, including the primary advisor, and a majority of its members must be Duke University faculty members .  The committee is chaired by the primary advisor, the person most involved in advising a student's research. If necessary, the committee may vary somewhat from the one that oversees preliminary certification, but changes must be approved by the Director of Graduate Studies (DGS) and the Graduate School at least 30 days before the examination.

Continuing members of the committee will have a copy of the dissertation prospectus from the oral phase of the preliminary examination. New members should be given a copy as soon as they join the committee. All committee members should be given subsequent revisions of the prospectus and kept informed about the progress of research and writing. The exact use a student makes of the members of this committee will depend on the committee members' availability and the student's needs. Each professor and student works out this relationship in a different way.

External Sources

Within the discipline of History, funding needs and opportunities vary widely. While foreign research is more expensive than most U.S. history work, there tend to be more funding prospects. Students who plan extended overseas research should familiarize themselves with specific opportunities. Advisors and committee members can help with this, as can more advanced graduate students and professors in other disciplines. A bulletin board in the Graduate Lounge displays funding opportunities, but students should also check with the Office of Research Support.

There are diverse foundation and government programs available but many of them are obscure. The dissertation prospectus can sometimes function as the core for a grant application. In searching out prospects, a student should consider all the different categories into which their research might fit in terms of chronology (e.g. Renaissance Studies), geography (e.g. Asian Studies), subject (e.g. Slavery Studies), or methodology (e.g. Medical History), as well as categories into which they themselves might fit that could qualify them for a fellowship (e.g. as an alumna/alumnus of a particular university).

Internal Sources

The Duke Graduate School has an annual program of awards and doctoral candidates in History. However, the resources are limited and the competition is very keen. The number and size of these awards vary slightly from year to year. The most recent information can be found at the Graduate School's Financial Assistance webpage. Other awards are made within the University and opportunities based in other departments where history graduate students are eligible may exist. Watch messages from the DGSA and the DGS, and from the Graduate School and other units of the university.

The History Department administers the Anne F. Scott History Research Travel Award, which is given to several recipients each spring to cover research expenses, such as travel. Applications are open to Duke Undergraduates and graduate students engaged in research relating to women's history. Notice of the competition is circulated by the History Department. Awards range from $200 to $3000.

Each year, the History Department also offers a special teaching stipend to an advanced graduate student to allow them to teach an undergraduate class as Instructor of Record in the field of military history, that is, the historical study of the military, war, and society. The stipend covers the salary for a student serving as Instructor of Record.

Selection Procedures

The Graduate School's selection procedures and schedule change slightly each year, but the following general rules apply to fellowships administered through the Graduate School:

• Nominations must come through the Department (the dates vary) so the application process is coordinated through the DGS office.
• The DGS Office will inform advisors and students of relevant nomination deadlines, and students are urged to watch carefully for these notices and remind their advisors of them.
• Depending on the fellowship, the department either ranks the applicants or makes nominations. For the most prestigious awards, the department is limited in the number of students it can recommend (usually to two). Either the DGS or the faculty members of the Graduate Committee prepare rankings and nominations.
• The DGS and DGSA usually ask students to submit applications several weeks in advance of the Graduate School deadline to facilitate the departmental selection process. Usually, students submit to the DGS and DGSA the documentation requested for the specific award, addressed to the Dean of the Graduate School, describing in some detail the nature of their work and the need for support. Keep in mind that this documentation will first be used by the DGS and the Graduate Committee to determine which students go forward to the Graduate School, and then will go forward to the Graduate School where a committee of non-historians will appraise applications from across the university. As always, write clearly and proof read well.
• Faculty nominators should be aware that their supporting letters will be read by informed, interested non-historians. Brief letters of mild support do not help much nor do letters that are too long. Recently the Graduate School has strongly urged a limit of one page for all recommendations.
• Once the Department has selected its nominees, the Graduate Committee will let them know if specific revisions would be helpful or necessary for the competition.

From time to time other awards are made within the University and it is important to keep an eye out for opportunities based in other departments where history graduate students are eligible. A bulletin board in the lounge and e-mails to the graduate student listserv announce some options that come to the attention of the DGS, but informal grapevines and networks help too.

Prior to or at the start of the semester in which a student intends to defend their completed dissertation, they must file an "Intention to Receive Degree" form with the Graduate School.   Students must file the form in the specific semester they plan to receive their degree. Forms are not transferrable so if plans change and a student is unable to finish, they will need to complete the same form again for the semester they plan to receive their degree in.

For the most current information on deadlines please follow the link below here: https://gradschool.duke.edu/academics/graduation-information-and-deadlines/

The DGS office is required to submit a formal defense announcement to the Graduate School Office at least a full week before the scheduled examination. This notice includes the student's name, dissertation title, and the names of the committee members, as well as the time, place, and date of the exam as agreed upon by the student, the primary advisor, and the committee.

Final Milestone Examination Certificate

After the exam form has been received by the Graduate School and the completed dissertation form has been approved by the Assistant Dean, the Graduate School will issue a " Final Milestone Examination Certificate " Graduate students are responsible for picking up their certificate from the Graduate School and then bringing the certificate to their defense. After the exam, the student is responsible for returning the original paperwork, with the appropriate committee signatures, to the Graduate School and providing a copy to the DGS office.

Most dissertation advisors will want to see chapters as they are drafted and a student should have at least one other committee member read parts of the early drafts as well. The process for commentary and feedback will differ with each dissertation and students should work with their advisors and committee, and when necessary the DGS, to be sure they receive the counsel they need.

A copy of the finished dissertation – complete with table of contents, full citations, page numbers, and bibliography – should be given to each member of the dissertation committee at least two weeks before the final examination. It is important that students provide their thesis to the committee to allow members time to carefully go through it. Given their other obligations, the sooner committee members have access to the student's work, and the better shape it is in when they receive it, the more the student can expect in the way of productive feedback.

The dissertation must be submitted to the Graduate School office at least 14 days before the scheduled final examination and no later than 5:00 p.m. on the deadline date. It should be accompanied by a 350-word abstract; the abstract will later be sent with the dissertation for microfilming to be printed in Dissertation Abstracts International.

Defense Process

The final examination is normally administered by the supervising committee of five members, though a four-member committee is permissible if the primary advisor is present. Only two members of a dissertation examination committee may participate by telephone; that member may not be the chair. The DGS must obtain the permission of the Senior Associate Dean for remote participation at least a week before the oral exam. This oral exam lasts between two and three hours. Since this is a public defense, other persons may attend to listen but they should notify both the student and the chairperson in advance. Questions and discussion concentrate primarily on the dissertation; however, the committee may also ask questions that relate broadly to the major field of study.

Once the exam is over, the candidate and any guests will be asked to leave so the committee can discuss the exam and vote by written ballot as required. If all of the members vote affirmatively, they sign their names on at least the first and second copies of the dissertation and on the title page of the original copy of the abstract, signifying the abstract is suitable for publication. The easiest and least confusing procedure if for the committee member to sign all of the copies. They then sign the final examination certificate, which is returned signed to the student who should promptly turn in to the Graduate Studies Office.

Four of five (or four of four) affirmative votes of those present – including the main supervisor – constitute a pass. The Graduate School Bulletin states that "A student who fails the final examination may be allowed to take it a second time, but no earlier than six months from the date of the first examination. Permission to take the second examination must be obtained from the professor who directed the dissertation and from the Dean of the Graduate School. Failure to pass the second examination renders the student ineligible to continue work for the Ph.D. exam at Duke University."

Revising and Correcting the Dissertation

The committee may accept the dissertation on the understanding that the student will make minor revisions and corrections to be reviewed and approved by their advisor before the dissertation is deposited with the Graduate School. In this case, they will sign the exam certificate and the abstract sheets and dissertation signature pages. The student will then have up to 30 days after the examination to make the requested changes and improvements.

NOTE: this 30-day period for corrections cannot be granted when there are fewer than 30 days left in the semester. In such cases you must check with the Graduate School to determine the deadline for submitting the completed dissertation.

Depositing the Dissertation

After passing the final examination, and making any necessary corrections and improvements, a student takes the original and first two copies (three sets in all) of the finished dissertation, with 3 abstracts signed by the committee, to the Graduate School office.

At this time the student will be required to sign a microfilming agreement and to pay a fee to cover microfilming costs. Duke dissertations are published on microfilm by University Microfilms (Ann Arbor, MI). At this time the student will also be required to pay to have the original and two copies of the dissertation bound in black covers with gold lettering on the spine. The original and one copy go on file in Perkins Library; the other copy goes to your dissertation advisor. Additional copies may be bound through the Duke Bookstore in the Bryan Center. The student may also pay to copyright their dissertation at this time; this is optional but recommended.

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As you prepare your final master’s thesis or Ph.D. dissertation, it is vital that you follow all of The Graduate School’s policies and procedures to ensure that the publication of your research adheres to Duke University guidelines. Review the online dissertation guidelines.

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Submit thesis to dukespace.

If you are an undergraduate honors student interested in submitting your thesis to DukeSpace , Duke University's online repository for publications and other archival materials in digital format, please contact Joan Durso to get this process started.

DukeSpace Electronic Theses and Dissertations (ETD) Submission Tutorial

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Need help submitting your thesis? Contact  [email protected] .

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ETD Availability

After you have submitted your electronic thesis or dissertation and The Graduate School has approved it, it will be available as follows:

• The full text will be openly available in  DukeSpace , Duke University Libraries’ digital repository, at a unique, permanent URL.
• A description will appear in the library catalog, with a link to the text in DukeSpace.
• Your thesis or dissertation will be indexed and available through search engines such as Google.

Open access to your thesis or dissertation as described above does not affect your copyright or ownership of the content of your thesis or dissertation.

Restricting Access to an ETD (Embargo)

While open access is the default, you will be offered several options for restricting access (referred to as an embargo) when submitting your thesis or dissertation through ProQuest. These same embargoes will be applied to the copy made available through DukeSpace. Embargo options should be discussed with your adviser, and both the adviser and the thesis or dissertation author must sign the availability options section of the  Nonexclusive Distribution License and Thesis/Dissertation Availability Agreement (PDF) .

When to Consider an Embargo

Some scenarios when you might want to restrict access to your thesis or dissertation:

• If your work is based on data generated through research that will support other publications from people on the research team (such as your adviser), it may be necessary to refrain from releasing that data, as it underlies your dissertation, while other publications are prepared. The embargo options in these situations should be discussed with your committee and research team.
• If you plan to apply for a patent based on research that is discussed in your dissertation, you should be aware of the rules governing prior publication of material for which a patent is sought. Generally, once patent applicants publish their ideas or invention, they have a one-year window. After one year, the applicant’s own publication may be considered “prior art” that could prevent the issuance of a patent. Since electronic distribution of your dissertation through either ProQuest or DukeSpace is publication for this purpose, an embargo will delay the beginning of this one-year time clock against a potential patent application. By selecting a two-year embargo, therefore, you will have a total of three years (two-year embargo plus one-year window after publication) to submit a patent application.
• If your thesis or dissertation contains data or material that was generated pursuant to a grant or contract and the thesis or dissertation is subject to review by the sponsor or grantor prior to publication, you should select at least a six-month embargo. If you are unsure whether your research falls into this area, contact Export Controls at the Office of Research Support (919-668-2711).

If you are planning to publish all or part of your thesis/dissertation and know that publishers in your field consider open access electronic thesis/dissertations to be a prior publication, you may want to consider an embargo or check on their open access policy before submitting your thesis or dissertation. For more information, see the ETD Availability page .

Embargo Lengths

Duke offers three embargo options: six months, one year, and two years. These options are available when you are  uploading your PDF to ProQuest . The embargo period begins from the date The Graduate School approves your thesis or dissertation and lasts for the selected time period. If you select an embargo, your thesis or dissertation will not be available through DukeSpace or ProQuest until the end of the embargo period. The title, abstract, attribution information, and subject classification will be available during and after the embargo in DukeSpace and the Library catalog.

Extending an embargo on DukeSpace

If you choose to embargo your thesis or dissertation when you submit it, and if at any time during the embargo period you subsequently decide that you wish to extend the embargo on electronic access to your thesis or dissertation on DukeSpace, write a brief e-mail requesting an extension to The Graduate School's Office of Academic Affairs ( [email protected] ). Provide your full name, the title of your thesis or dissertation, your graduation date, and your e-mail address.  Note that embargo extension requests should be initiated six weeks prior to the expiration of the existing embargo period.

If you exercise an extension, open electronic access to your thesis or dissertation through DukeSpace will not be available until five years after your defense. Be aware that this does not affect your embargo selection with ProQuest (six months, one year, two years), which is a separate distribution contract between the author (you) and ProQuest.

Paper copies

While the electronic copy is the official university copy kept by Duke University Libraries and University Archives, you still have several options if you, your family members, or your adviser would like a paper copy.

• Order a bound copy (paper or hardback) through ProQuest
• Take a paper copy to the University Bookstore, where it can be bound with a library-style binding
• Have a local copy center bind it for you

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• No Thumbnail Available Item Open Access Characterizing sleep-wake cycles in dogs (Canis lupus familiaris) using daytime activity levels, sex, and temperament: a longitudinal comparison ( 2024-04-12 ) Sandberg, Emily Show more Across many species, sleep patterns are associated with variables such as age, sex, daytime activity levels, and temperament. Yet, current research lacks an in-depth characterization of dog sleep patterns and how they vary according to these variables during the critical developmental period of young puppyhood. Such studies are crucial in order to establish dogs as a model organism for studies of sleep and for additional applications in the realms of dog welfare and training. In the present study, we characterized how often and for how long young dogs wake, as well as their barking patterns during sleep. We evaluated sleep behaviors for dogs aged 8-18 weeks and determined longitudinal patterns using a sample of Canine Companions service-dogs-in-training (N=21). Video recordings of dogs were analyzed using a novel coding scheme to determine duration and frequency of awake bouts and barking. Mixed-effects logistic regression models reveal that awake-bout length (minutes) and frequency did not vary significantly by weeks of age, daytime activity levels, or temperament. However, we did find significant sex differences in awake bout length (p<0.009). These results suggest distinct daytime and nighttime temperaments, as well as the importance of this developmental period for developing adultlike sleep patterns. Further study is required to examine sleep behaviors in puppies beyond 18-weeks to better understand how adultlike patterns emerge and the stability of the patterns observed in this study. Show more

• No Thumbnail Available Item Open Access Mind the Gap: A Comparative Analysis of Adolescent Mental Health, Social Determinants of Health, and Medicaid Policy in North Carolina ( 2023-12-11 ) Rory, Smith Show more This study examines the relationship between adolescent mental health care, social determinants of health, and the development of Medicaid across two North Carolina counties. Specifically, this thesis focuses on Durham County, a relatively urban area with several unincorporated suburbs, and Transylvania County, a rural community of approximately 30,000 inhabitants. Much research has been conducted on the relationship between social determinants of health, and access to and quality of adolescent mental health care. However, the multi-dimensional relationship between all three variables, as well as the influence of Medicaid policy and service innovations, remains unsettled. Through qualitative interviews and inductive analysis, this thesis investigates the differences between how adolescent mental health care is provided in each community. Additionally, it explores the extent to which adolescent mental health services address social determinants of health, and the role of Medicaid policy in the perceived effectiveness of those initiatives. Qualitative analysis of 15 interviews with healthcare providers, community leaders, and Medicaid care managers suggests that the mechanisms by which adolescent mental health and social determinants of health are addressed differ between the two counties, with clinical and nonprofit efforts emphasized in Durham and Transylvania Counties respectively. Yet in both communities, the efforts perceived as most successful rely on collaboration and community organization across various stakeholder groups. Across all interviews, challenges of healthcare access, fragmentation, and discontinuity of care emerged, highlighting a discrepancy between how behavioral health and SDOH innovations are proposed and how they truly affect North Carolinian adolescents. Show more

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Duke maintains an active list of Undergraduate Honors Theses and student papers within its DukeSpace hub. Here, you can search through and access summaries, full documents, authors, subjects, advisors and more. 

By utilizing this hub, you can learn more about projects related to areas of research you're interested in, plus learn more about the advisor to see if that faculty member could be a good fit for your project.

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Education Database (Proquest)

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Full-text journals and dissertations supporting research on the theory and practice of primary, secondary, special, and higher education.

Networked Digital Library of Theses and Dissertations (NDLTD)

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Searchable archive of over 4.3 million theses and dissertations from around the world.

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Includes full-text, open access dissertations, master's theses, and undergraduate honors papers from 2007-present.

Dissertations & Theses @ Duke University

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Access to Duke University doctoral dissertations by Duke University users. View 24-page previews of Duke doctoral dissertations from 1996 forward, with a growing number available dating from 1995 and earlier. Download the full text of all Duke dissertations available within the database. Master's theses written at Duke University are not represented in this database.

ProQuest Dissertations & Theses Global

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A comprehensive collection of dissertations and theses from around the world, spanning from 1743 to the present day. It includes full text for graduate works added since 1997 and selected full text for works written prior to 1997.

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Master's project.

As the last academic task that students must complete in order to earn the degree, the master’s project represents an opportunity to integrate knowledge and skills acquired over the course of the program. Typically, the project grows out of previous coursework, and is not undertaken until all other courses are completed. The student, working independently under the super­vision of a graduate faculty member, must conceive, initiate and realize an interdisciplinary project that demonstrates graduate-level critical inquiry and analysis in an academically appropriate, clear and coherent manner.  

Since this is an interdisciplinary program, the project -- so long as it involves significant written analysis -- can involve (and even combine) a variety of forms and methods.  (See Requirements below.)  For a sense of what an actual project is like, take a look at some of these  Past Master's Projects . From 2014-2022, GLS used a designation of "Exemplary" to denote projects that represented outstanding models for students to follow in conceiving and planning their own master's projects. (This designation was discontinued in 2022-23 in favor of inviting all students to present their work in a year-end master's project Showcase. Projects highlighted in that event are designated "Showcase" projects.)

Note that the project cannot begin until a series of preliminary tasks (see Prerequisites below) is completed.  Once the project proposal is approved, students enroll in LS850,  The Master’s Project Seminar , a three-credit pass/fail course that has two components:

• An independent study  supervised by a graduate faculty member with some expertise in the issues or methods involved; and
• A classroom component , the Master's Project Seminar, which provides advice and support for work in progress.

Because the master's project requires considerable time and effort, we recommend that students arrange their studies so as to take no other courses during the project semester.  While the project is considered a one-semester endeavor, students sometimes require more than one semester to finish it.  When the project is complete, it is evaluated on a pass/fail basis by a  master's  examination committee .  The completed project is retained in the Duke GLS archive; projects that meet program standards are published on  DukeSpace .  

At least two semesters before you plan to propose your project, read through the  Prerequisites ,  Requirements and Key Roles  sections below.  Be sure to also read through the Master's Project Timeline , which includes additional details, very carefully.  Note that, by clicking on a stage of the Timeline, you can expand it to show all the appropriate tasks for that stage, which begins several semesters before you propose.

Prerequisites  

The master's project planning session  .

Each student is responsible for attending this session (offered each January, June and September) during course five or six.   At this session, students will learn details about the process leading to the project, and can ask questions about the proposal and other prerequisites. 

Research Librarian Bibliographic Consultation

Before the proposal is submitted, the student must consult with a Duke research librarian in any field pertinent to the proposed project to discuss the current state of scholarly research and discussion, as well as strategies for further research. 

Human Subjects Approval  (if appropriate)

Before any research involving humans as subjects can be conducted, or the proposal is submitted, the student must receive a waiver or approval from the Human Subjects Committee of the Institutional Review Board.  Documenta­tion of either waiver or approval should be submitted with the proposal.

The Proposal Meeting

At least two weeks before the final proposal deadline, the student, the supervisor and a representative of the GLS program (either the director or assistant director) will meet to share ideas and work out the final details of the proposal. The student should submit a draft of the proposal to [email protected] at least 48 hours before this meeting.  Proposal Meeting Deadlines:

• Spring project: November 15
• Fall project: July 15
• Summer project: March 15

Proposal Submission & Approval

Approval of a master's project proposal is required  prior to  the master's project semester.  Students should submit a proposal (see Documents and Links for format ) by the deadline at least one semester before the master's project semester.   Students should strive to craft a proposal that is centered on a focused, analytical central question. An optional Proposal Workshop is available for support in crafting the proposal.  Proposal Submission Deadlines:

• Spring project: November 30 
• Fall project: July 31
• Summer project: April 1

Requirements

1) the project should r epresent an   effort equivalent to a 50-60 page research paper .  .

Most projects consist of an analytical essay much like a standard master's thesis, in which case we expect 50-60 double-spaced pages of written analysis.  (This figure does not include illustrations, appendices or bibliography.)  However, we consider all the work that a student completes (e.g., primary research, applied research, creative work) -- to be part of the project, so for some projects the written analytical component may be smaller (see below).  

2) The project should be interdisciplinary. 

A Liberal Studies master’s project should avoid narrow disciplinary concerns more appropriate to a specific academic specialty unless it analyzes those concerns from some broader perspective.  For example, while it is fine for the student to explore issues pertinent to his or her career experience, the project must analyze them with appropriate critical distance from broader disciplinary perspectives.  

The project can integrate forms, materials, methods, and perspectives from a number of disciplines, and may be innovative in approach.  Many projects are based in one of the following approaches:

• Traditional thesis   (e.g., extended scholarly research paper)
• Primary research  (e.g., social science interviews or historical archival research)
• Applied research  (e.g., curriculum, video, website, program, policy or some other practical endeavor of academic significance)*
• Creative work  (e.g., fiction, memoir, personal essay, visual art or other arts)*

*  Approval for a proposal involving creative work or applied research requires previous demonstration of ability in the medium or field and an under­standing of its methods and issues. Creative written work (whether fiction or nonfiction) should engage a wide readership meaningfully and meet sophisticated literary expectations.

3) The project should demonstrate the student's ability to produce cogent analysis grounded in the scholarly literature. 

​ The project should demonstrate the student’s ability to conduct cogent, sustained critical analysis on a particular question or issue.  (Even a creative project should be thought of as an attempt to engage through creative methods with some particular question, issue or problem of academic significance.) Projects centered on applied research or creative work must include an essay that analyzes the issues and/or processes involved in that work.    

While the project is not required to include a formal literature review, its analysis must be informed by an awareness of the state of the scholarly conversation and current research.  For example:

• A project that involves curriculum design should include a dis­cussion of appropriate scholarly research and an analysis of how scholarly theories (whether pedagogical or content-oriented) influence that curriculum. 
• A project that fea­tures creative writing should include an essay on the relationship of the fiction or memoir to some larger context (e.g., cultural, philosophical, historical, psychological) or to the creative process that produced it.
• A project that brings to light new archival data should interpret that data within the context of the ongoing scholarly discussion among historians and others.

4) The project should meet high academic standards. 

While the master’s project is not required to make a publishable original contribution to the academic discussion, it should:

a) Engage in an open, honest and objective process of critical inquiry  about an issue that is, in academic terms, worth addressing .   The master’s project is at heart a work of critical analysis that seeks to answer the open-ended central research question posed in the project proposal; that question should not be designed to lead to a particular answer, but should address differing perspectives in a meaningful way.  A good project will be aware of other perspectives even as it makes a strong case for its own particular interpretation.

b) Conform to appropriate standards of responsible academic conduct , including:​

• Human Subjects .  All research involving human subjects (e.g. interviews, surveys) must be conducted according to appropriate ethical and scientific standards; it must be reviewed and approved by the Human Subjects Committee of Duke’s Institutional Review Board before any research is conducted.
• Academic Integrity.    All sources must be properly documented, and all use of sources must be conducted according to strict standards of academic integrity.  All aspects of the project must conform to the Duke University guidelines for research and appropriate use of intellectual property. 

c) R epresent a quality of written work appropriate for a published Duke University master’s thesis.  No matter what methods the project employs, the written matter of the project should be clear, concise, coherent and easily readable.  It should meet the grammatical standards of formal, written American English.

Key Roles and Components

The master's project seminar.

All the students who are working on master's projects meet as a class, the GLS  Master's Project S eminar .  At these meetings, students come together as a community of graduate scholars to share their ideas as well as their concerns, and to offer each other resources and support.   

The Faculty Supervisor

​Prior to the project semester, the student is responsible for finding a faculty supervisor to work with, and confirming that the supervisor is available during the project semester.  This supervisor must:

• be a member of the Duke Graduate Faculty; 
• have appropriate expertise for guiding and evaluating the proposed project; and
• be approved in advance by the GLS director.

The responsibilities of the faculty supervisor include:

• Before the project semester:  Advising the student in developing a workable concept and proposal, and attending the Proposal Meeting (see Timeline -- Proposal Semester ).
• During the project semester:  Setting a schedule of goals and deadlines, meeting with the student regularly (ideally every other week), and guiding the student through the work required to complete the proposed project. 
• At the end of the project semester:  Determining when the student has successfully completed the project, and serving on the master’s examination committee.

Because a student’s relationship with the supervisor is crucial to a successful project, students are encouraged to select a project supervisor from among faculty with whom they have studied.  While working on their interdisciplinary projects, students are of course free to consult with faculty other than their supervisors, but only one faculty member can be appointed supervisor. 

The Master's Committee

Each student working on a master's project is appointed a master's committee comprising 1) the project supervisor, 2)  either  the GLS director or assistant director, and 3) a third member of the graduate faculty.  This last member is appointed by GLS (and often is filled by a GLS Advisory Committee member); however, students are welcome to request that GLS appoint some particular graduate faculty member -- typically, to honor someone who has also been working with the student on the project, or who helped prepare the student to take on such a project.  The master's committee must be approved by the Graduate School thirty days ahead of the master's exam.  

The master's committee reads and evaluates (on a pass/fail basis) the version of the project submitted by the student ten days before the examination.  If any committee member feels unprepared to pass the project (i.e., the project is not fully finished or does not meet program standards), the examination is postponed to allow the student to make improvements.  At the master's examination, the committee and student meet together to discuss what has been learned.  At this meeting, the committee members sign the Graduate School card that certifies the project is (except for minor technical edits) complete and worthy of the master's degree.