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How To Write A Dissertation Or Thesis

8 straightforward steps to craft an a-grade dissertation.

By: Derek Jansen (MBA) Expert Reviewed By: Dr Eunice Rautenbach | June 2020

Writing a dissertation or thesis is not a simple task. It takes time, energy and a lot of will power to get you across the finish line. It’s not easy – but it doesn’t necessarily need to be a painful process. If you understand the big-picture process of how to write a dissertation or thesis, your research journey will be a lot smoother.  

In this post, I’m going to outline the big-picture process of how to write a high-quality dissertation or thesis, without losing your mind along the way. If you’re just starting your research, this post is perfect for you. Alternatively, if you’ve already submitted your proposal, this article which covers how to structure a dissertation might be more helpful.

How To Write A Dissertation: 8 Steps

  • Clearly understand what a dissertation (or thesis) is
  • Find a unique and valuable research topic
  • Craft a convincing research proposal
  • Write up a strong introduction chapter
  • Review the existing literature and compile a literature review
  • Design a rigorous research strategy and undertake your own research
  • Present the findings of your research
  • Draw a conclusion and discuss the implications

Start writing your dissertation

Step 1: Understand exactly what a dissertation is

This probably sounds like a no-brainer, but all too often, students come to us for help with their research and the underlying issue is that they don’t fully understand what a dissertation (or thesis) actually is.

So, what is a dissertation?

At its simplest, a dissertation or thesis is a formal piece of research , reflecting the standard research process . But what is the standard research process, you ask? The research process involves 4 key steps:

  • Ask a very specific, well-articulated question (s) (your research topic)
  • See what other researchers have said about it (if they’ve already answered it)
  • If they haven’t answered it adequately, undertake your own data collection and analysis in a scientifically rigorous fashion
  • Answer your original question(s), based on your analysis findings

 A dissertation or thesis is a formal piece of research, reflecting the standard four step academic research process.

In short, the research process is simply about asking and answering questions in a systematic fashion . This probably sounds pretty obvious, but people often think they’ve done “research”, when in fact what they have done is:

  • Started with a vague, poorly articulated question
  • Not taken the time to see what research has already been done regarding the question
  • Collected data and opinions that support their gut and undertaken a flimsy analysis
  • Drawn a shaky conclusion, based on that analysis

If you want to see the perfect example of this in action, look out for the next Facebook post where someone claims they’ve done “research”… All too often, people consider reading a few blog posts to constitute research. Its no surprise then that what they end up with is an opinion piece, not research. Okay, okay – I’ll climb off my soapbox now.

The key takeaway here is that a dissertation (or thesis) is a formal piece of research, reflecting the research process. It’s not an opinion piece , nor a place to push your agenda or try to convince someone of your position. Writing a good dissertation involves asking a question and taking a systematic, rigorous approach to answering it.

If you understand this and are comfortable leaving your opinions or preconceived ideas at the door, you’re already off to a good start!

 A dissertation is not an opinion piece, nor a place to push your agenda or try to  convince someone of your position.

Step 2: Find a unique, valuable research topic

As we saw, the first step of the research process is to ask a specific, well-articulated question. In other words, you need to find a research topic that asks a specific question or set of questions (these are called research questions ). Sounds easy enough, right? All you’ve got to do is identify a question or two and you’ve got a winning research topic. Well, not quite…

A good dissertation or thesis topic has a few important attributes. Specifically, a solid research topic should be:

Let’s take a closer look at these:

Attribute #1: Clear

Your research topic needs to be crystal clear about what you’re planning to research, what you want to know, and within what context. There shouldn’t be any ambiguity or vagueness about what you’ll research.

Here’s an example of a clearly articulated research topic:

An analysis of consumer-based factors influencing organisational trust in British low-cost online equity brokerage firms.

As you can see in the example, its crystal clear what will be analysed (factors impacting organisational trust), amongst who (consumers) and in what context (British low-cost equity brokerage firms, based online).

Need a helping hand?

dissertation writing opportunities

Attribute #2:   Unique

Your research should be asking a question(s) that hasn’t been asked before, or that hasn’t been asked in a specific context (for example, in a specific country or industry).

For example, sticking organisational trust topic above, it’s quite likely that organisational trust factors in the UK have been investigated before, but the context (online low-cost equity brokerages) could make this research unique. Therefore, the context makes this research original.

One caveat when using context as the basis for originality – you need to have a good reason to suspect that your findings in this context might be different from the existing research – otherwise, there’s no reason to warrant researching it.

Attribute #3: Important

Simply asking a unique or original question is not enough – the question needs to create value. In other words, successfully answering your research questions should provide some value to the field of research or the industry. You can’t research something just to satisfy your curiosity. It needs to make some form of contribution either to research or industry.

For example, researching the factors influencing consumer trust would create value by enabling businesses to tailor their operations and marketing to leverage factors that promote trust. In other words, it would have a clear benefit to industry.

So, how do you go about finding a unique and valuable research topic? We explain that in detail in this video post – How To Find A Research Topic . Yeah, we’ve got you covered 😊

Step 3: Write a convincing research proposal

Once you’ve pinned down a high-quality research topic, the next step is to convince your university to let you research it. No matter how awesome you think your topic is, it still needs to get the rubber stamp before you can move forward with your research. The research proposal is the tool you’ll use for this job.

So, what’s in a research proposal?

The main “job” of a research proposal is to convince your university, advisor or committee that your research topic is worthy of approval. But convince them of what? Well, this varies from university to university, but generally, they want to see that:

  • You have a clearly articulated, unique and important topic (this might sound familiar…)
  • You’ve done some initial reading of the existing literature relevant to your topic (i.e. a literature review)
  • You have a provisional plan in terms of how you will collect data and analyse it (i.e. a methodology)

At the proposal stage, it’s (generally) not expected that you’ve extensively reviewed the existing literature , but you will need to show that you’ve done enough reading to identify a clear gap for original (unique) research. Similarly, they generally don’t expect that you have a rock-solid research methodology mapped out, but you should have an idea of whether you’ll be undertaking qualitative or quantitative analysis , and how you’ll collect your data (we’ll discuss this in more detail later).

Long story short – don’t stress about having every detail of your research meticulously thought out at the proposal stage – this will develop as you progress through your research. However, you do need to show that you’ve “done your homework” and that your research is worthy of approval .

So, how do you go about crafting a high-quality, convincing proposal? We cover that in detail in this video post – How To Write A Top-Class Research Proposal . We’ve also got a video walkthrough of two proposal examples here .

Step 4: Craft a strong introduction chapter

Once your proposal’s been approved, its time to get writing your actual dissertation or thesis! The good news is that if you put the time into crafting a high-quality proposal, you’ve already got a head start on your first three chapters – introduction, literature review and methodology – as you can use your proposal as the basis for these.

Handy sidenote – our free dissertation & thesis template is a great way to speed up your dissertation writing journey.

What’s the introduction chapter all about?

The purpose of the introduction chapter is to set the scene for your research (dare I say, to introduce it…) so that the reader understands what you’ll be researching and why it’s important. In other words, it covers the same ground as the research proposal in that it justifies your research topic.

What goes into the introduction chapter?

This can vary slightly between universities and degrees, but generally, the introduction chapter will include the following:

  • A brief background to the study, explaining the overall area of research
  • A problem statement , explaining what the problem is with the current state of research (in other words, where the knowledge gap exists)
  • Your research questions – in other words, the specific questions your study will seek to answer (based on the knowledge gap)
  • The significance of your study – in other words, why it’s important and how its findings will be useful in the world

As you can see, this all about explaining the “what” and the “why” of your research (as opposed to the “how”). So, your introduction chapter is basically the salesman of your study, “selling” your research to the first-time reader and (hopefully) getting them interested to read more.

How do I write the introduction chapter, you ask? We cover that in detail in this post .

The introduction chapter is where you set the scene for your research, detailing exactly what you’ll be researching and why it’s important.

Step 5: Undertake an in-depth literature review

As I mentioned earlier, you’ll need to do some initial review of the literature in Steps 2 and 3 to find your research gap and craft a convincing research proposal – but that’s just scratching the surface. Once you reach the literature review stage of your dissertation or thesis, you need to dig a lot deeper into the existing research and write up a comprehensive literature review chapter.

What’s the literature review all about?

There are two main stages in the literature review process:

Literature Review Step 1: Reading up

The first stage is for you to deep dive into the existing literature (journal articles, textbook chapters, industry reports, etc) to gain an in-depth understanding of the current state of research regarding your topic. While you don’t need to read every single article, you do need to ensure that you cover all literature that is related to your core research questions, and create a comprehensive catalogue of that literature , which you’ll use in the next step.

Reading and digesting all the relevant literature is a time consuming and intellectually demanding process. Many students underestimate just how much work goes into this step, so make sure that you allocate a good amount of time for this when planning out your research. Thankfully, there are ways to fast track the process – be sure to check out this article covering how to read journal articles quickly .

Dissertation Coaching

Literature Review Step 2: Writing up

Once you’ve worked through the literature and digested it all, you’ll need to write up your literature review chapter. Many students make the mistake of thinking that the literature review chapter is simply a summary of what other researchers have said. While this is partly true, a literature review is much more than just a summary. To pull off a good literature review chapter, you’ll need to achieve at least 3 things:

  • You need to synthesise the existing research , not just summarise it. In other words, you need to show how different pieces of theory fit together, what’s agreed on by researchers, what’s not.
  • You need to highlight a research gap that your research is going to fill. In other words, you’ve got to outline the problem so that your research topic can provide a solution.
  • You need to use the existing research to inform your methodology and approach to your own research design. For example, you might use questions or Likert scales from previous studies in your your own survey design .

As you can see, a good literature review is more than just a summary of the published research. It’s the foundation on which your own research is built, so it deserves a lot of love and attention. Take the time to craft a comprehensive literature review with a suitable structure .

But, how do I actually write the literature review chapter, you ask? We cover that in detail in this video post .

Step 6: Carry out your own research

Once you’ve completed your literature review and have a sound understanding of the existing research, its time to develop your own research (finally!). You’ll design this research specifically so that you can find the answers to your unique research question.

There are two steps here – designing your research strategy and executing on it:

1 – Design your research strategy

The first step is to design your research strategy and craft a methodology chapter . I won’t get into the technicalities of the methodology chapter here, but in simple terms, this chapter is about explaining the “how” of your research. If you recall, the introduction and literature review chapters discussed the “what” and the “why”, so it makes sense that the next point to cover is the “how” –that’s what the methodology chapter is all about.

In this section, you’ll need to make firm decisions about your research design. This includes things like:

  • Your research philosophy (e.g. positivism or interpretivism )
  • Your overall methodology (e.g. qualitative , quantitative or mixed methods)
  • Your data collection strategy (e.g. interviews , focus groups, surveys)
  • Your data analysis strategy (e.g. content analysis , correlation analysis, regression)

If these words have got your head spinning, don’t worry! We’ll explain these in plain language in other posts. It’s not essential that you understand the intricacies of research design (yet!). The key takeaway here is that you’ll need to make decisions about how you’ll design your own research, and you’ll need to describe (and justify) your decisions in your methodology chapter.

2 – Execute: Collect and analyse your data

Once you’ve worked out your research design, you’ll put it into action and start collecting your data. This might mean undertaking interviews, hosting an online survey or any other data collection method. Data collection can take quite a bit of time (especially if you host in-person interviews), so be sure to factor sufficient time into your project plan for this. Oftentimes, things don’t go 100% to plan (for example, you don’t get as many survey responses as you hoped for), so bake a little extra time into your budget here.

Once you’ve collected your data, you’ll need to do some data preparation before you can sink your teeth into the analysis. For example:

  • If you carry out interviews or focus groups, you’ll need to transcribe your audio data to text (i.e. a Word document).
  • If you collect quantitative survey data, you’ll need to clean up your data and get it into the right format for whichever analysis software you use (for example, SPSS, R or STATA).

Once you’ve completed your data prep, you’ll undertake your analysis, using the techniques that you described in your methodology. Depending on what you find in your analysis, you might also do some additional forms of analysis that you hadn’t planned for. For example, you might see something in the data that raises new questions or that requires clarification with further analysis.

The type(s) of analysis that you’ll use depend entirely on the nature of your research and your research questions. For example:

  • If your research if exploratory in nature, you’ll often use qualitative analysis techniques .
  • If your research is confirmatory in nature, you’ll often use quantitative analysis techniques
  • If your research involves a mix of both, you might use a mixed methods approach

Again, if these words have got your head spinning, don’t worry! We’ll explain these concepts and techniques in other posts. The key takeaway is simply that there’s no “one size fits all” for research design and methodology – it all depends on your topic, your research questions and your data. So, don’t be surprised if your study colleagues take a completely different approach to yours.

The research philosophy is at the core of the methodology chapter

Step 7: Present your findings

Once you’ve completed your analysis, it’s time to present your findings (finally!). In a dissertation or thesis, you’ll typically present your findings in two chapters – the results chapter and the discussion chapter .

What’s the difference between the results chapter and the discussion chapter?

While these two chapters are similar, the results chapter generally just presents the processed data neatly and clearly without interpretation, while the discussion chapter explains the story the data are telling  – in other words, it provides your interpretation of the results.

For example, if you were researching the factors that influence consumer trust, you might have used a quantitative approach to identify the relationship between potential factors (e.g. perceived integrity and competence of the organisation) and consumer trust. In this case:

  • Your results chapter would just present the results of the statistical tests. For example, correlation results or differences between groups. In other words, the processed numbers.
  • Your discussion chapter would explain what the numbers mean in relation to your research question(s). For example, Factor 1 has a weak relationship with consumer trust, while Factor 2 has a strong relationship.

Depending on the university and degree, these two chapters (results and discussion) are sometimes merged into one , so be sure to check with your institution what their preference is. Regardless of the chapter structure, this section is about presenting the findings of your research in a clear, easy to understand fashion.

Importantly, your discussion here needs to link back to your research questions (which you outlined in the introduction or literature review chapter). In other words, it needs to answer the key questions you asked (or at least attempt to answer them).

For example, if we look at the sample research topic:

In this case, the discussion section would clearly outline which factors seem to have a noteworthy influence on organisational trust. By doing so, they are answering the overarching question and fulfilling the purpose of the research .

Your discussion here needs to link back to your research questions. It needs to answer the key questions you asked in your introduction.

For more information about the results chapter , check out this post for qualitative studies and this post for quantitative studies .

Step 8: The Final Step Draw a conclusion and discuss the implications

Last but not least, you’ll need to wrap up your research with the conclusion chapter . In this chapter, you’ll bring your research full circle by highlighting the key findings of your study and explaining what the implications of these findings are.

What exactly are key findings? The key findings are those findings which directly relate to your original research questions and overall research objectives (which you discussed in your introduction chapter). The implications, on the other hand, explain what your findings mean for industry, or for research in your area.

Sticking with the consumer trust topic example, the conclusion might look something like this:

Key findings

This study set out to identify which factors influence consumer-based trust in British low-cost online equity brokerage firms. The results suggest that the following factors have a large impact on consumer trust:

While the following factors have a very limited impact on consumer trust:

Notably, within the 25-30 age groups, Factors E had a noticeably larger impact, which may be explained by…

Implications

The findings having noteworthy implications for British low-cost online equity brokers. Specifically:

The large impact of Factors X and Y implies that brokers need to consider….

The limited impact of Factor E implies that brokers need to…

As you can see, the conclusion chapter is basically explaining the “what” (what your study found) and the “so what?” (what the findings mean for the industry or research). This brings the study full circle and closes off the document.

In the final chapter, you’ll bring your research full circle by highlighting the key findings of your study and the implications thereof.

Let’s recap – how to write a dissertation or thesis

You’re still with me? Impressive! I know that this post was a long one, but hopefully you’ve learnt a thing or two about how to write a dissertation or thesis, and are now better equipped to start your own research.

To recap, the 8 steps to writing a quality dissertation (or thesis) are as follows:

  • Understand what a dissertation (or thesis) is – a research project that follows the research process.
  • Find a unique (original) and important research topic
  • Craft a convincing dissertation or thesis research proposal
  • Write a clear, compelling introduction chapter
  • Undertake a thorough review of the existing research and write up a literature review
  • Undertake your own research
  • Present and interpret your findings

Once you’ve wrapped up the core chapters, all that’s typically left is the abstract , reference list and appendices. As always, be sure to check with your university if they have any additional requirements in terms of structure or content.  

dissertation writing opportunities

Psst... there’s more!

This post was based on one of our popular Research Bootcamps . If you're working on a research project, you'll definitely want to check this out ...

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Qualitative interview 101

20 Comments

Romia

thankfull >>>this is very useful

Madhu

Thank you, it was really helpful

Elhadi Abdelrahim

unquestionably, this amazing simplified way of teaching. Really , I couldn’t find in the literature words that fully explicit my great thanks to you. However, I could only say thanks a-lot.

Derek Jansen

Great to hear that – thanks for the feedback. Good luck writing your dissertation/thesis.

Writer

This is the most comprehensive explanation of how to write a dissertation. Many thanks for sharing it free of charge.

Sam

Very rich presentation. Thank you

Hailu

Thanks Derek Jansen|GRADCOACH, I find it very useful guide to arrange my activities and proceed to research!

Nunurayi Tambala

Thank you so much for such a marvelous teaching .I am so convinced that am going to write a comprehensive and a distinct masters dissertation

Hussein Huwail

It is an amazing comprehensive explanation

Eva

This was straightforward. Thank you!

Ken

I can say that your explanations are simple and enlightening – understanding what you have done here is easy for me. Could you write more about the different types of research methods specific to the three methodologies: quan, qual and MM. I look forward to interacting with this website more in the future.

Thanks for the feedback and suggestions 🙂

Osasuyi Blessing

Hello, your write ups is quite educative. However, l have challenges in going about my research questions which is below; *Building the enablers of organisational growth through effective governance and purposeful leadership.*

Dung Doh

Very educating.

Ezra Daniel

Just listening to the name of the dissertation makes the student nervous. As writing a top-quality dissertation is a difficult task as it is a lengthy topic, requires a lot of research and understanding and is usually around 10,000 to 15000 words. Sometimes due to studies, unbalanced workload or lack of research and writing skill students look for dissertation submission from professional writers.

Nice Edinam Hoyah

Thank you 💕😊 very much. I was confused but your comprehensive explanation has cleared my doubts of ever presenting a good thesis. Thank you.

Sehauli

thank you so much, that was so useful

Daniel Madsen

Hi. Where is the excel spread sheet ark?

Emmanuel kKoko

could you please help me look at your thesis paper to enable me to do the portion that has to do with the specification

my topic is “the impact of domestic revenue mobilization.

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/images/cornell/logo35pt_cornell_white.svg" alt="dissertation writing opportunities"> Cornell University --> Graduate School

Writing from a to b.

To attain a doctoral degree, every Ph.D. student needs to navigate the dissertation-writing process.  Writing from A to B: A Guide to Completing the Dissertation Phase of Doctoral Studies  demystifies this process. The author, Dr. Keith Hjortshoj, has drawn upon his many years of experience with Cornell’s renowned John S. Knight Institute for Writing in the Disciplines to craft this invaluable manual, which provides clear and cogent insights to lead you through each phase.

Through the generosity of a grant from the Council of Graduate Schools, the Graduate School is delighted to make Writing from A to B: A Guide to Completing the Dissertation Phase of Doctoral Studies  available. You will find this guide to be indispensable to each stage of your dissertation, from conceptualization to final revision. 

Download  Writing from A to B (PDF) . Members of the Cornell community may receive a hard copy by emailing Kelly Tillotson at ( [email protected]) .

As you enter this important phase of your graduate education, remember that you have the support of your special committee, your field, and the Graduate School.  Cornell has many resources to assist our students in reaching their degree goals, and we urge you to communicate regularly with your advisors so that they can help you move forward and access whatever support services you may need to complete your Ph.D.

We wish you the very best for your dissertation work, and we look forward to the conferral of your doctoral degree.

Graduate School

Dissertation writing retreat.

  • Academics & Research
  • Training Opportunities, Events & Tools

The Dissertation Writing Retreat provides up to 19 participants with structure, time, and encouragement to make progress on their doctoral dissertations in the company of other writers.

dissertators in a group photo in front of a white board with writing on it

The retreat is co-sponsored by the Sheridan Center for Teaching and Learning and the Graduate School, and is led by Charles Carroll, Assistant Director of the Writing Center. Graduate students must apply to participate.

There will be a pre-retreat workshop on Zoom on Thursday, July 7 from 2-4 pm (required for all participants). The retreat will be held from Monday, July 11 through Friday, July 15, 2022, from 9:00 am to 4:00 pm

Who can Apply?

All doctoral students who are in the process of writing their dissertations; that is, students who have had their dissertation proposals accepted and have sufficient research completed and/or data collected to proceed with writing. 

Apply online by June 17, 2022. The retreat can host up to 19 participants.

Apply Online

What is the Format?

Here is the schedule for a typical day during the retreat (the first and last days of the retreat will vary slightly):

  • 9:00-9:15 am: morning goal setting and cohort check-in
  • 9:15 am-noon: independent writing time
  • Noon-1 pm: lunch (some lunches will have programming related to dissertation writing, while others will be purely social).
  • 1-3:45 pm: afternoon cohort check-in

5th Floor, Science Library

Expectations

  • Attend all five days of the retreat (9:30am - 4:00pm, Mon.-Fri.) and participate in all morning and afternoon group meetings. 
  • Take breaks as needed. We suggest stocking up on coffee and tea in preparation for the retreat!
  • Keep what happens during the retreat at the retreat. 

Contact  Charles Carroll , Assistant Director of the Writing Center, Sheridan Center for Teaching and Learning

Previous Retreaters have Experience

What previous retreaters have said about their experience

Goal setting is so important. I have been able to set a personal schedule for myself and learned how to adjust to the time of day and other commitments that compete with my time, while also feeling good about my progress because I learned to set realistic goals."

"I recognized that some days are great for deep work and some are not, and there is a need to roll with the punches accordingly.The retreat served as a needed reset for my usual writing plan

I enjoyed meeting other PhD students working on their dissertations. It's nice not to feel 'alone' during the writing process.

This retreat not only provided a supportive and helpful community, but also gave me a consistent schedule and space to work. What's more, due to the food and tea, I did not need to leave that space, but rather could concentrate that time to work. I also found the skills I learned from the other writers to be incredibly productive.

The deep work presentation and the recent dissertators presentations were the most useful! Also, the timing was really great (starting the week with deep work analysis and ending with the dissertators showing us it will get done!).

--Isabelle R. Notter, PhD candidate in Sociology

How to write an undergraduate university dissertation

Writing a dissertation is a daunting task, but these tips will help you prepare for all the common challenges students face before deadline day.

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Grace McCabe

istock/woman writing

Writing a dissertation is one of the most challenging aspects of university. However, it is the chance for students to demonstrate what they have learned during their degree and to explore a topic in depth.

In this article, we look at 10 top tips for writing a successful dissertation and break down how to write each section of a dissertation in detail.

10 tips for writing an undergraduate dissertation

1. Select an engaging topic Choose a subject that aligns with your interests and allows you to showcase the skills and knowledge you have acquired through your degree.

2. Research your supervisor Undergraduate students will often be assigned a supervisor based on their research specialisms. Do some research on your supervisor and make sure that they align with your dissertation goals.

3. Understand the dissertation structure Familiarise yourself with the structure (introduction, review of existing research, methodology, findings, results and conclusion). This will vary based on your subject.

4. Write a schedule As soon as you have finalised your topic and looked over the deadline, create a rough plan of how much work you have to do and create mini-deadlines along the way to make sure don’t find yourself having to write your entire dissertation in the final few weeks.

5. Determine requirements Ensure that you know which format your dissertation should be presented in. Check the word count and the referencing style.

6. Organise references from the beginning Maintain an alphabetically arranged reference list or bibliography in the designated style as you do your reading. This will make it a lot easier to finalise your references at the end.

7. Create a detailed plan Once you have done your initial research and have an idea of the shape your dissertation will take, write a detailed essay plan outlining your research questions, SMART objectives and dissertation structure.

8. Keep a dissertation journal Track your progress, record your research and your reading, and document challenges. This will be helpful as you discuss your work with your supervisor and organise your notes.

9. Schedule regular check-ins with your supervisor Make sure you stay in touch with your supervisor throughout the process, scheduling regular meetings and keeping good notes so you can update them on your progress.

10. Employ effective proofreading techniques Ask friends and family to help you proofread your work or use different fonts to help make the text look different. This will help you check for missing sections, grammatical mistakes and typos.

What is a dissertation?

A dissertation is a long piece of academic writing or a research project that you have to write as part of your undergraduate university degree.

It’s usually a long essay in which you explore your chosen topic, present your ideas and show that you understand and can apply what you’ve learned during your studies. Informally, the terms “dissertation” and “thesis” are often used interchangeably.

How do I select a dissertation topic?

First, choose a topic that you find interesting. You will be working on your dissertation for several months, so finding a research topic that you are passionate about and that demonstrates your strength in your subject is best. You want your topic to show all the skills you have developed during your degree. It would be a bonus if you can link your work to your chosen career path, but it’s not necessary.

Second, begin by exploring relevant literature in your field, including academic journals, books and articles. This will help you identify gaps in existing knowledge and areas that may need further exploration. You may not be able to think of a truly original piece of research, but it’s always good to know what has already been written about your chosen topic.

Consider the practical aspects of your chosen topic, ensuring that it is possible within the time frame and available resources. Assess the availability of data, research materials and the overall practicality of conducting the research.

When picking a dissertation topic, you also want to try to choose something that adds new ideas or perspectives to what’s already known in your field. As you narrow your focus, remember that a more targeted approach usually leads to a dissertation that’s easier to manage and has a bigger impact. Be ready to change your plans based on feedback and new information you discover during your research.

How to work with your dissertation supervisor?

Your supervisor is there to provide guidance on your chosen topic, direct your research efforts, and offer assistance and suggestions when you have queries. It’s crucial to establish a comfortable and open line of communication with them throughout the process. Their knowledge can greatly benefit your work. Keep them informed about your progress, seek their advice, and don’t hesitate to ask questions.

1. Keep them updated Regularly tell your supervisor how your work is going and if you’re having any problems. You can do this through emails, meetings or progress reports.

2. Plan meetings Schedule regular meetings with your supervisor. These can be in person or online. These are your time to discuss your progress and ask for help.

3. Share your writing Give your supervisor parts of your writing or an outline. This helps them see what you’re thinking so they can advise you on how to develop it.

5. Ask specific questions When you need help, ask specific questions instead of general ones. This makes it easier for your supervisor to help you.

6. Listen to feedback Be open to what your supervisor says. If they suggest changes, try to make them. It makes your dissertation better and shows you can work together.

7. Talk about problems If something is hard or you’re worried, talk to your supervisor about it. They can give you advice or tell you where to find help.

8. Take charge Be responsible for your work. Let your supervisor know if your plans change, and don’t wait if you need help urgently.

Remember, talking openly with your supervisor helps you both understand each other better, improves your dissertation and ensures that you get the support you need.

How to write a successful research piece at university How to choose a topic for your dissertation Tips for writing a convincing thesis

How do I plan my dissertation?

It’s important to start with a detailed plan that will serve as your road map throughout the entire process of writing your dissertation. As Jumana Labib, a master’s student at the University of Manchester  studying digital media, culture and society, suggests: “Pace yourself – definitely don’t leave the entire thing for the last few days or weeks.”

Decide what your research question or questions will be for your chosen topic.

Break that down into smaller SMART (specific, measurable, achievable, relevant and time-bound) objectives.

Speak to your supervisor about any overlooked areas.

Create a breakdown of chapters using the structure listed below (for example, a methodology chapter).

Define objectives, key points and evidence for each chapter.

Define your research approach (qualitative, quantitative or mixed methods).

Outline your research methods and analysis techniques.

Develop a timeline with regular moments for review and feedback.

Allocate time for revision, editing and breaks.

Consider any ethical considerations related to your research.

Stay organised and add to your references and bibliography throughout the process.

Remain flexible to possible reviews or changes as you go along.

A well thought-out plan not only makes the writing process more manageable but also increases the likelihood of producing a high-quality piece of research.

How to structure a dissertation?

The structure can depend on your field of study, but this is a rough outline for science and social science dissertations:

Introduce your topic.

Complete a source or literature review.

Describe your research methodology (including the methods for gathering and filtering information, analysis techniques, materials, tools or resources used, limitations of your method, and any considerations of reliability).

Summarise your findings.

Discuss the results and what they mean.

Conclude your point and explain how your work contributes to your field.

On the other hand, humanities and arts dissertations often take the form of an extended essay. This involves constructing an argument or exploring a particular theory or analysis through the analysis of primary and secondary sources. Your essay will be structured through chapters arranged around themes or case studies.

All dissertations include a title page, an abstract and a reference list. Some may also need a table of contents at the beginning. Always check with your university department for its dissertation guidelines, and check with your supervisor as you begin to plan your structure to ensure that you have the right layout.

How long is an undergraduate dissertation?

The length of an undergraduate dissertation can vary depending on the specific guidelines provided by your university and your subject department. However, in many cases, undergraduate dissertations are typically about 8,000 to 12,000 words in length.

“Eat away at it; try to write for at least 30 minutes every day, even if it feels relatively unproductive to you in the moment,” Jumana advises.

How do I add references to my dissertation?

References are the section of your dissertation where you acknowledge the sources you have quoted or referred to in your writing. It’s a way of supporting your ideas, evidencing what research you have used and avoiding plagiarism (claiming someone else’s work as your own), and giving credit to the original authors.

Referencing typically includes in-text citations and a reference list or bibliography with full source details. Different referencing styles exist, such as Harvard, APA and MLA, each favoured in specific fields. Your university will tell you the preferred style.

Using tools and guides provided by universities can make the referencing process more manageable, but be sure they are approved by your university before using any.

How do I write a bibliography or list my references for my dissertation?

The requirement of a bibliography depends on the style of referencing you need to use. Styles such as OSCOLA or Chicago may not require a separate bibliography. In these styles, full source information is often incorporated into footnotes throughout the piece, doing away with the need for a separate bibliography section.

Typically, reference lists or bibliographies are organised alphabetically based on the author’s last name. They usually include essential details about each source, providing a quick overview for readers who want more information. Some styles ask that you include references that you didn’t use in your final piece as they were still a part of the overall research.

It is important to maintain this list as soon as you start your research. As you complete your research, you can add more sources to your bibliography to ensure that you have a comprehensive list throughout the dissertation process.

How to proofread an undergraduate dissertation?

Throughout your dissertation writing, attention to detail will be your greatest asset. The best way to avoid making mistakes is to continuously proofread and edit your work.

Proofreading is a great way to catch any missing sections, grammatical errors or typos. There are many tips to help you proofread:

Ask someone to read your piece and highlight any mistakes they find.

Change the font so you notice any mistakes.

Format your piece as you go, headings and sections will make it easier to spot any problems.

Separate editing and proofreading. Editing is your chance to rewrite sections, add more detail or change any points. Proofreading should be where you get into the final touches, really polish what you have and make sure it’s ready to be submitted.

Stick to your citation style and make sure every resource listed in your dissertation is cited in the reference list or bibliography.

How to write a conclusion for my dissertation?

Writing a dissertation conclusion is your chance to leave the reader impressed by your work.

Start by summarising your findings, highlighting your key points and the outcome of your research. Refer back to the original research question or hypotheses to provide context to your conclusion.

You can then delve into whether you achieved the goals you set at the beginning and reflect on whether your research addressed the topic as expected. Make sure you link your findings to existing literature or sources you have included throughout your work and how your own research could contribute to your field.

Be honest about any limitations or issues you faced during your research and consider any questions that went unanswered that you would consider in the future. Make sure that your conclusion is clear and concise, and sum up the overall impact and importance of your work.

Remember, keep the tone confident and authoritative, avoiding the introduction of new information. This should simply be a summary of everything you have already said throughout the dissertation.

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Dissertation Writing Academy

May 6 – 23, 2024 .

Sponsored by:  The Graduate School  University Libraries  Writing Center 

Applications Due April 1, 2024

The Dissertation Writing Academy will provide guidance, instruction, motivation, and support for completing the dissertation.  This program is designed to support students in the final stages of writing their dissertation. 

Candidates will develop and implement a dissertation writing plan.   

Candidates will engage with faculty, staff, and other graduate students to create a support/accountability group that will facilitate the dissertation's completion.   

Candidates will evaluate various writing practices and self-care strategies to implement a dissertation completion plan.   

Candidates will participate in all Dissertation Writing Academy activities.

Eligibility

Doctoral students who meet the following criteria will be considered for appointment to the Dissertation Writing Academy.     

  • POS, Committee Appointment, Exam Status (all progression documents) – Reported and Up to Date with The Graduate School
  • Data Collection Completed; Actively Engaged in the dissertation writing process
  • Major Professor Recommendation via email
  • Submitted Complete Application 

Who Should Apply

If you have advanced to PhD candidacy (passed your dissertation proposal), completed most of the research/data collection for your dissertation, and finished at least one chapter draft (or you and your advisor agree that you have done enough research/writing to profit from the dedicated writing time), you are eligible to apply.  

You should not apply for the Dissertation Writing Academy if any of the following apply to you:   

  • You are not yet actively writing the text that you plan to include in your dissertation.
  • You are seeking a class or workshop about dissertations—what parts they have, what they should look like, step-by-step instructions for writing one, etc. If you are in this stage, please contact the Writing Center for other options.   
  • You are not fully and reliably available on all the specified dates. 

Features of The Dissertation Writing Academy

Writing Workshops delivered by the Writing Center 

Faculty Mentors – Personal Writing Experience and Tips for Success, available for individual consultations 

Well-being Sessions – time management, motivation, reducing anxiety, creating a writing/support group, dealing with writer’s block, self-care, physical activity 

Dissertation Formatting Workshop and Support 

Writing Center Consultations 

Requirements for Attendance 

Commit to participating in all group sessions. 

Commit to writing time of 18 hours per week 

Actively participate in a writing/support group.   

Maintain a written journal/log of time committed to writing and tasks accomplished. 

Approved leave will be discussed on a case-by-case basis.   

Daily Times

Friday schedule, dissertation writing academy application .

Interested applicants should send complete the application form and arrange to have your advisor email a brief letter of recommendation endorsing your participation in the Dissertation Writing Academy to [email protected] .  

 Applications and advisor recommendation are due April 1, 2024 .  

  • Department and program
  • Contact information (address, telephone number, and email)
  • Advisor’s name
  • Date candidacy achieved
  • Year in doctoral program
  • Estimated date of graduation
  • Dissertation Title
  • 200–250-word dissertation description
  • Estimate of how much has already been written (percentage)
  • Reasons for attending the Dissertation Writing Academy
  • 2 specific goals for attending the Dissertation Writing Academy 

Arrange to have your advisor send a brief email to [email protected] endorsing your participation in the Dissertation Writing Academy (this need not be a letter of recommendation). 

Applications and advisor recommendation are due April 1, 2024 .

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Dissertation Completion Fellowships

Dissertation completion fellowships provide advanced doctoral students in the humanities and social sciences with an academic year of support to write and complete their dissertation.

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Eligible students in the humanities and social sciences are guaranteed a dissertation completion fellowship (DCF) between the G4 and G7 years and must apply for the DCF in advance of the dissertation completion year.

Before applying, students should:

  • review DCF opportunities offered by Harvard research centers (see below) and search the CARAT database for DCFs offered by non-Harvard agencies
  • review dissertation completion fellowships policy
  • follow the instructions for dissertation completion fellowships and apply by February 9, 2024, at 11:59 p.m.

Award description and confirmation typically occurs in early May.

While there is no guarantee of a DCF beyond the G7 year, requests will be considered upon recommendation of the faculty advisor.

Instructions for departments can be found on the instructions for dissertation completion fellowships page.

Harvard Research Centers

Other dissertation completion fellowships are available through the Harvard research centers.

  • Charles Warren Center for Studies in American History Dissertation Completion Grants
  • Davis Center for Russian and Eurasian Studies Dissertation Completion Fellowships
  • Edmond J. Safra Graduate Fellowships in Ethics
  • Mahindra Humanities Center Mellon Interdisciplinary Dissertation Completion Fellowship
  • Center for European Study Dissertation Completion Fellowship
  • Radcliffe Dissertation Completion Fellowships
  • Weatherhead Center for International Affairs Canada Program Dissertation Research and Writing Fellowships
  • Weatherhead Center for International Affairs Dissertation-Writing Grants

External Dissertation Completion Fellowships 

Search the CARAT database for dissertation completion fellowships offered by non-Harvard agencies.​ Here are a couple of examples:

  • American Association of University Women Dissertation Fellowship
  • Charlotte W. Newcombe Fellowship

Please contact the Academic Programs office with any questions.

Fellowships & Writing Center

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College of Liberal Arts and Sciences

You are here, clas dissertation writing fellowships.

Ten CLAS Dissertation Writing Fellowships ($14,000 each) will be awarded. 

Rationale: The purpose of the program is to provide ten students each year with the precious gift of time to complete a PhD dissertation , thus having the beneficial effects of improving degree completion rates and reducing time to degree. This investment is fully consistent with collegiate strategic goals.

Timing of Award Payments: The awards will be provided during the summer and fall of each year.  The award period will commence in late May with Summer payments of $1,000 on June 1, and $1,500 each on July 1 and August 1.  Fall will continue with monthly payments of $2,000 through the end of December. The total amount of each award is $14,000:  ($1,000 + (2*1,500 + (5*2,000))). Students planning to graduate in August of the award period should not apply for this award.

Eligibility: Applicants must have completed their comprehensive examination and be in the final stages of writing their dissertation to be eligible to apply for an award. The main focus of work to be accomplished during the award period is completion of the doctoral dissertation .  Awardees must register for at least 1 s.h. credit during the fall semester of the award. Recipients of a CLAS Dissertation Writing Fellowship may not combine the award with any other UI fellowship, assistantship, or paid work during the award period without permission from the CLAS Associate Dean for Graduate Education, nor may they hold an external dissertation fellowship concurrently.

In-Kind Contributions: Awardees must register for at least 1 s.h. credit during the fall semester of the award. Your department will provide you with a scholarship to cover the cost of 1 s.h. and 50% of the mandatory fees.

Restriction: One fellow per PhD program each year.

Penalty Clause: If an individual who is awarded a fellowship fails to complete all requirements for a spring graduation in the academic year of the award, the unit will be ineligible to submit applications for a CLAS Dissertation Writing Fellowship during the subsequent award period.

DGS Report: For departments from which a student is awarded a Dissertation Writing Fellowship, DGSs will be responsible for completing this report  and returning it to c las @uiowa.edu in May following the year of the award. For example if a student was awarded a fellowship for summer and fall of 2022, the DGS will complete the report in May 2023. 

Progress Report: Awardees must submit a progress report of 250-500 words to [email protected]  on the first Friday of September of the award period. The report must be signed by the advisor. Please use this attached form.

Submitting a CLAS Dissertation Writing Fellowship Application : Eligible students should complete this  form  and their one-page CV and send it to their DGS along with the Thesis Advisor support letter.  DGSs should verify the accuracy of the information, supervise the departmental evaluation process, prepare the DGS nomination letter, and email the results to [email protected] with the subject line: CLAS Dissertation Writing Fellowship Application.

Award Process:  The award application period for AY 2024-25 awards is now closed. The due date for applications was  Tuesday, January 30, 2024, from departments to the CLAS Dean's Office . Individuals will not apply directly to the College of Liberal Arts and Sciences; applications must be routed through the Director of Graduate Studies (DGS) in the department or school in which the student is pursuing the PhD.  The applications are collated by each unit and include the following materials, submitted as a single pdf in the following order :

  • The  application form .
  • A letter of support from the Thesis Advisor of no more than 2 pages that discusses the project’s significance to the field, progress to date, work to be done during the fellowship period, and the feasibility of timeline to completion. Applicants are strongly encouraged to share their application materials with the advisor when requesting the advisor letter.
  • A one-page CV listing the applicant’s most significant contributions to research, teaching, and professional service.
  • A brief letter of endorsement (no more than 2 pages) from the DGS or their designee in the case of a COI. This letter should report the number of semesters in which the nominee has held Teaching Assistantships, Research Assistantships, or Fellowships, as well as the number of semesters, if any, in which the student was not funded. In the case of more than one application from the same PhD program, a committee of at least three graduate faculty members and the DGS must rank the applications from that program in order of preference and describe the reasons for their ranking.  The three-member committee should not include any faculty members serving as a thesis advisor for an applicant. 

All completed applications will be evaluated, discussed, and ranked by the Graduate Educational Policy Committee (GEPC), which is a scholarly audience of graduate faculty representatives from the arts, humanities, social sciences, and natural and mathematical sciences. Please write to a general scholarly audience. 

The GEPC makes its final recommendation to the Associate Dean for Graduate Education who notifies Fellowship recipients, DGSs, and DEOs of the results by late February.

2024 CLAS Dissertation Writing Fellowship Recipients

Brittany Anderson, Anthropology

Isabel Baldrich, School of Art and Art History

Francisca Diaz, Psychological and Brain Sciences

Dominic Dongilli, American Studies

Adriana Fernández I Quero, Mathematics

Katharine Gilbert, French and Italian

Sun Joo Lee, School of Music

Mengmeng Liu, Communication Studies

Briante S. L. Najev, Biology

Caleb Pennington, History

2023 CLAS Dissertation Writing Fellowship Recipients

Myat Aung, Art and Art History

Joshua Coduto, Chemistry

Sean Gunderson, Physics and Astronomy

Tara Hicks, Biology

Rachel Larson, Geographical and Sustainability Studies

Kaitlyn Lindgren-Hansen, Religious Studies

Yujia Lyu, Sociology and Criminology

Ruvarashe Masocha, History

Megan Ronnenberg, Social Work

Ariane Thomas, Anthropology

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American Fellowships

Funding:  $8,000–$50,000 Opens:  August 1 every year Deadline: November 15 every year EXTENDED Now Accepting Applications through November 30

The American Fellowship program began in 1888, a time when women were discouraged from pursuing an education. It is AAUW’s largest fellowship program and the oldest non-institutional source of graduate funding for women in the United States.  

AAUW American Fellowships support women scholars who are pursuing full-time study to complete dissertations, conducting postdoctoral research full time, or preparing research for publication for eight consecutive weeks. Applicants must be U.S. citizens or permanent residents. Candidates are evaluated based on scholarly excellence; quality and originality of project design; and active commitment to helping women and girls through service in their communities, professions, or fields of research.  

Dissertation: The purpose of the American Dissertation Fellowship is to offset a scholar’s living expenses while they complete their dissertation. F ellows must use the award for the final year of writing the dissertation. Applicants must have completed all course work, passed all preliminary examinations, and received approval for their research proposals or plans by the preceding November. Students holding fellowships for writing a dissertation in the year prior to the AAUW fellowships year are not eligible. Open to applicants in all fields of study. Scholars engaged in science, technology, engineering , and math fields or those researching gender issues are especially encouraged to apply.  

Postdoctoral: The primary purpose of the American Postdoctoral Research Leave Fellowship is to increase the number of women in tenure-track faculty positions and to promote equity for women in higher education. This fellowship ’s purpose is to assist the candidate in obtaining tenure and further promotions by enabling them to spend a year pursuing independent research. Tenured professors are not eligible. Open to applicants in all fields of study. Scholars engaged in science, technology, engineering , and math fields or those researching gender issues are especially encouraged to apply.  

Publication: The Short-Term Research Publication Grants provide support to scholars to prepare research manuscripts for publication. AAUW’s funding priority is for applicants whose work supports the vision of AAUW: to break through educational and economic barriers so that all women have a fair chance. Time must be available for eight consecutive weeks of final writing and editing in response to issues raised in critical reviews. These fellowships can be for both tenure-track and part-time faculty, and to new and established researchers. The purpose is to assist the candidate in obtaining tenure and other promotions. Tenured professors are not eligible. Open to applicants in all fields of study. Scholars engaged in science, technology, engineering , and math fields or those researching gender issues are especially encouraged to apply.  

Award Amount

Dissertation Fellowship: $25,000

Postdoctoral Research Leave Fellowship: $50,000

Short-Term Research Publication Grant: $8,000

August 1, 2023 Application opens.

November 15, 2023, by 11:59 p.m. Pacific Standard Time Deadline for online submission of application, recommendations, and supporting documents.

April 15, 2024 Notification of decision emailed to all applicants. AAUW is not able to honor requests for earlier notification.

July 1, 2024–June 30, 2025 Fellowship year

When a date falls on a weekend or holiday, the date will be observed on the following business day.  

Eligibility

Applicants of all American Fellowships must meet the following criteria:  

  • Members of the AAUW Board of Directors, committees, panels, task forces and staff, including current interns, are not eligible to apply for AAUW’s fellowships and grants. A person holding a current award is eligible for election or appointment to boards, committees, panels and task forces.  
  • American Fellowship candidates must be U.S. citizens or permanent residents.  
  • Fellowships are open to women, including people who identify as women, in all fields of study at an accredited institution of higher education. AAUW will make final decisions about what constitutes eligible institutions.  
  • Applicants may not apply for another AAUW national fellowship or grant in the same year.  
  • Distance learning/online programs: Fellowships support traditional classroom-based courses of study at colleges or universities. This fellowship program does not provide funding for distance learning or online programs or for degrees heavily dependent on distance learning components. Final decisions about what constitutes distance learning under these fellowships will be made by AAUW. AAUW will accept applications from applicants who are temporarily studying remotely due to COVID-19 precautions at their institution.  
  • American Fellowships are not open to previous recipients of any AAUW national fellowship or grant (not including branch or local awards or Community Action Grants).

A pplicants of Dissertation Fellowships must also meet the following criteria :  

  • The American Dissertation Fellowship must be used for the final year of writing the dissertation. Applicants must have completed all coursework, passed all preliminary exams, and had the dissertation research proposal or plan approved by November 1, 2023 . The doctoral degree/dissertation must be completed between April 1 and June 30, 2025 . Degree conferral must be between April 1 and September 15, 2025 .  
  • Dissertation Fellows are not required to study in the U.S.  
  • Students already holding a fellowship or grant for the purpose of supporting their final year of writing or completing the dissertation the year before the fellowship year are not eligible to apply for the American Dissertation Fellowship.  
  • The Dissertation Fellowship is intended for applicants who are completing their first doctoral degree.  
  • Applicants may apply up to two times for a fellowship for the same dissertation project.  

A pplicants of Postdoctoral Fellowships must also meet the following criteria :  

  • American Postdoctoral Research Leave Fellowship applicants must hold a Ph.D., Ed.D., D.B.A., M.F.A., J.D., M.D., D.M.D., D.V.M., D.S.W., or M.P.H. at the time of application.  
  • Tenured professors are not eligible.  

Applicants of Publication Grants must also meet the following criteria :  

  • American Short-Term Research Publication Grant applicants must hold a Ph.D., Ed.D., D.B.A., M.F.A., J.D., M.D., D.M.D., D.V.M., D.S.W., or M.P.H. at the time of application.  
  • Tenured professors are not eligible.
  • American Short-Term Research Publication Grants are for tenure-track, part-time, and temporary faculty, as well as new and established researchers at universities. Scholars with strong publication records should seek funding elsewhere. Applicants must have time available for eight consecutive weeks of final manuscript preparation. While many recipients, especially full-time faculty members, will use the award s during the summer, recipients may use the funds at any time during the award year. Applicants must demonstrate that the support will result in a reduction of their ongoing work-related activities during the eight-week period .  
  • American Short-Term Research Publication Grants are not for preliminary research. Activities undertaken during the grant period can include drafting, editing, or modifying manuscripts; replicating research components; responding to issues raised through critical review; and other initiatives to increase the likelihood of publication.  
  • The grantee must be listed as the sole author, senior author, first author, or an author of equivalent significance.  

Selection Criteria and Application Review

The panel meets once a year to review applications for funding. Awards are based on the criteria outlined here. The panel’s recommendations are subject to final approval by AAUW. Fellowships are awarded on a competitive basis according to funds available in a given fiscal year.  

To ensure a fair review process, AAUW does not comment on the deliberations of the award panels. AAUW does not provide evaluations of applications. No provisions exist for reconsidering fellowship proposals.

Applications and supporting documents become the sole property of AAUW and will not be returned or held for another year.  

In selecting fellowship recipients, the following criteria will be considered:  

  • Applicant’s scholarly excellence.  
  • Quality of project design.  
  • Originality of project.  
  • Scholarly significance of project to the discipline.  
  • Feasibility of project and proposed schedule.  
  • Qualifications of applicant.  
  • Applicant’s commitment to women’s issues in the profession/community.  
  • Applicant’s mentoring of other women.  
  • Applicant’s teaching experience.  
  • Potential of applicant to make a significant contribution to the field.  
  • Applicant is from an underrepresented racial/ethnic background.  
  • Applicant will be in an underrepresented area of the country and/or type of university other than a top-level research institution during the award year.  
  • Financial need.  

The primary criterion for fellowship awards is scholarly excellence. Applications are reviewed by distinguished scholars and should be prepared accordingly.  

American Postdoctoral Research Leave Fellowship and American Short-Term Research Publication Grant: When comparing proposals of equal merit, the review panel will give special consideration to women holding junior academic appointments who are seeking research leave, women who have held the doctorate for at least three years, and women whose educational careers have been interrupted. Preference will also be given to projects that are not simply a revision of the applicant’s doctoral dissertation and applicants whose work supports the vision of AAUW: to break through educational and economic barriers so that all women have a fair chance.  

Regulations

American Fellowships funds are available for:  

  • Educational expenses (American Dissertation Fellowship and American Postdoctoral Research Leave Fellowship only).  
  • Living expenses.  
  • Dependent child care.  
  • Travel to professional meetings, conferences, or seminars that does not exceed 10 percent of the fellowship total (American Dissertation Fellowship and American Postdoctoral Research Leave Fellowship only).  

Additionally, American Short-Term Publication Grant funds are available for:  

  • Clerical and technical support.  
  • Research assistance related to verification (not basic research).  
  • Office supplies, postage, copying and related expenses.  
  • Journal fees.  

American Fellowships funds are not available for:  

  • Purchase of equipment.  
  • Indirect costs.  
  • Research assistants.  
  • Previous expenditures, deficits, or repayment of loans.  
  • Publication costs (except for American Short-Term Publication Grants).  
  • Institutional (overhead) costs.  
  • Tuition for dependent’s education.  
  • Tuition for coursework that is in addition to credits required for maintaining full-time status while completing a dissertation.  
  • Extended field research (applicable to American Dissertation Fellowships only).  

Additionally, American Short-Term Research Publication Grants funds are not available for:  

  • Salary increase.  
  • Doctoral dissertation research or writing.  

AAUW regards the acceptance of a fellowship as a contract requiring fulfillment of the following terms:  

  • All American Fellowship recipients are required to sign a contract as acceptance of the award. Retain these instructions as they will become part of the fellowship contract if the applicant is awarded a fellowship.  
  • An AAUW American Fellow is expected to pursue their project full time during the funding period (July 1–June 30). No partial fellowships are awarded. Fellowships may not be deferred.  
  • American Postdoctoral Research Leave Fellows and American Short-Term Research Publication Grantees cannot pursue a degree during the award period.  
  • Any major changes in plans for the award year must have prior written approval from AAUW.  
  • AAUW must be notified promptly of any change in the status of an application resulting from acceptance of another award.  
  • Stipends are made payable to fellows, not to institutions.  
  • The determination of whether there is a tax obligation associated with the receipt of an AAUW award is the sole responsibility of the applicant. Specific questions regarding income tax matters should be addressed with the U.S. Internal Revenue Service, the applicant’s financial aid office or a personal tax adviser. AAUW cannot provide tax advice. AAUW is a nonprofit, tax-exempt 501(c)(3) public charity founded for educational purposes.  

Required Components*

Start the application process by clicking the Apply Now button below to access the application and create an account through our vendor site. Complete all required components in the following tabs.  

  • Recommendations: Standardized or form-letter recommendations are discouraged. AAUW does not accept references from dossier services such as Parment or Interfolio.
  • Dissertation Fellowship applicants: Applicant must provide two recommendations from the applicant’s advisers, colleagues or others well acquainted with the applicant, their project and their teaching. One of the two recommendations must be from the applicant’s dissertation advisor.
  • Postdoctoral Research Leave Fellowship applicants: Provide two recommendations from the applicant’s advisers, colleagues or others well acquainted with their project or work.
  • Short-Term Research Publication Grant applicants: Provide two recommendations from the applicant’s advisers, colleagues or others well acquainted with the applicant, their project/work and their teaching.
  • Dissertation Fellowship applicants: Submit transcripts for all graduate work and courses listed in the application. Transcripts must show grades for coursework transferred in. If the transcript shows transfer courses and credits without grades, a transcript from the institution where the courses were taken is required. If you studied at an institution that does not require coursework or provide transcripts, an institutional letter stating that is required.
  • Postdoctoral Research Leave Fellowship and Short-Term Publication Grant applicants: Proof of degree: Submit transcript(s)** or original letter showing proof of a Ph.D., Ed.D., M.F.A., J.D., M.D., D.M.D., D.V.M., D.B.A., D.S.W., or M.P.H. degree.
  • Dissertation Fellowship applicants: Dissertation certification form: Submit the form verifying the completion of all required coursework and qualifying examinations for the doctorate and approval of your dissertation research proposal (plan of research) signed by an institutional officer. No substitutions for this form will be accepted.
  • Dissertation applicants: If you will conduct your project at an institution other than your own during the fellowship year, submit the form that indicates you have approval from the institution and the authority with whom the work will be done to conduct the research, laboratory or office space, and library privileges during the fellowship year. No substitutions for this form will be accepted. If you will conduct your project at your home institution, no project institution form is needed.
  • Postdoctoral Research Leave Fellowship and Short-Term Publication Grant applicants: Submit the form that indicates you have approval from the proposed institution and the authority with whom the work will be done to conduct the research and have institutional affiliation, laboratory or office space, and library privileges during the fellowship year. No substitutions for this form will be accepted.

*A certified English translation is required for all components provided in a foreign language. Translations must bear a mark of certification or official signature that the translation is true and complete.

**All transcripts provided must include the applicant’s full name, the school’s name, all courses and all grades, as well as any other information requested in in the application instructions.  

See More Fellowship and Grant Opportunities

For questions or technical support from ISTS, our technical consultant, please email [email protected] . Enter AAUW-AF if the website prompts you for a program key. We encourage applicants not to opt out of communications from ISTS, to ensure you receive important communications from AAUW.  

Meet a Recent American Fellow

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Sarah Biscarra Dilley ’s research is focused on matrifocal and gender-expansive governance from northern villages of yak titʸu titʸu yak tiłhini to Mokupuni o Hawai‘i, rooted in shared land and kinship-based epistemology. Her written, visual and material practice is grounded in collaboration across experiences, peoples and place, connecting extractive industries, absent treaties and enclosure to emphasize movement, embodied protocol and possibility. Her aspirations are toward cultural resurgence and the return of land to her families’ stewardship.

Our Alumnae

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Ayana Johnson

2010–11 American Fellow and marine biologist, policy expert and conservation strategist. She is the founder and CEO of Ocean Collectiv and founder of Urban Ocean Lab.

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Melissa Harris-Perry

2001-02 AAUW American Fellow and Maya Angelou Presidential Chair at Wake Forest University, a columnist for the Nation, editor-at-large for ZORA, author of Sister Citizen: Shame, Stereotypes, and Black Women in America , and former host of The Melissa Harris-Perry Show on MSNBC.

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Kimberly Ennico-Smith

1997-98 AAUW American Fellow and staff scientist with NASA who served as deputy project scientist for NASA’s New Horizons Mission, the historic project responsible for capturing unprecedented photos of Pluto.

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Call for Dissertation Grant Proposals AERA Grants Program Seeks Proposals for Dissertation Grants

Deadline: May 30, 2024

With support from the National Science Foundation, the American Educational Research Association (AERA) Grants Program seeks proposals for Dissertation Grants. The AERA Grants Program provides advanced graduate students with research funding and professional development and training. The program supports highly competitive dissertation research using rigorous quantitative methods to examine large-scale, education-related data. The aim of the program is to advance fundamental knowledge of relevance to STEM education policy, foster significant science using education data, promote equity in STEM, and build research capacity in education and learning. Since 1991, this AERA Program has been vital to both research and training at early career stages.   

The Grants Program encourages the use of major data sets from multiple and diverse sources. It emphasizes the advanced statistical analysis of data sets from the U.S. Department of Education’s National Center for Education Statistics (NCES), the National Science Foundation (NSF), and other federal agencies. The program also supports studies using large-scale international data systems (e.g., PISA, PIRLS, or TIMMS) that benefit from U.S. federal government support. In addition, statewide longitudinal administrative data systems (SLDS) enhanced through federal grants are also eligible for consideration. The inclusion of federal or state administrative information that further expands the analytic capacity of the research is permissible. The thrust of the analysis needs to be generalizable to a national, state, or population or a subgroup within the sample that the dataset represents.

The Grants Program is open to field-initiated research and welcomes proposals that:

  • develop or benefit from advanced statistical or innovative quantitative methods or measures;
  • analyze more than one large-scale national or international federally funded data set, or more than one statewide longitudinal data system (SLDS) or incorporate other data enhancements;
  • integrate, link, or blend multiple large-scale data sources; or
  • undertake replication research of major findings or major studies using large-scale, federally supported or enhanced data.

The Grants Program encourages proposals across the life span and contexts of education and learning of relevance to STEM policy and practice. The research may focus on a wide range of topics, including but not limited to such issues as student achievement in STEM, analysis of STEM education policies, contextual factors in education, educational participation and persistence (pre-kindergarten through graduate school), early childhood education and development, postsecondary education, and the STEM workforce and transitions. Studies that examine issues of diversity, equity, and inclusion across STEM topics and/or for specific racial and ethnic groups, social classes, genders, or persons with disabilities are encouraged.

Applicant Eligibility Dissertation Grants are available for advanced doctoral students and are intended to support the student while analyzing data and writing the doctoral dissertation. Proposals are encouraged from the full range of education research fields and other fields and disciplines engaged in education-related research, including economics, political science, psychology, sociology, demography, statistics, public policy, and psychometrics. Applicants for this one-year, non-renewable award should be advanced doctoral students at the dissertation writing stage, usually the last year of study. Applicants may be U.S. citizens or U.S. permanent residents enrolled in a doctoral program. Non­U.S. citizens enrolled in a doctoral program at an U.S. institution are also eligible to apply. Underrepresented racial and ethnic minority researchers as well as women, individuals with disabilities, and veterans are strongly encouraged to apply.

Data Set Eligibility The dissertation research project must include the analysis of large-scale data. The data set can originate from one or multiple sources, including (1) federal data bases, (2) federally supported national studies, (3) international data sets supported by federal funds, or (4) statewide longitudinal administrative data systems (SLDS) enhanced through federal grants. Although the emphasis is on large-scale education data sets and systems, other social science and health-related databases that can advance knowledge about education and learning are eligible for consideration.

Many national data resources, including important longitudinal data sets, have been developed or funded by NCES, NSF, the U.S. Department of Labor, the U.S. Census Bureau, the National Institutes of Health, or other federal agencies. International datasets such as PISA, PIAAC, TIMMS, and others are supported. If international data sets are used, the study must include U.S. education.

NCES has enhanced and improved SLDS through grants to nearly every state, the District of Columbia, Puerto Rico, the Virgin Islands, and America Samoa. This federal investment has produced state-level data from pre-K to grade 12, through higher education, and into the workforce. Many SLDS are available for analysis and can be used to address salient issues in education research or linked with other data sets.

Data Set Access The data set(s) of interest must be available for analysis at the time of application. Use of public or restricted-data files is permissible. Prior to receiving funding, students must provide documentation that they have permission to use the data for the research project. In many cases, graduate students will gain access to restricted files through a faculty member or senior scholar.

Data Sharing All data or data-related products produced under the AERA Grants Program must be shared and made available consonant with ethical standards for the conduct of research. Grantees are expected to place article-related data, [1] codebook or coding procedures, algorithms, code, and so forth in an accessible archive at the time of publication. Also, at a reasonable time after completion of the dissertation research, all data or data-related products must be archived at the AERA-ICPSR Data Sharing Repository supported by NSF and located at the Inter-university Consortium for Political and Social Research (ICPSR) at the University of Michigan. AERA provides guidance to facilitate the data sharing and archiving process.

Dissertation Grant Award

Award Component 1, $27,500 Stipend . AERA will award each grantee up to a $27,500 stipend to study education, teaching, learning, or other education research topics using one or multiple large-scale databases. The funds can be used for research-related expenses such as tuition, living expenses, travel to secure data enclaves or scholarly conferences, books, computer equipment, and other expenses directly related to conducting this research. As part of the proposal, applicants provide a budget that outlines anticipated research-related expenses. AERA encourages cost sharing from universities in the form of tuition assistance, office space, university fees, and other expenses. In accordance with AERA's agreement with NSF, institutions cannot charge overhead or indirect costs to administer the grant funds. In addition to the funding, grantees will be paired with a Governing Board member who will serve as a resource and provide advice and feedback to grantees and monitor grantees’ progress.

Award Component 2, AERA Research Conference. Grantees will participate in an AERA research conference held in Washington, DC. During this 2-day conference grantees will participate in seminar-type sessions on substantive, methodological, and professional issues. Also, they will have the opportunity to network and interact with the Grants Program Governing Board, senior scholars and researchers, other graduate students who use large-scale datasets in their research, and representatives from key federal agencies such as the National Center for Educational Statistics, the National Science Foundation, and the U.S. Department of Education. The award will cover all travel and lodging expenses for grantees to participate in the conference.

Award Component 3, AERA Annual Meeting Capstone Research Institute. Each spring AERA holds its Annual Meeting which brings together over 15,000 researchers, scholars, and policy leaders to present their research, share knowledge, and build research capacity through over 2,000 substantive sessions. Grantees will take a data analysis or appropriate methods course while attending the AERA Annual Meeting. The grantees will present their research in an invited poster session along with other graduate students who received dissertation support from AERA and other prestigious fellowship programs. Finally, grantees will participate in a Capstone conference directly after the Annual Meeting that will address issues such as building a research agenda, searching for a faculty appointment, and publishing research. Grantees must include travel and lodging expenses to the Annual Meeting in their budget.

Informational Webinar Applicants are encouraged to watch the informational webinar to learn more about the AERA Grants Program and discuss the application process..

Project Dates AERA is flexible on research project start dates, depending on what is best for the applicant. The earliest date a grant may start is approximately three months following the application deadline. Alternatively, an award start date several months or more after that may be requested.

Funding Restrictions Dissertation Grantees may not accept concurrent grant or fellowship awards from another agency, foundation, institution or the like for the same dissertation project that is funded by the AERA Grants Program. If the awardee is offered more than one major grant or fellowship for the same project for the same time period, in order to accept the AERA Grants Program Dissertation Grant, the other award(s) must be declined. Awardees may accept Research Assistant or Teaching Assistant appointments at their doctoral institutions and may have additional employment.

If the applicant is employed by a contractor of NCES, NSF, other federal agency, state agency, or other entity that provides the dataset proposed for the project, the dissertation research must not be considered part of the applicant's work responsibilities. An additional letter from the applicant's employer is required as part of the application submission, stating that the dissertation project is separate from the applicant's job duties. This letter must be sent electronically by the deadline to [email protected] .

Evaluation Criteria Evaluation criteria include the significance of the research question, the conceptual clarity and potential contribution of the proposal, the relevance to an important STEM education policy issue, the strength of the methodological model and proposed statistical analysis, and the applicant’s relevant research and academic experience. Additionally, the review criteria include the following: What is already known on the issue? How might this project inform STEM education policy? How does the methodology relate specifically to the research question? Does the applicant know the data set? Does the analytic plan fit the question and the data? How does this project promote equity in STEM education and learning? Is the applicant qualified to carry out the proposed study? Reviewers will be members of the AERA Grants Program Governing Board. Due to the large volume of applications received, the AERA Grants Program is unable to provide individual feedback on unfunded proposals.

Reporting Requirements Dissertation Grantees will be required to submit a brief (3-6 pages) progress report midway through the grant period. A final report will be submitted at the end of the grant period. The final report consists of an extended dissertation abstract (3-6 pages), a statement of research dissemination and communication activities and plans (1-3 pages), and the complete approved dissertation. It should be submitted electronically to [email protected] . All reporting requirements and deadlines are outlined in the award letter.

Funding Disbursement Funding will be linked to the approval of the progress report and final report. Grantees will receive one-half of the total award at the beginning of the grant period, one-quarter upon approval of the progress report, and one-quarter upon approval of the final report. Grants are awarded through the grantee’s institution. In accordance with AERA's agreement with NSF, institutions cannot charge overhead or indirect costs to administer the grant funds.

Considerations in the Development of the Proposal Applicants are strongly encouraged to read Estimating Causal Effects: Using Experimental and Observational Designs , by Barbara Schneider, Martin Carnoy, Jeremy Kilpatrick, William H. Schmidt, and Richard J. Shavelson prior to submitting a dissertation grant proposal. Selection bias is a recurring issue during the review process and should be addressed in the proposal.

Applicants should choose research topics that can be supported by the samples and variables contained in the proposed data set(s). Applicants should also be familiar with the User Guides and/or Manuals (e.g., use of design weights and design effects) of the specific data sets. Applicants should be familiar with statistical methods and available computer programs that allow for sophisticated analyses of the selected data.

Applicants should explicitly address the curricular content when it applies. Applicants are encouraged to capitalize on the capacity of large-scale data sets to examine diverse populations, including racial, ethnic, social class, and gender groups. Studies are encouraged that promote or inform diversity, equity, and inclusion for underrepresented population as well as across STEM topics. The proposed topic must have education policy relevance, and the models to be tested must include predictor variables that are manipulable (e.g., course work in mathematics, instructional practices used by teachers, parental involvement). Studies focusing on STEM education policy are strongly encouraged. Studies that model achievement test data should clearly define the achievement construct and identify the kinds of items to be used to operationalize the topic of interest. Also, when planning to use existing sub-scales, the applicant should describe why these sub-scales are appropriate and how they will be applied. Existing sub-scales provided by NCES or other agencies may not be appropriate for the proposed construct.

Dissertation Grant Application Guidelines AERA Grants Program

Application Deadline All applications for the AERA Grants Program must be completed using the AERA online application portal by 11:59pm Pacific time on May 30, 2024 . An applicant may submit only one proposal to the AERA Grants Program for review at any one time. Due to the large volume of applications received, the AERA Program is unable to provide individual feedback on unfunded proposals.

Submission Information Please enter the background information requested in the proposal submission portal. This includes the applicant’s contact and background demographic information. Also, enter the proposal title, amount of funding requested, and the start and end dates of the project.

Dataset(s) used: Name data set(s) used (e.g., ECLS­K, ELS:2002, IPEDS, CCD, AddHealth, SLDS-State, PISA, and so forth). Proposals must include the analysis of at least one large-scale federal, international, or state administrative data system.

Dissertation abstract Enter the abstract of your proposed research project (250 words maximum).

Contribution to the field Briefly describe the potential contributions this research will make to the field of education (250 words maximum). You may cut and paste or type into the text box.

  • Statement of how this research advances the current state of knowledge in the field, substantively and/or methodologically
  • Theoretical or conceptual framework for the research
  • Brief review of relevant research/policy literature
  • Research questions, hypotheses to be tested
  • Description of methodology including the data set(s) and justification for selecting data file to address research question; any additional or supplemental data sample (e.g., groups used, exclusions to sample, and estimated sample sizes); rationale for variables used; and specification and clarification of variables and analytic techniques
  • Data analysis plan and/or statistical model or formulas, appropriately defined
  • Brief dissemination plan for this research including proposed conferences to present the findings and potential scholarly journals to publish the research  
  • Variables list: A categorized list of the variables from the NCES, NSF, or other data set(s) that will be used in this research project. (2 single-spaced pages maximum)  
  • References cited (not part of page limit)  
  • Budget . Awards for Dissertation Grants are up to $27,500 for 1­year projects. The budget must include funds to attend the AERA Annual Meeting. The funds can be used for research-related expenses such as tuition, living expenses, travel to secure data enclaves or scholarly conferences, books, computer equipment, and other expenses directly related to conducting this research. AERA encourages cost sharing from universities in the form of tuition assistance, office space, university fees, and other expenses. In accordance with AERA's agreement with NSF, institutions cannot charge overhead or indirect costs to administer the grant funds. There is no specific template for the budget. It may be a simple 2­column format or a more complex spreadsheet. (no page limit)  
  • Research and academic employment history
  • Relevant graduate courses in statistics and methodology
  • Relevant publications and presentations
  • Relevant professional affiliations and/or memberships

Please combine items 1-5 as one PDF document and upload on online application.

Letter(s) of support: The letter(s) must be sent separately, by the faculty member. One substantive letter of support is required from the applicant's primary faculty dissertation advisor that includes an indication of the applicant's current progress toward the degree and expected date of completion, and of the student's potential for success in his or her anticipated career path.

If the applicant is from a discipline other than education, a second letter of support from a faculty advisor who has an education research background is also required if the primary faculty advisory does not specialize in education research. Although this second letter should focus mainly on the applicant's qualifications, research experience, and potential, it should also include a brief paragraph on the advisor's own education research experience.

Further Questions Contact George L. Wimberly, Co-Principal Investigator, AERA Grants Program ( [email protected]) or 202-238-3200 if you have questions regarding the application or submission process. NOTE: All awards are contingent upon AERA's receiving continued federal funding.

Visit the AERA Grants Program Website at http://www.aera.net/grantsprogram .

[1] Awardees with access to data under restricted access provisions are expected to archive a detailed specification of the data set so that others can request the same data under the same or similar restricted conditions. 

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Division of graduate studies menu, division of graduate studies, professional development writing support, dissertation writing assistance.

Dissertation writing help is available to students at all stages of their dissertation from conception to final formatting. At no expense to students, the Division of Graduate Studies is sponsoring one-hour sessions with Alexa Weinstein, an experienced graduate-level academic editor and dissertation writing instructor. To schedule, email [email protected] with your upcoming available times.

Email Alexa

National Center for Faculty Development & Diversity (NCFDD)

UO is an institutional member. Sign up with National Center for Faculty Development & Diversity (NCFDD) for free today. NCFDD supports all graduate students, with particular attention to supporting Black, Indigenous, and people of color (BIPOC) students. NCFDD offers free graduate student writing workshops, supported writing boot camps, and writing booster sessions.

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The UO Center on Diversity and Community (CoDaC) builds the capacity of individuals and units across campus to advance the university’s goals of equity and inclusion. Their initiatives have included faculty and student Writing Circles, Faculty-in-Residence, faculty development workshops on equity and inclusion, and supporting a wide range of equity initiatives on campus. CoDaC is located in Susan Campbell Hall Garden Level Room 54. Outside entrance located behind Jordan Schnitzer Museum of Art.

CoDaC's Writing Consultant, Mike Murashige , provides support to graduate students, faculty, and staff in two broad areas:

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NSF101

NSF 101: Graduate and postdoctoral researcher funding opportunities

The U.S. National Science Foundation supports research opportunities and provides stipends for graduate students and postdoctoral fellows and scholars.

There are multiple ways to find these programs, including the funding search on NSF’s website and the NSF Education & Training Application , which is growing its list of opportunities for graduate students and postdoctoral scholars.

To help begin your search, opportunities for graduate students and postdoctoral researchers are listed below. The principal investigator, or PI (a researcher who oversees a project), is often listed on these grants, along with their graduate students or postdoctoral researchers.

Graduate Student 

While funding for graduate students is often included in a PI’s research proposal, the following opportunities are also available for early career researchers. 

  • Doctoral Dissertation Research Improvement Awards/Grants (DDRI/DDRIG) These programs help fund doctoral research in a variety of fields to help provide for items not already available at the academic institution. The funding provided cannot be used for items such as, but not limited to, tuition, stipends, textbooks or journals. The monetary amount listed in each DDRI/ DDRIG section does not include indirect cost associated with the project. The doctoral student should be listed as a co-PI on the grants with their advisor listed as the primary PI.

Archaeology Program- DDRIG : This program supports doctoral laboratory and field research on archaeologically relevant topics, with the goal of increasing anthropologically focused understanding of the past. Awards provide funding up to $25,000 per awardee.  

Arctic Science Section DDRIG : The Arctic Sciences Section offers opportunities for DDRI proposals in the following programs: Arctic Social Sciences supports research in any field of social science. Arctic System Science supports projects that address the relationships among physical, chemical, biological, geological, ecological, social, cultural and/or economic processes to advance our understanding of the Arctic system. Arctic Observing Network supports projects focused on scientific and community-based- observations; development of in situ or remote sensors and automated systems; design and optimization of coordinated and scalable observation networks; and management of Arctic Observation Network data, data accessibility and data discovery. Awards provide funding up to $40,000 for a maximum of 3 years. 

Biological Anthropology Program- DDRIG : This program supports research on human and non-human primate adaptation, variation and evolution. Awards provide funding up to $25,000 for up to two years.  

Cultural Anthropology Program- DDRIG : This program supports research that is focused on cultural anthropology research, including topics such as: Sociocultural drivers of anthropogenic processes (i.e., deforestation, urbanization); resilience and robustness of sociocultural systems; scientific principles underlying altruism, conflict, cooperation, and variations in culture and behaviors; economy, culture migration and globalization; kinship and family norms. Awards provide funding for up to $25,000 for up to two years.  

Decision, Risk and Management Science DDRIG : This program supports research on decision, risk and management sciences. This includes research in the areas of judgement and decision making; decision analysis and decision aids, risk analysis; perception and communication; societal and public-policy decision making; and management science and organizational design. Awards are for a maximum of 12 months. 

Economics DDRIG :This program provides funding for research focused on improving the understanding of the U.S. and global economy from macroscale to microscale, including all field of economics such as macroeconomics, microeconomics, econometrics, economic theory, behavioral economics and empirical economics.  

Human-Environment and Geographical Sciences Program- DDRI : This program supports basic scientific research about the nature, causes and/or consequences of the spatial distribution of human activity and/or environmental processes across a range of scales. The program welcomes proposals for empirically grounded, theoretically engaged, and methodologically sophisticated, generalizable research in all sub-fields of geographical and spatial sciences. Awards may not exceed $20,000 in direct costs. 

Linguistics Program- DDRI : This program supports research on human language, including syntax, linguistic semantics and pragmatics, morphology, phonetics, and phonology of individual languages or in general. Awards provide up to $12,000 for a maximum of two years. 

Dynamic Language Infrastructure- DDRI : This program supports research on building dynamic language infrastructure, which includes describing languages; digitizing and preserving languages; and developing standards and databases for analyzing languages. Provides funding up to $15,000 for up to two years. 

Graduate Research Fellowship Program This fellowship supports full-time master's or doctoral students earning their degree in a research-based program focused on STEM or STEM education. Students are the primary submitter for the fellowship. Fellows will be awarded a $37,000 stipend and $12,000 cost-of-education allowance for three years of the five-year fellowship. For tips on applying, see our previous NSF 101 article on the fellowship program . 

Non-Academic Research Internships for Graduate Students (INTERN) Supplemental Funding Opportunity   This supplemental funding opportunity is for graduate students funded by active NSF grants. PIs may submit for up to an additional six months of funding to allow students to participate in research internship activities and training opportunities in non-academic settings, such as the following: for-profit industry research; start-up businesses; government agencies and national laboratories; museums, science centers, and other informal learning settings; policy think tanks; and non-profit institutions. Students must have completed at least one academic year of their program. This funding request may not exceed $55,000 per student for each six-month period. A student may only receive this opportunity twice. In addition to the general INTERN opportunity, there are two topic-specific INTERN opportunities: 

Non-Academic Research Internships for Graduate Students in Geothermal Energy Supplemental Funding Opportunity : This opportunity is provided by NSF in partnership with the U.S. Department of Energy's Office of Energy Efficiency and Renewable Energy. It maintains the same funding levels and requirements as the general INTERN program; however, funding may only be used for gaining knowledge, skills, training and experience in geothermal energy and technology.  

  • Research Internships for Graduate Students at Air Force Research Laboratory Supplemental Funding Opportunity : This funding opportunity is for students supported on an active NSF grant to intern at a Air Force Research Laboratory facility. AFRL has several potential technology directorates available for students at locations across the U.S.: Aerospace Systems (Wright-Patterson Air Force Base, Ohio), Information (Rome, New York), Materials and Manufacturing (Wright-Patterson Air Force Base, Ohio), Directed Energy (Kirtland Air Force Base, New Mexico), Munitions (Eglin Air Force Base, Florida), Sensors (Wright-Patterson Air Force Base, Ohio), Space Vehicles (Kirtland Air Force Base, New Mexico), 711th Human Performance Wing Training (Wright-Patterson Air Force Base, Ohio). 

Mathematical Sciences Graduate Internship This summer internship is for doctoral students in mathematical sciences through a partnership between NSF and Oak Ridge Institute for Science and E ducation. It provides students who are interested in academic and non-academic careers with the opportunity to learn how advanced mathematics and statistical techniques can be applied to real-world problems. Participants in the internship will receive a stipend of $1,200 per week during the 10-week internship. In addition, there is travel reimbursement for up to $2,000 for those who live more than 50 miles away from their hosting site. 

NSF Research Traineeship Program Graduate students can apply for this traineeship through their institutions, if available. These topics can range across the scientific spectrum. Current projects can be found by state . 

Research Experiences for Graduate Students Supplemental Funding These awards provide additional funding for graduate students with mentors who have an active NSF grant. Currently funding is available through the following programs:  

Cultural Anthropology provides up to $6,000 per student for research activities. 

Human Environment and Geographical Sciences at Minority Serving Institutions and Community Colleges provides up to $7,000 per student for research activities. 

Postdoctoral Scholars 

Astronomy and Astrophysics Postdoctoral Fellowship This fellowship supports research investigating a field within astronomy or astrophysics for up to three years. The stipend is $75,000, with a fellowship allowance (i.e., expenses for conducting and publishing research, fringe benefits) of $35,000. 

Atmospheric and Geospace Sciences Postdoctoral Fellowship This fellowship supports postdoctoral fellows in atmospheric or geospace sciences. Atmospheric science includes topics such as atmospheric chemistry; climate and large-scale dynamics; paleoclimate climate; and physical and dynamic meteorology. Geospace science focuses on aeronomy, magnetospheric physics and solar terrestrial research. This fellowship provides up to 24 months of support. The stipend is $70,000 per year, with a fellowship allowance of $30,000.  

Earth Science Postdoctoral Fellowship This program supports the study of structure, composition and evolution, the life it supports and the processes that govern the formation and behavior of Earth’s materials. Researchers are supported for up to two years at the institution of their choice, including institutions abroad. The stipend is $65,000 per year, with a fellowship allowance of $25,000 per year.  

Mathematical and Physical Sciences Ascending Postdoctoral Research Fellowships

This program supports postdoctoral fellows performing impactful research while broadening the participation of members of groups that are historically excluded and currently underrepresented in mathematical and physical sciences. This fellowship can last between one and three years. The stipend is up to $70,000 per year, with a fellowship allowance of $30,000 per year. 

Mathematical Sciences Postdoctoral Research Fellowships This fellowship has two options:  

  • The Research Fellowship provides full-time support for any 18 months within a three-year academic period.  
  • The Research Instructorship provides a combination of full-time and half-time support over a period of three academic years, which allows the fellow to gain teaching experience. Both options receive up to $190,000 over the fellowship period. The full-time stipend is $5,833 per month and the part-time stipend is $2,917 per month. In addition, the fellow will receive $50,000 in two lump sums ($30,000 in the first year and $20,000 in the second year) for fellowship expenses.  

Ocean Sciences Postdoctoral Research Fellowships This fellowship supports research in topic areas such as: biological oceanography, chemical oceanography, physical oceanography, marine geology and geophysics, ocean science and technology. This two-year fellowship with a stipend of $67,800 for the first year and $70,000 for the second year, with a fellowship allowance of $15,000 per year.  

Office of Polar Programs Postdoctoral Research Fellowships This fellowship supports postdoctoral research in any field of Arctic or Antarctic science. This two-years fellowship, with a stipend of $67,800 for the first year and $70,000 for the second year, with fellowship expenses of $15,000 per year.  

Postdoctoral Research Fellowship in Biology The Directorate of Biology offers a fellowship for postdoctoral researchers in one of three areas: 

  • Broadening Participation of Groups Underrepresented in Biology. This area requires a research and training plan that is within the scope of the Directorate for Biology and that enhances diversity within the field.  
  • Integrative Research Investigating the Rules of Life Governing Interaction between Genomes, Environment and Phenotypes. This area aims to understand higher-order structures and functions of biological systems. Research should use a combination of computational, observational, experimental or conceptual approaches. 
  • Plant Genome Postdoctoral Research Fellowships. This area has a broad scope and supports postdoctoral training and research at the frontier of plant biology and of broad societal impact. Highly competitive proposals will describe interdisciplinary training and research on a genome wide scale. The fellowships are for 36 months and have a stipend of $60,000 per year, with a research and training allowance of $20,000 per year. 

SBE Postdoctoral Research Fellowships This fellowship supports postdoctoral research in the social, behavioral and economic sciences and/or activities that broaden the participation of underrepresented groups in these fields. Funding is up to two years and has two tracks available:  

  • Fundamental Research in the SBE Sciences. This track supports research focused on human behavior, interaction, social and economic systems. 
  • Broadening Participation in SBE Sciences. This track aims to increase the diversity of post-doctoral researchers in the social, behavioral and economic sciences. In addition to the research proposal, these applications should also answer the question: “How will this fellowship help broaden or inform efforts to broaden the participation of underrepresented groups in the United States?” The stipend for this program is $65,000 per year (paid in quarterly installments) and the research and training allowance is $15,000 per year. 

SBIR Innovative Postdoctoral Entrepreneurial Research Fellowship This fellowship supports postdoctoral researchers at start-up companies through the Small Business Innovation Research program. By recruiting, training, mentoring, matching and funding these early-career scientists, this fellowship addresses the need of doctoral-level expertise at small, high-tech businesses. The base stipend is $78,000 per year with optional individual health and life insurance, relocation assistance (company dependent), professional conference travel allowance, and professional development funds.  

Science, Technology, Engineering and Mathematics Education Individual Postdoctoral Research Fellowship This fellowship is for postdoctoral researchers to enhance their research knowledge, skills, and practices of STEM education research. If the fellowship is granted, the fellow is expected to remain affiliated with the host organization and PI sponsoring them. The fellowship can last up to two years with an annual stipend of $70,000, with fellowship expenses of $15,000.  

Multilevel 

CyberCorps® Scholarship for Service This program is for students earning their associates, bachelor's, master's or doctoral degree in cybersecurity. A stipulation of the program is that the recipients must work after graduation in a cybersecurity mission of the federal, state, local or tribal government for an equal amount of time as the scholarship's duration. It will provide full tuition and fees plus a stipend of $27,000 per academic year for undergraduates and a stipend of $37,000 per academic year for graduate students, in addition to a professional allowance of $6,000 for all levels. 

NSF-NIST Interaction in Basic and Applied Scientific Research This supplemental funding request is for NSF-supported researchers to collaborate with researchers at a National Institute of Standards and Technology facility. It can be used for travel expenses and per diem associated with on-site work at NIST. It is available for NSF-supported PIs, co-PIs, postdoctoral scholars, graduate and undergraduate students and other personnel associated with the research. PIs should contact their NSF program director for their award before applying. 

This extensive list shows the ways in which NSF helps train the next generation of STEM researchers. If you are interested in learning more about any of these programs, reach out to contacts listed on the award webpages.  

If you are interested in awards for high school students, undergraduates and post-baccalaureate scholars, check out our previous NSF101 for more information! 

About the Author

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Struggling to Align Your Social Science Proposal’s Arguments and Concepts with Post-research Dissertation Writing?

Qualitative social science research—which includes ethnographic fieldwork, oral histories, interviews, focus groups, audio-visual recordings, and archival work—can significantly shift and reshape your research topic and, by extension, the writing of your dissertation. Many students who conduct qualitative research write their dissertation proposal months before they begin their research. When they return from research—or the ‘field’—and begin to write their dissertation chapters, they find that many of their original ideas concerning what is important and interesting about their topic has changed as a result of their research, reading and analysis. With their pre-research argument or hypothesis now subject to evolving evidence, students who engage in qualitative research find that they have to invest significant time in revising their main argument to align with research conducted during fieldwork. Instead of dedicating time to planning and writing out sections with pre-developed and well thought out arguments, students now have to focus on navigating evidence that requires new conceptualizations and sense-making.

Clearly, what we’re describing here isn’t one problem so much as a constellation of many problems that result from the tension between pre-fieldwork plans and post-fieldwork dissertation writing. In this entry, we offer a revision strategy that helps address a particularly common challenge for people engaged in social science research: how to revise your pre-research concepts and interpretative frameworks in light of evidence gathered during fieldwork.

As you begin the writing phase of your dissertation after completing your fieldwork research, you might realize that the key concepts that initially guided your interpretive framework no longer suffice. For example, your dissertation proposal might have been centered around the concepts of ‘nation’, ‘nation-state’ and ‘nationalism.’ But as you begin sifting through your qualitative research, you might discover that your data aligns better with concepts like ‘race’, ‘ethnicity’, and ‘homelands’. It might become evident to you that these new concepts don’t easily align with your original argument, in which case you’ll need to develop new arguments and claims derived from your research findings.

Instead of jumping straight into drafting chapters, you may find yourself first having to adopt new concepts and frameworks that lead you to approach your material differently. You may even find yourself torn and confused between pre-research arguments and concepts, and new findings that emerge from your qualitative research. This problem underscores the nature of qualitative social science research, where the work of revision often begins before the actual drafting of the dissertation. It begins with revising the qualitative interpretative frameworks when coding and analyzing data such as interviews and fieldnotes. At various points, the evidence emerging from your research may prompt a reassessment of concepts and interpretative frameworks that were initially employed, causing a shift towards concepts that are better suited to reflect the research findings.

Try the following exercise to resolve this tension between concepts formulated during the pre-research phase, and the moment of writing your dissertation during the post-research phase.

Step 1: Draw a table with three columns. Name the columns, “pre-research”, “research” and “post-research.” List concepts and/or interpretive frameworks identified from your pre-research proposal in the first column: for example, ‘ nation ’, ‘ nation-state’ and ‘ nationalism’ .

Step 2: Select one concept and trace it through the evidence and material you gathered during fieldwork. At this stage you are reading, analyzing, and coding your interviews, to see if this this concept resonates with your qualitative data. Ask yourself (1) whether this concept continues to be applicable to your project and (2) if there is enough data and evidence to justify the continued use of this concept.

Step 3: Based on your analysis of your interviews, you may determine that the original concept through which you framed your research is no longer quite right. If you think that concept is no longer right, cross it out in the first column. Now, list other concepts that might provide richer insights for your project in the second column. Consider each of these concepts against your field research. When one resonates especially well with your research, add that concept to your post-research column.

Step 4: Move on to your next ‘pre-research’ concept and repeat the steps mentioned above.

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Creative Writing Graduate Programs

Poetry students with Visiting Writer Frank Bidart.

About the Program and Placement Record

  • Faculty Research Areas
  • Teaching Assistantships

Creative Writing M.A.

  • Admission Requirements
  • Degree and Graduation Requirements
  • Master's Essay
  • Master's Thesis

Creative Writing Ph.D.

  • Doctoral Dissertation
  • Foreign Language Requirement
  • Ph.D. Comprehensive Examination

One of the first universities in the country to offer a Ph.D. in Creative Writing, Ohio University continues as home to a thriving, widely respected graduate program with concentrations in poetry, fiction, and creative nonfiction.

Small by design, our graduate program offers a comprehensive curriculum, an award-winning faculty and the intimacy of small classes.

Placement Record

Over the past three years, seven of our nine graduating creative writing Ph.D. students have landed tenure-track jobs, post-doctorates, or prestigious visiting writer posts. Our MA graduates go on to study in the top MFA and Ph.D. programs.

  • English M.A. Placements
  • English Ph.D. Placements

Students in the Creative Writing M.A. and Ph.D. programs enjoy:

  • Graduate stipends, up to $15,000 per year, with opportunities to teach a wide range of courses, including creative writing workshops
  • Generous graduate student travel funding
  • Editorial fellowships on New Ohio Review , Quarter after Eight , and Brevity
  • Opportunities to interact with distinguished visiting writers

M.A. candidates complete two years of study and write a thesis of creative work in their genre. Doctoral candidates complete five years of study, comprehensive exams, a major critical essay, and a creative dissertation.

Literary Journals

The department and its students publish three literary journals:

  • New Ohio Review , a national literary journal
  • Quarter After Eight , a prose journal edited by graduate students
  • Sphere , an undergraduate journal

Annual Events

The department hosts several annual events including an ambitious Spring Literary Festival that brings five nationally distinguished writers to campus for three-days of readings, craft talks, and student discussion. Recent visitors have included Tony Hoagland, Kathryn Harrison, Barry Lopez, Francine Prose, Peter Ho Davies, Kim Addonizio, David Shields, Robert Hass, Charles Simic, Yusef Komunyakaa, and Marilynne Robinson.

Visiting writers engage with our program year-round as well, appearing in both undergraduate and graduate classes, meeting one-on-one with select students, and offering evening readings in the intimate Galbreath Chapel.

In addition to a regular Dogwood Bloom reading series for our graduate students, the creative writing program hosts an annual Writers' Harvest benefit reading for the Southeastern Ohio Food Bank?s Second Harvest, a food distribution program serving Athens, Hocking, Perry, Vinton, Jackson, Gallia, Meigs, Morgan and Washington counties.

Group photo of Chad Rhym, Tasha Lindo, Pamela Nwachukwu, and Haofeng Ma.

Meet the Participants of the 2023-2024 Dissertation Completion Program

Related missions.

This year, the Public Policy Center launched its first ever Dissertation Completion Program (DCP) . The DCP aims to support advanced graduate students in the final years of their dissertations or final creative projects. Selected participants are provided with private offices to work, as well as $1000 in funding to support their research travel and other project costs. Additionally, participants meet regularly to share updates, discuss roadblocks, and workshop drafts.

“We are so fortunate to have the opportunity to work with these students as they develop their dissertations.” said Mark Berg, director of the Public Policy Center. “Their work is groundbreaking. It will help our communities better understand and address a range of important challenges. I look forward to watching these researchers continue to make significant advancements in their fields.”

The 2023-2024 DCP cohort includes five doctoral students from three University of Iowa colleges.

The next round of applications for the Dissertation Completion Program are anticipated to open in Fall 2024.

Thompson Writing Program TA for Summer Session 1

The Thompson Writing Program is looking for a few TAs for Summer Session 1 (though the asynchronous online position will actually run into August). If you are interested in any position, please email Jessica Corey, Director of Undergraduate Studies at   [email protected] .

Teaching Associate, Writing 270, Composing the Internship Experience, $1700 (Pending sufficient. enrollment)

Term 1 Extended:

  • (14 weeks total), May 20 – August 23, Time commitment: approximately 2-3 hours per week, for 14 weeks

Modality: Mostly Online Asynchronous but with several online synchronous writing workshops  scheduled as convenient for instructor and students.

Each Teaching Associate will work alongside the Writing 270 Instructor and will be responsible for moderating discussion forums, sharing in the grading of online work submission and quizzes, and facilitating a portion of the virtual writing workshops. We are offering three sections Writing 270, one that is 8 weeks and two that are 14 weeks (same course content, just distributed differently across the time span). Since it is online, you do not need to be in Durham or on campus; you can teach from home or from anywhere in the world, as long as you can access an internet connection approximately two-to-three times per week. This is a great opportunity to work with advanced undergraduates across disciplines.

We have one to two Teaching Associate positions open.

Teaching Associate, Writing 165, Making Your Voice Heard: The Arts of Oral Communication, Critical Speaking, and Digital Rhetoric, $1700 (Pending Sufficient Enrollment)

Term I Compressed (3 weeks), June 10 -June 28,   10:00 a.m. – 12:40 p.m. MTWTHF

Modality: Hybrid Combination of In-Person, Online Asynchronous, and Online Synchronous The Teaching Associate can work entirely online, though preference will be given to applicants who are willing to be in-person occasionally (likely 2x/week). This three-week hybrid course is capped at 15 Duke undergraduates. Students develop and deliver a series of oral communication projects, including storytelling, an introductory speech, a professional presentation, an oral history project, and a digital project of their choosing (i.e., a podcast or Ted-like talk). The course focuses on the ethics of communication and social structures that facilitate, change, or silence communication. Responsibilities for this three-week teaching associate position (estimated time is 10-12 hours/week) include leading workshops on project drafts, responding to student reflections about course texts, and assisting with other elements of the class as needed.

We have one Writing165 teaching associate position open.

Teaching Associate, Writing 101, Academic Writing, 4-week course, $1700 (Pending sufficient enrollment)

Term I, June 3- June 28, 2024, 10:00 a.m. – 12:05 p.m. MTWTHF

Modality: In Person

The Teaching Associate will work alongside the Writing 101 Instructor and will be responsible for sharing in the grading of assignments and facilitating student conferences.

We have one Teaching Associate position open for the Term I four-week Writing 101 course.

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Proposal Writing for the Wenner-Gren Foundation: Applying for a Dissertation Fieldwork or a Post-PhD Research Grant, A Workshop co-sponsored by SOAS GLOCAL

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  • May 22, 2024 09:00 AM in Eastern Time (US and Canada) Register
  • May 22, 2024 09:00 PM in Eastern Time (US and Canada) Register

The Wenner-Gren Foundation is now collaborating with the SOAS GLOCAL to host a series of webinars on funding opportunities for anthropologists and researchers in their respective disciplines. In this second workshop, join the Foundation’s president, Danilyn Rutherford, and her colleagues at the Foundation for a workshop designed for applicants working towards the Dissertation Fieldwork Grant and the Post-PhD Research Grant. We will describe the program’s objectives, go over the criteria of evaluation, and offer tips on writing a winning proposal. In advance of the session, we will distribute excerpts from successful proposals to illustrate what it takes to answer the application questions in a convincing and compelling way. This will be a very hands-on session with plenty of time for questions.

9:00 AM Stream

9:00 PM Stream

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Swedish host city braces for Eurovision final and fresh protest

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Dress rehearsal ahead of the Grand fFinal of the 2024 Eurovision Song Contest, in Malmo

  • Eurovision Song Contest final held in Malmo, Sweden
  • Croatia and Israel among bookmakers' favourites to win
  • Final held amid protests over Israel's military action in Gaza
  • Demonstrations planned for Saturday in Malmo
  • Grand final begins at 1900 GMT

Sign up here.

Reporting by Jacob Gronholt-Pedersen, Tom Little and Ilze Filks in Malmo, Louise Rasmussen in Copenhagen, Terje Solsvik in Oslo and Johan Ahlander in Gothenburg; Writing by Niklas Pollard; Editing by Nick Macfie

Our Standards: The Thomson Reuters Trust Principles. New Tab , opens new tab

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Thomson Reuters

Based in Copenhagen, Jacob oversees reporting from Denmark, Iceland, Greenland and the Faroe Islands. Specializes in security and geopolitics in the Arctic and Baltic Sea regions, as well as large corporates such as brewer Carlsberg and shipping group A.P. Moller-Maersk. His most impactful reporting on Arctic issues include a report on how NATO allies are slowly waking up to Russian supremacy in the region, uncovering how Greenland represents a security black hole for Denmark and its allies, and how an abundance of critical minerals has proven a curse for Greenland. Before moving to Copenhagen in 2016, Jacob spent seven years in Moscow covering Russia's oil and gas industry for Dow Jones Newswires and The Wall Street Journal, followed by four years in Singapore covering energy markets for WSJ and Reuters. As a Russian speaker, he has been involved in covering the war in Ukraine. He publishes a newsletter each weekday focused on the most important regional and global news. Contact Jacob via email if you are interested in receiving the newsletter.

Catalans to vote in election that is key to Spain's political stability

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Dutch PM Rutte visits Lithuania

Lithuanian presidential hopefuls vow to stand up to Russian threat

Lithuanians vote on Sunday in a presidential election expected to hand a new term to incumbent Gitanas Nauseda, a staunch supporter of Ukraine in its two-year war with Russia, following a campaign focusing on security concerns in the Baltic states.

Grand Final of the 2024 Eurovision Song Contest, in Malmo

IMAGES

  1. Writing Dissertation Plan : How to Structure a Dissertation

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  2. How To Write a Better PhD Thesis/Dissertation?

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  3. How to Write a Dissertation Abstract- Step by Step Guidance

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  4. 10 Things to Know Before Writing your Dissertation

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  6. Dissertation Writing Tips: 7 Ideas To Write An Epic Research

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  1. How to Write a Management Dissertation? : A Step-by-Step Guide

  2. Dissertation Writing Tutorial||Topic Selection to Chapter 1|| Cleverbee Research

  3. How to Write a Dissertation Introduction

  4. How to Write an Abstract for a Dissertation?

  5. How to Write a Dissertation Methodology #dissertation #students #writingtips #universitylife

  6. How to Manage The Dissertation Process in Record Time #dissertationcoach #phd

COMMENTS

  1. How To Write A Dissertation Or Thesis

    Craft a convincing dissertation or thesis research proposal. Write a clear, compelling introduction chapter. Undertake a thorough review of the existing research and write up a literature review. Undertake your own research. Present and interpret your findings. Draw a conclusion and discuss the implications.

  2. How to Write a Dissertation: Step-by-Step Guide

    Dissertations typically include a literature review section or chapter. Create a list of books, articles, and other scholarly works early in the process, and continue to add to your list. Refer to the works cited to identify key literature. And take detailed notes to make the writing process easier.

  3. What Is a Dissertation?

    A dissertation is a long-form piece of academic writing based on original research conducted by you. It is usually submitted as the final step in order to finish a PhD program. Your dissertation is probably the longest piece of writing you've ever completed. It requires solid research, writing, and analysis skills, and it can be intimidating ...

  4. 30 Dissertation Research Fellowships for Doctoral Students

    A minimum of ten (10) fellowships, $22,000 for doctoral students and $14,000 for undergraduate students, will be awarded for the regular academic year. Only doctoral students and undergraduate students about to enter their final year of study/dissertation are eligible. The fellowship is for one academic year and may not be renewed or postponed.

  5. How to tackle the PhD dissertation

    Tips for writing a PhD dissertation: FAQs answered. Popular resources. 1. A framework to teach library research skills. 2. ... your university's resources and centres because there may be units and departments on campus that offer helpful opportunities, such as a writing week or retreat. Taking advantage of these opportunities helps combat ...

  6. Writing from A to B : Graduate School

    Writing from A to B. To attain a doctoral degree, every Ph.D. student needs to navigate the dissertation-writing process. Writing from A to B: A Guide to Completing the Dissertation Phase of Doctoral Studies demystifies this process.The author, Dr. Keith Hjortshoj, has drawn upon his many years of experience with Cornell's renowned John S. Knight Institute for Writing in the Disciplines to ...

  7. Dissertation Writing Retreat

    Here is the schedule for a typical day during the retreat (the first and last days of the retreat will vary slightly): 9:00-9:15 am: morning goal setting and cohort check-in. 9:15 am-noon: independent writing time. Noon-1 pm: lunch (some lunches will have programming related to dissertation writing, while others will be purely social).

  8. Prize-Winning Thesis and Dissertation Examples

    Prize-Winning Thesis and Dissertation Examples. Published on September 9, 2022 by Tegan George.Revised on July 18, 2023. It can be difficult to know where to start when writing your thesis or dissertation.One way to come up with some ideas or maybe even combat writer's block is to check out previous work done by other students on a similar thesis or dissertation topic to yours.

  9. Tips for writing a PhD dissertation: FAQs answered

    A PhD thesis (or dissertation) is typically 60,000 to 120,000 words ( 100 to 300 pages in length) organised into chapters, divisions and subdivisions (with roughly 10,000 words per chapter) - from introduction (with clear aims and objectives) to conclusion. The structure of a dissertation will vary depending on discipline (humanities, social ...

  10. How to write an undergraduate university dissertation

    10 tips for writing an undergraduate dissertation. 1. Select an engaging topic. Choose a subject that aligns with your interests and allows you to showcase the skills and knowledge you have acquired through your degree. 2. Research your supervisor. Undergraduate students will often be assigned a supervisor based on their research specialisms.

  11. How to Write a Dissertation or Thesis Proposal

    Writing a proposal or prospectus can be a challenge, but we've compiled some examples for you to get your started. Example #1: "Geographic Representations of the Planet Mars, 1867-1907" by Maria Lane. Example #2: "Individuals and the State in Late Bronze Age Greece: Messenian Perspectives on Mycenaean Society" by Dimitri Nakassis.

  12. Dissertation Writing Academy

    Dissertation Writing Academy Application. Interested applicants should send complete the application form and arrange to have your advisor email a brief letter of recommendation endorsing your participation in the Dissertation Writing Academy to [email protected]. Applications and advisor recommendation are due April 1, 2024. Name.

  13. Dissertation Completion Fellowships

    Weatherhead Center for International Affairs Dissertation-Writing Grants; External Dissertation Completion Fellowships . Search the CARAT database for dissertation completion fellowships offered by non-Harvard agencies. Here are a couple of examples: American Association of University Women Dissertation Fellowship; Charlotte W. Newcombe Fellowship

  14. CLAS Dissertation Writing Fellowships

    Ten CLAS Dissertation Writing Fellowships ($14,000 each) will be awarded. Rationale: The purpose of the program is to provide ten students each year with the precious gift of time to complete a PhD dissertation, thus having the beneficial effects of improving degree completion rates and reducing time to degree. This investment is fully consistent with collegiate strategic goals. Timing of ...

  15. American Fellowships

    The American Dissertation Fellowship must be used for the final year of writing the dissertation. Applicants must have completed all coursework, passed all preliminary exams, and had the dissertation research proposal or plan approved by November 1, 2023. The doctoral degree/dissertation must be completed between April 1 and June 30, 2025.

  16. Dissertation Grants

    Applicant Eligibility. Dissertation Grants are available for advanced doctoral students and are intended to support the student while analyzing data and writing the doctoral dissertation. Proposals are encouraged from the full range of education research fields and other fields and disciplines engaged in education-related research, including ...

  17. Dissertation research and writing

    Four- to nine-month fellowships for doctoral candidates conducting research or writing a dissertation. Woodrow Wilson Dissertation Fellowship in Women's Studies: Fall: Dissertation completion fellowship for students engaged in issues related to women, gender, women's studies, or feminist, gender, and LGBTQ theory.

  18. External Dissertation Funding

    The fellowship supports a year of research and writing to help advanced graduate students in the humanities and related social sciences in the last year of PhD dissertation writing. The program encourages timely completion of the PhD Applicants must be prepared to complete their dissertations within the period of their fellowship tenure.

  19. Professional Development Writing Support

    Dissertation Writing AssistanceDissertation writing help is available to students at all stages of their dissertation from conception to final formatting. At no expense to students, the Division of Graduate Studies is sponsoring one-hour sessions with Alexa Weinstein, an experienced graduate-level academic editor and dissertation writing instructor.

  20. Proposal Tips-Thesis and Dissertations-COGS-University of Idaho

    Master's Thesis Proposal Tips. By Jodie Nicotra, Department of English and Amy Ross, U of I Writing Center. Writing an overview of your project is designed not only to formally announce your intentions as far as your Master's thesis goes, but also to help you become more fluent in and informed about the topic for your project. 7-8 double ...

  21. Thesis and Dissertations-College of Graduate Studies-University of Idaho

    Thesis and Dissertation Resources. You will find all you need to know about starting and completing your thesis or dissertation right here using ETD (Electronic submission of Dissertations and Theses). Note: COGS at this time is unable to provide any troubleshooting support or tutorials on LaTeX. Please use only if you are knowledgeable and ...

  22. NSF 101: Graduate and postdoctoral researcher funding opportunities

    To help begin your search, opportunities for graduate students and postdoctoral researchers are listed below. The principal investigator, or PI (a researcher who oversees a project), is often listed on these grants, along with their graduate students or postdoctoral researchers. ... Doctoral Dissertation Research Improvement Awards/Grants (DDRI ...

  23. Welcome to the Purdue Online Writing Lab

    The Online Writing Lab at Purdue University houses writing resources and instructional material, and we provide these as a free service of the Writing Lab at Purdue. Students, members of the community, and users worldwide will find information to assist with many writing projects.

  24. Struggling to Align Your Social Science Proposal's Arguments and

    As you begin the writing phase of your dissertation after completing your fieldwork research, you might realize that the key concepts that initially guided your interpretive framework no longer suffice. For example, your dissertation proposal might have been centered around the concepts of 'nation', 'nation-state' and 'nationalism.'

  25. Creative Writing Graduate Programs

    English Ph.D. Placements. Students in the Creative Writing M.A. and Ph.D. programs enjoy: Graduate stipends, up to $15,000 per year, with opportunities to teach a wide range of courses, including creative writing workshops. Generous graduate student travel funding. Editorial fellowships on New Ohio Review, Quarter after Eight, and Brevity.

  26. Meet the Participants of the 2023-2024 Dissertation Completion Program

    Tasha Lindo, a doctoral student in the Literacy, Culture, and Language Education program in the College of Education, is working on her dissertation titled "Engaging in critical conversations with secondary school Asian American and Pacific Islander (AAPI) girls: Conceptualizing identities in an AAPI young adult book club." Inspired by her time as a Filipina English language arts teacher ...

  27. Thompson Writing Program TA for Summer Session 1

    The Thompson Writing Program is looking for a few TAs for Summer Session 1 (though the asynchronous online position will actually run into August). ... and other opportunities that may be of interest to graduate students. This site is a running collection of those opportunities. If you have an opportunity you wish to share with Duke graduate ...

  28. Proposal Writing for the Wenner-Gren Foundation: Applying for a

    WG DF and PPHD writing workshop.

  29. Palantir: Double Digit Growth Ahead, But More Opportunities If It Drops

    The PLTR Investment Thesis Remains Robust - Thanks To The AIP Boot Camps For now, PLTR has reported a top-line beat in the FQ1'24 earnings call, with revenues of $634.34M ( +4.2% QoQ / +20.7% YoY ...

  30. Swedish host city braces for Eurovision final and fresh protest

    Swedish host city Malmo geared up for the Eurovision grand final on Saturday as excitement mingled with the tension of heightened security threats and political protests over Israel's participation.