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

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

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

Understanding the Master's Thesis

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

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

What is a Master's Thesis?

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

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

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

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

Format & Components of a Master's Thesis

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

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

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

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

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

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

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

Why a Thesis Program

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

Why a Non-thesis Program

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

How to Choose a Master's Program: FAQs

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

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

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

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

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

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

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

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

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

From the Expert

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

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

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

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

Do you have any tips for deciding on a program?

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

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

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

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

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

Who should students talk to when considering options?

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

College of Agricultural, Consumer and Environmental Sciences

Agricultural & Consumer Economics

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Non-Thesis Master of Agricultural and Applied Economics (MAAE)

Degree requirements   Frequently asked questions

The non-thesis Master of Agricultural and Applied Economics (MAAE) is a professionally oriented degree designed to prepare graduates for a wide variety of careers in the private sector, including as economic consultants, commodity traders, analysts, or in the public sector with government agencies and international organizations. Students may choose a focus area that fits their interests and career goals:

• Food and Agribusiness
• Agricultural Markets and Finance
• Sustainability and Environmental Economics
• Trade and International Development
• Data Science and Analysis

Core courses will train students in advanced microeconomics and econometrics, and additional quantitative tools such as data science and system optimization.

This master's degree can be completed as a stand-alone master's degree or, for ACE students only, a combined bachelors plus master's (4+1 MAAE). The 4+1 MAAE combines the ACE Bachelor's of Science, and it can be completed in five academic years, including a summer internship. The 4+1 MAAE is only open to students enrolled in ACE. Students can share up to 6 credit hours of coursework between their bachelor’s and master’s. Admitted students to this program will receive both degrees simultaneously after all program requirements are successfully completed.

The standalone MAAE is designed for students from any other major or with a Bachelor's degree to complete over a 1 to 2 year period based on their interests and ability to take partial to full course loads during each semester of study; it is open to any student with a bachelor’s degree that meets the program admission criteria. 

The MAAE is a STEM-designated master's program.

View our program timelines and requirements to get an idea of how your time would be structured in either the 4+1 MAAE or in the standalone MAAE.

• Program Timeline (pdf)   
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Professional Internship or Research Apprenticeship

Students will work with advisors to successfully land and complete a professional internship or research apprenticeship as part of the program requirements.

The professional internship experience is typically completed the summer after coursework requirements are met. It could also be completed during the fall or spring semesters, or in the summer prior to the first fall semester of classes for the MAAE program. However, students may find the internship experience more enriching after having completed some, or all of their graduate coursework.

Program advisors will support students in their internship preparation, professional network building, and to identify opportunities, while students will be responsible for successfully interviewing, landing, and completing the internship.

Career Opportunities

The MAAE's focus on mastery of quantitative methods, field specialization, and internship experience prepares students for many career paths. Graduates will be fully prepared to grow with industry leaders through the program's combination of academics tailored to career goals with hands-on work experience.

Upon earning your master's, you might:

• Inform efforts to fight hunger at the World Bank or IFPRI
• Shape policy in places like the US Department of Agriculture or Environmental Protection Agency
• Crank the numbers that drive high-stakes legal cases and regulatory evaluations in economic consulting companies
• Take a leadership position in food and agribusiness industries
• Work in the fast lane at a commodity trading company
• Fight for the environment or food security as an analyst in a non-profit

Who Should Apply

You should apply to this program if you:

• Are interested in a career in the private sector, including as an economic consultant, commodity trader, analyst
• Are interested in a career in the public sector with government agencies and international organizations
• Have a strong background in math, microeconomics, and statistics
• Want to complete a master's degree in a shortened timeline and without completing a research thesis
• Desire to gain hands-on work experience tailored to your career interests
• Are prepared to competitively enter the job market after earning your master's

How to Apply

Application deadlines*

Spring cohort: October 15

Fall cohort: January 15

*We will continue accepting and reviewing applications after the above dates, but for full consideration, please submit all materials by the deadlines above.

4+1 MAAE Pre-Application (only for ACE undergraduate students with sophomore or junior standing)

To apply, submit first stage application (no fee required), prepare the following application and combine  into a single pdf document:

• The personal statement should summarize your qualifications, outline your reasons for applying to the program, and describe your career objectives. This should reflect your professional interests specific to the MAAE program.
• Unofficial transcript (DARS audit is acceptable)
• At least two of your references should be familiar with and in a position to comment on your academic record and potential for success in a graduate program.

Submit the combined pdf in an email with the subject line " MAAE pre-application" to: 

[email protected]

Students who pre-apply will be advised to take advanced undergraduate with a focus on excellent performance in courses such as ACE 300, ACE 260, and ACE 264.

MAAE Application

Apply* (regular app fee) and be officially accepted into the Graduate College, making sure to include the following elements via the formal application:

• Select the “MAAE” Option on the application
• Resume (updated)
• Include courses taken, grades earned, and degrees awarded. Unofficial transcripts meet this requirement.
• Institution code: 1836
• Department code: 0101

ACE seniors applying to the 4+1 MAAE should plan on deferring their graduation as they will receive both their B.S. and M.S. upon graduating from the MAAE program.

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Master of Science Non-Thesis

The Master of Science is a non-thesis degree that provides students advanced specialized training intended to prepare them to transition to technical positions in industry or doctoral graduate programs in science or engineering. Students deepen their understanding by completing advanced coursework in foundational MSEN topics, such as thermodynamics, kinetics, solid-state physics, and mechanical behavior of materials. Furthermore, students broaden their exposure to new topics through attendance at seminars and through coursework in specialized areas of MSEN.

Both Master of Science non-thesis and Master of Engineering non-thesis have the  same  degree plan requirements and coursework. The only difference is the title of the degree that you will earn upon graduating.

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• Waiver Process: students should submit request directly to the course instructor cc’ing the graduate advisor so that approval/denial can be documented in the students Departmental Record. Student should submit supporting evidence such as transcript, course description, and syllabi for review.
• Even if students are waived from Background Courses they must still have a total 30 credits to earn their degree.
• Non Thesis student cannot use MSEN 691 (Research) toward their degree plan.
• Remaining credit hours may be taken from other courses as per graduate catalog.
• The maximum number considered for transfer credit is twelve (12) hours.
• Nine (9) hours must be completed in residence -- one long semester or a full summer session.
• Faculty advisor recommends courses based on student’s completed educational work, research and professional interests.

Committee:  Minimum 1 member; must be approved MSEN core faculty , jo int faculty , or affiliated faculty .

• October 15, 2023
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Thesis vs. Non-Thesis Master’s Programs: Which is Right for You?

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

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

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

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

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

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

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

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

Why Choose a Thesis Master’s Program?

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

Research Experience

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

Academic Growth 

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

Why Choose a Non-Thesis Master’s Program?

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

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

Suitability for Professionals

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

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

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

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

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

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

Personal and Career Goals

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

Time and Financial Considerations

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

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Field of Study and Program Requirements

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

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

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

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

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

Frequently Asked Questions (FAQs):

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

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

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

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

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

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

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

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

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

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

Why should I choose a thesis Master’s program?

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

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

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

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

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

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Master of Science (non-thesis option)

This program is a non-thesis degree requiring 30 credits at the graduate and/or advanced undergraduate level. The program specifies 12 credits of required graduate coursework in core MSE subjects and 2 credits of graduate seminar. The remaining 16 credits in the curricular program may be tailored to suit your interests, with up to 12 elective credits available from advanced departmental or non-departmental undergraduate coursework (3000 and 4000 level courses). It is possible that the course of study could be completed in two semesters.  Information regarding tuition, fees, and estimated expenses can be found using the Cost of Education Calendar . For the 2014-15 academic year, the cost of tuition and mandatory fees for a semester of study at 15 credits was $12,432 ($820.50 per credit hour plus $124 required university fee), plus any applicable laboratory fees for courses that include a laboratory component. Although there are no scholarship or assistantship opportunities from the MSE department for the non-thesis MS program, students doing well in the program could be considered as possible candidates for department funded PhD research positions.

Students who have received GTA or GRA funding from the MSE department are specifically not eligible for the non-thesis MS program or degree.

Although you are admitted to a non-thesis program, Michigan Technological University manages an active internship/cooperative education program. Such programs can provide real world work experience, academic credit (co-op), and a stipend. The internship/cooperative education positions generally require an interview process. Laboratory experience and academic credit may also be gained by working with graduate faculty on a research project. Up to 6 credits of co-op or project research can be counted towards the non-thesis MS degree.

Course descriptions of regularly scheduled MSE graduate and advanced undergraduate offerings are included below. Appropriate out-of-departmental courses at a numerical level of 3000 and above are eligible for elective credit, subject to availability and the approval of the graduate program coordinator. Out-of-department courses may be subject to availability, pre-requisite constraints, in-major restrictions, and/or approval of instructor.

The graduate and undergraduate course catalogues can be reviewed at

Undergraduate Course Descriptions and

Graduate Course Descriptions (PDF)

The required courses for the non-thesis Master of Science program in Materials Science and Engineering are described below.

Non-thesis MS Requirements for Graduation

•  Total of 30 credits.
• 24 credits minimum of coursework
• 6 credits maximum from research or co-op activities.
• At least 12 credits (of the total 30 credits) must be at the 5000 level or above.

Credits can be in any department, subject to approval of your thesis advisor, with the exception of the following 5 "core" courses which are now required for the non-thesis MS Degree in Materials Science and Engineering.

• MSE 5110 Thermodynamics and Kinetics I (3 credits)
• MSE 5120 Thermodynamics and Kinetics II (3 credits)
• MSE 5130 Crystallography and Diffraction (3 credits)
• MSE 5140 Mechanical Behavior (3 credits)
• MSE 5900 Graduate Seminar (2 credits)

Students must earn a "B" or above in each required course in order to satisfy the MSE department requirements. The graduate school requires a 3.0 GPA for graduation. Only 6 credits below a B are allowed for credit (not including the 5 core courses).

Master of Science Non-Thesis Option

Requirements.

• 25 credits of graded graduate coursework
• 1 credit of graded seminar (CE 580)
• 2 credits for CE 702 (Project; S/U)
• 2 credits for CE 702 (Exam; S/U)
• 27 credits of graded graduate coursework
• 4 credits for CE 702 (oral exam)

NOTE: Students are required to enroll in CE 600 in semesters they are not enrolled in CE 580.  If a student is unable to enroll in CE 600 in a semester due to personal circumstances, a request for a waiver to this requirement must be made by the advisor of the student stating those circumstances. Upon review, the CEE Chair may grant a waiver. Please coordinate with the Graduate Coordinator.

• Coursework and project require approval by the student’s graduate committee.
• Program must be filed no later than the end of the second semester of study. Go to the Graduate school web site for the program of study form .
• General regulations regarding the preparation of a project are set by the department following thesis format and committee requirements.
• Typing, copying, and other associated costs for the preparation of the project report are borne by the student.
• Committee should include at least three faculty members.
• Students may pursue independent projects or may work with faculty to develop new projects or collaborate on existing projects.
• Students will generally complete their studies in 12 months.
• Scholarships and awards may be awarded to highly qualified students.
• Loans are available for all students through the University’s financial aid office

More Information

Thesis vs. Non-thesis: What’s the Difference?

What is the difference between the Regulatory Affairs Thesis and the Regulatory Affairs Project (non-thesis)? Essentially, the thesis option is characterized as the more traditional research option that typically focuses on choosing an original topic, conducting an extensive literature review to delimit the scope of the topic, and to develop research questions that the student seeks to answer. The thesis option requires the researcher to carefully focus on the methodology to be utilized which includes identification of how data will be collected to help answer the research questions or hypotheses and to develop a detailed data analysis plan. The thesis route may take several approaches including the classic experimental design, social research, and policy analysis to mention only a few. Thesis option students will conduct the approved research, write the thesis which summarizes all aspects of the endeavor and submit it to his/her major professor and thesis committee for review and approval. Once the thesis is presented to the student’s committee and successfully defended, the publication will be submitted to the UGA library for archiving. The thesis option is most appropriate for students who desire to develop additional research skills and who plan on pursuing a Ph.D. or seeking a career in research.

The Project (or non-thesis) option is designed to be more flexible and is tailored for students who don’t necessarily desire more extensive research training. Project students will take an additional credit hour of an elective, and will take a comprehensive examination. Project students must write a project summary document describing their project and present their findings to a faculty committee. This document is typically less involved than the thesis.

NOTE: All Master’s students must complete either a thesis or a Regulatory Affairs Project, which means that each student must have a faculty member to advise on the project. Students are not assigned to a faculty member; instead, the student must take the initiative to contact a faculty member working in their area of project interest. For the Project student, the faculty committee is charged with creating questions for the comprehensive examination in addition to providing guidance throughout the academic endeavor.

Download the .pdf of this document.

Find more information on a graduate degree or graduate certificate in Regulatory Affairs:

Graduate Certificate in International Biomedical Regulatory Sciences   Graduate Certificate in Clinical Trials Design and Management

Master of Science (M.S.) in International Biomedical Regulatory Sciences

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Non-Thesis Option

Some programs can be completed without a thesis. You might work on an extensive seminar or degree paper or project in lieu of a thesis. In some cases your research requirement may be fulfilled through the successful completion of a certain course. Depending on the department/program's guidelines, you may or may not work with an advisory committee when completing a non-thesis option. 

If you're interested in this non-thesis option, work with your advisor to be sure your program of study complies with the requirements of the Graduate College and your academic department. 

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CYSO Non-thesis Option

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Non-thesis students develop their professional skills to prepare them for employment or further graduate study. Under the guidance of a major professor and guiding committee , they demonstrate their mastery via a comprehensive exam and possible professional project.

Program of Study

For the MS program without thesis, the program of study requires 31 graduate credit hours:

• 22 hours (7 courses + seminar) in the CYSO Core
• 3 hours (1 course) of a CYSO Elective
• (Optional) 3 hours of Directed Project (CSE 8080)
• 3–6 hours (1–2 courses) Free Electives

Any required courses previously completed by a student may be applied for completion and replaced with another free course of the student’s and committee’s choosing. Students must have at least 12 8xxx credit hours (4 8xxx level courses) on their final program of study; as such, two electives must be at the 8xxx level (this includes CSE 8080 Directed Project). The majority of credits must have course code CSE. See the Graduate Handbook for additional course policies.

The CYSO core introduces students to fundamental areas in computer security. These courses explore the nature of computer and information security, how to find security breaches in disks, and network/cryptographic protocols.

• CSE 8011: Graduate Seminar
• CSE 6243: Information & Computer Security
• CSE 6173: Cryptography
• CSE 6253: Secure Software Engineering
• CSE 6383: Network Security
• CSE 6363: Software Reverse Engineering
• CSE 8713: Advanced Cyber Operations
• CSE 8753/ECE 8823: Wireless Networks

CYSO Electives

A student must take an additional 3 hours in pre-approved security electives. This elective be replaced with an approved CSE 7000: Directed Individual Study, counted at the 6xxx or 8xxx level as appropriate. Similarly, the security elective course can be replaced by a special topics 6/8990 by committee permission. The student’s Graduate Committee has final approval of all applicable courses.

• CSE 6743: Operating Systems II
• CSE 6273: Introduction to Computer Forensics
• CSE 8473: Advanced Network Security
• ECE 8753: Distributed Systems

Other Graduate Hours

Students have 3 additional credit hours (6 if Directed Project is not taken) of graduate coursework of their choosing that are not tied to security requirements. The only restrictions is that CSE 8000 Thesis Research or any Ph.D. level (9xxx) courses cannot be applied.

Directed Project

A non-thesis student my further develop their professional skills by taking a Directed Project (CSE 8080) under the direction of their major professor. This replaces three credit hours (1 course) from the elective portion of their study.

The first step in developing a project is to write a formal project contract. The contract should specify the goals of the project, a list of the deliverables, and must be signed by the student and committee before commencing CSE 8080. The student will then work on the project. While it may take more than one semester to complete the project, CSE 8080 can only be taken once.

At the end of the project (usually the end of CSE 8080), a final report with deliverables must be prepared. The report must follow the same format as theses and dissertations, as specified in the latest edition of the Standards for Preparing Dissertations and Theses available from the Library and departmental requirements, except that the approval page should include the signatures of the student's Graduate Committee only; a LaTeX template is provided by Dr. Ramkumar.  A copy of the original project contract should be included in an appendix. Deliverables of the project (user guides, design documents, etc.) can be included as appendices, but normally will be separate documents. The format of any deliverables (user guides, technical manuals, etc.) not included as appendices shall be as appropriate for the client of the project. Deliverables included as appendixes must follow the same form and format as the report.

Comprehensive Exam

The non-thesis option of the CYSO Masters degree program requires that the degree candidate successfully demonstrate mastery of graduate material. At the end of the program, the student will sit for a comprehensive exam covering their graduate coursework; students with a Directed Project will focus on defending their project and its relation to their coursework. The guidelines below supplement, but do not supersede, those provided by the Graduate School; see their guidelines for additional details such as the deadlines, exam process, and so on.

For students electing this option, the following steps must be followed:

• If doing a Directed Project, the student develops a project contract at least one semester before graduating. A copy of this contract will be kept by the CSE office.
• The semester before their anticipated graduation, students should review their Program of Study via CAPP on Banner to ensure all coursework will be completed.
• Upon completion of their project and coursework (or within 6 hours of completing), the student must schedule their exam. Part of this process requires students to complete the Graduate Exit survey for the College. Contact the CSE office to schedule the exam.
• The student will sit for the exam with their major professor and committee. The exam will go over their graduate studies, with focus on courses related to the project for those doing a Project. The student will be asked to give a presentation on their Directed Project or on some other major classwork for non-Project students.
• The student graduates once the Comprehensive Exam has been successfully passed and coursework concluded.

Directed Project Format Requirements

The report must follow the same format as theses and dissertations, as specified in the latest edition of the Standards for Preparing Dissertations and Theses available from the MSU Office of Graduate Studies, and departmental requirements, except that the approval page should include the signatures of the student's Graduate Committee only.

A copy of the original project contract should be included in an appendix. Deliverables of the project (user guides, design documents, etc.) can be included as appendices, but normally will be separate documents. The format of any deliverables (user guides, technical manuals, etc.) not included as appendices shall be as appropriate for the client of the project. Deliverables included as appendixes must follow the same form and format as the report.

Previous Catalogs

For students that were admitted before the current Graduate Catalog, please refer to the Catalog archives for relevant information on your program of study:

• MS CYSO, Non-Thesis (Fall 2020-Spring 2022)
• MS CYSO, Non-Thesis (Fall 2019)
• MS CSYO, Non-Thesis (Pre Fall 2019)

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Master's of Science -- non-thesis

• College of Natural and Health Sciences
• Graduate Programs

Program description

This program offers a flexible path to the MS degree over three or more semesters.  Online and in-person courses are offered in biomedical, cell/molecular, ecology/evolution, and pedagogy.  Details can be found below or in the university catalog:  http://unco.smartcatalogiq.com/ .

Learn about the cost of attendance

Who to contact

Biology Graduate Admissions Manager Dr. Lauryn Benedict [email protected] 970-351-3364

Master's Non-Thesis Academic Advisor Dr. Gregory DeKrey [email protected] 970-351-2493

General degree information

Degree program options.

• On-campus: This option is offered at the Greeley, Colorado, main UNC campus.  
• Online: This option is offered through  UNC Extended Studies .

How does this degree program work?

This M.S., non-thesis, degree program is designed to provide post-baccalaureate training in any area of biology, primarily through the completion of traditional lecture and laboratory courses. This degree program can be completed in as little as one calendar year, but typically is pursued over two or more academic years.  Formulation of a plan of study is accomplished with the guidance of a faculty advisor who will help you to tailor a program of study to match your educational needs.

Who is this degree program for?

This degree is appropriate for talented students who already possess an undergraduate degree in the sciences and who want to strengthen or broaden their biology knowledge. Moreover, it can be used as a path to career advancement or as a stepping stone on the way to other graduate or professional programs.

Degree requirements

This degree requires completion of 30 credits of study.  The UNC catalogs contain the official descriptions and requirements of all programs at the university. 

Applying to the program

Deadlines, program requirements, and application instructions

In addition to information about yourself and your academic history, applicants are asked to provide letters of recommendation, a curriculum vitae (CV) or resume, and a letter of intent. The following sections offer advice on how to maximize the impact of those documents.

Letters of recommendation for your application

Letters of recommendation (also called letters of reference) are extremely important to your application. Choose the people that you ask to write these letters thoughtfully. Letter writers should be able to comment on your potential for successful graduate work from a position of experience. Typically, they will be academic faculty or work supervisors that have knowledge of your academic or scholarly performance and other attributes relevant to success in graduate school.

• A statement of how the person knows you and for how long
• An indication of the person's professional expertise
• Comments on your intellectual strengths, motivation, creativity, time-management skills, work ethic, collegiality, and ability to handle stress and work independently
• Comments on your writing and verbal communication skills
• An assessment of your potential and abilities relative to others at your level of education and experience
• Ask each potential recommender if they are willing to act as a professional reference on your behalf.  If they decline your request, move on. 
• Be sure to let each potential recommender know the deadline for submission of the recommendation, and allow sufficient lead time for them to write and submit a strong letter.
• Provide your recommender the list of expectations (above) for what should be included in the letter.
• Supply a copy of your curriculum vitae or resume to each recommender to refresh their memory about your past education and achievements. This is particularly important if you haven't been in touch with them for a while.
• Supply a copy of your letter of intent to each recommender. This will help them to understand why you are applying to graduate school and what you want to do with your advanced education.

Your curriculum vitae (CV) or resume

You may choose to provide either a curriculum vitae or a resume. This document should summarize your preparation and experience relevant to graduate study in biological sciences. A curriculum vitae is most appropriate for applicants with career goals in academia, while a resume might be more appropriate for currently working professionals. CVs and resumes will be reviewed equivalently and with reference to the career goals that you outline in your letter of intent. Find specific advice about what to include on a CV or resume here .

Your letter of intent

At a minimum, your letter of intent should include the following:

• Your academic experience, interests and preparation
• Background qualifications for the program
• Your career goals and how this degree will help you to achieve those goals

In addition to the required components of the letter of intent (listed above), you may choose to add more information that you believe is important for the Graduate Committee who evaluates applications to consider in reviewing your application.  For example, some applicants may feel it is useful to explain anomalies in their transcript that co-occurred with significant life events.

In addition to communicating your goals and qualifications, your letter of intent also serves as an example of your communication skills. Prepare your letter carefully, editing it for logical flow, grammar and spelling, and succinct prose. 

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Home College of Science and Technology Department of Biological Sciences Graduate Degree Programs

Biology Graduate Program — Non-Thesis Option

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About This Page

The material on this page represents the official policies of the Department of Biological Sciences. Please note that admission and degree requirements and deadlines in the university catalog or on the Research and Graduate Studies Web page may be incomplete. Applicants and students must follow the guidelines below.

In addition to the formal requirements, this page also includes practical information originally compiled in the Graduate Student Handbook. We hope that you can find the information you need on these pages. If not, please don’t hesitate to ask other graduate students, faculty, or the graduate coordinator ( Dr. Janice Bossart , 151 Biology Building, 985-549-3442, [email protected] ). Lastly, if you notice important areas that were omitted, please bring them to Dr. Bossart’s attention.

Degree Requirements- Non-thesis Option

Minimum requirements for the Master of Science Degree (without thesis) in Biology are:

1. Coursework

Students must complete thirty-six hours of approved courses in Biological Sciences, including four hours of Non-Thesis Research Problems (GBIO 661) and two hours of Seminar (GBIO 691). The student must earn at least one-half (i.e., 50% or more) of their total graduate credit from graduate courses at the 600-level. Credit from courses at the 500-level may be no more than 50% of total graduate credit. Also, no more than 10 hours of transfer credit can be applied to the degree plan. Students may take up to eight hours of approved courses from other departments at Southeastern. All degree requirements must be completed within six years.

2. Grade Point Average

Students must maintain a cumulative grade point average of 3.0 in all graduate work, as well as, no more than 6 hours with grades of C in the degree plan. Grades below a C are not accepted for graduate credit.

3. Comprehensive Exam

Students must pass an oral or written comprehensive exam based on graduate coursework during the last semester and/or after 30 hours of completed coursework.

4. Research Paper

Students must write a research paper based on the original research conducted in conjunction with GBIO 661. The paper must be approved by the Graduate Faculty advisor and the Non-Thesis Advisory Committee.

Students must present an oral presentation to the Department based on original research conducted in conjunction with GBIO 661. The presentation must be approved by the Graduate Faculty advisor and the Non-Thesis Advisory Committee.

6. Degree Approval

Recommendation for degree must be approved by the Non-Thesis Advisory Committee, Graduate Coordinator, Department Head, and Graduate Dean.

7. Paperwork

Completion of necessary paperwork including, but not limited to, the following: 1) Degree Plan; 2) Non-Thesis Research Agreement Form; 3) Application for Candidacy; and 4) Application for Graduation.

NOTE: More details on these requirements are given below in “Major Steps and Target Dates- Non-Thesis Option”. It is the student’s responsibility to keep abreast of any changes in these procedures.

Grade Requirements, Probation, and Suspension

Graduate students are expected to maintain a 3.0 grade point average. A student whose semester GPA is below 3.0 will be placed on probation. Probation status will be retained as long as the student’s cumulative grade-point average is below 3.0. A student on probation may not enroll in graduate courses for Pass/Fail and must achieve a 3.0 semester grade-point average during the next semester of enrollment (including the summer term) or be suspended from graduate studies.

Application for readmission may be made after one semester of suspension by submitting the appropriate form (available from the Graduate Coordinator) to the Dean of Research and Graduate Studies. After a second suspension, the student must wait one calendar year before applying for readmission. A third suspension results in final expulsion from the program without possibility for reapplication.

Graduate Program Personnel

This is the cast of characters relevant to graduate students (see also Graduate Faculty ).

Graduate Coordinator The Graduate Coordinator ( Dr. Janice Bossart ) is the administrative leader of the graduate program. Her responsibilities include processing application materials within the department, advising new graduate students regarding course selection during the first semester, advising the student in the selection of a major professor, administering the oral and written exams, providing necessary forms, maintaining a file for each graduate student, checking the final degree plan to verify that all course work is completed, attending the thesis defense, and approving the final copies of the thesis.

Department Head The Department Head ( Dr. Justin Anderson ) is the administrative leader of the Department of Biological Sciences. With regard to the graduate program, his responsibilities include attending the thesis defense, approving the final copies of the thesis, appointing and supervising all teaching assistants, and approving all budget expenditures.

Dean of Research and Graduate Studies

The Dean must approve and sign all forms pertaining to teaching assistantship appointments and degree plans.

Non-Thesis Advisory Committee The non-thesis advisory committee coordinates the non-thesis program with Dr. Janice Bossart, who serves as thesis and non-thesis coordinator. Their responsibilities include advising non-thesis students, approving degree plans, and administering exams. Non-thesis students may work closely with other graduate faculty members, but do not need a major professor or thesis committee.

Major Steps and Target Dates- Non-Thesis Option

These steps apply to all graduate students intending to complete a Master of Science Degree, Non-Thesis Option in Biological Sciences.

1. Apply for admission.

Degree-seeking students must apply to the Department of Biological Sciences (see Applying ). Acceptance into graduate school does not automatically assure acceptance into the graduate program in Biological Sciences. Departmental application deadlines are 1 December (to begin in the spring) and 1 February (to begin in the summer or fall).  Applications submitted after these deadlines may be considered for acceptance on a case-by-case basis; however, late submissions potentially will not be considered until after the beginning of the following semester.  Departmental assistantships are generally not offered to non-thesis students, but students interested in applying should submit applications by 1 December or 1 February.

2. File Proposed Degree Plan.

New students should meet with a member of the Non-Thesis Advisory Committee to put together a degree plan. This form must be approved by the Graduate Coordinator and filed with the Office of Research and Graduate Studies by the beginning of the second semester of enrollment.

3. File Non-Thesis Research Agreement and Research Proposal.

By the end of the first year of coursework, the student must arrange with a Graduate Faculty advisor to conduct a non-thesis research project. The project will count as four hours of GBIO 661 (Non-Thesis Research Problems). In order to be eligible to register for GBIO 661, the student must submit the following paperwork to the Non-Thesis Advisory Committee: 1) a brief research proposal describing the project to be conducted that has been approved by the Graduate Faculty advisor and Non-Thesis Advisory Committee, and 2) a Non-Thesis Research Agreement form to be signed by the Graduate Faculty advisor and the Non-Thesis Advisory Committee. The Non-Thesis Advisory Committee and the Graduate Faculty advisor must approve the project in advance.

NOTE: Students will not be allowed to register for GBIO 661 until the appropriate paperwork has been approved and filed with the Non-Thesis Advisory Committee.

4. Conduct research.

Following submission and approval of the Non-Thesis Research Agreement by the Non-Thesis Advisory Committee and Graduate Faculty advisor, the student will conduct the non-thesis research project according to the accepted proposal. GBIO 661 Non-Thesis Research Problems must be successfully completed no later than one semester prior to graduation.

5. Prepare a research paper*.

The research advisor will meet with the student to discuss the scope and format of the research paper; however, the research paper should be written in manuscript format typical of refereed scientific journals (see addendum). The Graduate Faculty advisor must approve the research paper before the research seminar can be scheduled.

6. Present a research seminar*.

After completion of the research, the student will present a brief (20-30 minute) seminar to the Department describing the work. Students must contact the Non-Thesis Advisory Committee to arrange a seminar time. The seminar shall be conducted in a professional manner and must be approved by the Non-Thesis Advisory Committee.

7. Pass the comprehensive exam*.

After 30 hours, or in the last semester of coursework, students must pass a comprehensive oral or written exam based on graduate coursework. The exam will include questions from three to four faculty from whom the student has taken courses. Each exam section will be graded as ‘high pass,’ ‘satisfactory,’ or ‘unsatisfactory’ by the faculty member who conducted it. The student must receive an overall average of ‘satisfactory’ to pass the exam.Students not passing the exam may take it again the following semester. Students not passing the exam on the second attempt will be dismissed from the program.

*NOTE: Students must successfully complete the comprehensive exam, seminar, and research paper submission prior to 1 November or 15 April in order to graduate during the fall or spring semesters, respectively.

8. Complete all course requirements and correct all deficiencies.

Please be advised that students will be given only ONE opportunity to repeat the comprehensive exam and/or seminar in the event of an unsatisfactory performance prior to dismissal from the Program.

9. Apply for graduation.

Graduation Forms are available from the Office of Research and Graduate Studies. Application deadlines will be around the second week of each semester, and will include a $10 non-refundable diploma fee due at the time of submission. The student must reapply for graduation and pay the fees if he/she does not graduate as planned. As part of the exit procedure, students are required to fill out an exit survey and/or complete other Departmental exit forms.

In practice, the best way to ensure that all administrative details are followed correctly is to talk to students who have recently graduated from the Program. Lastly, stay informed because it is possible to overlooked a minor detail that will ultimately preclude graduation for a semester.

Below are guidelines for preparing a research paper and presentation of a research seminar.

Research Paper

Follow the stated guidelines for ‘manuscript submission and preparation’ from a representative referred scientific journal from the biological sciences. For example, the Journal of Medical Entomology (J. Med. Entomol.) requires the following sections: Abstract, Introduction, Material and Methods, Results, Discussion, Acknowledgements, and References Cited. In addition, information on how to insert citations in the text, construction of figures and tables, use of scientific names and authorship, etc. will be outlined in the journal’s guidelines. Overall, be sure that the paper is written according to the rules of scientific writing.

Research Seminar

The research seminar should be between 20 to 30 minutes (maximum) and should have the following format: Introduction stating background information, hypothesis, research objectives, etc.; Materials and Methods; Results; and Discussion.

Tuition and Fees

A complete listing of tuition and fees for SLU graduate students is available from the registrar’s office. In general, students holding Graduate Assistantships (GA) (see Financial support below) have all of their in- and out-of-state tuition waived, and are responsible only for paying registration fees. Students without GAs must pay tuition in addition to these fees. Fees tend to change from semester to semester; see the Graduate Coordinator, a current catalog, or the university home page for additional details.

Financial Support

Qualified graduate students can apply for teaching assistantships (TAs). These provide a complete tuition waiver (in and out-of-state) plus a stipend for teaching laboratory sections of undergraduate courses. The stipend for a TA is currently $4500 per semesters and $2250 during the summer. TAs are generally required to devote 20 hours per week to duties assigned by the Department Head and Graduate Coordinator. TAs must be enrolled full time, for at least 6 credits in the spring and fall and 3 credits in the summer. We know that this support is low; we are actively campaigning to the administration for higher stipends. Some graduate faculty offer additional support to their students through research grants. Salary and responsibilities are determined by the nature of the research project. In other cases, students receive Research Assistantships (RA’s) instead of teaching.

Teaching assistantships are awarded on a competitive basis. The graduate faculty will rank the candidates according to several criteria including GRE scores, grade point average, letters of recommendation, and the selected discipline of the student. Usually the department will be committed to the financial support of selected teaching assistants for a period of two years, provided adequate funds are available and the student is making satisfactory progress toward the degree. Financial support will be extended for a third year if the student is making satisfactory progress towards the degree. In practice, this support is usually extended, so a Regular status TA making acceptable progress can count on six semesters of support. Teaching assistants, as well as other graduate students, are expected to present themselves and act in a manner which is a credit to the teaching profession. This should include the wearing of appropriate attire during their periods of classroom instruction and adherence to the University’s professional code of ethics.

Other forms of financial aid may be available to some students in the form of fellowships or scholarships. For additional information, contact the Graduate Coordinator or the campus Financial Aid Office .

Graduate students in the Department of Biological Sciences are bound by the ethical standards given below. Teaching Assistants should also be cognizant of the specific responsibilities which accompany their position.

1) All students should be committed to upholding general standards of professional conduct. Fabrication of data, plagiarism, receiving prohibited outside assistance with graded assignments, and cheating on exams are considered to be extremely serious breaches of conduct that will result in the immediate dismissal of the student from the program. Students having specific knowledge that other members of the department have violated this code of ethics are honor-bound to report such violations to their Major Professor or the Graduate Coordinator immediately. If you are unable to fulfill this obligation, then you should not attend this university.

2) Students should deal seriously and conscientiously with teaching assignments, including careful planning of courses, preparation of lectures, regularity in meeting scheduled classes, clearly informing students of course requirements and the grading system, and fair and impartial grading according to standards established by the University.

3) Teaching Assistants must recognize that students deserve respect as individuals and that they have certain rights that must be protected. This includes courteous treatment of students in class and during office hours.

4) Students should recognize that the Teaching Assistant serves as a model and exercises a great influence in shaping the minds of students. The teacher must set a high standard in academic and professional excellence, personal integrity, and professional ethics.

5) Teaching Assistants should recognize that in his or her influential position in the classroom he or she is morally and ethically bound not to introduce into the classes discussions of subject matter outside the scope of the course and not within the field of his or her professional competence.

Violation of the Code of Ethics may be grounds for termination of the assistantship or dismissal from the University.

Equipment and Supplies

Teaching equipment and supplies

Materials needed for teaching are available for all TAs. Expendable office supplies are available at the departmental office. More specialized supplies are generally available in the lab where you teach, or can be ordered by Frank Campo, General Biology Lab Coordinator. Check with him if you lack something you feel is essential. Equipment such as overhead projectors, video recorders, movie projectors, and slide projectors are available through the departmental office and the Center for Faculty Excellence. You should make your needs known to office personnel at least an hour prior to class.

Research equipment

With few exceptions, the department does not maintain a centralized equipment storage area; equipment for research is generally made available through specific faculty members.

Departmental Services

Normally, the department will pay postage for professional mailings such as submission of manuscripts, requests for information from colleagues, registration for meetings, etc. All mail must have a Biology Department return address and budget number (1125), and be placed in the outgoing mailbox in the main office. Mail is normally delivered to the SLU post office in the mid-afternoon.

All graduate students are provided with a departmental mailbox, located in the Biology office. Mail is usually delivered in the late morning. The department address should not be used for personal mail unrelated to graduate program or department activities.

Telephones for local calls are available in the graduate student offices. Graduate students may also use the phone in the department office for their professional long-distance calls. With permission, students may also utilize their Major Professor’s phone for professional calls. Long-distance personal calls are not permitted.

Materials for the courses you are teaching may be duplicated without permission, as may brief professional materials. Students may not copy books, monographs, or other lengthy materials without the permission of the Major Professor or the Department Head.

A) Preferred Procedure–Obtain and fill out a “Xerox Request Form” from the office.Take the form and the originals to “The Document Source” in the Student Union.

B) Alternative Procedure–If you have missed the 24 hour deadline, use a xerox card and copy machine in room 329 Biology Building. This card should also work in the library.

NOTE: It is assumed that students will use this service responsibly. Failure to follow these procedures will result in permanent loss of xeroxing privileges.

Obtaining Keys

Graduate students may acquire keys to the buildings, their offices, general laboratories in which they teach, and other specialized facilities (e.g. the museum, herbarium) if their work requires access to them. Request keys using a Service Request form, available at the Department office. DO THIS IMMEDIATELY UPON ARRIVAL ON CAMPUS! KEY REQUESTS TAKE A MINIMUM OF ONE WEEK TO BE FILLED.

When the keys are ready, you must go to the Physical Plant to pick them up. There is no charge to get keys, but you must return all of them in order to graduate. If you have lost any, you will be charged dearly so that the locks and keys for everyone else can be changed.

Department Stationery

Students should understand that use of departmental stationery implies the approval of the university. Thus, letters expressing the personal viewpoint of the student (e.g., letters to the editors, etc.) should not be written on letterhead without the approval of the Department Head. Use of departmental letterhead in an unauthorized manner may result in severe disciplinary action.

Library Facilities

All library materials are centrally located in Sims Memorial Library. The Reference Department, Interlibrary Loan, Card Catalog and Circulation Desk are located on the first floor. The reading room on the second floor contains the current, unbound issues of all journals. Microfilm and microfilm readers are located in this room. The audio-visual center and microcomputer lab are also located on the second floor. The third floor houses bound journals and government documents. Books are located on the library’s fourth floor.

In addition to housing an good collection of biological journals, the library has an Interlibrary Loan service for the convenience of faculty and student researchers. Most articles requested through interlibrary loan are provided without charge, although a fee is required for certain articles.

Other computer searches are available and can be requested at the Reference Desk. Of all available searches, the most useful for most biology graduate students is BIOSIS, which searches Biological Abstracts. An added advantage of BIOSIS searches is that they are conducted without charge to the user! Be sure to tell them that you are conducting a graduate research project, or you may be charged for the service.

Many faculty and graduate students also take advantage of the convenience of having the LSU Middleton Library within one hour’s drive of campus.

Research with Animals or Wild Plants

All research conducted by SLU faculty and students is subject to regulations established by the Institutional Review Board (IRB) and the Institutional Animal Care and Use Committee (IACUC ). The IRB reviews research protocols that involve human participants, and hazardous or controlled substances, and the IACUC, protocols involving non-human vertebrate animals. These committees evaluate the ethical, safety, and legal implications of research and classroom activities conducted by individuals affiliated with Southeastern. This review process is intended to protect the researcher/instructor by ensuring proper adherence to guidelines and regulations. The policies and procedures followed by the IRB and IACUC exist to guide individuals in the ethical and legal responsibilities set forth by federal and state governmental statutes and by the University. Please visit the IRB or IACUC web sites to obtain forms or contact the IRB and IACUC representatives for more information.

Biology Graduate Student Organization

Graduate students in Biology are automatic members of this organization, the purpose of which is to provide graduate students the opportunity for exchanging information, getting acquainted, and for official representation in departmental and university business. Recently, the organization has recommended future graduate courses, has held various socials and field trips, and has received financial support through the university Student Government Association for members to present papers,attend scientific meetings, and invite distinguished scientists to the Biology Department Seminar Series. All graduate students are encouraged to participate in this important professional society.

——————————————————————————–

FOR FURTHER INFORMATION, CONTACT:

Dr. Janice Bossart Graduate Coordinator Dept. of Biological Sciences Southeastern Louisiana University Box 10736 Hammond, LA 70402 985-549-3442 [email protected]

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Master of Arts (M.A.) Major in History (Non-thesis Option)

Program overview.

The graduate program in history is designed to prepare students for careers in professional history (college teaching, research, or writing), public history, historic tourism, preservation, museums, consulting, public education (secondary teaching), and to provide a general liberal arts education for students desiring careers in business, journalism, law, and government service.

Individuals interested in a more detailed description of the graduate program in history should request a copy of the Graduate Student Handbook from the Department of History. Copies of the Graduate Student Handbook and other information may be obtained from the department's website at  http://www.txstate.edu/history .

Financial Assistance

A limited number of assistantships and scholarships are available to qualified graduate students. Prospective students interested in applying for an assistantship should contact the graduate director in the Department of History. The Graduate College can provide further information about scholarships.

Application Requirements

The items listed below are required for admission consideration for applicable semesters of entry during the current academic year. Submission instructions, additional details, and changes to admission requirements for semesters other than the current academic year can be found on The Graduate College's website . International students should review the International Admission Documents page for additional requirements.

• completed online application
• $55 nonrefundable application fee or
• $90 nonrefundable application fee for applications with international credentials
• baccalaureate degree from a regionally accredited university. (Non-U.S. degrees must be equivalent to a four-year U.S. Bachelor’s degree. In most cases, three-year degrees are not considered. Visit our  International FAQs  for more information.)
• a copy of an official transcript from each institution where course credit was granted
• a 2.75 overall GPA or a 2.75 GPA in the  last 60 hours  of undergraduate course work (plus any completed graduate courses)
• minimum 3.25 GPA in a minimum of 24 hours of undergraduate history course work
• GRE not required
• resume/CV highlighting academic achievements
• statement of purpose (750-1000 words with name in header) describing how the student's undergraduate experience in history courses directed their career toward graduate-level work in history or how that experience shaped the student's expectations of work in history at the graduate level at Texas State University.
• two letters of recommendation with at least one from a history professor (if the student majored in history)
• language competency statement: Thesis students should assess their level of competency to read and research in any languages other than English that could be essential to their area of study or thesis topic. They should provide a brief explanation of any relevant language competencies, including the means through which they acquired them, any plans to improve them, and a self-assessment of reading and speaking skills in terms of basic, intermediate, proficient, advanced, and native abilities. If an applicant plans to research and study in English language sources only, then they should simply state this.
• writing sample, preferably a research paper of 15 to 20 pages in length, produced during the student’s coursework. If the student is unable to submit a paper of this type, please contact the Director of Graduate Studies ( [email protected] ) to discuss other acceptable submissions.

Approved English Proficiency Exam Scores

Applicants are required to submit an approved English proficiency exam score that meets the minimum program requirements below unless they have earned a bachelor’s degree or higher from a regionally accredited U.S. institution or the equivalent from a country on our exempt countries list .

• official TOEFL iBT scores required with a 78 overall
• official PTE scores required with a 52 overall
• minimum individual module scores of 6.0
• official Duolingo Scores required with a 110 overall
• official TOEFL Essentials scores required with an 8.5 overall

Degree Requirements

The Master of Arts (M.A.) degree with a major in History requires 36 semester credit hours. Students must earn a grade of “B” or better in all history courses. 

Course Requirements

Comprehensive Examination Requirement

The comprehensive examination will consist of written and oral portions. The comprehensive exam should be taken during the last semester of course work. Exams must be completed within one year of the student’s last semester of classes except under extraordinary circumstances.  Students who perform unacceptably on the exam may take the exam a second time.

Students who do not successfully complete the requirements for the degree within the timelines specified will be dismissed from the program.

Master's level courses in History: HIST

Courses Offered

History (hist).

HIST 5199B. Thesis.

This course represents a student’s continuing thesis enrollments. The student continues to enroll in this course until the thesis is submitted for binding.

HIST 5299B. Thesis.

HIST 5301. Instructional Methods Practicum for Graduate Assistants.

Required as a condition of employment for graduate teaching and instructional assistants. This course provides regular in-service and planned periodic evaluations of instructional responsibilities. This course does not earn graduate degree credit.

HIST 5307. Medieval European History: Contemporary Trends in Medieval Historiography.

This course introduces graduate students to the craft of the medieval historian, with emphasis on major contemporary shifts in American historiography of the European Middle Ages.

HIST 5309D. Early Modern Spain.

A seminar based on selected topics in political, social, intellectual, and economic history of Spain from 1450 to 1815. (MULT).

HIST 5310. Western European History Since 1815.

A seminar based on selected topics in the history of Western Europe from 1815 to the present. May be repeated with a different emphasis.

HIST 5313. Early American History.

A seminar based on selected topics in the Colonial Revolutionary and Early National periods of the United States history. May be repeated with different emphasis.

HIST 5314. Ethnohistory.

This seminar seeks to familiarize students with current questions, methods, theories, and debates in ethnohistory, a multidisciplinary approach to the history of indigenous peoples. Materials studied will include both classic and recent ethnohistorical works. (MULT).

HIST 5315A. American Sexualities.

This course addresses the history of sexualities in the United States from the colonial era to present to shed light on the ways that sexuality has shaped social life, establish conventions, and created spaces to defy norms. (MULT).

HIST 5315B. Queer History: GLBT Histories in the United States.

This course examines the histories of different sexual minorities from the colonial era to present, though the majority of the course focuses on the twentieth century, to explore the rise of the modern lesbian, gay, bisexual, and transgender identities, politics, and culture. (MULT).

HIST 5316A. Women's Rights in Comparative Perspective.

This course considers national, transnational, and global development of campaigns for women’s rights since the nineteenth century. The course examines how women agitated for their rights in different cultural and historical moments. Students will gain familiarity with comparative feminisms, the gendered nature of liberal movements, and women’s activism in national and international arenas. (MULT).

HIST 5316B. Women and Empire.

From 1492 until World War II the globe was dominated by imperialism. This course considers the ways that women, in the metropoles of Europe and throughout colonial settings, found their lives shaped by empire. (MULT).

HIST 5316C. Women and Gender in the Early Modern Atlantic World.

This course introduces students to the themes, topics, and issues that animate the histories of African, European, and indigenous women in the Atlantic World from 1500 to 1800. Emphasis will be placed on comparisons between empires and on the methodological challenges of researching early modern women.

HIST 5318A. Eighteenth Century England.

A seminar based on selected topics in political, social, intellectual, and economic history of England from 1688 to 1815. May be repeated with a different emphasis.

HIST 5318C. The Age of the Stuarts.

A study of selected topics in English history between 1603 and 1714.

HIST 5318D. European Imperialism.

Europe's penchant for building empires helped to greatly enhance their influence (economic, political, and cultural) from the fifteenth to the twentieth century. The course will review the major European empires and discuss the extent of their influence during this 500 year span.

HIST 5318E. European Sexualities.

This course examines the history of sexuality of Europe in the modern era. It considers how the history of sexuality intersects with and explicates many of the crucial events in modern European history including empire, total war, communism, fascism, decolonization, and immigration.

HIST 5318F. European Fascisms and Historical Memory.

This course compares historical and contemporary manifestations of fascism in Europe. It considers how the historical memory of fascism has impacted historical memory of the past, contemporary movements, legal structures, museums, and other historical monuments in Europe today.

HIST 5319. The Age of the Tudors.

This readings-based course emphasizes differing interpretations of selected topics in English history from circa 1485 to 1603. Constitutional, political, governmental, social, religious, and cultural aspects of the era are covered.

HIST 5323A. Society and Culture in Brazil.

This seminar explores the social and cultural history of Brazil through its various ages, the “Age of Sugar”, the “Age of Coffee”, the “Age of Pedro II”, the “Belle Epoque”, and the worlds of the sugar and coffee barons. It explores the character of these ages marked by the grand plantation houses, devotion to European models, and the conflict with a slave society, covering the years from the colonial period to the turn of the twentieth century. (MULT).

HIST 5323B. History of Race and Slavery in Brazil.

This course assesses the literature on race relations and slavery in Brazil. It situates the topic within a comparative, Atlantic framework and provides a critical understanding of the chief issues and debates in the field. (MULT).

HIST 5324B. Race, Class, and Nation in Modern Latin America.

A seminar that examines the relationship between race, class, and nation building in Latin America, beginning with independence in the nineteenth century and continuing to contemporary times. (MULT).

HIST 5324C. Slavery and Emancipation in the Americas.

This course examines slavery in the Americas in its full social, political, and economic context. Students will enlarge their understanding of slavery by using an international, transatlantic framework for comparison. The course strengthens analytical skills through extensive discussion as well as significant writing and research. (MULT).

HIST 5324D. Writing the History of Latin America: The Colonial Era.

This readings seminar provides a critical assessment of the main themes and debates of colonial Latin American historiography. The course discusses the different paradigms under which historians have approached the cultures and societies of the region under Spanish and Portuguese rule, emphasizing on the latest trends and developments. (MULT).

HIST 5324E. Modern Latin American Revolutions.

The course is a seminar that examines and compares the causes, consequences and results of Latin America's twentieth century revolutions. (MULT).

HIST 5325A. History of Mexico to 1848.

A topic course studying the history of Mexico from pre-historic times to the Treaty of Guadalupe Hidalgo. The course encompasses the development of Indian societies from the Yucatan to the American Southwest preceding the Spanish conquest, the social, economic, and political development of Spanish colonial Mexico, the War in Independence, and the formation of the new nation through the war with the United States. (MULT).

HIST 5325C. Revolutionary Mexico.

A graduate seminar that explores the interrelated economic, social, political, and cultural conditions and forces that shaped revolutionary Mexico. Ideological currents that impacted the period will be examined. (MULT).

HIST 5325D. Mexico Since the Revolution.

This class is a Graduate Seminar covering the History of Post-Revolutionary Mexico. This course will explore the history of Mexico since the Revolution, including the social, cultural, and economic legacies of the Revolution, as well as the process of State building, one party rule, globalization, and the transition to democracy. (MULT).

HIST 5335. Twentieth-Century Russia.

A seminar based on selected topics in recent Russian history. (MULT).

HIST 5336. East European History.

A seminar based on selected topics in recent East European history. (MULT).

HIST 5341B. Caribbean Transnationalism and Diplomacy.

This seminar focuses on the international relations of the twentieth-century Caribbean, with emphasis on interactions between Cuba, the Dominican Republic, Haiti, Jamaica, the United States, and Venezuela. Students will analyze the ways that international action and response in these countries have affected policy, government, and international social movements. (MULT).

HIST 5343. The Progressive Era.

This course is a seminar on the rise of industrial capitalism and corporate power and the public response to the related restructuring of the social and economic order between 1890 and 1920, with particular emphasis on the strengths and weaknesses of progressivism as a democratic movement for reform. (MULT).

HIST 5344. History and Memory.

This course examines the way that groups shape the the collective memory of past events, how memory shifts over time, and the way it can be influenced by present influences.

HIST 5345D. Oral History: Theory & Practice.

A seminar based upon developing a theoretical and practical understanding of the techniques of oral historical research and document preservation and presentation.

HIST 5345M. History of Utopian Communities.

This seminar examines utopian experiments in American History. Starting with John Winthrop’s 1630 “City upon a Hill,” the course explores both religious and secular communal ventures through the eighteenth and nineteenth centuries. The course concludes with an examination of counter-cultural, twentieth-century communes, intentional communities, and cultic separatists.

HIST 5345N. Transformation of the South.

This course is a readings research seminar on African-American culture and life in the twentieth century South from 1890-1971. The course provides the students with a thorough historical examination through biographies and community studies of specific issues and events that ended legal segregation in the South. (MULT).

HIST 5345O. Immigration and US History.

This course focuses on North American immigration history from colonial times to the present and looks at how both immigrants and native-born Americans struggled to reconcile conflicting notions of identity and national loyalty. (MULT).

HIST 5345P. History of Mexican American Music in the Southwest.

This class will introduce students to the musical history of Islamic Spain, Spanish Colonial Mexico, and Mexico and investigate the influences of these traditions on the development of Mexican-American music in the American Southwest. (MULT).

HIST 5345Q. Gender and Citizenship.

This course is designed to introduce students to the literature in United States history that addresses issues of gender and how they relate to US citizenship from the colonial period to the present. (MULT).

HIST 5345R. History of Country Music.

This seminar traces the various ethnic, social, cultural, political, economic, and demographic forces in American society that have helped shape country music. Students will also explore how this uniquely American cultural idiom mirrors the historical evolution of the United States.

HIST 5345S. Theories and Methods in Popular Music History/Culture Studies.

This is a course in the theories and methods of cultural studies and popular music history for graduate students. It is intended to review the history of debates and methodologies in the field to prepare students to do original work that fits into the larger conversations in popular music studies.

HIST 5345T. Biography and American History.

In this class students will delve into the practice of biography and the ways in which biographers convey American history and culture through a life story.

HIST 5345U. Dark Tourism: Interpreting Historic Sites of Oppression, Death, and Disaster.

This course examines issues and effective methods of interpreting historic sites open to visitors associated with tragic historical events and practices, such as battlefields, concentration camps, massacre sites, and plantation houses, that are to the public. Dark tourism sites in the United States and around the world will be examined.

HIST 5346. African American History.

This course is an intensive readings and research seminar in African American History. Through the uses of lectures, biographies, institutional histories and community studies, students will be introduced to the different interpretive themes and methodologies that have created the myriad of historical interpretations and reinterpretations of African American History. (MULT).

HIST 5347. Texas History.

A seminar based on selected topics in the history of Texas. (MULT).

HIST 5348. History of Texas Music.

This course examines the evolution of music in Texas and the American Southwest from pre-Colombian times to the present, with an emphasis on how music reflects the ethnically diverse history and culture of the region. (MULT).

HIST 5350. The Frontier in American History.

A seminar based on selected topics in the history of the frontier in American development. (MULT).

HIST 5351B. Cold War America.

This course examines the Cold War years 1945 to 1960, concentrating on the domestic scene. The class will discuss the major issues of domestic politics, society, and culture, through the use of both primary and secondary sources. They will also examine the historiography of the period. (MULT).

HIST 5351C. Race, Gender, and Ethnicity in American Labor History.

This graduate seminar explores the impact of race, gender, and ethnicity upon American Labor History. Readings integrate race, gender, and ethnicity as categories of analysis into the study of class formation, experiences, and consciousness within the American labor force. The focus will be on unorganized as well as organized workers in the context of their social, cultural, political, and workplace environments. (MULT).

HIST 5351D. Politics & Society of Postwar America, 1945-Present.

This course will explore the interaction of political, economic, and social forces in the years following the Second World War. Emphasis will be placed on analyzing the interdependent relationship between political structures, social movements, and economic circumstances. (MULT).

HIST 5351E. Foundations of the U.S. Conservation Movement.

The course will provide an overview of the conservation movement from the writings of Henry David Thoreau to publication of Rachel Carson's Silent Spring. Emphasis will be on social and cultural influences, with particular attention to government programs, naturalist literature, activism, movement leaders, and landmarks of environmental debate.

HIST 5351F. US Women's History.

This course offers graduate students an introduction in the topics, themes, and issues that animate the history of women in the US. (MULT).

HIST 5351H. US Latino/a History.

This course explores the histories, cultures, and politics that shape Latino/a experiences in the United States and examines the way Latino communities helped shape the making of the nation.

HIST 5353. Greater Southwestern History.

A seminar based on selected topics in the history of the Greater American Southwest. (MULT).

HIST 5358. Sectionalism & Slavery in the United States.

This course assesses the literature on the causes and consequences of the sectional conflict between the American North and the South before the Civil War, with particular focus on works examining the slavery issue and the way it exacerbated American sectionalism, leading to the fracturing of the American nation. (MULT).

HIST 5361. Historiography and Methods.

A general introduction to key concepts, approaches, and challenges involved in reading, researching, and writing history at the professional level.

HIST 5362. Military History.

This seminar is based on selected topics in military history. May be repeated with different emphases up to nine hours.

HIST 5363. Antebellum American Society & Culture.

This seminar explores the cultural dynamics, social relations, and political and economic structures that shaped the lives of ordinary Americans in the three decades before the Civil War. (MULT).

HIST 5367. US Era of Civil War and Reconstruction.

A seminar that examines the history of the causes, course, and consequences of the American Civil War and the efforts to reconstruct the American Nation in its aftermath. (MULT).

HIST 5369. Music and Social Movements.

This course examines the historical role music has played in a variety of social movements related to race, gender, ethnicity, religion, politics, economics, education, labor, civil rights, and other issues in U.S. history. (MULT).

HIST 5371. The Practice of Public History.

A seminar addressing the definition, evolution, and philosophy of public history.

HIST 5372. The Practice of Museum Studies and Material Culture.

A seminar addressing the history, organization, and functions of history museums.

HIST 5373. The Practice of Historic Preservation.

A seminar addressing architectural history and preservation theory and practice.

HIST 5374. Public History Internship.

Application of skills in public history in an on-the job setting. Internships will be selected by the student and instructor, and will be supervised by the instructor. May be repeated once for additional credit.

HIST 5375A. Documentary Film.

The use of film & video in public programming; research & produce documents.

HIST 5375B. Archival Management.

A seminar based on the history, theory, and practice or archival management.

HIST 5375C. Cultural Resource Management.

This seminar addresses the management of cultural resources such as historic buildings, historic sites, and other tangible remains of our heritage. It explores how cultural resources are preserved and managed under federal and state law, and the nature of the regulatory practice.

HIST 5375D. Material Culture in America.

This course examines the interactions between people and things in American society. The ways in which Americans have created, used, altered, and thought about material objects help us to understand history. Readings and research will focus on the values and attitudes embodied in the production, use, and preservation of objects.

HIST 5375E. Management & Administration in Historical Organizations.

This course provides an introduction to the non-profit based management, leadership, and administration issues and practices for historical organizations.

HIST 5375F. Education Programs in Historical/Cultural Institutions.

This course will study the role of education programs as primary to the missions of historical and cultural institutions and will explore how institutions create and evaluate formal and informal education programs and materials for a variety of audiences.

HIST 5375I. Heritage in a Global Context.

Heritage management is the interdisciplinary approach to the preservation, protection, and public use of the historical record. This course examines definitions and approaches within a global context. Theory and practice will be analyzed through case studies and real world examples. Current issues, sustainability and maritime issues/practices will be included. (MULT).

HIST 5375J. American Architectural History.

This course will analyze the historical development of American architecture, and examine architecture as evidence of America's cultural, social, economic, and technological evolution from 1607 to the present. Focus will be placed on the role of historic American architecture in the practice of public history.

HIST 5375K. Evaluating HIstoric Sites.

Every year millions of tourists flock to historic sites desiring to commune with "real" history, to "feel" the past. This course will introduce students to methods that scholars use to examine critically the interpretation of history at these sites without discounting the emotional connection to place that many visitors experience.

HIST 5375L. Controversy and History.

This seminar explores how controversy, power relations, and politics are embedded in the practice of public history. It is designed to help the future practitioner navigate the complex political landscape of public history. This course is informed by the professor's experience as a consultant and federal historian. (MULT).

HIST 5375M. Writing for Public History.

This will be a course intensively focused on research and writing specifically for public history audiences through a variety of venues: journal articles, magazine/newspaper articles, brochures, promotional literature, personal essays, historical markers, reviews, websites, cultural resource management "gray literature," and professional papers.

HIST 5375N. Digital History.

Students will study the history of print and digital media to better understand the practice of digital history. They will be introduced to a variety of digital approaches to the study of history, and they will produce and contribute to a variety of digital projects.

HIST 5375O. Records Management & Institutional Archives.

This course will introduce students to the principles and theories in records management and institutional archives. It will provide practical experience creating a records retentions schedule, researching retention requirements and best practices, appraising records with enduring value, and establishing archival series to accommodate ongoing acquisition of institutional records.

HIST 5375P. The Family and Child in History and Heritage.

This course examines the historical development of the family and childhood using academic family history methods and public approaches to family heritage. It examines differing experiences of ancestors and concepts of family and childhood over time by race, class, and gender, reflecting shifts in culture, economy, and power relations. (MULT).

HIST 5376. Local and Community History.

A seminar applying historical methods to the study of U.S. communities.

HIST 5377. Public History Project.

A team project focusing on one or more aspects of public history-museum exhibit, historic site interpretation, historic resources survey, etc. Repeatable with a different emphasis.

HIST 5379A. Public History Final Master’s Project.

This course will be the initial development of an individualized, advanced student project in cooperation with a client or host institution, focused on any one or a combination of the public history areas of historic preservation, archives, oral history, museums, local and community history or cultural resource management.

HIST 5379B. Public History Final Master’s Project.

This course, to be taken during the last year of the Public History program, is the continuation of an individualized, advanced student project focused on any one or a combination of the public history areas of historic preservation, archives, oral history, museums, local and community history or cultural resource management.

HIST 5381. Chinese Communism.

The Chinese Communist movement from 1919 to the present. Will focus on (1) urban and rural aspects of Chinese Communism; (2) the rise to power of the Chinese Communist Party on mainland China in 1949; and (3) the construction of the Party-State and Socialism in the People’s Republic of China. (MULT).

HIST 5382. China and the Modern World.

This course examines Chinese relations with the modern world from 1800 to the present, focusing on the external aggression and internal transformation between 1839 and 1945; the split into two Chinas in 1949; the mainland China/Taiwan developments, interactions between the two Chinese governments and among the world community since then. (MULT).

HIST 5385. Topics in the History of the Modern Middle East.

A seminar based on selected topics from current histories of the Middle East during the 19th and 20th centuries.

HIST 5388. Comprehensive Examinations.

This course is designed for non-thesis master’s degree students who need to prepare for their comprehensive exams (written and oral).

HIST 5390. Problems in Historical Research.

This course is open to graduate students on an individual basis by arrangement with the department. May be repeated with the approval of the department chair.

HIST 5395D. Interpretations of World History.

A survey of world history that focuses on Western civilization as the catalyst of change in world history since the tenth century.

HIST 5395E. Mahatma Gandhi in World History.

In this course students explore how writers have narrated Gandhi’s life and interpreted his historical role. Students will research aspects of Gandhi’s life using primary sources. The focus of the course will be the study of material left out of histories on Gandhi and reasons for omitted material. (MULT).

HIST 5395H. European Colonialism.

This seminar examines the variety of European imperial and colonial experiences around the world from ancient to modern times through selected primary sources and historical literature. (MULT).

HIST 5395I. Global Cold War.

This seminar will survey literature characteristic of the "new" Cold War historiography, and introduce students to primary sources available at Alkek required to write valuable original work. (MULT).

HIST 5395J. Foreigners in Japan, 1850-2000.

This course investigates a central question that arises in discussions of Japan: What have been the effects of foreign influences on Japanese society? Materials for study focus on memoirs written by foreigners – from Europe, the Americas, and East Asia – as they describe their lives in the country through various eras since 1850.

HIST 5398. General Research Seminar.

A seminar designed to enhance research and writing skills in history. May be repeated for credit as topic varies.

HIST 5399A. Thesis.

This course represents a student’s initial thesis enrollment. No thesis credit is awarded until student has completed the thesis in History 5399B.

HIST 5399B. Thesis.

HIST 5588. Comprehensive Examinations.

This course is designed for non-thesis master’s degree students who need to prepare for their comprehensive exams (written and oral) and retain half-time status.

HIST 5599B. Thesis.

HIST 5988. Comprehensive Examinations.

This course is designed for non-thesis master’s degree students who, having completed all other coursework, need to prepare for their comprehensive exams (written and oral) and retain full-time status.

HIST 5999B. Thesis.

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Non-thesis Option

The non-thesis option is intended for students who wish to pursue careers in education, applied meteorology, computer applications in meteorology, or other areas within atmospheric science not specifically tied to research. The non-thesis option is not intended for students who wish to pursue a Ph.D. degree afterward. Students who complete the non-thesis M.S. option and later wish to enter the ATMS Ph.D. program will be required to reapply for admission to the Department following standard University procedures. 

Students selecting the non-thesis option are required to take one additional approved quantitative/analytical course (4 credits) .

Giving a departmental seminar is not required for this option.

Interdisciplinary Studies (MA) – Non-Thesis

Program at a glance.

• In State Tuition
• Out of State Tuition

Learn more about the cost to attend UCF.

The Nonthesis Track in the Master of Arts in Interdisciplinary Studies program allows students the flexibility to develop an individually tailored plan of study using courses traditionally associated with a Master of Arts (Humanities, Social Sciences, Communication, etc.) This track can combine a variety of concentrations and culminates in a capstone experience. The precision program is designed to help students prepare for applied, non-research oriented careers.

This is an excellent program for a number of endeavors appropriate for the twenty-first century. By combining the knowledge from two disciplines, supported by cross-disciplinary electives, students precisely define their own area of expertise. This unique option is ideal for students who have varied interests that can be connected by a common theme or goal.

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Degree Requirements

Required courses.

• IDS6308 - Ways of Knowing (3)
• Earn at least 3 credits from the following types of courses: A critical thinking and writing course in one of the chosen concentrations or in an area that supports the plan of study.
• Earn at least 3 credits from the following types of courses: A research methods course in one of the chosen concentrations or in an area that supports the plan of study

Elective Courses

• Students take a minimum of 24 credit hours of electives, including two concentrations of 9 credit hours each of restricted electives and 6 credit hours of unrestricted electives. The unrestricted electives can be from either concentration or additional areas that support the capstone project or intended use of the degree. Students who choose one of the pre-approved concentrations such as Diversity and Inclusion or Project Management can choose courses from those course listings on our website. Those students do not need to list 2 concentrations. Course and concentration selections are done in consultation with and with approval from the program director or academic coordinator. Coursework must be selected so that at least 50 percent of credit hours in the program is taken at the 6000 level. Students must earn course grades of "B" or higher to gain credit toward their master's degree.
• Earn at least 9 credits from the following types of courses: Three courses in the first concentration.
• Earn at least 9 credits from the following types of courses: Three courses in the second concentration.
• Earn at least 6 credits from the following types of courses: Two additional elective courses.
• Students choose to complete a project, an internship, or a written comprehensive examination as their capstone experience. The capstone project should reflect a combination of the two concentrations in the degree by finding an applied policy area, special topic, or issue that crosses both areas. Some examples of project types include: writing a grant proposal for an agency, program evaluation and recommendations, or a "best practices" literature review in a particular area. Students must choose three advisers for the project, one from each concentration area and one from any supporting discipline. The project will be evaluated on a pass/fail basis. Students who feel an internship will best support their plan of study and professional goals will enroll in IDS 5949 Co-op Interdisciplinary Study (0 credits) and IDS 6949 Co-op Interdisciplinary Study (3 credits) after locating an acceptable internship host site, with the approval of the program coordinator. The written examination will entail the selection of an exam committee of three faculty who will formulate questions to address both concentration areas. The student will have 48 hours to choose 2 of the 3 questions and complete the take-home exam. The exam should be completed in the student’s final semester of enrollment. The exam will be graded on a pass/fail basis. If the student does not pass both questions with a 70% or higher, the student will have two additional chances to retake the exam with new questions. The exam can be taken only once per semester. If the student must retake the exam, the student must enroll in IDS 6999 Graduation Requirement to remain active in the program.

Independent Learning

• The program is designed to provide numerous independent learning opportunities. The required methods course will introduce students to research methodology that they will apply to independent research/capstone work. IDS 6308 acquaints students with interdisciplinarity through the use of student-driven analyses, discussions, and presentations. The required critical thinking and writing course involves students in verbal and written discussions, analyses, and critiques of work they create and from the published literature. Additionally, the completion of the capstone experience will require independent learning that will be evaluated by faculty in the specified disciplines.

Grand Total Credits: 33

Application requirements, financial information.

Graduate students may receive financial assistance through fellowships, assistantships, tuition support, or loans. For more information, see the College of Graduate Studies Funding website, which describes the types of financial assistance available at UCF and provides general guidance in planning your graduate finances. The Financial Information section of the Graduate Catalog is another key resource.

Fellowship Information

Fellowships are awarded based on academic merit to highly qualified students. They are paid to students through the Office of Student Financial Assistance, based on instructions provided by the College of Graduate Studies. Fellowships are given to support a student's graduate study and do not have a work obligation. For more information, see UCF Graduate Fellowships, which includes descriptions of university fellowships and what you should do to be considered for a fellowship.

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MS, Ecology — Non-Thesis

A MS degree program in ecology is focused on training in the natural environment, as well as the integration of natural and socio-economic systems.

Degree Type: Masters

Degree Program Code: MS_ECOL_NT

Degree Program Summary:

Facilities of the School of Ecology in Athens, and at off-campus facilities such as the Savannah River Ecology Laboratory, the Coweeta Hydrologic Laboratory, the University of Georgia Marine Institute and other sites in the state (mountains, coastal plains, wetlands, lakes and rivers, coast and sea), and international sites such as Maquipunca Reserve in Ecuador and the Ecolodge San Luis in Costa Rica, provide students unusual opportunities for ecological training. The program has attracted outstanding students and produced exceptionally talented ecological scientists, many of whom are now leaders in the field.

For more than thirty years, the Odum School of Ecology has been a center for interdisciplinary team research which deals holistically with humans and the environment. Graduate studies at the Odum School of Ecology provide students with an interdisciplinary program that allow them to develop a broad background in ecology and related disciplines. Students work with faculty to become independent thinkers, researchers and decision-markers in ecology. Graduates from the M.S. Ecology program have gone on to high-level positions, both academic and non-academic, in the public and private sectors. In addition to professorships, alumni are employed in a variety of positions including policy analysts, conservation directors, executives in nonprofit organizations and officers in government agencies. The M.S. in Ecology is focused on training in the natural and human environment, as well as the integration of natural and socioeconomic systems. Students address specially selected research topics, which are amenable to a two-year training activity.

A MS degree program in ecology was approved by the Board of Regents in 1996. It is focused on training in the natural environment, as well as the integration of natural and socio-economic systems. Students address specially selected research topics which are amenable to a two-year training activity. These topics require that they learn research design and encourage the use of special skills, monitoring techniques, analysis, and interpretation of ecological / environmental data. Graduate students set their results into the context of ecological and human ecology. The principal components of the training program include: core courses to provide breadth in conceptual approaches; program flexibility to allow students the opportunity to emphasize social-economic aspects or natural science aspects without sacrificing either; active involvement in a seminar series that stresses multi-disciplinary efforts and collaboration on projects; and opportunities for field experience in addressing environmental problems.

We expect that graduates of this program will be competitive for mid-level management positions in public and private stewardship organizations such as the National Park Service or the Nature Conservancy. The master’s degree option also provides a sound interdisciplinary base for pursuing a more specialized doctoral program.

The Odum School does not require the GRE as part of its application.

Locations Offered:

Athens (Main Campus)

College / School:

Odum School of Ecology

140 E. Green Street Athens, GA 30602

706-542-2968

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MS non-thesis degree requirements, WE

The master's degree program is designed to give students the opportunity to gain additional knowledge and necessary skills in a specific area of Welding Engineering. A non-thesis option master's primarily involves academic course work followed by the defense of a written document, such as critical literature review, during the final term of enrollment. The structured research component of the MS with Thesis is not present in the non-thesis option. The requirements for the MS non-thesis degree, as established by the WE Graduate Studies Committee, are as follows:

Degree requirements effective AU19

For graduate students who entered the graduate program in or after AU19 and for those admitted prior to AU19 choosing to follow this curriculum.

WELDENG MS Non-Thesis Requirements Worksheet (PDF)

I Minimum of 30 total graduate credit hours are required

A of these 30 hours, at least 24 must be graded graduate level courses., b of these 24 credit hours, at least 20 credit hours must be taken in we..

• Of these 20 credit hours in WE, at least 8 credit hours must be taken at the 7000 level or greater in WE. 2  
• Primary Core Categories: Processes: 7001 or 7002 1 Design: 7201 Materials: 7101
• Secondary Core Categories: Modeling: 7115 NDE: 7301 Polymers: 7406  
• Note:  effective for all WE MS students admitted for AU23 and moving forward, a Core GPA of 3.0 or greater is required in order to graduate.

C Additional credit hours may come from other courses, besides those listed above, to bring the total graduate credit hours to 30 or greater.

These credit hours will include:

• On-campus full-time students are to enroll in WE 7895 every Autumn and Spring term.
• On-campus part-time students are expected to enroll in WE 7895 at least once per year .
• Students are not required to enroll during the semester of graduation.
• Distance Learning (online) students are not required to enroll in WE 7895.  
• The student will serve as an Instructional Assistant aiding the faculty with the instruction of undergraduate students.
• Required of full-time, on-campus students only ; part-time and Distance Learning students are exempted from this requirement.
• One (1) term of assistance is required of Non-Thesis Master’s students.
• The student will register for two (2) credit hours of WELDENG 7193.01 Individual Study during the term of IA service.
• Students will attend a university training workshop in support of this curricular requirement.  
• The student is to register for four to six (4-6) credits of WELDENG 7193.01 with his/her advisor.
• In the final term in which 7193.01 credits are to be completed, the student is to present a final written report to his/her advisor on a topic in welding engineering agreed upon with the student and approved by the advisor.
• Syllabus for WE 7193.01/.02  
• The MS Non-Thesis individual studies in Welding Engineering requirement can be taken in one term or over two terms. Most students take WE 7193.01, which is graded S/U, though if a student cannot be reimbursed for educational expenses with an S/U grade, s/he may petition to take WE 7193.02, which is letter graded.
• A grade of Satisfactory (7193.01) or a passing letter grade (7193.02) is required to earn an MS.
• The student is to consult in advance with his/her faculty advisor to determine the topic of the report.
• The student’s WE 7193.01 final report will serve as the written portion of the MS Non-Thesis final examination. In addition, the student must present an oral seminar on the topic of the written document and the MS examination committee will evaluate both.  
• The oral presentation, questions and discussion may occur in person before the committee or via video conferencing, in line with Graduate School guidelines.
• If the student is co-advised, s/he is to divide WE 7193.01 credits of enrollment between the co-advisors.

II Master’s Non-Thesis Final Examination

The student and advisor will determine a Welding Engineering topic relevant to the student’s area of interest that will serve as the subject of the student’s WE 7193.01 Individual Studies in Welding Engineering report (item I C above) and MS final examination.

The student will write a report on this topic, limited to 20 pages. Any images are to be included within this 20 page limit; bibliography citations may extend beyond the 20 page limit.

This report will serve as the written portion of the MS Exam evaluated by the MS Committee.

The student will provide to the MS Committee an oral presentation of the report. The oral presentation, questions and discussion may occur in person before the Committee or via video conferencing, in line with Graduate School guidelines. The MS Committee may ask questions to the student as part of this oral presentation.

The student is permitted two (2) attempts at the MS Examination (see Graduate School Handbook, section 6.3).

WE Master's Non-Thesis Examination Procedures  

MS Examination Committee membership

The MS Examination Committee consists of the student’s advisor and one other Graduate Faculty member assigned by the Welding Engineering Graduate Committee. 3

• Please be sure to review Graduate School Handbook for additional requirements.  
• 1 Only one of the 7001 or 7002 courses can be counted as a core course, not both of them.  
• 2 The student’s advisor should verify that any non-WELDENG classes are from the “hard sciences” such as Math, Chemistry, Physics, and/or Engineering. Any question about the applicability of a given course in relation to degree requirements should begin with the student consulting with his/her advisor. Non-engineering/hard science courses must be petitioned, and receive approval from, the WELDENG GSC prior to enrolling in the petitioned course. Petitions must include a syllabus for the course. At time of graduation the WELDENG GSC will verify that all classes have complied with this requirement.  
• 3 If the student is co-advised, the co-advisor is allowed in addition to the aforementioned examination committee. For example, the MS exam committee would comprise advisor, co-advisor and one other faculty member.  
• Students who have taken the 4000-level version of a WELDENG course are not permitted to take the 7000-level version of that course as a graduate student. For example, a student who completed WE 4001 as an undergraduate may not enroll in WE 7001 as a graduate student.  
• Addressing the WELDENG Core requirement If a graduate student has taken the 4000-level version of a WELDENG Core course as a WE undergraduate, s/he has met the Core requirement for that course. The student must still meet the graded graduate credit requirement in I B above. For example if the student has taken WE 4001, 4201, 4101, and 4301 as an undergraduate, the student will have met the WELDENG Core requirement and no further Core courses are required. S/he must still complete 24 graded graduate credits, 20 credits of which are to be from WELDENG courses. Former undergraduates of the WELDENG program may petition the WE GSC to use course work from outside of WE to meet the graded graduate credit requirements (ex., MSE, ISE, Physics, etc.).

Pre-AU19 semester-based degree requirements

For graduate students who entered the graduate program in or after Summer term 2012.

Program of Study —Working with the faculty advisor, the student will complete a Program of Study (pdf) having: (1) an emphasis in one of the five areas of welding engineering (welding processes, materials, design, nondestructive evaluation, or plastics joining), and (2) breadth of study in other areas of welding engineering. During the student’s first term of enrollment the Program of Study is to be submitted to the advisor for approval.  

I 30 total graduate credit hours are required

A Of these 30 credit hours, at least 26 credit hours must be graded graduate level courses. Note: These courses must satisfy a depth and breadth requirement. For the depth requirement, students are required to take a minimum of 8 credits from a major area of welding engineering (processes, materials, design, non-destructive evaluation, or plastics joining). Additionally, students are to take at least one course from each of the four remaining WE subjects to address the breadth requirement.*

• Of these 14 hours, at least 8 credit hours must be taken at the 7000-level or above in WE.
• At least 8 credit hours in the WE area of concentration
• At least one course each from the remaining four concentration areas
• Additional graded graduate credits may be taken in WE or out of WE--it is understood that any non-WE credits are to be related to the student's discipline (hard sciences and/or engineering) unless previously approved by the Graduate Studies Committee.

B At least 4 credit hours may come from other courses, besides those listed in A1&2, to bring the total graduate credit hours to 30 or greater.

• Independent Study, WE 7193.01: Students must take 4 credits of WE 7193.01. These credits are typically taken in the student's final semester of enrollment. This work is to be on a topic in welding engineering approved by the advisor and is to culminate in a satisfactory written report. **
• Full-time students are to enroll in WE 7895 (Graduate Seminar and Colloquium) every Autumn and Spring term. Students are not required to enroll during the semester of graduation.

II Master’s Examination

The MS exam is prepared under the direction of the WE Graduate Studies Committee.

This examination will consist of a four-hour written, closed book/notes examination, with questions drawn from the areas of processes, materials, design, and nondestructive evaluation, or plastics joining. Students who have proposed a specialized program of study may petition for an examination that reflects their coursework.

The examination will have two parts:

• Questions covering the student’s major area of study (processes, materials, design, NDE, or plastics joining). Students will be required to answer 5 of 9 questions in this part.
• Questions covering the student’s program of study in the areas not included in Part 1. Students will be required to answer 4 of 12 questions in this part.

Courses that apply toward the degree:

• WE courses at the 5000 level or above that may be taken for graduate credit.
• Non-WE courses at the 5000 level or greater in the hard-sciences, math, and engineering that may be taken for graduate credit.

*Course key for WE concentration areas:

• Process: # 0 ## (i.e., WE courses with a zero in the hundreds place)
• Materials: # 1 ## and 7023
• Design: # 2 ## and 7115
• Non-destructive Evaluation: # 3 ## and 5038
• Plastics and Composites: # 4 ##, 5038, and 7201

** The Independent Study course (WE 7193), in which the student typically enrolls his/her final term, consists of a short-term project that is conducted under the supervision of a faculty advisor on a topic of interest to the student.  Generally, this project would be conducted at the student's work location, although other options are available. The project generally involves an open-ended problem that could be analyzed experimentally or theoretically or a combination of the two. We usually recommend considering a work-related problem so that you can get some support from your employer. If that is not possible then it will typically be a theoretical project that could also include a literature survey. You can propose a topic or work with your faculty advisor to come up with a topic.

The MS Non-Thesis independent study requirement is 4 credit hours, which can be taken in one term or over two terms. Most students take WE 7193.01, which is graded S/U, though some if a student cannot be reimbursed for their educational expenses with an S/U grade, s/he may take WE 7193.02, which is letter graded.

Quarter-based degree requirements

For graduate students who entered the graduate program prior to Summer term 2012.

I 45 total graduate credit hours are required

A Of these 45 hours, at least 39 credit hours must be graded graduate level courses.

• Of these 21 hours, at least 12 credit hours must be taken at the 700-level or above in WE.
• Note: These courses must satisfy a depth and breadth requirement. For the depth requirement, students are required to take a minimum of four courses from a major area of welding engineering (processes, materials, design, non-destructive evaluation, or plastics joining). Additionally, students are to take at least one course from each of the four remaining WE subjects outside their area of interest to address the breadth requirement.
• Of these 39 hours, at least 18 credit hours in addition to the 21 listed in A1. These 18 hours may be taken within the dept. or outside WE—if taken outside WE, it is understood that any such credits are to be related to the student's area of study unless previously approved by the Graduate Studies Committee.

B At least 6 hours of the 45 credit hours should come from other courses, besides those listed in A1&2, to bring the total graduate credit hours to 45 or greater.

• Individual Study, WE 793: Students must take 6 credits of WE 793, with those credits distributed over at least two quarters. This work is to be on a topic in welding engineering approved by the advisor and is to culminate in a satisfactory written report.
• Full-time students are to enroll in WE 795 (Graduate Seminar and Colloquium) every Autumn, Winter, and Spring Quarter. Part-time students are expected to enroll in WE 795 at least once per year. Students are not required to enroll during the quarter of graduation.
• Questions covering the student’s major area of study (processes, materials, design, NDE, or plastics joining). Students will be required to answer 5 of 8 questions in this part.
• Questions covering the student’s program of study in the areas not included in Part 1. Students will be required to answer 4 of 6 questions in this part.
• WE courses at the 600 level or above that may be taken for graduate credit.
• Non-WE courses at the 500 level or greater in the hard-sciences, math, and engineering that may be taken for graduate credit.

Additional information

• Mark Cooper , MSE Graduate Studies Coordinator 614-292-7280
• Graduate School 614-292-6031

Graduate School Handbook

• Master's Degree (sec 6)
• Master's Examination (Sec 6.2-6.3)
• Summary of MS Graduation Requirements

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CKY Non thesis Seminar April 2023

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Non-Seminar Options

There are several ways Honors College students can complete up to nine Honors credits outside the classroom. These experiences help students customize their educational experience under the guidance of some of the best faculty members on campus. Non-seminar options include:

Senior Honors Thesis

Senior Honors Thesis Handbook

Senior Honors Project

The Senior Honors Project may consist of a performance, exhibit, musical composition, or technical/professional project. Students who complete the six-credit project option receive the Honors Degree with Distinction.

Senior Honors Project Handbook

Research in Honors

Students assist a faculty member with research and then design and complete an original and major research project under the supervision of a faculty advisor. Students who complete the six-credit research option will receive the Honors Degree with Distinction.

Research in Honors Proposal Guidelines

Alternative Honors Course Proposal

With permission from both the degree-granting college and Honors College Director, students may add an Honors component to department capstone courses or final research/project experiences.

Alternative Honors Course Proposal Guidelines

Departmental Advanced Independent Study / Honors Tutorial

With approval from the Honors College, students can propose an independent course study through their academic department. Students can also propose an Honors Tutorial plan to be completed under the supervision of an Honors faculty advisor.

Independent Study/Honors Tutorial Proposal Guidelines

Study Abroad

Students approved for Honors credit abroad are eligible to apply for the Honors Study Abroad scholarship.

For more information about study abroad programs, visit:

Center for International Education

Graduate Course Work

Graduate level courses completed with a B- or better may be counted toward the Honors College graduation requirements. This option normally is open only to seniors in the program who meet the necessary prerequisites. Permission for an Honors student to take a graduate course must be obtained from the instructor of the course, the chairperson of the department or school/college designee in which the course is taught, and the Honors College director.

Upcoming Events

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Thesis/Dissertation Formatting Boot Camps (Summer 2024)

Wednesday, Jul 03, 2024 from 1:00 pm to 2:30 pm

(*Virtual session, WebEx)

• Register Now

The Graduate College and the Center for Communication Excellence invite you to a boot camp to  guide you through the final formatting of your thesis or dissertation . Graduate students often struggle with this final step of preparing this document for submission to ProQuest, so let us help you! CCE writing consultants specialized in thesis/dissertation formatting will be at the boot camp sessions to assist you in modifying your document to  meet the submission requirements for the Graduate College . Register for one or more boot camps today! 

• Thesis/Dissertation Formatting Boot Camp |  June 11, 10 - 11:30am | ( *Virtual session,  WebEx)
• Thesis/Dissertation Formatting Boot Camp |  July 3, 1-2:30pm | ( *Virtual session,  WebEx)

*Links for connecting to virtual sessions via WebEx will be sent prior to the day of the session. 

Make sure to  bring to the session an electronic copy of your thesis/dissertation . You may sign up for one or all of the boot camp sessions, but we ask that you do attend those for which you register. Registration is free to all ISU graduate students. For more information about thesis and dissertation requirements, consider attending a Thesis/Dissertation Informational Seminar. 

If you register late and need access to the session, please contact  [email protected]  to get connected.