college uneducation thesis statement

Thesis Statements

What this handout is about.

This handout describes what a thesis statement is, how thesis statements work in your writing, and how you can craft or refine one for your draft.

Introduction

Writing in college often takes the form of persuasion—convincing others that you have an interesting, logical point of view on the subject you are studying. Persuasion is a skill you practice regularly in your daily life. You persuade your roommate to clean up, your parents to let you borrow the car, your friend to vote for your favorite candidate or policy. In college, course assignments often ask you to make a persuasive case in writing. You are asked to convince your reader of your point of view. This form of persuasion, often called academic argument, follows a predictable pattern in writing. After a brief introduction of your topic, you state your point of view on the topic directly and often in one sentence. This sentence is the thesis statement, and it serves as a summary of the argument you’ll make in the rest of your paper.

What is a thesis statement?

A thesis statement:

• tells the reader how you will interpret the significance of the subject matter under discussion.
• is a road map for the paper; in other words, it tells the reader what to expect from the rest of the paper.
• directly answers the question asked of you. A thesis is an interpretation of a question or subject, not the subject itself. The subject, or topic, of an essay might be World War II or Moby Dick; a thesis must then offer a way to understand the war or the novel.
• makes a claim that others might dispute.
• is usually a single sentence near the beginning of your paper (most often, at the end of the first paragraph) that presents your argument to the reader. The rest of the paper, the body of the essay, gathers and organizes evidence that will persuade the reader of the logic of your interpretation.

If your assignment asks you to take a position or develop a claim about a subject, you may need to convey that position or claim in a thesis statement near the beginning of your draft. The assignment may not explicitly state that you need a thesis statement because your instructor may assume you will include one. When in doubt, ask your instructor if the assignment requires a thesis statement. When an assignment asks you to analyze, to interpret, to compare and contrast, to demonstrate cause and effect, or to take a stand on an issue, it is likely that you are being asked to develop a thesis and to support it persuasively. (Check out our handout on understanding assignments for more information.)

How do I create a thesis?

A thesis is the result of a lengthy thinking process. Formulating a thesis is not the first thing you do after reading an essay assignment. Before you develop an argument on any topic, you have to collect and organize evidence, look for possible relationships between known facts (such as surprising contrasts or similarities), and think about the significance of these relationships. Once you do this thinking, you will probably have a “working thesis” that presents a basic or main idea and an argument that you think you can support with evidence. Both the argument and your thesis are likely to need adjustment along the way.

Writers use all kinds of techniques to stimulate their thinking and to help them clarify relationships or comprehend the broader significance of a topic and arrive at a thesis statement. For more ideas on how to get started, see our handout on brainstorming .

How do I know if my thesis is strong?

If there’s time, run it by your instructor or make an appointment at the Writing Center to get some feedback. Even if you do not have time to get advice elsewhere, you can do some thesis evaluation of your own. When reviewing your first draft and its working thesis, ask yourself the following :

• Do I answer the question? Re-reading the question prompt after constructing a working thesis can help you fix an argument that misses the focus of the question. If the prompt isn’t phrased as a question, try to rephrase it. For example, “Discuss the effect of X on Y” can be rephrased as “What is the effect of X on Y?”
• Have I taken a position that others might challenge or oppose? If your thesis simply states facts that no one would, or even could, disagree with, it’s possible that you are simply providing a summary, rather than making an argument.
• Is my thesis statement specific enough? Thesis statements that are too vague often do not have a strong argument. If your thesis contains words like “good” or “successful,” see if you could be more specific: why is something “good”; what specifically makes something “successful”?
• Does my thesis pass the “So what?” test? If a reader’s first response is likely to  be “So what?” then you need to clarify, to forge a relationship, or to connect to a larger issue.
• Does my essay support my thesis specifically and without wandering? If your thesis and the body of your essay do not seem to go together, one of them has to change. It’s okay to change your working thesis to reflect things you have figured out in the course of writing your paper. Remember, always reassess and revise your writing as necessary.
• Does my thesis pass the “how and why?” test? If a reader’s first response is “how?” or “why?” your thesis may be too open-ended and lack guidance for the reader. See what you can add to give the reader a better take on your position right from the beginning.

Suppose you are taking a course on contemporary communication, and the instructor hands out the following essay assignment: “Discuss the impact of social media on public awareness.” Looking back at your notes, you might start with this working thesis:

Social media impacts public awareness in both positive and negative ways.

You can use the questions above to help you revise this general statement into a stronger thesis.

• Do I answer the question? You can analyze this if you rephrase “discuss the impact” as “what is the impact?” This way, you can see that you’ve answered the question only very generally with the vague “positive and negative ways.”
• Have I taken a position that others might challenge or oppose? Not likely. Only people who maintain that social media has a solely positive or solely negative impact could disagree.
• Is my thesis statement specific enough? No. What are the positive effects? What are the negative effects?
• Does my thesis pass the “how and why?” test? No. Why are they positive? How are they positive? What are their causes? Why are they negative? How are they negative? What are their causes?
• Does my thesis pass the “So what?” test? No. Why should anyone care about the positive and/or negative impact of social media?

After thinking about your answers to these questions, you decide to focus on the one impact you feel strongly about and have strong evidence for:

Because not every voice on social media is reliable, people have become much more critical consumers of information, and thus, more informed voters.

This version is a much stronger thesis! It answers the question, takes a specific position that others can challenge, and it gives a sense of why it matters.

Let’s try another. Suppose your literature professor hands out the following assignment in a class on the American novel: Write an analysis of some aspect of Mark Twain’s novel Huckleberry Finn. “This will be easy,” you think. “I loved Huckleberry Finn!” You grab a pad of paper and write:

Mark Twain’s Huckleberry Finn is a great American novel.

You begin to analyze your thesis:

• Do I answer the question? No. The prompt asks you to analyze some aspect of the novel. Your working thesis is a statement of general appreciation for the entire novel.

Think about aspects of the novel that are important to its structure or meaning—for example, the role of storytelling, the contrasting scenes between the shore and the river, or the relationships between adults and children. Now you write:

In Huckleberry Finn, Mark Twain develops a contrast between life on the river and life on the shore.

• Do I answer the question? Yes!
• Have I taken a position that others might challenge or oppose? Not really. This contrast is well-known and accepted.
• Is my thesis statement specific enough? It’s getting there–you have highlighted an important aspect of the novel for investigation. However, it’s still not clear what your analysis will reveal.
• Does my thesis pass the “how and why?” test? Not yet. Compare scenes from the book and see what you discover. Free write, make lists, jot down Huck’s actions and reactions and anything else that seems interesting.
• Does my thesis pass the “So what?” test? What’s the point of this contrast? What does it signify?”

After examining the evidence and considering your own insights, you write:

Through its contrasting river and shore scenes, Twain’s Huckleberry Finn suggests that to find the true expression of American democratic ideals, one must leave “civilized” society and go back to nature.

This final thesis statement presents an interpretation of a literary work based on an analysis of its content. Of course, for the essay itself to be successful, you must now present evidence from the novel that will convince the reader of your interpretation.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Anson, Chris M., and Robert A. Schwegler. 2010. The Longman Handbook for Writers and Readers , 6th ed. New York: Longman.

Lunsford, Andrea A. 2015. The St. Martin’s Handbook , 8th ed. Boston: Bedford/St Martin’s.

Ramage, John D., John C. Bean, and June Johnson. 2018. The Allyn & Bacon Guide to Writing , 8th ed. New York: Pearson.

Ruszkiewicz, John J., Christy Friend, Daniel Seward, and Maxine Hairston. 2010. The Scott, Foresman Handbook for Writers , 9th ed. Boston: Pearson Education.

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

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While Sandel argues that pursuing perfection through genetic engineering would decrease our sense of humility, he claims that the sense of solidarity we would lose is also important.

This thesis summarizes several points in Sandel’s argument, but it does not make a claim about how we should understand his argument. A reader who read Sandel’s argument would not also need to read an essay based on this descriptive thesis.  

Broad thesis (arguable, but difficult to support with evidence) 

Michael Sandel’s arguments about genetic engineering do not take into consideration all the relevant issues.

This is an arguable claim because it would be possible to argue against it by saying that Michael Sandel’s arguments do take all of the relevant issues into consideration. But the claim is too broad. Because the thesis does not specify which “issues” it is focused on—or why it matters if they are considered—readers won’t know what the rest of the essay will argue, and the writer won’t know what to focus on. If there is a particular issue that Sandel does not address, then a more specific version of the thesis would include that issue—hand an explanation of why it is important.  

Arguable thesis with analytical claim 

While Sandel argues persuasively that our instinct to “remake” (54) ourselves into something ever more perfect is a problem, his belief that we can always draw a line between what is medically necessary and what makes us simply “better than well” (51) is less convincing.

This is an arguable analytical claim. To argue for this claim, the essay writer will need to show how evidence from the article itself points to this interpretation. It’s also a reasonable scope for a thesis because it can be supported with evidence available in the text and is neither too broad nor too narrow.  

Arguable thesis with normative claim 

Given Sandel’s argument against genetic enhancement, we should not allow parents to decide on using Human Growth Hormone for their children.

This thesis tells us what we should do about a particular issue discussed in Sandel’s article, but it does not tell us how we should understand Sandel’s argument.  

Questions to ask about your thesis 

• Is the thesis truly arguable? Does it speak to a genuine dilemma in the source, or would most readers automatically agree with it?  
• Is the thesis too obvious? Again, would most or all readers agree with it without needing to see your argument?  
• Is the thesis complex enough to require a whole essay's worth of argument?  
• Is the thesis supportable with evidence from the text rather than with generalizations or outside research?  
• Would anyone want to read a paper in which this thesis was developed? That is, can you explain what this paper is adding to our understanding of a problem, question, or topic?
• picture_as_pdf Thesis

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How to Write a Strong Thesis Statement: 4 Steps + Examples

What’s Covered:

What is the purpose of a thesis statement, writing a good thesis statement: 4 steps, common pitfalls to avoid, where to get your essay edited for free.

When you set out to write an essay, there has to be some kind of point to it, right? Otherwise, your essay would just be a big jumble of word salad that makes absolutely no sense. An essay needs a central point that ties into everything else. That main point is called a thesis statement, and it’s the core of any essay or research paper.

You may hear about Master degree candidates writing a thesis, and that is an entire paper–not to be confused with the thesis statement, which is typically one sentence that contains your paper’s focus. 

Read on to learn more about thesis statements and how to write them. We’ve also included some solid examples for you to reference.

Typically the last sentence of your introductory paragraph, the thesis statement serves as the roadmap for your essay. When your reader gets to the thesis statement, they should have a clear outline of your main point, as well as the information you’ll be presenting in order to either prove or support your point. 

The thesis statement should not be confused for a topic sentence , which is the first sentence of every paragraph in your essay. If you need help writing topic sentences, numerous resources are available. Topic sentences should go along with your thesis statement, though.

Since the thesis statement is the most important sentence of your entire essay or paper, it’s imperative that you get this part right. Otherwise, your paper will not have a good flow and will seem disjointed. That’s why it’s vital not to rush through developing one. It’s a methodical process with steps that you need to follow in order to create the best thesis statement possible.

Step 1: Decide what kind of paper you’re writing

When you’re assigned an essay, there are several different types you may get. Argumentative essays are designed to get the reader to agree with you on a topic. Informative or expository essays present information to the reader. Analytical essays offer up a point and then expand on it by analyzing relevant information. Thesis statements can look and sound different based on the type of paper you’re writing. For example:

• Argumentative: The United States needs a viable third political party to decrease bipartisanship, increase options, and help reduce corruption in government.
• Informative: The Libertarian party has thrown off elections before by gaining enough support in states to get on the ballot and by taking away crucial votes from candidates.
• Analytical: An analysis of past presidential elections shows that while third party votes may have been the minority, they did affect the outcome of the elections in 2020, 2016, and beyond.

Step 2: Figure out what point you want to make

Once you know what type of paper you’re writing, you then need to figure out the point you want to make with your thesis statement, and subsequently, your paper. In other words, you need to decide to answer a question about something, such as:

• What impact did reality TV have on American society?
• How has the musical Hamilton affected perception of American history?
• Why do I want to major in [chosen major here]?

If you have an argumentative essay, then you will be writing about an opinion. To make it easier, you may want to choose an opinion that you feel passionate about so that you’re writing about something that interests you. For example, if you have an interest in preserving the environment, you may want to choose a topic that relates to that. 

If you’re writing your college essay and they ask why you want to attend that school, you may want to have a main point and back it up with information, something along the lines of:

“Attending Harvard University would benefit me both academically and professionally, as it would give me a strong knowledge base upon which to build my career, develop my network, and hopefully give me an advantage in my chosen field.”

Step 3: Determine what information you’ll use to back up your point

Once you have the point you want to make, you need to figure out how you plan to back it up throughout the rest of your essay. Without this information, it will be hard to either prove or argue the main point of your thesis statement. If you decide to write about the Hamilton example, you may decide to address any falsehoods that the writer put into the musical, such as:

“The musical Hamilton, while accurate in many ways, leaves out key parts of American history, presents a nationalist view of founding fathers, and downplays the racism of the times.”

Once you’ve written your initial working thesis statement, you’ll then need to get information to back that up. For example, the musical completely leaves out Benjamin Franklin, portrays the founding fathers in a nationalist way that is too complimentary, and shows Hamilton as a staunch abolitionist despite the fact that his family likely did own slaves. 

Step 4: Revise and refine your thesis statement before you start writing

Read through your thesis statement several times before you begin to compose your full essay. You need to make sure the statement is ironclad, since it is the foundation of the entire paper. Edit it or have a peer review it for you to make sure everything makes sense and that you feel like you can truly write a paper on the topic. Once you’ve done that, you can then begin writing your paper.

When writing a thesis statement, there are some common pitfalls you should avoid so that your paper can be as solid as possible. Make sure you always edit the thesis statement before you do anything else. You also want to ensure that the thesis statement is clear and concise. Don’t make your reader hunt for your point. Finally, put your thesis statement at the end of the first paragraph and have your introduction flow toward that statement. Your reader will expect to find your statement in its traditional spot.

If you’re having trouble getting started, or need some guidance on your essay, there are tools available that can help you. CollegeVine offers a free peer essay review tool where one of your peers can read through your essay and provide you with valuable feedback. Getting essay feedback from a peer can help you wow your instructor or college admissions officer with an impactful essay that effectively illustrates your point.

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COLLEGE UNEDUCATION JORGE BOCOBO

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Tips and Examples for Writing Thesis Statements

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This resource provides tips for creating a thesis statement and examples of different types of thesis statements.

Tips for Writing Your Thesis Statement

1. Determine what kind of paper you are writing:

• An analytical paper breaks down an issue or an idea into its component parts, evaluates the issue or idea, and presents this breakdown and evaluation to the audience.
• An expository (explanatory) paper explains something to the audience.
• An argumentative paper makes a claim about a topic and justifies this claim with specific evidence. The claim could be an opinion, a policy proposal, an evaluation, a cause-and-effect statement, or an interpretation. The goal of the argumentative paper is to convince the audience that the claim is true based on the evidence provided.

If you are writing a text that does not fall under these three categories (e.g., a narrative), a thesis statement somewhere in the first paragraph could still be helpful to your reader.

2. Your thesis statement should be specific—it should cover only what you will discuss in your paper and should be supported with specific evidence.

3. The thesis statement usually appears at the end of the first paragraph of a paper.

4. Your topic may change as you write, so you may need to revise your thesis statement to reflect exactly what you have discussed in the paper.

Thesis Statement Examples

Example of an analytical thesis statement:

The paper that follows should:

• Explain the analysis of the college admission process
• Explain the challenge facing admissions counselors

Example of an expository (explanatory) thesis statement:

• Explain how students spend their time studying, attending class, and socializing with peers

Example of an argumentative thesis statement:

• Present an argument and give evidence to support the claim that students should pursue community projects before entering college

Sample details

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Paper on Uneducation Analysis

We students aspire to succeed in life and we turn to education as the key to achieving our goals. But do we really think that we are taught the lessons that we need to learn? The answer is, no. Today, we believe that we are being ‘uneducated’ by the college institutions that we have entrusted with our education. By being ‘uneducated’, we mean the intangibles that we need to learn as human beings and as well-rounded individuals are being neglected. Yes, we are given facts and information to digest, but the handful of methods on how we learn deteriorates our way of thinking as an individual.

Indeed it is ironic, but the painful truth is that this type of education contradicts our Filipino way of life, which is being naturally expressive, creative and open-minded. In Jorge Bocobo’s essay, he explicitly states three ways in which many students are getting a college uneducation: book-worship, professional philistinism or overspecialization, and misguided zeal or simply a loss of a sound philosophy in life. Book-worship is the delirious worship of the printed pages of books.

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Many of us students will or have come to realize that we are or have been very dependent with the books and a dozen other references that our professors are recommending. And as some of us students have observed, some of our professors are indeed very ‘bookish’ and will not even accept any other answer or argument unless it is in their revered book that they themselves have come to know by heart after all their years teaching. They even tend to research and fixate on the book alone for their topic plans for their classes.

If the teachers and professors themselves are practicing this very bookish and pedantic way of life, then they will very well pass on this practice of theirs to their students – to whom they should bequeath knowledge unhampered by their delirious worship of the printed page and their love of focusing on minute details in books. Bocobo said, “It is thus that many of our students surrender their individuality to the textbook and lose their birthright – which is to think for themselves. If this problem is left unattended, this mean cycle of passing on the practice of book-worship from professors to students will continue to prosper — rendering our students with no other knowledge than what is printed on the pages of a book. Being dependent on books will cause us to paralyze and cripple our minds from thinking and criticizing. This is not to say that we should not read books, but that we should refrain from devouring every word printed inside the pages of books. Professional philistinism or overspecialization has, as all things do, its fair share of pros and cons.

It is good if you want to achieve a professional career; but oftentimes we are so caught up in achieving the degrees to call ourselves professionals that we forget to appreciate the little things that helped us along the way. Unless we students don’t develop in us a proper appreciation of what is beautiful and sublime in life, everything else and around us may start to seem tedious and commonplace. We might start seeing things in such an unappreciative and dull way. Our daily lives might become systematic and maybe even rigid, thus leading many students to such an unfeeling and dry-as-dust existence.

The last way in which we are being ‘uneducated’ is the misguided zeal or a loss of philosophy in life. Since we are aspiring to become such big-time professionals we are bound to acquire highly specialized training during college. This might hinder us from seeing the broader perspectives of life. If our philosophy in life is in danger of becoming of narrow and mean, it is because we are used to to think in terms of material wealth. In conclusion, the three things that contribute to ‘uneducating’ college students are book-worship, overspecialization, and neglect of forming a philosophy in life as a result of overspecialization.

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The struggle in the former Portuguese Southeast Asiatic settlement of East Timor, illicitly invaded and annexed by Indonesia in September 1975, continues to maturate off. Indonesia ’ s suppression of legitimate East Timorese aspirations for regard of their human rights, including the right of self-government, has been a cause for continued international tensenesss. The decease

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• What Is a Thesis? | Ultimate Guide & Examples

What Is a Thesis? | Ultimate Guide & Examples

Published on September 14, 2022 by Tegan George . Revised on November 21, 2023.

A thesis is a type of research paper based on your original research. It is usually submitted as the final step of a master’s program or a capstone to a bachelor’s degree.

Writing a thesis can be a daunting experience. Other than a dissertation , it is one of the longest pieces of writing students typically complete. It relies on your ability to conduct research from start to finish: choosing a relevant topic , crafting a proposal , designing your research , collecting data , developing a robust analysis, drawing strong conclusions , and writing concisely .

Thesis template

You can also download our full thesis template in the format of your choice below. Our template includes a ready-made table of contents , as well as guidance for what each chapter should include. It’s easy to make it your own, and can help you get started.

Download Word template Download Google Docs template

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Table of contents

Thesis vs. thesis statement, how to structure a thesis, acknowledgements or preface, list of figures and tables, list of abbreviations, introduction, literature review, methodology, reference list, proofreading and editing, defending your thesis, other interesting articles, frequently asked questions about theses.

You may have heard the word thesis as a standalone term or as a component of academic writing called a thesis statement . Keep in mind that these are two very different things.

• A thesis statement is a very common component of an essay, particularly in the humanities. It usually comprises 1 or 2 sentences in the introduction of your essay , and should clearly and concisely summarize the central points of your academic essay .
• A thesis is a long-form piece of academic writing, often taking more than a full semester to complete. It is generally a degree requirement for Master’s programs, and is also sometimes required to complete a bachelor’s degree in liberal arts colleges.
• In the US, a dissertation is generally written as a final step toward obtaining a PhD.
• In other countries (particularly the UK), a dissertation is generally written at the bachelor’s or master’s level.

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The final structure of your thesis depends on a variety of components, such as:

• Your discipline
• Your theoretical approach

Humanities theses are often structured more like a longer-form essay . Just like in an essay, you build an argument to support a central thesis.

In both hard and social sciences, theses typically include an introduction , literature review , methodology section ,  results section , discussion section , and conclusion section . These are each presented in their own dedicated section or chapter. In some cases, you might want to add an appendix .

Thesis examples

We’ve compiled a short list of thesis examples to help you get started.

• Example thesis #1:   “Abolition, Africans, and Abstraction: the Influence of the ‘Noble Savage’ on British and French Antislavery Thought, 1787-1807” by Suchait Kahlon.
• Example thesis #2: “’A Starving Man Helping Another Starving Man’: UNRRA, India, and the Genesis of Global Relief, 1943-1947″ by Julian Saint Reiman.

The very first page of your thesis contains all necessary identifying information, including:

• Your full title
• Your full name
• Your department
• Your institution and degree program
• Your submission date.

Sometimes the title page also includes your student ID, the name of your supervisor, or the university’s logo. Check out your university’s guidelines if you’re not sure.

Read more about title pages

The acknowledgements section is usually optional. Its main point is to allow you to thank everyone who helped you in your thesis journey, such as supervisors, friends, or family. You can also choose to write a preface , but it’s typically one or the other, not both.

Read more about acknowledgements Read more about prefaces

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An abstract is a short summary of your thesis. Usually a maximum of 300 words long, it’s should include brief descriptions of your research objectives , methods, results, and conclusions. Though it may seem short, it introduces your work to your audience, serving as a first impression of your thesis.

Read more about abstracts

A table of contents lists all of your sections, plus their corresponding page numbers and subheadings if you have them. This helps your reader seamlessly navigate your document.

Your table of contents should include all the major parts of your thesis. In particular, don’t forget the the appendices. If you used heading styles, it’s easy to generate an automatic table Microsoft Word.

Read more about tables of contents

While not mandatory, if you used a lot of tables and/or figures, it’s nice to include a list of them to help guide your reader. It’s also easy to generate one of these in Word: just use the “Insert Caption” feature.

Read more about lists of figures and tables

If you have used a lot of industry- or field-specific abbreviations in your thesis, you should include them in an alphabetized list of abbreviations . This way, your readers can easily look up any meanings they aren’t familiar with.

Read more about lists of abbreviations

Relatedly, if you find yourself using a lot of very specialized or field-specific terms that may not be familiar to your reader, consider including a glossary . Alphabetize the terms you want to include with a brief definition.

Read more about glossaries

An introduction sets up the topic, purpose, and relevance of your thesis, as well as expectations for your reader. This should:

• Ground your research topic , sharing any background information your reader may need
• Define the scope of your work
• Introduce any existing research on your topic, situating your work within a broader problem or debate
• State your research question(s)
• Outline (briefly) how the remainder of your work will proceed

In other words, your introduction should clearly and concisely show your reader the “what, why, and how” of your research.

Read more about introductions

A literature review helps you gain a robust understanding of any extant academic work on your topic, encompassing:

• Selecting relevant sources
• Determining the credibility of your sources
• Critically evaluating each of your sources
• Drawing connections between sources, including any themes, patterns, conflicts, or gaps

A literature review is not merely a summary of existing work. Rather, your literature review should ultimately lead to a clear justification for your own research, perhaps via:

• Addressing a gap in the literature
• Building on existing knowledge to draw new conclusions
• Exploring a new theoretical or methodological approach
• Introducing a new solution to an unresolved problem
• Definitively advocating for one side of a theoretical debate

Read more about literature reviews

Theoretical framework

Your literature review can often form the basis for your theoretical framework, but these are not the same thing. A theoretical framework defines and analyzes the concepts and theories that your research hinges on.

Read more about theoretical frameworks

Your methodology chapter shows your reader how you conducted your research. It should be written clearly and methodically, easily allowing your reader to critically assess the credibility of your argument. Furthermore, your methods section should convince your reader that your method was the best way to answer your research question.

A methodology section should generally include:

• Your overall approach ( quantitative vs. qualitative )
• Your research methods (e.g., a longitudinal study )
• Your data collection methods (e.g., interviews or a controlled experiment
• Any tools or materials you used (e.g., computer software)
• The data analysis methods you chose (e.g., statistical analysis , discourse analysis )
• A strong, but not defensive justification of your methods

Read more about methodology sections

Your results section should highlight what your methodology discovered. These two sections work in tandem, but shouldn’t repeat each other. While your results section can include hypotheses or themes, don’t include any speculation or new arguments here.

Your results section should:

• State each (relevant) result with any (relevant) descriptive statistics (e.g., mean , standard deviation ) and inferential statistics (e.g., test statistics , p values )
• Explain how each result relates to the research question
• Determine whether the hypothesis was supported

Additional data (like raw numbers or interview transcripts ) can be included as an appendix . You can include tables and figures, but only if they help the reader better understand your results.

Read more about results sections

Your discussion section is where you can interpret your results in detail. Did they meet your expectations? How well do they fit within the framework that you built? You can refer back to any relevant source material to situate your results within your field, but leave most of that analysis in your literature review.

For any unexpected results, offer explanations or alternative interpretations of your data.

Read more about discussion sections

Your thesis conclusion should concisely answer your main research question. It should leave your reader with an ultra-clear understanding of your central argument, and emphasize what your research specifically has contributed to your field.

Why does your research matter? What recommendations for future research do you have? Lastly, wrap up your work with any concluding remarks.

Read more about conclusions

In order to avoid plagiarism , don’t forget to include a full reference list at the end of your thesis, citing the sources that you used. Choose one citation style and follow it consistently throughout your thesis, taking note of the formatting requirements of each style.

Which style you choose is often set by your department or your field, but common styles include MLA , Chicago , and APA.

Create APA citations Create MLA citations

In order to stay clear and concise, your thesis should include the most essential information needed to answer your research question. However, chances are you have many contributing documents, like interview transcripts or survey questions . These can be added as appendices , to save space in the main body.

Read more about appendices

Once you’re done writing, the next part of your editing process begins. Leave plenty of time for proofreading and editing prior to submission. Nothing looks worse than grammar mistakes or sloppy spelling errors!

Consider using a professional thesis editing service or grammar checker to make sure your final project is perfect.

Once you’ve submitted your final product, it’s common practice to have a thesis defense, an oral component of your finished work. This is scheduled by your advisor or committee, and usually entails a presentation and Q&A session.

After your defense , your committee will meet to determine if you deserve any departmental honors or accolades. However, keep in mind that defenses are usually just a formality. If there are any serious issues with your work, these should be resolved with your advisor way before a defense.

If you want to know more about AI for academic writing, AI tools, or research bias, make sure to check out some of our other articles with explanations and examples or go directly to our tools!

Research bias

• Survivorship bias
• Self-serving bias
• Availability heuristic
• Halo effect
• Hindsight bias
• Deep learning
• Generative AI
• Machine learning
• Reinforcement learning
• Supervised vs. unsupervised learning

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The conclusion of your thesis or dissertation shouldn’t take up more than 5–7% of your overall word count.

If you only used a few abbreviations in your thesis or dissertation , you don’t necessarily need to include a list of abbreviations .

If your abbreviations are numerous, or if you think they won’t be known to your audience, it’s never a bad idea to add one. They can also improve readability, minimizing confusion about abbreviations unfamiliar to your reader.

When you mention different chapters within your text, it’s considered best to use Roman numerals for most citation styles. However, the most important thing here is to remain consistent whenever using numbers in your dissertation .

A thesis or dissertation outline is one of the most critical first steps in your writing process. It helps you to lay out and organize your ideas and can provide you with a roadmap for deciding what kind of research you’d like to undertake.

Generally, an outline contains information on the different sections included in your thesis or dissertation , such as:

• Your anticipated title
• Your abstract
• Your chapters (sometimes subdivided into further topics like literature review , research methods , avenues for future research, etc.)

A thesis is typically written by students finishing up a bachelor’s or Master’s degree. Some educational institutions, particularly in the liberal arts, have mandatory theses, but they are often not mandatory to graduate from bachelor’s degrees. It is more common for a thesis to be a graduation requirement from a Master’s degree.

Even if not mandatory, you may want to consider writing a thesis if you:

• Plan to attend graduate school soon
• Have a particular topic you’d like to study more in-depth
• Are considering a career in research
• Would like a capstone experience to tie up your academic experience

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Home > COE > Education Theses and Dissertations

College of Education Theses and Dissertations

Theses/dissertations from 2024 2024.

A Phenomenological Study on Preschool Educator Experience in Re-imagining Play and Play-Based Learning During the COVID-19 Pandemic , Ronabeth Keh So

Theses/Dissertations from 2023 2023

Music in the Liturgy: An Education-Focused Approach , Robert M. Beatty

Black, Male, Juvenile: A Multi-System Perspective on Hope, Dehumanization, and Redemption in Recidivism & Education , Alexandra M. Brandt

Interorganizational Practices that Foster Reciprocal Trust Between Central Office Administrators and Principals , Andrea M. Derdenger

A Spotlight on Teachers’ Culturally Sustaining Beliefs and Responsive Practices for Students of Color in Mathematics , Susan Ejma

“Young, Gifted, and Black”: Understanding the Complex Experiences of High-Achieving Black Students in AP Classes at a Diverse Suburban High School , Jody Elliott-Schrimmer

The Challenges of Catholic Identity in American Catholic University A Case Study of DePaul University , Andrew Ezechiugo

Service Learning in the Digital Age: Understanding Nontraditional Students and Their Experiential Journey Through Electronic-Service Learning , Qianhui Hub

Northeastern Illinois University: Identifying Characteristics Associated with Low African American Student Retention and Persistence , Laural E. Johnson

The Process of Designing and Revising a High-Quality Digital Math Curriculum For a Large Diverse Urban School District: Recommendations From a Math Designer , Suzan Kheireddin

孟母三迁 (Meng Mu San Qian): New Chinese Immigrant Parents' Narratives About Involvement in U.S. Public High School Education , Haixia Li

The Power of Spiritual Leadership in the Rite of Christian Initiation of Adults , Stefanie Mingari

Understanding Athletics Academic Advisors’ Experience with Job Burnout and Antecedents that Shape Job Burnout , Felicia O'Rourke

The Sanctity of Human Life: An Examination of the Effects of Education and Training of Less-lethal Force Option Devices in the Royal Thai Police , Trak Silapaduriyang

The Reproduction of an “American Dream” or “American Nightmare”: The School Perceptions of Low-Income African American and Latino Young Men of Promise , Roberto Suarez

Theses/Dissertations from 2022 2022

Syrian Refugee , Donia Almadani

The Pillars that Support School Principals in Cultivating Inclusive, Equitable Practices for Diverse Learners , Karime Asaf

Dual Credit Programs: Does the State of Illinois Provide Programs that are Efficacious for All Stakeholders? , Andrew Buckler

The Illusion of Progress: The Disconnect Between the Anti-Racist Values Professed in Teacher Education Programs and the White Curriculum That Negatively Impact Students of Color , Adrienne Kay Carmona

Mentoring Urban African American Male Students in Secondary School , David Jacoby Collins

Othermothering by African American Women in Higher Education at Predominantly White Institutions: How the Practice Affects Their Professional and Personal Lives , Julie Collins

College Students’ Perceptions of Sexual Violence Climate on their Campus , Meghan Funk

Hiding Behind the Title: Bridging the Gap Between Identity and Leadership Through Neuroscience, Emotional Intelligence and Ethical Management , Alicia S. Huddleston

In the Name of Freedom: Racist Hate Speech on Campus, Institutional Whiteness, and Neofascism , Karlee Johnson

A Phenomenological Exploration of the Experience of White Students at a Mission Based University , Suzanne Kilgannon

A Phenomenological Study on African American Male Conduct Officers and their Experiences with Code-Switching in Professional Settings , Bernard Little

"Everything is Political Now": Teaching Politics in the Age of Trump , John G. Lund

News Flash: Content Framing of Higher Education during the COVID-19 Campus Closures , Sara Nelson

Dismantling the Dichotomy: Latinx Identity and Assimilation in Early Childhood Education , Rocio J. Olvera

The Role of International Service Learning and Student Outcomes , Kristen One

Institutional Effectiveness on Student Retention and Diversification for African American Female Engineering Students at Higher Educational Institutions , Robbin Parker

Understanding Servant Leadership through the Lived Experiences of Higher Education Administrative Leaders , Michael Roberts

It’s Not Easy Being Green: An Examination of First-Generation African American College Students’ Experiences at Predominantly White Institutions , Sabrina Marie Sanders

A Comparative Analysis of Best Practices in a Facial Recognition Policy for Law Enforcement Agencies , Terry H. Smith

Hybrid Montessori Education: Teacher Reflections on the Care and Education of Under-served Black Children , Heather E. Summers

Enrollment, Academic Persistence, Social Leveraging, and Social Support: A Multiple Case Study of CCAMPIS Campus-Based Child Care , Ariel Sylvester

A Study of Addressing Chronic Absenteeism and Truancy: The Attendance Improvement Program at Emil G. Hirsch High School (Chicago, IL) , Beverly Taylor-Williams

Promoting Access and Choice: A Strategic Plan Serving First-Generation Immigrant College Students of Color at Four-Year Postsecondary Institutions , Phil J. Verpil

All the Way Up: A Qualitative Examination of African American Male Educational Resilience in Higher Education , Junae Diamond Weathersby

THE ROLE OF MUSEUMS IN EDUCATIONAL PEDAGOGY AND COMMUNITY ENGAGEMENT , Katherine E. Weber

The Beautiful Struggle: A Qualitative Examination of Black Educator Experiences Creating Academic Spaces for Student Success , Catherine B. Whitfield Martin

Implementation of Skill-Based, Transdisciplinary Competencies and Their Influence on Teacher Practice , Thomas P. Wolfe

Beyond the Revolving Door: Reducing the Risks of Recidivism so African American Male Youth Not Only Survive but Thrive , Kristy O. Yanney

Theses/Dissertations from 2021 2021

Naming and Re(claiming) Feminism in Orthodoxy: Voicing the Gender and Religious Identities of Greek Orthodox Women , Anne Marie Adams

Enacting Poiesis: Centering Teaching Artists' Stories Across Educational Contexts , Shanita Bigelow

The Influence Music Education Programs Have on Identity Development, Cultural Awareness, and Trauma Related to African American Youth That Live in Urban Settings , Michele Colbert

Liberal Arts Micro-Credential: Teaching a Police Officer Reflection, Empathy, and Self-Awareness; Going Beyond Training a Police Officer to Act and React , Hermogenes Del Toro

What I Wish I Had Known: College Graduates’ Experience of Student Debt , Lamyeia Fields

Locked Out to be Locked Up, Only to Be Locked Out, Again: A Critical Analysis of Exclusionary Disciplinary Practices, and an Illinois Policy's Attempt to Eradicate the School-to-Prison Pipeline Phenomenon , Algeanna Louise Griffin

It’s Really About Relationships: Perceptions of Teacher Autonomy and It’s Influence on Instruction , Nancy Harmening

Untapped Potential: Social Emotional Learning and Intervention Programs for Students Experiencing Underperformance , Kathleen Bridget Healy King

A Case Study of a Comprehensive Model of Global Education Strategy Based on Cosmopolitanism , Esther Quintero Heiser

Dancing in the Liminal Tension: A Phenomenological Study of how Queer Black Boys Manifest Happiness in an Urban Midwest High School , Kendrick D. Johnson

K-8 eLearning During the COVID-19 Pandemic: "Spreading" Best Practices , Michelle A. Johnson

A Policy Examination of Digital Multimedia Evidence in Police Department Standard Operating Procedures (SOPs) , Timothy P. Larmon

Why Can’t I Read? The Demise of Literacy Among African American Boys in the Fourth Grade: The perception of ten fourth grade Chicago Public School Teachers’ lived experiences of literary instruction during their undergraduate student teaching program , Kimberly Darlene Lloyd

Applying the Social Model of Disability: A Phenomenology of Initiating Change in Higher Education , Olena M. Marshall

The Plan Starts Now: A Study of Juvenile Delinquency and a Re-entry Program Back into the Community , Lynell Porch

A Study of Modern College Student Activism: The Relationship to the School and How Groups Form , James Garry Stewart

Developing a Culture of Care and Support: A Review of Institutional Practices and Growth Opportunities Affecting Black Male Student-Athletes at Southtown Community College , Roberto D. Torres

Measuring the Impact of Residency Requirements and the Relationship with the Citizens in the Community , Daniel Villa

Resilience & Wellness Teams: A Comprehensive Maintenance Plan for Law Enforcement Officers , Landon Jay Wade

Tracking and Experiences of Black Students Following the Inception of No Child Left Behind , Gwenda Walters

Theses/Dissertations from 2020 2020

Chasing the American Dream: Refugee students and care in U.S. high schools , Yacoub Aljaffery

Muslim Women and Centered Leadership Practices , Raheela Al Karim

Consent Around the Globe: Sexual violence prevention programming that responds to the needs of international students , Michael Blackman

How do personalized learning programs’ instructional designs match gifted students’ experiences in using them? , Sarah Bright

Preparing a Diverse and Culturally Sustaining Teacher Workforce: The Role of Culturally Sustaining Pedagogy and Policy in Teacher Education , Emily Caliendo

The Social Construction of the Progressive Era: A Critical-Historiographical Case Study in Vocationalism , Brian D. Carlson

The Purpose of Education: A Case Study on Accountability and Latina Teachers in a Midwest Charter Network , Alexandra Irma Cruz

The Impact of Racial Identity in College Planning Resources for African American Students considering Historically Black Colleges and Universities (HBCU) , Camille Franklin

Am I a Systemic Iniquity Interrupter? Understanding The Influence of Critical Race Educating Through the Narratives of Alternative Ed. Black Educators , Ayanna Gore

The Role of Parental and Family Involvement in the Persistence of Freshman First-Generation College Students , Ray O. Grant

STATE-FUNDED DUAL ENROLLMENT PROGRAM: ONE STATE’S PERSONALIZATION APPROACH TO INCREASE HIGH SCHOOL GRADUATION RATES AND REDUCE DROPOUT RATES , Debra H. Harris

Reclaiming Joy: Finding Resilience in Families with Children with Autism , Nancy K. Hashimoto

Combatting the Drive Deficit: An Exploration of Conative Skill Inclusion in College and Career Readiness Policy , Vanessa Hein

The "Being" and "Doing" of a "Good Teacher" from a Soka Perspective , Nozomi Inukai

Relational Trust as a Determinant of Principal Turnover: A Quantitative Analysis , Steven Michael Jeretina

Academic Engagement and Institutional Experiences of the Undergraduate Community College Student from Marginalized Communities , Fashawn D. Jones

Becoming a Feminist Educator: A Self-Study on Feminist Pedagogy in a Music History Classroom , Sarah Wells Kaufman

Wakanda College Retention Program: Developing Black and Brown Young Men , William A. McHenry

Creating Positive School Culture on Social Media - School Culture on the Go , Antoine L. Reed

Second Language Acquisition and Standardized Assessment Practices , Hal Scott Schmeisser

Mathematical Identity Formation: Preparing Students with Learning Disorders for Post-Secondary Education and Careers , Ravi Anil Shah

A Phenomenological Study of Chicago's Independent School Principals , Jerry Travlos

Raising Him: Testaments of Five Black Single Mothers and How They Perceive Their Experiences of Raising Theirs Son(s) in Contemporary Urban America , Collage C. Warner

Crime Reporting Through Social Media: Potential Opportunities in Community Policing , Kimberly Washington

Chronic Absenteeism: The Problem, The Participants, The Panacea , Markenya L. Williams

Theses/Dissertations from 2019 2019

INVESTIGATING THE IMPACT OF VIDEO GAMING ON CHILDREN’S MAGICAL THINKING IN EARLY CHILDHOOD , Rafi Antar

FLOURISHING IN THE FIRST YEARS OF TEACHING: DESIGNING A FRAMEWORK FOR NEW TEACHER INDUCTION , Sister Thomas Aquinas Betlewski

EDUCATION, ORDER, AND THE SPECTER OF EMANCIPATION , Alex B. Cameron

What Professional Development Practices Do Mid-Career Teachers Need? , Amy Christie

UNARTHODOX: AN INVESTIGATION OF HOW CHILDREN ARTICULATE THEIR SENSE OF SELF THROUGH ART , Brandon Gilbert

THE NEOLIBERAL PARIAH , Jeremiah Howe

Muslim-American Democratic Citizens: Dismantling Rituals with Tarbiyah , Nida Iftekaruddin

Framing Teaching in Retrospect: A Qualitative Study of Educational Philosophies and Teacher Socialization through the Teach for America Experience , Angela Marie Kraemer-Holland

BUILDING THE NEST: HOW NATIVE ENGLISH SPEAKING TEACHERS (NESTs) IN THE TEFL FIELD DEVELOP INTERCULTURAL COMPETENCE , Emily S. Kraus

The Invisible Struggle: Understanding the Plights and Success Strategies of Low-Income Single Mothers in Undergraduate Programs , Christina Matuschka

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Faculty of Education

Anti-requisites

EDUC4002 - Education Honours Thesis (Stage 2 of 3)

Enrolment information

This is a continuing unit. Students must be admitted to the Bachelor of Education with Honours. Please refer to the Faculty of Education Honours Handbook for further information.

Unit description

Provides students with a scaffolded and supervised opportunity to conduct and complete an original research project. Presented as a written thesis in Education, the research project will build on a foundational literature review and research design developed in previous units.  Students complete a total of 6 thesis units.  

Unit content

Students have access to supervision and resources on the following topics to support the development and communication of their research. 

Orientation: Retrospective and Planning 

Module 1. Questions, Aims and Objectives  

Module 2. Literature Review  

Module 3. Theory and Methodology: Data Collection and Analysis 

Module 4. Findings and Results 

Module 5. Discussion and Conclusions 

Module 6. References, Formatting, Editing and Submission 

Availabilities

Learning outcomes.

Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes . The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.

On completion of this unit, students should be able to:

demonstrate a broad understanding of a body of knowledge and theoretical concepts in education, with advanced understanding in at least one area of investigation

demonstrate skills in critically reviewing, analysing, and synthesising knowledge in education

demonstrate ethical and appropriate ways to conceptualise, collect, analyse, evaluate and present data

demonstrate written, verbal, and other relevant communication skills to present a clear and coherent exposition of knowledge in diverse contexts

Teaching and assessment

Online (term), prescribed learning resources.

• Prescribed text information is not currently available.
• Prescribed resources/equipment information is not currently available.

Prescribed Learning Resources may change in future Teaching Periods.

Fee information

Commonwealth Supported courses For information regarding Student Contribution Amounts please visit the Student Contribution Amounts .

Fee paying courses For postgraduate or undergraduate full-fee paying courses please check Domestic Postgraduate Fees OR Domestic Undergraduate Fees .

International

Please check the international course and fee list to determine the relevant fees.

Courses that offer this unit

Bachelor of education with honours (2025), bachelor of education with honours (2024), any questions we'd love to help.

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1250 BELLFLOWER BOULEVARD LONG BEACH, CALIFORNIA 90840 562.985.4111

March 26, 2024 Minutes

In attendance: Krzysztof Slowinski, Barbara Taylor (10:50), Jesse Dillon, Lijuan Li, Lora Stevens, Will Murray, Prashanth Jaikumar, Jim Kisiel, Christine Whitcraft, Babette Benken (via Zoom), Henry Wu, Margaret Karteron, Lindsay Aymar, Tatiana Avila

• Approve agenda (10:00am) – Approved
• Approve minutes from 3/12/2024 – Approved as amended
• Thesis title requests are going out today (3/26) and tomorrow (3/27)
• Spring Elections Nominations still open- only one nominee for Academic Senate.
• Not limited to lower divisions GE courses
• Policy is that outside students can enroll after CSULB get first chance
• Concerns with how this will impact space for our students and if the curriculum will match (advertised Open Market)
• Needs to be some way to ensure our students have priority
• Chairs to read new policy and send Krzysztof Slowinski any feedback
• Considering changes to GWAR requirement policy
• Critical thinking category to add writing (Critical Thinking and Composition)
• Category E dropped from GE altogether
• Deadline for returning info on faculty phones in May
• We need to organize a staff training in the future – possibly bringing in a tech team member to explain and answer questions
• The college has 198K for designated and received 541K competitive for FY 23/24.
• Department chairs to go over spreadsheet and get rankings to Henry Wu EOD 3/27
• Open Discussion
• Adjournment (11:59am)

Upcoming Dates

• March 29: Mini Review Due from Departments
• April 1-7: Spring Recess
• April 1: Cesar Chavez Day Observed
• April 2: FAFSA Deadline (altered timeline this year only due to "late" change of federal process)
• April 8: Deadline to submit thesis to Thesis and Dissertation Office
• April 13: CNSM Showcase / Day at The Beach (8:00am-3:00pm)
• May 10: Last Day of Classes (Friday)
• May 23: Graduation @ Angel Stadium (9:00am)
• July 20: Sharks @ the Beach and Science in the Halls

Meeting minutes were APPROVED Tuesday, April 9, 2024.

Note: The minutes above reflect discussion on the date of the CDC meeting about policies, not actual policy. Faculty and staff should wait for official communication on each subject before acting.

Teresa Southard seeks answers in veterinary forensics cases

• Sarah Boudreau
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As a board-certified veterinary anatomic pathologist, Teresa Southard is no stranger to piecing together clues. 

Pathology is the study of injuries and diseases, and anatomic pathologists perform necropsies and biopsies to uncover the disease processes at play and determine a cause of death or cause of illness. 

Southard, associate professor of anatomic pathology at the Virginia-Maryland College of Veterinary Medicine , has a particular interest in forensic pathology, performing necropsies to uncover the truth behind animal deaths that may relate to illegal activity, such as neglect and abuse. Forensic pathologists are often called in to testify in court, working with the justice system to uncover the truth.

Working on cases of horrifying violence and neglect can take a huge emotional toll, but Southard finds strength in the fact that her work can prevent future suffering. 

"There's a sense of satisfaction that you've contributed to the justice process,” Southard said. “Whether you find out that this animal died of natural causes and the person being blamed for it is innocent, or if you find out that someone intentionally hurt or neglected an animal and you can be part of the process that keeps them from doing that again, it’s rewarding.”

Since joining the college in 2021, she’s worked on over 70 forensic pathology cases in addition to her usual load of necropsies and biopsies.

Finding the answers

After a Ph.D. in biomedical sciences and an Air Force career, Southard entered veterinary school intending to become a veterinarian for lab animals, but after a pathology rotation, she was hooked. As Southard puts it, “Pathology is where you really find out the answers.” 

During her anatomic pathology residency at Johns Hopkins University, Southard volunteered her necropsy skills at a Baltimore animal shelter.

"That’s where I started to see some of the evidence of neglect and abuse,” she said. 

After taking a job at Cornell University, Southard built upon her forensic pathology experience as she worked alongside Sean McDonough, a trailblazer in the field. At Cornell, Southard performed over 500 forensic necropsies and appeared as an expert witness in nine criminal trials.

She joined the veterinary college at Virginia Tech in 2021 and quickly built a relationship with Baltimore City Animal Control, who now sends its forensic cases to her. 

Because they are often asked to testify in court, forensic pathologists must go beyond the normal necropsy procedure.

"One of those extra duties is trying to figure out how long the animal has been dead in some cases, because that could help identify suspects,” Southard said. “We also have to document everything carefully, because if we have to go to court, it’s much easier to show a picture than describe what you saw, and it’s much more convincing to the jury. And lastly, we're asked to comment on the degree of suffering or pain an animal encountered, which is not a part of our normal necropsy procedure.”

Bridging the knowledge gap 

"There's this thing called the CSI effect, where we expect to know everything within a nice, 45-minute segment, but it doesn't always work out that way,” Southard said. That goes double for veterinary forensic pathology, where in many cases, the information just isn’t out there.  

With less research and less data, veterinary forensic pathology struggles behind human forensic science, but Southard and others are working to bridge that gap. 

For example, Southard once tried to determine whether the pattern of fractured ribs in a dog was consistent with the history of a caretaker tripping and falling while carrying the dog. She pored over the published data, but there wasn’t enough information on the mechanisms behind different canine rib fractures to form a conclusion. 

Instead, she took matters into her own hands. Using cadavers, she studied how different mechanisms of injury to the thorax form different fractures. With this new information, she determined that the dog’s injuries were consistent with the history. 

Southard is currently finishing her master's degree in veterinary forensic sciences at the University of Florida, one of only two institutions in the United States that offer degrees in forensic science. 

As part of her master’s thesis, Southard is collaborating with the Virginia Tech College of Engineering’s Busting lab to study the strength of bones using samples from canine cadavers. The lab offers mechanical tests that measure tensile strength, compression, hardness, and more. 

"This kind of research is something that is lacking in the veterinary field,” Southard said. “We get asked these kinds of questions in trials — how much force does it take to break a dog's femur? We know a little bit from experience because we have seen fractures where we know the causes, but we need to be able to quantify these things.”

A small but mighty field

Although the number of trained veterinary pathologists has increased over the years, the number of pathologists with training and experience in forensic cases remains small. In the late 1990s, only one veterinary college in the country accepted forensic cases, and though that number has grown, there are few institutions where veterinarians can get forensic pathology experience. In the United States, the first textbook on the subject was published in 2006. 

However, as the number of trained veterinary forensic pathologists has increased, so has the demand for their expertise. Over the past few decades, more and more research points toward a connection between violence against animals and violence against humans, and this has spurred law enforcement to take a deeper look at cases that involve animals. 

At the veterinary college, Southard delivers lectures on forensic examination and on testifying as an expert witness. Veterinarians rarely have training in that area. There is currently no requirement for accredited veterinary colleges in the United States to address the topic, and a recent study showed that more than half of U.S. veterinary school do not address animal abuse in their core curriculum. 

Southard described testifying in a case in which the animal’s primary veterinarian was also called in to testify, and the other veterinarian felt blindsided by the process and expectations. Southard wants the next generation of veterinarians to be better prepared and to be more aware of animal abuse and the responsibilities of veterinarians in abuse and neglect cases.

"My goal is that every student who graduates from this school — or any vet school — should be thinking about animal abuse, they should be aware of what some of the common signs are, and they should know what to do when they suspect abuse or neglect, at the very minimum.”

Through education, research, necropsies, and testimony, Southard works to expand the pool of knowledge so that justice can be served. 

Andrew Mann

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Auburn Engineering to offer new artificial intelligence programs beginning this fall

Published: Apr 10, 2024 10:05 AM

By Joe McAdory

Auburn Engineering’s Department of Computer Science and Software Engineering (CSSE) will offer three artificial intelligence (AI) engineering degree and certificate programs beginning in Fall 2024.

The programs — master’s degree in AI engineering, graduate certificate in AI engineering and undergraduate certificate in AI engineering — will provide various levels of technical depth to broaden students’ skillsets as they enter the workforce, CSSE Chair Hari Narayanan, said.

“Having a solid artificial intelligence education is a growing demand for the engineering workforce and we look forward to supplying organizations with highly skilled graduates,” Narayanan said. “Employers are looking for people with AI-related skills… even in the most unlikely places. Artificial intelligence promises to revolutionize sectors such as business, defense, education, government and health care. To succeed in these roles, people need to understand how to utilize AI systems productively and efficiently. We aim to meet that need.”

The 30-hour master’s degree curriculum in AI engineering, which can be taken online or on-campus, is open to all students who have already earned a baccalaureate degree from an institution of recognized standing, either in computer science, software engineering, or another STEM discipline, and to those who have professional experience related to computing or IT and familiarity with mathematics. This program requires students to take three core courses — artificial intelligence, machine learning and data mining — and seven technical electives related to AI.

“The graduate program provides in-depth training, including the possibility for students to specialize,” Narayanan said. “For example, a student could say, ‘I want in-depth training in AI, but I also want to know how to use it within cyber security, computer networks, or something else.’”

In the graduate program, students will learn how to:

• Develop algorithms and methodologies for AI and machine learning systems and technologies.
• Incorporate software engineering principles to analyze, design and implement AI and machine learning software.
• Apply AI and machine learning techniques to solve complex engineering problems and problems of societal importance.
• Deliver written and oral presentations to non-technical and technical audiences.

Like the standard graduate degree program, admission into the graduate certificate program in AI engineering is open to all students with a baccalaureate degree from an institution of recognized standing, either in computer science, software engineering, another STEM discipline or have relevant professional experience and background knowledge.

“The graduate certificate might be appealing to students who have been working within industry for a while and want to upskill,” Narayanan said. “Maybe not enough to design and build a new AI system, but enough to make decisions about what AI technologies and tools to use and how best to use them.”

This 12-hour program, available on-campus or online, includes courses in AI, machine learning and data mining, along with an approved AI-related elective.

Narayaran said the undergraduate certificate in AI engineering is currently open only to CSSE majors.

“Students in this program will develop the deep technical knowledge and skills to solve real-world problems and issues faced by government, industry and society,” he said. “Blending this AI certificate with their chosen CSSE major in computer science or software engineering can be very advantageous for these students.”

The undergraduate certificate program’s 12-hour curriculum models the graduate certificate and includes courses in AI, machine learning and data mining with an approved AI-related elective.

“Developing cutting-edge programs like these — and meeting the growing needs of industry — is expected of leading engineering colleges in the nation,” Narayanan said. “In fact, these programs on engineering AI systems are the first of their kind in Alabama.”

Among the largest departments at Auburn University, CSSE currently offers a variety of degree and certificate programs, including B.S. in Computer Science, Bachelor of Software Engineering, Bachelor of Computer Science (online), Computer Science Minor, Undergraduate Cyber Defense Certificate, M.S. in Computer Science and Software Engineering (thesis or non-thesis options), M.S. in Cybersecurity Engineering, Graduate Certificate in Cybersecurity Engineering, M.S. in Data Science and Engineering (data science or data engineering options), Graduate Certificate in Data Engineering, and Doctor of Philosophy.

Visit here for more information about computer science and software engineering at Auburn University.

New programs include a master’s degree in AI engineering, graduate certificate in AI engineering and undergraduate certificate in AI engineering.

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