Master’s Thesis Handbook

2021-2022
Edited by:
Christine Knaggs
Emily Watkins
Donna Baker
Tina Claiborne
Antonis Coumoundouros
Cedrick Heraux
Dawn Milner
Zavin Nazaretian
Cheryl Nutter
Charles Reid

With References from Ithaca College Exercise

Science Program & Wittenberg University
Master of Education Thesis Preparation Guide
 Table of Contents

General Information and Procedures on thesis proposal writing and defense

Introduction 1
Thesis Roles and Responsibilities 1
Sample Thesis Project Timeline 2
Thesis Proposal 3

Content, Organization and Style

Thesis Components 4
Thesis Styles and Fonts 8

Thesis Defense 8

Thesis Submission Process 9

Appendix A: Thesis Proposal Approval Page 10

Appendix B: Permission to Digitize Thesis Form 11

Appendix C: Thesis Title Page 12

Appendix D: Sample Abstract 13

Appendix E: Sample of Traditional Table of Contents 14
Appendix F: Sample of Proposal Table of Contents 17
Appendix G: Sample List of Tables 20
Appendix H: Sample List of Figures 21
Appendix I: Sample Introduction 22
Appendix J: Sample Partial Review of Literature 25
Appendix K: Sample Partial Methods 26
Appendix L: Sample Partial Results 29
Appendix M: Sample Summary, Conclusions, Recommendations 30
Appendix N: Sample Partial References 33
Appendix O: Key Thesis Notes from Criminal Justice 34
Appendix P: Thesis Evaluation Criteria of Standards/Rubric 40

Appendix Q: Key Thesis Notes from Teacher Education 41

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GENERAL INFORMATION AND PROCEDURES ON THESIS PROCESS

(PROPOSAL, WRITING, AND DEFENSE)

A. Introduction

The purpose of this document is to provide students with a guideline regarding thesis
preparation timelines, committee selection, proposal, formatting, and defense.

B. Thesis Roles and Responsibilities

Candidate responsibilities

• Select a thesis committee chair, establish a thesis committee, and present the
names of the committee members to the Department Chair for approval.
• Design and submit a proposal for committee approval.
• Meet with committee to discuss proposal. Submit a signed thesis proposal form
to the Department Chair.
• Work with Committee to establish the type of guidance that would best
facilitate the completion of the thesis.
• Schedule regular meetings to review the progress of the thesis.
• Prepare and submit all required forms for the Internal Review Board.
• Communicate any problems or difficulties that may arise during the thesis
process (research or writing).
• Progress through the thesis process in accordance with the schedule established
with committee chair.
• Submit the thesis within the required timeline. This includes making revisions
in a timely manner.
• Upon approval, submit Thesis Submission Form—“Permission to Digitize
Thesis” document, signed title page, PDF (not scanned copy) of final thesis, and
thesis assessment rubric to: https://forms.gle/hfGfzai5B9g8nz776.
• Permission to Digitize Thesis: see Appendix B
• Sample Title Page: see Appendix C
• Thesis Criteria of Standards/Rubric: see Appendix D

Committee chair

• Give guidance about the nature of the research and the standards expected. This
includes assisting the candidate in establishing a reasonable timeline for
completion.
• Maintain contact through regular meetings, as agreed to in discussions
with the candidate.
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• Be accessible to the candidate at other appropriate times when he or she may

need advice.
• Request written drafts at regular intervals and return drafts with
constructive comments within a reasonable amount of time. Communicate
clearly to the candidate when progress is not being met or the level of work
does not meet the standards expected of a master’s level candidate.
• Provide an independent written assessment of the thesis as part of the
examination process.
• Sign the thesis and any other related documents to verify successful completion.
• Schedule the thesis oral defense with the other committee members.
• Attend the oral defense of the thesis and provide a written assessment of the
thesis defense as part of the examination process.

Committee member responsibilities

• Provide feedback on stages of the conception, research and writing of the thesis.
• Read and review candidate work on thesis as needed or requested by the
candidate or committee chair.
• Meet with the candidate and committee as needed.
• Attend the oral defense of the thesis and provide a written assessment of the
thesis defense as part of the final examination process.
• Read the final copy of the thesis and sign when approved.

Sample thesis project timeline

• Review literature, talk to professors, develop research questions: Summer

• Choose thesis advisor, and two readers (Thesis Committee): Summer
• Begin writing Introduction, Review of Literature, and Methods (you may choose
to research topic during the required research methods course. Often, students
may begin developing these chapters early if they plan ahead): Summer/ Fall
• Present proposal to Graduate faculty and thesis committee: Early Fall
• Prepare and submit IRB proposal: Early Fall
• Refine Introduction, Review of Literature, and Methods as needed: Fall/Winter
• Collect data: Late Fall/Winter/Early Spring
• Analyze and interpret data: Spring
• Prepare Results and Discussion: Spring
• Refine thesis as needed for committee approval: Spring
• Present and defend thesis: Spring
• Prepare thesis for binding and printing: Spring

Please note—This is a sample timeline and may vary by department. Candidates are
responsible for working with the committee in establishing a timeline that works best for
them. The timeline is also subject to change depending on the semester in which the student
 3

plans to graduate.

C. Thesis Proposal

Once a committee and topic have been chosen, a thorough literature review needs to be
performed and written. The review of literature will help determine the appropriate research
questions, hypotheses, and methods. IRB approval must be gained PRIOR to data collection,
typically after the thesis proposal has been approved by the committee. A 15–20-minute
proposal will be presented to the thesis committee and any other faculty/students who wish
to attend. This proposal (written in the future tense) will outline the pertinent background
information, significance of the research, and the methods to be used in order to answer the
research questions. The purpose of this presentation is to solicit constructive criticism
regarding the content and/or methodology of the proposed project. This proposal
presentation should include an overview of the first three chapters of your thesis (i.e.
Introduction, Review of Literature, Methods, and Procedures). This presentation should
include the following:

• A complete title.
• An introduction of the proposed topic and project.
• A clear and concise purpose statement.

• A significance statement outlining why the proposed project is significant to the

existing body of knowledge and the furthering of knowledge in the field.
• Specific research questions or hypotheses statements.
• Definitions of important terms, names, etc.
• A review of the important and supporting literature.
• A detailed description of the research design to be followed and methods to be
conducted: selection of participants, measured materials, instrumentation, procedures,
role of pilot study, data analyses, etc. You should provide a 1–2-page outline of your
proposed project for those who are interested in this presentation. Information from
this presentation may prove beneficial in strengthening your thesis project. Note that
it is your responsibility (along with your thesis advisor) to announce in writing and
post the time, date, and place of the proposal presentation to all potential attendees at
least one week in advance of the event (taken in part from Ithaca College Thesis
Handbook).
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Content, Organization, and Style

D. Thesis Components
It is difficult to describe the exact contents of each and every thesis, especially given the
wide variety of topics and methodologies that might be selected by the prospective thesis
candidate. The following descriptions are offered as a guide. Each component of the thesis is
listed in the order it should occur. Format details are specified for each page, and samples
can be found in the appendices.
Proper formatting is required to ensure consistency for publishing and printing
purposes. For students pursuing a Master of Art in Criminal Justice, please refer to
Appendix O for additional guidance regarding each thesis section.
• Thesis title page (sample found in Appendix C)
• Abstract (sample found in Appendix D): Less than 250 words.
• Acknowledgments and Dedication (as needed)
• Table of Contents (sample found in Appendix E for Traditional and Appendix
F for Proposal/Manuscript)
• List of Tables (required if tables appear in text; Sample found in Appendix G)
• List of Figures (required if figures appear in text; Sample found in Appendix H)
• Text (body of the thesis): Introduction (Appendix I), Literature Review
(Appendix J), Methods (Appendix K), Results (Appendix L), Discussion,
Conclusion (Appendix M).
• References (Appendix N)
• Appendices

Introduction

The purpose of the Introduction is to present the topic and justify the purpose of the research.
The scope of the problem will be briefly discussed, leading to the purpose of the research.
Within the Introduction, the author will present the Research Problem, Statement of Purpose,
and Hypothesis.

Review of Literature
“The Review of Literature follows the Introduction in the thesis but, in fact, the literature
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review is the first step in planning a successful research project. The Review should
contain a thorough presentation of previously recognized literature/knowledge on all
topics important to developing the research hypotheses/questions and discussing the
results of the thesis. The Review should not extend into marginally relevant areas and
should generally be 15 - 30 pages. A good Review is carefully organized using a
conceptual framework. The Review of Literature begins with a brief preamble that tells
the reader what to expect from the Review and outlines the subtopics to be addressed”
(taken from Ithaca College Thesis Handbook). A partial example of a Review of
Literature can be found in Appendix J.

Methods
A careful, precise, and complete description of the details involved with all thesis
data collection must be described. The broad aim of the Methods is to allow another
investigator to pick up the document and repeat the research project exactly as it was
originally conducted. The typical sections of the Method are subjects, instrumentation,
design, data analyses, and summary. It is important to include references as to why
particular instruments and protocols were chosen and report validity and reliability of the
instrumentation where appropriate. A partial example of Methods can be found in
Appendix M (taken in part from Ithaca College Thesis Handbook).

Results
The Results section provides a concise representation of what was found by the research. Here,
the data is presented and statistical analyses are reported. The chapter is typically organized by
variable or hypothesis tested. The text is primarily a series of brief factual statements that
highlight relevant information that can be found detailed in tabular or graphic form. While the
text may explain tables or figures, it is important that information not be repetitive between text
and graphics.
Tables in the Results (and throughout the text and Appendices) should be consistent in
presentation. Tables should stand alone, appear on pages independent of text, and must be
referred to in the text prior to their appearance. Tables should appear on the page immediately
following their introducing in the text. Tables are generally double spaced as are the notes that
follow. It is common for a Notes paragraph to immediately follow the table.
 6

Notes explain any abbreviations or symbols used in the table and provide any other
information the reader requires for the table to stand alone (i.e. be understood without
needing to refer to the text or any other page). Also, use the examples found in Appendix O
for guidance on Table construction and Note preparation.
Figures, like tables, should stand alone, appear on pages independent of text, and must be
referred to in the text prior to their appearance on the subsequent page. Most information
above regarding tables applies to figures. Figures, however, have no title above them. Rather,
they have a caption below. Symbols are explained in a legend that is imbedded within the
body of the figure. Much of the information in the APA Manual (p.176 - 201) related to
figures applies to journal publication and not to thesis preparation. However, some of the
information may be instructive. The examples found in Appendix P should provide ample
guidance on figure construction and caption preparation.
Before adding a Table or Figure, always ask, “Does a table or figure add clarity to the
document?”. Moreover, if tables or figures become too numerous it should be asked if some
would be better positioned as appendices. Tables, particularly statistical tables, are typically
put into appendices when using a Proposal/Manuscript format (taken in part from Ithaca
College Thesis Handbook).

Discussion

The Discussion addresses the results of the thesis in light of hypotheses and
previously published literature. Without repeating the Review of Literature, the Discussion
addresses questions related to previous work and compares similarities/dissimilarities of
present results with previous research results. Applications of the findings for use by
practitioners (e.g., coaches, clinicians) should also be addressed here. The Discussion should
also describe any shortcomings (limitations – see below) of the study, explain the significance
and reasons for these events, and potentially relate these issues to future research. The
organization of topics within the Discussion should be carefully and logically considered but
cannot be prescribed in any generic outline. Remember that Discussion is for explaining results
but not for presenting data a second time—that's why the Results section was written. Do not
use statistical terminology or jargon too freely in the Discussion. Talk about concepts, not
numbers and statistical significance. This is the place to explain the importance of the findings
and describe their meaning and application. Always end the Discussion with a final paragraph
that drives home the main findings of the study.
 7

Limitations: description of the degree of generalizability of data that often is caused by a

decision made by the investigator. Limitations can also result when an assumption is known
to fail or an extraneous/influential variable goes unmeasured or uncontrolled. An example of
a limitation is when it is decided to collect data on a sample of elementary school girls.
Generalization of those results is probably limited to girls of a similar age. This data cannot
likely be generalized to boys of high school age. Another example of a limitation is if the
researcher makes the assumption that questionnaires are answered honestly or diets are
followed faithfully but finds unidentified subject(s) may have cheated (taken in part from
Ithaca College Thesis Handbook).

Summary, Conclusions, and Recommendations

This section is often an extension of the abstract that provides highlights from the previous
five chapters with emphasis on the methods, results, and discussion. Recommendations for
future study are also enumerated and identify important extensions of the thesis that would
enhance the existing knowledge base. An example of Summary, Conclusions, and
Recommendations can be found in Appendix Q (taken in part from Ithaca College Thesis
Handbook).

References
For traditional style, the APA Style Manual is the rule. For Proposal/Manuscript style,
use the format the intended journal requires (AMA, APA, etc). It is critical that references
appearing in the text agree EXACTLY with those in the reference list. Always carefully
double check that all citations appear in both the text and reference list and that all authors
are properly listed (taken in part from Ithaca College Thesis Handbook).

Appendices
Appendices should contain any information that is vital to fully understanding a
point in the thesis or replicating a method of the study when it is not vital to the flow of the
text. That is, a reader may not be interested in checking the information in an appendix but
would still appreciate the importance of the point that referred the reader to the appendix.
Proposal/Manuscript style theses typically place detailed statistical tables and figures in
appendices. All appendices must be addressed in the text of the thesis. Examples of
appendices appear in Appendix S (taken in part from Ithaca College Thesis Handbook).
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E. Thesis Style and Fonts

The document should be typed using Times New Roman or Arial 12pt. This style and font
apply to all aspects of the document photo records or other facsimiles that may be part of
the data collection.

Pagination of the thesis begins with page 1 on the first page of the Introduction and continues
sequentially with Arabic numerals through the last page of the Appendices. Page numbers
appear right justified and one inch from the top of the page with no pages left unnumbered.
Exceptions are made for the first page of each chapter/section, the first page of each
Appendix, and the preliminary pages prior to the body of the thesis. These exceptions
should use Roman numerals. All other formatting specs (margins, paper type, etc.) will
be determined by the library for printing purposes.

F. Margins
All pages of the final copies of the manuscript must be within the following limits:
Left margins 1.5 inches
Right margins 1 inch
Top and bottom margins 1 inch
Main (title, chapter, etc.) pages, top 2 inches

G. Thesis Defense
Upon completion of the thesis, prepare a presentation for thesis defense. The thesis defense
should only occur when the thesis advisor and committee members agree that the thesis is in
the final stage of approval and the candidate is fully prepared for defense. The thesis defense
generally involves lengthy discussion of the thesis and will also include discussion of topics
generically related to the candidate’s degree. This presentation should include the following:
• How did you get interested in this topic?
• Why is this topic important?
• What was the problem you investigated?
• What is the key research supporting this area of investigation?
• What procedures did you follow in this investigation (i.e. methods)?
• What were your major results?
 9

• Did your results lead to the rejection or acceptance of your hypothesis?

• How did your results directly answer your research question(s)?
• How do your results compare to those of other studies?
• What contribution does your study make to the profession?
• How can your results be applied in the “real world”?

It is your responsibility (along with your thesis advisor) to announce in writing and post the
time, date, and place of the thesis defense presentation to all potential attendees at least one
week in advance of the event. Included with this announcement should be a 1–2-page
outline of your research project and presentation. After a successful defense, the candidate
will submit any needed revisions to the thesis advisor and committee members for final
approval and signatures (taken in part from Ithaca College Thesis Handbook).

H. Thesis Submission Process

Candidates must submit two copies of their approved thesis to the Dean of Graduate
Studies, both of which must be signed by all members of the thesis committee on the thesis
approval page. These signatures indicate that the thesis committee has accepted the thesis.
One copy will be kept in the departmental archives, and one will be kept in the library
archives. After successful completion of the thesis defense, candidates need to do the
following:

1. Obtain signatures of the thesis committee on the Title Page that will accompany each
official copy at the conclusion of a successful oral defense.
2. Submit Thesis Submission Form—“Permission to Digitize Thesis” document, signed
title page, original PDF (not a scanned copy) of final thesis, and thesis assessment
rubric to: https://forms.gle/ALhp7nC1TdsKYE2V7.
A. Permission to Digitize Thesis: see Appendix B
B. Sample Title Page: see Appendix C
C. Thesis Criteria of Standards/Rubric: see Appendix P
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Appendix A:
Thesis Proposal Approval Page

Adrian College
Graduate Program
Adrian, Michigan

CERTIFICATE OF PROPOSAL APPROVAL MASTER OF

{Art/Science/Business Administration/Education} THESIS

This is to certify that the Master of {Art/Science/Business/Education} Thesis Proposal entitled:

{Title Here}

Submitted and presented by:

{Name Here}

in the Graduate Program in {Insert Graduate Program}

at Adrian College has been approved by:

__________________________________________________________ ________________________
Thesis Committee Chair Date

__________________________________________________________ ________________________
Committee Member Date

__________________________________________________________ ________________________
Committee Member Date

__________________________________________________________ ________________________
Dean of Graduate Studies Date
 11

Appendix B:
Permission to Digitize Thesis Form
 12

Appendix C

Thesis Title Page

{TITLE HERE}

A Master Thesis presented to the Faculty of the

Graduate Program in {Program Here}

Adrian College

In partial fulfillment of the requirements for the degree

Master of {Arts/Science/Business/Education}

by

{Name Here}

{Date Here}

Approved by:

__________________________________________________________ ________________________
Thesis Committee Chair Date

__________________________________________________________ ________________________
Committee Member Date

__________________________________________________________ ________________________
Committee Member Date

__________________________________________________________ ________________________
Dean of Graduate Studies Date
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Appendix D

Sample Abstract

ABSTRACT
This study examined the effect of two days of partial sleep deprivation (PSD) on indicators of
performance in female basketball players. Subjects (N = 12) volunteered for the study and were
experienced female basketball players with four years of high school and/or collegiate varsity
basketball playing experience. Subjects completed a Sleep Quality scale and the Morningness-
Eveningness and Eynseck Personality questionnaires. During PSD, subjects slept 2.5 h on each
of the two successive days (PSD- 1, PSD- 2). They were tested at 0900, 1400, and 1900 h during
BL and PSD conditions. At each testing session, body temperature, hand steadiness, short-term
memory, reaction time, basketball skill (i.e., vertical jump, free throw shooting, passing, control
dribbling, defensive movement, and speed shooting) and maximal leg strength were measured.
During the PSD testing weekend, subjects slept only five hours in a 60-h period. Data was
analyzed using a separate 3 x 3 factorial ANOVA with repeated measures for each dependent
variable to determine significant differences between days and times. A post-hoc comparison test
was used for pair-wise comparison when ANOVA yielded a significant effect. The results show
PSD has no general impact on basketball performance indicators of body temperature, short-term
memory, and maximal leg strength in college-aged female basketball players. Reaction time
slowed after two nights. PSD with a significant decrement was evident only following the
second night of PSD. One paradoxical finding was hand steadiness improved with PSD. There
was no significant diurnal rhythm in hand steadiness, short-term memory, reaction time, or
eccentric muscle strength. Body temperature did exhibit a time-of-day oscillation with peak
temperature at 1400 h. Practical application of the study’s results should be made judiciously
when attempting to relate the impact of PSD to actual short performance.
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Appendix E:
Sample of Traditional Table of Contents

TABLE OF CONTENTS

ABSTRACT........................................................................................................... iii

ACKNOWLEDGEMENTS ................................................................................... iv

DEDICATION .........................................................................................................v

LIST OF TABLES ................................................................................................. xi

LIST OF FIGURES .............................................................................................. xii

Chapter
2. INTRODUCTION ...................................................................................1

Statement of Purpose .......................................................................2

Hypotheses .......................................................................................2

3. REVIEW OF LITERATURE ..................................................................7

Introduction ......................................................................................7

Nature of Sleep ................................................................................7

Effects of Sleep Deprivation ..........................................................10

Thermoregulation ...........................................................................11

Hormonal Response and Energy Metabolism ................................12

Cardiovascular Exercise .................................................................17

Muscular Strength ..........................................................................19

Athletic Performance .....................................................................20

Circadian Rythyms.........................................................................21

Temperature ...................................................................................22

Cognitive Performance ..................................................................24

Cardiovascular Exercise .................................................................25

Athletic Performance .....................................................................26

Summary ........................................................................................29
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4. METHODS ............................................................................................30

Subjects ..........................................................................................30

Design ............................................................................................31

Measurement and Procedures ........................................................31

Data Analyses ................................................................................34

Summary ........................................................................................35

5. RESULTS ..............................................................................................36

Hand Steadiness .............................................................................36

Reaction Time ................................................................................37

Eccentric Muscle Performance ......................................................37

Short-Term Memory ......................................................................38

Circadian Classification .................................................................38

Body Temperature..........................................................................38

Summary ........................................................................................38

6. DISCUSSION ........................................................................................39

7. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS.........42

8. REFERENCES ......................................................................................61

APPENDICES

A. SLEEP QUALITY SCALE ..................................................................81

B. MEDICAL HISTORY / HEALTH HABIT QUESTIONNAIRE .........82

C. INROMED CONSENT FORM ............................................................85

D. SLEEP LOG..........................................................................................88

E. MORNINGNESS-EVENINGNESS QUESTIONNAIRE ....................89

F. EYNSECK PERSONALITY QUESTIONNAIRE ...............................93

G. 24-HOUR HISTORY FORM ...............................................................96

H. FIVE HOUR HISTORY FORM ...........................................................97

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I. FREE-RECALL WORD LIST ...............................................................98

J. PROTOCOL OUTLINE.........................................................................99

K. DEBRIEFING STATEMENT ............................................................100

L. RAW DATA ........................................................................................101

M. SUBJECT PROFILE ..........................................................................109

N. ANOVA TABLES

N-1 Two Trials Hand Steadiness: ANOVA (3 x 3; Days x Times)110

N-2 Reaction Time: ANOVA (3 x 3; Days x Times) ..................111

N-3 Eccentric Knee Flexion at 150°/sec: ANOVA .....................112

N-4 Eccentric Knee Extension at 150°/sec: ANOVA ..................113

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Appendix F:
Sample of Proposal Table of Contents

TABLE OF CONTENTS

ABSTRACT........................................................................................................... iii

ACKNOWLEDGEMENTS ................................................................................... iv

DEDICATION .........................................................................................................v

LIST OF TABLES ................................................................................................. xi

LIST OF FIGURES .............................................................................................. xii

Chapter

1. INTRODUCTION ...................................................................................1

Statement of Purpose .......................................................................2

Hypotheses .......................................................................................2

2. REVIEW OF LITERATURE ..................................................................7

Introduction ......................................................................................7

Nature of Sleep ................................................................................7

Effects of Sleep Deprivation ..........................................................10

Thermoregulation ...........................................................................11

Hormonal Response and Energy Metabolism ................................12

Cardiovascular Exercise .................................................................17

Muscular Strength ..........................................................................19

Athletic Performance .....................................................................20

Circadian Rhythms.........................................................................21

Temperature ...................................................................................22

Cognitive Performance ..................................................................24

Cardiovascular Exercise .................................................................25

Athletic Performance .....................................................................26

 18

Summary…………………………………………………………29

3. METHODS ............................................................................................30

Subjects ..........................................................................................30

Design ............................................................................................31

Measurement and Procedures ........................................................31

Data Analyses ................................................................................34

Summary ........................................................................................35

4. PROPOSAL REFERENCES .................................................................38

RESEARCH MANUSCRIPT

INTRODUCTION .....................................................................................52

METHODS ................................................................................................53

Subjects ..........................................................................................53

Procedures ......................................................................................53

RESULTS ..................................................................................................56

Hand Steadiness .............................................................................56

Reaction Time ................................................................................57

Eccentric Muscle Performance ......................................................57

Short-Term Memory ......................................................................58

Circadian Classification .................................................................58

Body Temperature..........................................................................58

DISCUSSION ............................................................................................59

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS .............66

MANSUCRIPT REFERENCES ................................................................75

APPENDICES

A. SLEEP QUALITY SCALE.......................................................81

B.A. MEDICAL HISTORY / HEALTH HABIT QUESTIONNAIRE82

C. INFORMED CONSENT FORM ..............................................85

 19

D. SLEEP LOG..............................................................................88

E. MORNINGNESS-EVENINGNESS QUESTIONNAIRE ........89

F. EYNSECK PERSONALITY QUESTIONNAIRE ...................93

G. 24-HOUR HISTORY FORM ...................................................96

H. FIVE HOUR HISTORY FORM ...............................................97

I. FREE-RECALL WORD LIST ...................................................98

J. PROTOCOL OUTLINE.............................................................99

K. DEBRIEFING STATEMENT ................................................100

L. RAW DATA ............................................................................101

M. SUBJECT PROFILE ..............................................................109

N. ANOVA TABLES

N-1 Two Trials Hand Steadiness: ANOVA (3 x 3; Days x Times)110

N-2 Reaction Time: ANOVA (3 x 3; Days x Times) .........111

N-3 Eccentric Knee Flexion at 150°/sec: ANOVA ............112

N-4 Eccentric Knee Extension at 150°/sec: ANOVA .........113

 20

Appendix G:
Sample List of Tables

LIST OF TABLES

1. Hand Steadiness (mean ± SD) for Two Trials during Varied Sleep Conditions58

2. Reaction Time (mean ± SD) during Varied Sleep Conditions...........................59

3. Quadriceps to Hamstring Ratio (mean ± SD) during Varied Sleep Conditions 72

4. Short Term Memory (mean ± SD) during Varied Sleep Conditions .................73

5. Body Temperature (mean ± SD) during Varied Sleep Conditions ....................74

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Appendix H:
Sample List of Figures

LIST OF FIGURES

1. Hand Steadiness (mean ± SD) for Two Trials during Varied Sleep Conditions58

2. Reaction Time (mean ± SD) during Varied Sleep Conditions...........................59

3. Quadriceps to Hamstring Ratio (mean ± SD) during Varied Sleep Conditions 72

4. Short Term Memory (mean ± SD) during Varied Sleep Conditions .................73

5. Body Temperature (mean ± SD) during Varied Sleep Conditions ....................74

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Appendix I:
Sample Introduction

INTRODUCTION

Partial sleep deprivation (PSD) represents a frequent occurrence in society, especially for

airline personnel, shift workers, health care professionals, and college students. Many college

athletes are especially faced with juggling the pressures of academic responsibilities, work, and

athletics in a single 24-hour time period. To accomplish this, PSD is sometimes chosen as a

means of balancing responsibilities. PSD is considered a reduction in average sleep time, usually

a loss greater than 40 to 50 percent of the typical amount of sleep, and less than the

recommended eight hours (Horn & Dollinger, 1989). While most research has focused on

exercise performance under sleep loss conditions, unfortunately, few studies exist defining the

effect of PSD on indicators of sport performance.

Sleep loss conditions may also influence individual circadian rhythms. Circadian rhythms

are daily biological events governing most physiological functions such as temperature,

hormonal levels, heart rate, and sleep-wake patterns, with a repeating length of 24 hours (Hill,

Cureton, Collins, & Grisham, 1988). Circadian rhythms, also known as “diurnal variations”, can

exhibit wide individual differences among people. Certain physiological functions can show

maximum and minimum fluctuations throughout specific times of the day for individuals

(Winget, Delkoshia, & Holley, 1985). These various “feeling best'' times may impact

psychological and physiological factors that can affect performance (Hill et a1., 1988).

Considering circadian rhythms are cyclic, athletic participation occurring before or after a peak

performance time may impact optimal effectiveness (Atkinson & Reilly, 1996; Kircaldy, 1984;

& Winget et a1., 1985).

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When athletes undergo PSD, circadian rhythms may be altered. Alterations in the sleep-

wake cycle from early/late start of an event, anxiety causing midnight insomnia, or transmeridian

travel can provoke changes in circadian rhythms. Johnson and Naitoh (1974) found an important

source of variance in performance during sleep deprivation (SD) studies was a circadian

alteration caused by the timing of the sleep-wake cycle. Given the potential impact of SD on

athletic performance and circadian rhythms and the lack of study of these factors on sports

performance, it is necessary to gather information on these topics for application by college-aged

athletes and coaches. College-aged athletes are naturally prime candidates for PSD and rely on

acute synchronization of psychological and physiological factors for optimal sport participation.

Statement of Purpose

The purpose of this study will be to examine the effect of PSD, with sleep curtailed to

only 2.5 hours for two consecutive nights, on indicators of sport performance in female

basketball players.

Hypothesis

The null hypotheses for this study are:

1. Sleep limited to 2.5 hours for two consecutive nights will have no effect on body temperature,

hand steadiness, reaction time, short-term memory, and eccentric muscle performance (i.e., knee

flexion, extension, and quadriceps to hamstring ratio at 150 degrees/second) in college-aged

female basketball players compared to a baseline condition that allows for a typical night of

sleep.

2. There will be no differences in the measure of body temperature, hand steadiness, reaction

time, short-term memory, and eccentric muscle performance (i.e. knee flexion, extension, and

quadriceps to hamstring ratio at 150 degrees/second) in college-aged female basketball players

 24

in relation to time of day (0900, 1400, and 1900 hours) of testing in college-aged female

basketball players.

Scope of the Problem

The average person typically sleeps for a single stretch of 7.5 hours out of each 24-hour

day (Colquhoun, 1971). Though PSD can negatively impact various types of performance,

college-aged athletes often choose PSD as a time-balancing means. This study will look at the

impact of less than three hours sleep on two consecutive nights on performance in female college

basketball players. These athletes rely on physical, cognitive, and emotional parameters for

optimal athletic skill performance. Practice and games may be scheduled for various times of day

potentially after differing sleep conditions. The change in the sleep-wake cycle may impact

negatively on measures of body temperature, hand steadiness, short-term memory, reaction time,

and/or muscular strength. While most previous research has focused on exercise performance,

few studies have examined the impact of PSD loss on sport-related skill for college-aged female

athletes. The results should be of interest to coaches and athletes alike.

 25

Appendix J:
Sample Partial Review of Literature

REVIEW OF LITERATURE

Introduction

Sleep and sport performance are highly specific functions, impacted by many factors. The

majority of the factors affecting sport performance vary with time of day, individual circadian

differences, and potentially, the quality and quantity of sleep. This review outlines the nature of

sleep and how sleep deprivation impacts various types of physiological functions, exercise

capacity, and sport performance. Another major section is dedicated to examining the impact of

circadian rhythms on physiological function and athletic performance.

Nature of Sleep

Sleep is generally regarded as important for maintaining physical and psychological well-

being (Savis, 1994). It has been commonly assumed that the primary function of sleep is to

replenish certain physiological processes, which deteriorate during periods of wakefulness (Taub

& Berger, 1973), such as tissue restitution or avoidance of exhaustion (Reilly, 1990). Sleep has

also been proposed as a restorative process for central nervous system function (Chen, 1991).

Sleep has been shown to be important for learning, short term memory, and memory

consolidation (Demingy Zhenyun, Daosheng, & Shanxun, 1991).

Sleep can be divided into five individual stages. Stages one through four are collectively

known as non-rapid eye movement (NREM) sleep stages and are followed by stage five, which

is known as rapid eye movement (REM) (VanHelder & Radomski, 1989). The transition from

stage one through to stage four represents progressively deeper levels of sleep (Tilley &

Wilkinson, 1984). NREM and REM sleep repeat in cycles of approximately 90-minutes……
 26

Appendix K:

Sample Partial Methods

METHODS

This chapter describes in detail the methodology of the study. The methods section is

subdivided as follows: (a) subjects, (b) design, (c) measurement and procedures, and (d) data

analyses.

(a) Subjects

After approval of protocol by Adrian College’s Human Subjects Research Committee,

the study will commence. Twelve college-aged female students (N = 12) from the population of

Marietta College located in Marietta, Ohio will participate in the study. The subjects will range

in age between 18 and 22 years and will be recruited solely on a voluntary basis. The main

criterion for subject participation will be four years of high school and/or collegiate varsity

basketball playing experience. During a preliminary subject recruitment meeting, interested

athletes will be asked to complete a Sleep Quality scale (Appendix A) and Medical History Habit

questionnaire (Appendix B). These questionnaires will be used to determine regular nocturnal

sleeping patterns and non-reliance on tobacco, alcohol, and other drugs, including coordinated

products (e.g. coffee, tea, cola), which will be deemed unacceptable for subject participation.

The subjects will all be in good health and will have clearance to participate in intercollegiate

athletics.

Once selected for participation, subjects will be made aware of the study protocol, risks,

and benefits. The main potential risk associated with this type of study is possible sleepiness

throughout and after the two day PSD testing period. Sleepiness may cause feelings of fatigue

(Reilly & Pierce, 1994), changes in mood (Herscovitch & Broughton, 1981 & Dinges et al,
 27

1997), decreased working efficiency (Wilkinson, Edwards, & Haines, 1966), and slowed reaction

time (Reilly & Deykin, 1983). Additional risks could occur during sports skill testing, including

but not limited to sprains, strains, abrasions, and contusions. All subjects will be given the

opportunity to ask questions about their role in the study and will be required to read and sign an

Informed Consent form (Appendix C). A sleep log (Appendix D) will be distributed for

completion, which will be brought to the first testing session. The sleep log will assess self-

reported estimates of sleep quality and quantity.

(b) Design

The PSD treatment will consist of 2.5 hours sleep on each of the two successive days

(PSD-I, PSD- 2) of the experimental condition. To minimize the impact of an order effect on

learning, subjects will be randomly placed into two testing groups. All the subjects will be tested

at 0900, 1400, and 1900 hours during baseline and PSD conditions. Half of the subjects (n = 6)

will be baseline (BL) tested one week prior to the PSD weekend, while the remaining half (n = 6)

will be BL tested one week following the PSD study, after recovery sleep occurs. BL testing will

occur at 0900, 1400, and 1900 hours on a day after “quality” sleep (6 - 10 hours) results. BL

testing will consist of the same tests, test order, and test times as the PSD weekend, with subjects

only reporting for the three testing sessions. To minimize the impact of learning on performance,

prior to either BL testing or PSD conditions, subjects will be allowed three practice trials of each

test to acquaint them with specific testing procedures to be used.

(c) Measurement and Procedures

Sleep Quality Scale

Sleep quality will be assessed using a psychological self-rating Sleep Quality questionnaire that

incorporates both a psychometry and analogue rating scale (Visser et al, 1978). The investigators,

to subjectively determine if the subject had regular sleeping patterns, will use the Sleep Quality
 28

scale (Appendix A) as a screening tool for participation. Subjects will be required to show

regular sleeping patterns, with an average nightly sleep ration between 6 - 10 hours per night, to

be considered for participation in the study.

Morningness-Eveningness Questionnaire

Characteristics associated with sleep vary greatly from person to person (Sexton-Radek

& Harris, 1992). A particularly important individual difference is the subject’s preference

towards morningness or eveningness (Aden & Almirall, 1991). The concept of a morningness-

eveningness dimension describes the notion that some people (morning types) prefer day activity

while others (evening types) prefer night activity (Neubauer, 1992). Horne and Ostberg’s (1976)

Morningness-Eveningness Questionnaire (Appendix E) will be used to determine the subject’s

circadian classification of “morning type”, “evening type”, or “neither type”. This questionnaire

will be administered during the subject's first testing session for descriptive purposes. The 19-

item questionnaire was selected because of its acceptable reliability level of r = .89 (Posey &

Ford, 1981). This instrument assesses self-descriptions of well-being, alertness, and fatigue at

different times of the day as well as self- reported preferred times for physical activity, mental

activity, and sleep (O'Connor & Davis, 1992). Horne and Ostberg (1976) designed an arbitrary

scoring scale, as can be seen in the bold print of Appendix E. The appropriate score for questions

3, 4, 5, 6, 7, 8, 9, 11, 12, 13, 14, 15, 16, and 19, is displayed beside the corresponding response.

Question 17 corresponds with the most extreme cross on the right-hand side, which is used as

the reference point. The appropriate score value below the scale is will then……
 29

Appendix L:
Sample Partial Results

RESULTS

The raw data for the computerized CPT test scores are found in Appendix E. It is noted

that n = 7 for the thiamin post-test, NA condition for both groups, the thiamin post-test CV

condition for the ADHD group, and n = 6 for the 10-min post-test CV condition for the control

group, as the participants did not show up to the test site within the scheduled time frame. An

alpha level of .05 was used for all statistical tests. A summary of the final analysis is as follows:

Omission Errors

Repeated measures ANOVA (2 x 3 x 3) revealed no significant interactions for the study

on omission errors. There was, however, a significant main effect for ADHD versus control

students in omission errors scored on the CPT (Table 3). Control students responded to more

targets than ADHD students on all of the test days. Interestingly, for the ADHD group, the mean

values over time for the CV exercise sessions trended downward, indicating improved attention

(Table 4, Figure 1), but these values did not reach significance.

Reaction Time

Repeated measures ANOVA (2 x 3 x 3) revealed no significant interaction for the study

on reaction time scores. Although the admit group scores were generally slower from the non-

ADHD group, differences between group, activity, and time were not statistically significant

(Table 5). Reaction time T-scores less than 40 are considered….

 30

Appendix M:
Sample Partial Summary, Conclusions, and Recommendations

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary

This study examined the effects of association and disassociation on pain tolerance and

performance in athletes with exercise-induced muscle soreness/damage. Female (n = 20) and

male (p = 14) athletes volunteered to participate in this study. Muscle soreness/damage was

induced in the hamstring and quadricep muscle groups on the Biodex System 2 via eccentric

knee flexion and extension at a speed of 90 °/sec. Subsequent data analyses were conducted on a

sample size of 30 after 2 females and 2 males reported for Session 2 with no muscle soreness in

both muscle groups. Because muscle soreness was necessary in this study, these 4 subjects were

excused from further testing.

Interclass correlation coefficients (R) revealed the internal consistency of the two sets of

10 repetitions and two sets of 40 repetitions. The R values indicated that all scores of each

performance variable for the two sets of 10 repetitions but only the scores from the first set of 40

repetitions be used for subsequent data analyses. Mixed model ANOVAS and post hoc Tukey

analyses revealed that there were significant differences (p < .05) in PT, TW, and AP from

Session 1 to Session 2 to Session 3. Analyses of the MSS, SAT, Pre-PPS, and Post-PPS in

Session 2 and the MSS, SAT, and Pre-PPS in Session 3 revealed that there were no group

differences on these measures. These results led to acceptance of the research hypothesis that

actual muscle soreness, and not anxiety or preperception of performance, was closely related to

the decreased performance scores in Sessions 2 and 3 from Session 1.

Examination of Figures 4, 7-12 illustrates a trend for both the association and

disassociation scores of PT for both muscle groups to increase their scores of PT for both muscle
 31

groups with 10 and 40 repetitions and for TW and AP of muscle groups only at 40 repetitions.

This would indicate that cognition intervention was marginally successful in both muscle

increasing performance scores but not in a statistical sense.

Analysis of the Post-PPS in Session 3 revealed that the association and disassociation

groups differed significantly from the control group. These treatment subjects perceived that the

strategies had significantly improved their performance when in reality their performance had

not significantly improved. This apparent illusion has both positive and negative effects in

relation to sports injury rehabilitation. Those athletes with low pain tolerance tend to adhere less

to their rehabilitation (Fisher, 1990) and could be greatly helped by these strategies. Should these

injured athletes be provided with an enhanced sense of self-efficacy in tolerating pain by these

strategies, then the positive feelings that these strategies seem to evoke can only be beneficial.

However, athletes with high levels of pain tolerance may increase the severity of their injury

while utilizing such strategies because they might ignore the cues their pain could be providing.

Therefore, it appears that association and disassociation is effective in increasing

perceptions of performance but only marginally effective at actually increasing performance.

Perhaps the acute long-lasting pain that is associated with exercise-induced muscle

soreness/damage explains, in part, this paradox. However, the illusory efficacy that these

strategies provided is worthy of future research into their application to sports injury

rehabilitation.

Conclusions

The results of this study yielded the following conclusions:

1. Athletes’ perception of performance is significantly improved by utilizing association

or disassociation strategies.
 32

2. Athletes with muscle soreness/damage are not able to overcome the effects of this

soreness and significantly enhance their strength performance while utilizing association or

disassociation strategies.

3. Athletes’ perception of effort and motivation appear to be enhanced by utilizing

association or disassociation strategies.

Recommendations

The following recommendations for further study were made after the completion of this

investigation:

1. Tests of the effectiveness of cognitive strategies should be undertaken using actual

injured athletes as subjects.

2. Tests of the effectiveness of cognitive strategies should be undertaken after injured

athletes have been trained in using these strategies.

3. Further investigation into the concept of illusory efficacy, as it relates to sport injury

rehabilitation, should be undertaken.

4. Further investigation into the effectiveness of cognitive strategies that address

emotional, cognitive, and behavioral components seems advisable.

 33

Appendix N:
Sample Partial References

REFERENCES

Anshel, M. H. (1990). Sport psychology: From theory to practice. Scottsdale, AZ: Gorsuch

Scarisbrick.

Armstrong, R. B. (1984). Mechanisms of exercise-induced delayed onset muscular soreness:

A brief overview. Medicine and Science in Sports and Exercise, 16, 529-538.

Banana, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change.

Psychological Review, 84, 191- 215.

Bandura, A. (1986). Social foundations of thought and action: A social-cognitive theory.

Englewood Cliffs, NJ: Prentice-Hall.

Barbee, J., & Landis, D. (1984). Reliability of Cybex computer measures (Program Abstract,

1984 American Physical Therapy Association Annual Conference). Physical Therapy,

64, 737.

Bayer, T L., Baer. P. E., & Early, C. (1991). Situational and psychophysiological factors in

psychologically induced pain. Pain, 44 , 45-50.

Beecher, H. K. (1956). Relationship of significance of wound to pain experienced. Journal of

American Medical Association, 161 , 609-1613.

Biodex Corporation. (1988). Multi-joint system manual.

 34

Appendix O:
Key thesis notes from Criminal Justice
The Master’s Thesis is the culminating project of the Master of Arts in Criminal Justice program.
SCJ 599 Thesis defense represents the last stage (preceded by SCJ 504 Graduate Research
Methods and SCJ 592 Thesis Preparation) in a three-course sequence of thesis work. Under the
guidance of their thesis committee chair, students will incorporate work done for these courses,
and other graduate courses, into their Master’s Thesis. Each thesis should focus on a relevant
scholarly issue within your criminal justice area of interest. A successful defense will require
substantial research, rigorous analysis, and clear and thoughtful prose culminating in a paper of
publishable quality no fewer than 50 pages in length.

The completion of a Master’s Thesis will entail achieving several goals, with the latter reflective
of the Adrian College Ribbons of Excellence program. These goals, to be reached through the 3-
course sequence of SCJ 504, SCJ 592, and SCJ 599 (Thesis Defense), are as follows:

• Learn to recognize viable research questions and propose narrowly tailored and
focused research methods for acquiring answers
• Develop information synthesis and aggregation skills necessary for structuring a
coherent literature review
• Master specific research methods and statistical techniques used in social science
research
• Present a unified, well-organized and intelligent final product

The Master’s Thesis addresses the Ribbons of Excellence in the following manner:

• Thinking critically: developing critical habits of mind; exploring multiple points of

view; raising thoughtful questions, identifying problems and solutions
• Caring for humanity and the world: making socially responsible decisions
• Learning throughout a lifetime

Thesis Manuscript

Student theses are expected to conform to social science research standards and guidelines. The
outline below details the general format and content expectations for your thesis manuscript.

I. Introduction
a. Brief, general statement about your research topic
b. 1-2 sentences about how your study relates to this topic
c. Provides a “road map” for your paper
d. Example: “Divorce rates have fallen in recent years, down from the late 20th century
high point of roughly 50 percent to closer to 40 percent by 2012. There are several
factors that impact whether a couple divorces, including how frequently they argue and
the age at which they married (Cherlin, 2009), and their living situation prior to and
during marriage (Brown, 2005; Smock & Manning, 2010). This research explores one
 35

such factor: unemployment as a result of the economic recession of 2008. I begin by

reviewing the literature on divorce and elaborating each of the reasons above, and then
discuss new hypotheses drawn from contemporary theories of marriage and divorce.
The Methods and Results sections describe my variable operationalization and
statistical tests. I conclude with a discussion of the implication of my findings and their
congruency with existing literature.”

II. Literature Review

a. Summarizes 15-50 research papers on your research topic and related topics
i. From above example:
1. Research topic = economic influence on divorce rates
2. Relevant topics of literature: divorce rates/trends, reasons for
divorce/marriage, the impact of economic conditions on personal
relationships, history of divorce/marriage, etc.
b. Appropriate points to discuss from these articles include:
i. What the authors did (their design/methods) to study your topic, and how it
relates to your design/methods
ii. What the authors found from their study and how it informs your study and
the relevant field(s)
iii. Points of disagreement between authors or debates in the field and the body of
theory/evidence from each “side”
c. Justification of your study
i. You may end this section with a brief statement about how your study fits with
the literature you just summarized, how/why the literature justifies you doing
this research.
ii. This may also be done at the end of the Introduction or beginning of the
Methods section.

III. Methods
a. Describe how you obtained your data
i. From above example:
1. “I used data from the Fragile Families database. This data was collected
from 1980 until 1999 through interviews and surveys given to female-
headed households with annual earnings of less than
$50,000.”

OR

2. “I designed a survey to assess the relationship between unemployment

and divorce. I solicited respondents using emailed surveys to home
email addresses provided in public records. Emails contained a letter
of consent and a link to the survey online…”

b. Describe your sample

i. Who are they, what do they “look” like, etc.
ii. Averages/percentages of all demographic variables (age, race, gender,
 36

education, etc.)
iii. If you are using a select population (students, prisoners, sub-sets from a larger
dataset), you could describe if/how the general population differs from your
sample

c. Describe the variables you used and how they were measured
i. From above example:
1. “I used the three available income and employment variables in the
Fragile Families dataset. These include a categorical variable for
employment (full-time, part-time, unemployed), hours worked per
week (ratio level), and annual salary (in thousands of dollars).”

OR

2. “My dependent variable is risk of divorce. I measure this variable

using a composite score generated from responses on several risk
factors, including frequency of fights about money… All attitudinal
and relational questions were measured using a 5-point Likert-type
scale. My key independent variables include the employment status of
each spouse, perception of job security, and income-to-debt ratio
(self-reported).”

IV. Results
a. Discuss your analysis plan. Describe the statistical tests you perform to “clean” and
prepare the data.
b. Discuss each hypothesis and the appropriate analysis/test separately.
i. What did you test?
ii. What did you find?
iii. From above example: “To determine whether unemployment raises the risk of
divorce, I ran a logistic regression using the 3 categories of employment (full-
time, part-time, unemployed) to predict odds of divorce (controlling for
demographic characteristics of the couple). The results suggest that
unemployment raises the risk of divorce by 10 percent (bexp= .104) beyond
baseline…”

V. Discussion and Conclusion

a. Briefly restate the main goal of your paper
b. Briefly summarize your main hypotheses and findings
c. Discuss what your findings mean, how they relate to the literature, and what new
info we gain from your study.
i. From above example:
1. “These results imply a positive relationship between unemployment
and divorce rates, such that couples experiencing one or more spouses
without a job had a higher risk for divorce than dual-employment
couples. Divorce research has repeatedly shown that economic
instability is linked to divorce rates, and this study supports that
 37

conclusion. Specifically, …”
d. Discuss the limitations/issues with your study.
e. Discuss ways research in this area could be extended.

VI. References
a. *We require ASA formatting for thesis manuscripts*
b. ASA (or APA) style is conventional for Soc/CJ journals
i. Free style guides exist online through Purdue’s Online Writing Lab (OWL)
c. From above example:
i. Brown, Susan. 2005. “How Cohabitation is Reshaping American Families.”
Contexts 4, 3: 33-37.
ii. Cherlin, Andrew J. 2009. The Marriage-Go-Round: The State of Marriage
and the Family in America Today. NY: Random House, Inc.
iii. Smock, Pamela J. and Wendy Manning. 2010. “New Couples, New
Families: The Cohabitation Revolution in the United States.” Pp. 131-139
in B. Risman (ed.) Families as They Really Are. W.W. Norton and
Company.

VII. Other components

a. Abstract
i. Succinct summary of each of the main sections of your paper
(Introduction, Theory/Hypotheses, Methods, Results, and
Conclusion)
ii. Usually written last, once you have info organized into the above sections
b. Tables, graphs (optional)
i. Visual summaries of your findings, measures/materials, etc.
ii. Can be included within the body of the text or as appendices
c. Appendices (optional)
i. Any additional supporting material (see above)
d. Introductory materials:
i. Title page
ii. Table of Contents
iii. Dedication/Acknowledgements

Thesis Defense Hearing

You must defend your thesis before the committee you have assembled and receive a majority
vote (at least 2-1) for approval of your thesis. Your defense will take place during at a date to be
determined during Week 14 of the semester. The particular date, time, and location of your
defense will be determined according to the availability of committee members.

A majority vote for approval will signify a successful defense and completion of your thesis.
Failure to receive a majority vote for approval of your thesis will result in a “failed” hearing,
regardless of your performance in SCJ 599 (Thesis Defense), and the student will not graduate
with his/her Master’s degree.
 38

In the event that your thesis is provisionally approved by the committee, you will be notified of
the committee’s recommended revisions, if any, by your thesis committee chair in writing to
revise your thesis according to the committee’s recommendations, whereupon the committee
will re-vote in light of your revisions.

Your defense will be open to the public and last approximately—but no longer than—one hour.
It will begin with a brief (10-15 minutes) uninterrupted presentation of your thesis research,
followed by up to 45 minutes of verbal examination by the members of your committee. The
examination consists of questions designed to satisfy concerns committee members might have
regarding the quality of your work and gauge your ability to present the fruits of your research to
an academic audience.

Evaluation Criteria and Standards

 Your thesis manuscript will be evaluated in terms of the extent to which the body of the
manuscript conforms to the content outline detailed above, using the three-tiered rubric
below.

o “Excellent” = The student’s manuscript meets and exceeds expectations outlined above.

o “Adequate” = The student’s manuscript meets all or most of the expectations outlined
above.

o “Poor” = The student’s manuscript does not meet many or most of the expectations
outlined above.

 Your thesis defense presentation of research will be evaluated by your committee using the
three-tiered rubric below.

o “Excellent” = The student very clearly articulates the relevant theoretical perspectives
and issues within their topic, their research question, methodology, and key conclusions;
conclusions are discussed in a mature and thoughtful manner; student conveys
interpretations of findings completely accurately and supports claims with strong
evidence; presentation meets the length criterion (10-15 mins); student comports
themselves professionally in manner and dress.

o “Adequate” = The student articulates at least one relevant theoretical perspective and
issue within their topic, their research question, methodology, and key conclusions
somewhat clearly; conclusions are somewhat thoughtful; student conveys interpretations
of findings mostly accurately and supports claims with some evidence; presentation
meets the length criterion (10-15 mins); student comports themselves somewhat
professionally in manner and dress.

o “Poor” = The student does not clearly articulate relevant theoretical perspective and issue
within their topic, their research question, methodology, and key conclusions;
conclusions are missing or lack thoughtfulness; student misinterprets findings and does
 39

not support claims with evidence; presentation does not meet the length criterion (10-15
mins); student does not comport themselves professionally in manner and dress.

 Your response to the committee’s verbal examination will be evaluated using the three-
tiered rubric below.

“Excellent” = The student very clearly addresses theoretical, methodological,

analytical, and substantive concerns raised by the committee; student
demonstrates strong mastery of knowledge of their research topic, research
design, and methodological choices; student shows adeptness for thoughtful
reflection; student comports themselves professionally when responding to
questions.

o “Adequate” = The student somewhat clearly addresses theoretical, methodological,

analytical, and substantive concerns raised by the committee; student demonstrates
moderate mastery of knowledge of their research topic, research design, and
methodological choices; student is capable of thoughtful reflection; student comports
themselves somewhat professionally when responding to questions.

o “Poor” = The student does not clearly address theoretical, methodological, analytical,
and substantive concerns raised by the committee; student demonstrates poor mastery of
knowledge of their research topic, research design, and methodological choices; student
does not engage in thoughtful reflection; student does not comport themselves somewhat
professionally when responding to questions.

 Overall thesis approval, and subsequent degree completion, will be scored using a three-tier
rubric with the following categories and designations:

o “Pass” = The student’s work is very clear and shows exemplary insight and creativity;
research is excellently thought out and executed with appropriate methodology;
interpretations of findings are completely accurate and supported with strong evidence;
makes strong connections between thesis research and the topic/discipline.

o “Provisional Pass” or “Pass with Revisions” = The student’s work is somewhat clear
and shows satisfactory insight and creativity; research is somewhat well thought out and
executed with appropriate methodology; interpretations of findings are somewhat
accurate and somewhat supported with evidence; makes superficial/weak connections
between thesis research and the topic/discipline.

o “Fail” = The student’s work is vague/unclear and lacks insight and creativity; research is
poorly thought out and has poorly executed/inadequate methodology; interpretations of
findings are inaccurate and not supported with evidence; makes no connections between
thesis research and the topic/discipline; student’s work is incomplete or absent.
 40

Appendix P:
Thesis Evaluation Criteria of Standards Rubric
 41

Appendix Q:
Key Project/Thesis Notes from Teacher Education

Selecting a Topic
The topic of the project/thesis is determined by the student with approval of the student's advisor. Students
are encouraged to select a topic about which they have some prior knowledge and is related to a real-world
problem or issue. The project/thesis should address an instructional need that can be identified and
effectively addressed in the presentation.

The Project Document

Students will create and submit a written document that includes descriptive details of the learning task,
objectives, instructional strategies, and potential audience. These components are demonstrated through the
presentation that presents a valid rationale for the activity.
The Project/Thesis Document should include the following elements and follow the APA (7th ed.) rules for
Professional Papers (however, more specific criteria regarding expectations may be given by the student’s
committee):
• Title/Signature Page
• Abstract
• Capstone Problem and Rationale: Describe the need or problem that will be addressed by the
activity.
• Project Goal and Objectives: List the goal(s) of the activity and the performance objectives.
• Project Description: This section should include a) a description of the project; b) a timeline that
documents work done on the Capstone Project, from inception to completion; and c) any resources
used to complete the project and how they were obtained.

The Presentation
You present the core information that addresses the topic you selected. Your presentation should include a
brief introduction of yourself and a reflection of the development of the activity from beginning to end. The
presentation should be 15 - 20 minutes in length.

Thesis Components
It is difficult to describe the exact contents of each and every thesis, especially given the wide variety of
topics and methodologies that might be selected by the prospective thesis candidate. The following
descriptions are offered as a guide.
Each component of the thesis is listed in the order it should occur. Format details are specified for each page
and samples can be found in the appendices of the Adrian College Thesis Handbook. Proper formatting is
required to ensure consistency for publishing and printing purposes.

• Thesis title page

• Thesis Approval page
• Abstract (sample found in Appendix D): Less than 250 words
• Acknowledgments and Dedication (as needed)
• Table of Contents
• List of Tables (required if tables appear in text)
• List of Figures (required if figures appear in text)
• Text (body of the thesis)
o Chapter 1: Introduction
o Chapter 2: Literature Review
o Chapter 3: Methods
o Chapter 4: Results
o Chapter 5: Discussion & Conclusion
o References
 42

o Appendices

Due Dates and Submission Guidelines

All components of the Project/Thesis are due to the student’s advisor at least two weeks before the end of the
semester.

Grading of the Project/Thesis

Each student’s graduate advisor, along with other faculty members in the Teacher Education Department,
will review, evaluate, and (if acceptable) approve the submitted Project/Thesis. A rubric will be provided to
the student prior to submission.

Possible Project/Thesis activities may include:

• Conducting new research to fill a gap in knowledge (thesis)
• Implementation of or providing instruction on intervention strategies
• Implementation of or providing instruction on pedagogical practices
• Providing an after school or summer program
• Implementation of or providing instruction on classroom management practices
• Development and implementation of faculty professional development
• Conducting a systematic review of the literature
• Completing a comprehensive exam
• Other ideas of the student as approved by the project/thesis committee

General Project/Thesis Procedures

1. The instructor for the capstone course will serve as the committee chair, who will then select at least
two other committee members.
2. In collaboration with the committee chair and/or committee members, establish a schedule for the
research and writing of the project/thesis.
3. Write, submit, and present a Project/Thesis Proposal to the committee.
4. Submit an IRB petition for Project/Thesis Research if required.
5. Schedule regular meetings with the committee chair and committee by midterm of the intended
graduation semester.
6. Upon approval of the committee chair, schedule an oral defense.
7. Make changes to the manuscript as suggested by the committee.
8. Submit final copies to committee chair for approval and signatures.
9. Submit final copies.