Course requirements include meeting with the dissertation adviser at least once during the semester; arranging to do so is the student's responsibility.The Office of Graduate Education requires that students take at least 12 credits of Dissertation Research during their course of study.
A student researching and writing her or his dissertation registers for ASTD 6990: Dissertation Research, using the section number of his or her committee chair.
The course is graded as IP (In Progress) or U (Unsatisfactory) until the semester within which the student graduates, when the grade will be S (Satisfactory).
Generally, the capstone project takes the form of a 30–40 page research essay, though students are also free to propose projects in mediums such as creative writing, video and film, audio production, museum exhibitions, performance, photography, painting, sculpture, or web design. After the three-person committee has accepted the final version of the proposal, the student schedules a one-hour oral defense of the proposal before the student's committee and additional faculty.
Proposal defenses are typically scheduled for one to two days per semester, and are open to the public.
Mancini "American Poetry as a Transcultural Spiritual Practice, 1960–Present"Adviser: Emily Lutenski "The Errand of Angels: Feminism, Gender, and Sexuality in the Mormon Church, 1978–2014"Adviser: Kate Moran "A Mighty Hard Row: Racism and Resistance in the Postwar British Caribbean and U. Mancini "A Bible in One Hand, a Brick in the Other: African American Working Women and Midwestern Black Radicalism during the Great Depression, 1929–1935"Adviser: Heidi Ardizzone "White Women, Race, and Rape: Narratives of Mob Violence in the Midwest, 1880–1930"Adviser: Heidi Ardizzone "Seeing Unseeable Things: Blackness, Queerness, and Homonormativity in U. Popular Culture, 1989–2016"Adviser: Emily Lutenski "'Keep Your Chin Up and Your Skirt Down': Female Country Artists' Struggles for Respectability within the Nashville Music Industry, 1952–Present"Adviser: Benjamin Looker "Race, Sex, and Hollywood: The Illicit Representation of the Black Man–White Woman Pair in American Cinema"Adviser: Heidi Ardizzone "Fighting for Animal Rights: A U. History, 1900–1996"Adviser: Cindy Ott "Putting Government in Its Place: Cultural Racism, Sentiment, and Neoliberalism in Contemporary U. Responses to Natural Disasters Abroad"Adviser: Heidi Ardizzone "Representing New Orleans: Race, Space, and the Spectacle of Progress in the Crescent City since 1965"Adviser: Benjamin Looker "Negotiating Hyphenated Identities: Transnational Identity Formation of the German-American Residents of St.
Charles, Missouri, during World War I"Adviser: Matthew J.As students continue to experience low test scores on national civics assessments, it is important to identify curriculum which can increase their civic capabilities.This is especially true for the quickly growing Hispanic population, which suffers a civic achievement gap.In order to obtain a degree in the Spring semester, dissertations should be submitted by February.For Fall semester, dissertations should be submitted by October.When the student and committee agree that the dissertation is satisfactory, the student schedules a one-hour public defense of the dissertation.Students must submit the final version of the dissertation to their committee at least two weeks before their defense date.Each American Studies major completes a capstone project during the final spring semester of study.Students develop these projects in the Senior Seminar class, working closely with the seminar's faculty leader and participating peers. program must submit a dissertation proposal by the end of the second semester following the successful completion of their comprehensive exams, using the template provided by the department.This study utilized MANCOVA to statistically analyze cadets' posttest scores on the IEA Civ Ed Instrument. Army Cadet Command, and high school districts nationwide, when making curriculum decisions for the civic education of Hispanic students.There was no evidence that JROTC classroom civics lessons led to increases in civic knowledge, skills, and attitudes, with non-significant MANCOVA values (p 0.05) for all dependent variables. [The dissertation citations contained here are published with the permission of Pro Quest LLC.