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Thesis Primer1
MASTERS IN COUNSELLING PROGRAMS
City University of Seattle
Avraham Cohen, Ph.D., R.C.C., C.C.C.
Professor
Thesis Coordinator, Counselling Programs
Coordinator Full-Time Cohorts, Counselling Programs
City University of Seattle (Vancouver BC, Canada site)
Revised: June, 2016
THESIS PRIMER SUMMARY
This document contains a general outline of the traditional thesis structure along with notes and descriptions
about non-traditional theses. Definitions related to the process, including the role and responsibilities of the
thesis supervisor and faculty reader, ethics related to thesis writing and the relationship between the thesis
supervisor and the student, and the function, purpose, and requirements of the Institutional Review Board are
described. A schedule that will enable students to finish thesis within the course time limits is given.
Information is included that gives a description of some major research methodologies. The University policy
statement regarding timelines and dates that are mandatory for thesis completion is included. Substantial and
helpful tips for writing thesis are included here as well.
1 With thanks to Glen Grigg, Lynda Beveridge, Colin Sanders, Steve Conway, Gerda Wever, Amy Huang, Svetlana Vasilyeva, Bonnie
Hall, Kerry Chutter, Johanne W ickie, Arden Henley, and Heesoon Bai for their input and support in developing this document. And
with updated 2016 thanks to Mary Mara (City University of Seattle, Director of Library & Learning Resource Center) and Amy
Huang (again!) for contributions to updating and polishing the Primer.
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INTRODUCTION
This document has been created in response to requests for clarity about the thesis process from both students
and faculty. The intention is that this will be an evolving in-process document. Please send any feedback or
suggestions you may have about it to the Thesis Coordinator.
Thesis is a major part of the requirements for a Master's Degree in the Counselling Program. (Other components
are course work, practicum, and internship). Thesis creation is your opportunity to conduct an extended
research on a subject about which you have a deep interest. In order to produce a master's level thesis, your
research must go into sufficient depth and breadth in the area of your work. It is also an opportunity to make a
contribution to the profession. Students have a variety of ways in which to make their work available to
professional colleagues and the general public including:
City University of Seattle’s Academic Repository (See Appendix I)
Proquest’s Dissertation & Theses Database (Contact CityU Library for instructions)
A number of CityU students have had their work published, thereby making their work available to professional
colleagues and the general public. As well, strong professional connections have arisen as an outcome of the
research students have completed for their theses.
ELEGIBILITY FOR THESIS
Admission to the thesis course requires successful completion of the Comprehensive Exam, which is also the
gateway to upper level courses and Internship.
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Table of Contents MASTERS IN COUNSELLING PROGRAMS ..................................................................................................... 1
THESIS PRIMER SUMMARY ......................................................................................................................... 1
INTRODUCTION .............................................................................................................................................. 2
ELEGIBILITY FOR THESIS............................................................................................................................. 2
ELEMENTS OF THESIS WRITING ................................................................................................................. 4
General Outline of a Thesis, Chapters 1-5 ...................................................................................................... 4
Qualitative Research Methods ........................................................................................................................ 7
The Non-traditional Thesis ............................................................................................................................. 8
THESIS COMPLETION GUIDELINES AND TIMELINES ............................................................................ 9
Sample Schedule for Thesis Completion that starts on January 1st .............................................................. 10
Sample Schedule for Thesis Completion that starts on July 1st .................................................................... 11
SOME DEFINITIONS AND RESPONSIBILITIES ........................................................................................ 12
Thesis supervisor .......................................................................................................................................... 12
Faculty Reader .............................................................................................................................................. 12
Ethics and Ethos ............................................................................................................................................ 13
Institutional Review Board (IRB) ................................................................................................................. 14
WRITING TIPS FOR THESIS ......................................................................................................................... 14
Some Additional Ideas and Considerations .................................................................................................. 15
Academic Honesty ........................................................................................................................................ 17
Libraries and Librarians ................................................................................................................................ 17
Smart Thinking Resource ............................................................................................................................. 18
CONCLUDING WORDS ................................................................................................................................. 18
APPENDICES .................................................................................................................................................. 19
Appendix A: Descriptions of Some Research Methods ............................................................................... 19
Appendix B: Resources for Research Methods ............................................................................................ 20
Appendix C: Manuscript-Based (Article-Based) Theses .............................................................................. 21
Appendix D: DAS MC Canada Policy, Thesis Completion ......................................................................... 22
Appendix E: CityU: Formatting for Your Thesis ......................................................................................... 24
Appendix F: IRB Documents, Forms, and Updates ..................................................................................... 26
Appendix G: Canadian Degree Completion Policy ...................................................................................... 27
Appendix H: Notice of Research Completion or Request for IRB Extension .............................................. 28
Appendix I: Academic Repository Procedure .............................................................................................. 29
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ELEMENTS OF THESIS WRITING
Within the context of the traditional research paradigm, the following organization of chapters is
typical. There are other research and thesis writing paradigms outlined below the General
Outline. What follows here is information about the traditional thesis structure (General Outline
of a Thesis) as well as information about Non-Traditional Thesis approaches and formats. You should view this
outline as a guidance system. It points to the kinds of considerations that are central to any thesis. Many theses
at CityU do not conform to this format. Your format and structure will be best if it is constructed to fit with
your research approach and interests.
General Outline of a Thesis, Chapters 1-52
Abstract: a concise description of the study, a brief statement of the problem, exposition of methods and
procedures
Chapter 1: Introduction
The introduction includes a clear statement demonstrating that the focus of the study is on a
significant problem that is worthy of study and there is a brief, well-articulated summary of
research literature that substantiates the study, with references to more detailed discussions in
Chapter 2.
Problem Statement: concisely states what will be studied by describing at least two variables and a conjectured
relationship between them. In qualitative studies the problem statement describes the need for increased
understanding about the issue to be studied.
Nature of the Study: specific research questions, hypotheses, or research objectives (as appropriate for the
study) are briefly and clearly described.
Purpose of the study: described in a logical, explicit manner.
Scholarly Context: in quantitative studies the theoretical base or in qualitative studies the
conceptual framework shows which ideas from the literature ground the research being
conducted.
Definition: technical terms, jargon, or special word uses are provided.
Assumptions, Limits, and Scope: facts assumed (but not proved or verified), possible weaknesses of the study,
bounds of the study, broad conceptual context of the study.
Significance: outline how this study might influence general knowledge, professional application, social
change, or any other relevant dimensions.
Transition Statement - introduce the literature review.
2 With thanks to Glen Grigg
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Chapter 2: Literature Review Introduction
Content of the review
Organization of the review
Strategy used for searching the literature
Review of the Research Problem
Restate the problem
Restate the question(s) and hypotheses (quantitative)
Restate the question(s) and objectives (qualitative)
Show how the review will relate to the problem and questions
Structure of the review
Viewpoints to be compared or contrasted
Relationship of the study to previous research
Scholarly Argument
Necessary theory is researched and explained (quantitative)
Conceptual framework is researched and explained (qualitative)
Literature-based descriptions
Research variables and measurements (quantitative)
Themes and perceptions (qualitative)
Methods
A concise rationale for the method is given within a scholarly context
A contrast with other methodologies is offered
Reviews will vary depending on the topic. It should be a well-referenced, critical essay covering current
relevant knowledge.
Tip: It is often helpful to arrange the review around major themes or ideas, and to make liberal use of
subheadings such that the subheadings themselves, when viewed together, show the development of the
scholarly argument.
Chapter 3: Methodology Introduction
List major areas of the chapter
Identify the specific methodology being reviewed
Design and Approach
Description of the design
Justification for the design
Logical relationship of the design to the research question
Setting and Sample
Population to be sampled
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Sampling method Sample size
Eligibility criteria
Other characteristics of the sample
Treatment
Describe procedures clearly
Instruments and Materials
Name of test and/or survey
Type of instrument
Concepts measured
Calculation of score and their interpretation
Reliability and validity
Process for use
Location of raw data (appendices/request to researcher)
Variables
Describes how each description is operationalized
Analysis
Inferential analysis
Scale for each variable
Statement of hypotheses related to each question
Pilot data, if applicable
Tip: How much information should be included? The near-universal guideline is “enough information for
replication.” Could another researcher reproduce substantially the same project you have completed based on
this information? Consequently, details like test versions, the brand names of instruments, the location of an
interview, all “count” in the sense that they are important influences on the results.
Chapter 4: Results
For Qualitative Studies
1. Process of data collection
2. Systems used for tracking data and emerging understandings (logs, journals, cataloging systems, lists of
themes, etc.)
3. Findings are presented in a way that builds logically and addresses research question(s)
4. Note any discrepant cases or inconsistent findings
The chapter should be organized around the data analysis and interpretation rules consistent with
the method used. Be sure that such assertion as the presence of a pattern or a theme is clearly
supported by the data, and that the data set is complete. Lengthy points of evidence, such as
interview transcripts (transcripts are not necessarily included), usually call for an appendix.
For Quantitative Studies
1. Directly addresses the research question and hypotheses.
2. Clear descriptions of research tools
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3. Measurements are recorded clearly following standard procedures, or adjustments or changes have been
clearly justified.
4. Data analysis is consistent with the hypotheses and questions.
5. Data logically and sequentially addresses hypotheses, and hypothesis-testing procedures are
clearly reported (i.e., The analysis of variance yielded significant findings, F(1, 29) = 11.56, p <
.01)
6. Tables and figures are self-descriptive, informative, and are directly relevant to, and referred to, in the
main text. When copied, they show all copyrights and permissions.
7. Inconsistencies and shortcomings are also noted, and provided with possible interpretations.
8. Chapter ends with a brief, logical, systematic summary.
Chapter 5: Discussion
1. Brief overview highlighting the purpose of the study and its potential meaning.
2. Interpretations address the research questions, refer to all outcomes in Chapter 4, are bounded by
evidence, and given context in the literature review.
3. Implications for further research are addressed.
4. Recommendations for further professional and scholarly action.
5. The limitations of your study.
6. In qualitative studies, the researcher should comment on their own experience of the research
process.
7. Conclusion and summary.
Qualitative Research Methods
To quote Denzin and Lincoln (2011)3:
Qualitative Research is a situated activity that locates the observer in the world. Qualitative research
consists of a set of interpretive, material practices that make the world visible. These practices
transform the world. They turn the world into a series of representations, including field notes,
interviews, conversations, photographs, recordings, and memos to the self. At this level, qualitative
research involves an interpretive, naturalistic approach to the world. This means that qualitative
researchers study things in their natural settings, attempting to make sense of phenomena in terms of the
meanings people bring to them. (p. 3)
With respect to the word ‘natural’ Denzin and Lincoln note, “Of course, all settings are natural, that is where
everyday experiences take place” (p. 16). The qualitative research done by CityU researchers, students and
faculty, is situated in these natural locations.
Also, under the heading of qualitative research is research about ideas and practices that may not have been
specifically tested out but about which the researcher makes a case based on critical thinking and related
literature. The following link gives some good information about qualitative research:
http://www.edu.plymouth.ac.uk/resined/qualitative%20methods%202/qualrshm.htm
3 Denzin, N. K., & Lincoln, Y. S. (2001). Introduction: The Discipline and Practice of Qualitative Research. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (4th ed.). Thousand Oaks, CA: Sage.
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City University of Seattle, particularly within the Canadian Counselling Programs, recognizes the personal
nature of most research within the counselling field. To that end the use of the pronoun ‘I’ is supported and
encouraged. Specifically, qualitative research will use the personal pronoun ‘I.’ Qualitative research is in some
measure a response/reaction to positivistic philosophy and frameworks. Most, although not all, theses produced
by students at CityU use qualitative methodology. This is, of course, contiguous with the view that the work of
counselling and counsellors is personal, and so the related research often has a personal dimension to it and the
use of ‘I’ is natural to the process. It is not possible to give an exhaustive listing of qualitative research methods.
A short list of some commonly used methodologies with associated information links is included. See
Appendix A.
The Non-traditional Thesis
Now, let us turn to the topic of the so-called ‘non-traditional thesis’ (NTT). Nowadays, many graduate students
both at CityU and elsewhere are intrigued by and wish to write a ‘non-traditional’ thesis. Basically, NTTs
transgress the above mentioned chapter divisions and often are organized in terms of significant themes that
emerge out of the research. Nonetheless, these NTTs are written in ways that still address the substance of the
above traditional chapter headings.
The chapters will likely be titled differently. The format may be developed to suit the research you are
undertaking. You will still be identifying what it is that you are investigating; you will be indicating and citing
literature that you have drawn on; you will be saying how you have done your research (your methodological
considerations); you will say what came out of this; and you will eventually tie it all together, saying what you
believe the research has demonstrated, why it matters professionally, and, if you wish, personally, what you feel
practice and theory implications are, what the limitations of your research are, and what might be done further
to build on what you have done. NTTs include all these ideas and items, but in the form that you decide best
suits the themes and messages in your thesis.
NTTs are of particular interest to those students whose research is arts-based, have strong aesthetic themes and
appeals, may incorporate poetry, dialogue, artistic visuals, and/or employ unusual formatting. The McLuhan
idea of the medium being the message is also taken up seriously, and students who wish to create theses whose
form embody or resonate with the content or subject matter of their research can take advantage of the
opportunity to do so.
A particular alternative form that has been used by a number of students at CityU is the Manuscript Thesis
(MT). This is a thesis that consists of an introduction, two or three essays, and a concluding chapter. The
introduction will outline what is to follow and incorporate much of what is written above in the Introductory
Chapter section. Similarly, your final chapter will incorporate much of what is outlined for the Conclusion and
Discussion section above. See Appendix C for more information.
Speaking of using your own previously generated materials in your thesis: yes, you may use material already
written in your course work or elsewhere that fits into your thesis either in whole or in part. This is entirely
acceptable. It is necessary, however, to properly reference and credit the author (you!) and other information
(course number, date, location, unpublished manuscript, etc.)
It is important to be aware of what an NTT is not. It is not permission to throw out all rules of good
scholarship, comprehensibility, smooth and comprehensible flow of ideas, good writing, attention to the fact
that it is a research document, and it is not permission to break all the rules without any regard for what the
intent of a thesis is, which is to convey a set of findings about an area of inquiry at a graduate level of writing
and scholarship.
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The length of a thesis is highly variable from 50 to over 200 pages. Most theses fall in the range of about 50 to
100 pages, and this is the recommended range. In fact, having 10-15 pages in mind as a range for a chapter is a
good idea. See Appendix A for a list of some resources for research methodology.
THESIS COMPLETION GUIDELINES AND TIMELINES
In order to alleviate confusion about the scheduling for thesis completion a schedule is included here. Part of
the schedule integrates the Policy about dates that are firm. See Appendix B.
Students have, at times, not realized that completing a thesis on time and at or beyond the required standard is a
major undertaking. Writing a good thesis requires time for research, writing, and rewriting. As well, the thesis
supervisor must have sufficient time to review chapters and give feedback. Some students have had the
mistaken idea that they can start their thesis at a point well into the year that the thesis course runs, that they
will have time to do their research, and that the thesis supervisor will automatically have time to respond to their
writing. This is an unrealistic expectation and has at times turned out to be disrespectful of both the student and
thesis supervisor’s time and other obligations. As well, the faculty reader must have adequate time to do their
review properly.
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Sample Schedule for Thesis Completion4 that starts on January 1st
Thesis starts from July 1 will have similar time lines. Dates that are subject to CityU policy are firm.
CPC 603_Thesis
Thesis Group Schedule Template
(Individual supervisors may customize this document to suit individual needs)
for Submission of Work January 1 to December 315
Please note the City University of Seattle Policy Statement on Thesis Deadlines. Below is an elaborated
schedule to help you plan your time well and that allows for adequate research by you, and sufficient feedback
on your work from your thesis supervisor.
Time after start date
Thesis Prospectus/Proposal Submitted February 1 1 month
Ethics review submitted to IRB by6 February 28 1 ½ months
Chapter One Submitted March 1 2 months
Faculty reader enlisted by March 15 2 ½ months
Chapter Two Submitted April 1 3 months
Chapter Three Submitted May 1 4 months
To Faculty Reader - First Three Chapters * May 31 5 months
Revisions (if any) based on Faculty Reader feedback to be finalized two weeks after the document is returned
Chapter Four Submitted June 15 5 ½ months
Chapter Five Submitted July 15 6 ½ months
Complete Thesis Draft July 31 7 months
Thesis Supervisor Vacation August
First draft of Final Thesis document to thesis supervisor* August 31 8 months
(Revisions to be finalized by October 1)
To Faculty Reader – Final* September 30 9 months
Revisions based on Faculty Reader feedback finalized October 31 10 months
Return (if necessary) to Faculty Reader November 15 10 months
All revisions to be completed and final document* to be
submitted November 30 11 months
Administrative details7 are to be completed no later than January 31st. This is not additional thesis
writing/completion time. It is administrative time for the thesis supervisor and the administrative staff) …and, it
almost never fails that someone starts very late and is then sending large amounts of material that needs a large
amount of work very late in the year. In spite of warnings from the outset that this is almost certainly going to
lead to re-registering in the course, students still get mad at the thesis supervisor for failing to drop everything
and giving their full and undivided attention to their work. Good research requires time to do and requires time
for feedback. As well, the policy noted above (Appendix B) has two firm due dates. Failure to meet them will
require that you speak with Arden Henley, the Principal for Canadian Programs, regarding the feasibility of
thesis completion. It is important that you start fast, work persistently and regularly, and keep on schedule.
4 CityU thesis starts occur twice a year on January 1 and July 1. The dates in the sample are based on a January start. The time frame is the same for July start. Your thesis supervisor will issues a schedule to you that is specific to your start date. 5 Note that CityU is closed between Christmas and New Year’s. So, the reality is that the course will be done by mid-December. 6 See Appendix B regarding policy that applies for this date and subsequent dates with an asterisk (*). 7 Once the final draft is approved by both thesis supervisor and the faculty reader, the following are required in order for administrative staff to process the final grade change submission. The thesis supervisor sends the email approval to administrative staff with the final grade for grade change submission. The Faculty reader sends the email approval to administrative staff in order for administrative staff to prepare the payment form for their 2nd reader service. The student submits their work to City University of Seattle’s Academic Repository. See Appendix I for instructions.
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Sample Schedule for Thesis Completion8 that starts on July 1st
CPC 603_Thesis
Thesis Group Schedule Template
(Individual supervisors may customize this document to suit individual needs)
for Submission of Work July 1 to June 309
Please note the City University of Seattle Policy Statement on Thesis Deadlines. Below is an elaborated
schedule to help you plan your time well and that allows for adequate research by you, and sufficient feedback
on your work from your thesis supervisor.
Time after start date
Thesis Prospectus/Proposal Submitted August 1 1 month
Ethics review submitted to IRB by10 August 31 1 ½ months
Chapter One Submitted September 1 2 months
Faculty reader enlisted by September 15 2 ½ months
Chapter Two Submitted October 1 3 months
Chapter Three Submitted November 1 4 months
To Faculty Reader - First Three Chapters* November 30 5 months
Revisions (if any) based on Faculty Reader feedback to be finalized two weeks after the document is returned
Chapter Four Submitted December 15 5 ½ months
Chapter Five Submitted January15 6 ½ months
Complete Thesis Draft February 15 7 ½ months
First draft of Final Thesis document to thesis supervisor* March 15 8 ½ months
(Revisions to be finalized by April 15)
To Faculty Reader – Final* March 31 9 months
Revisions based on Faculty Reader feedback finalized April 30 10 months
Return (if necessary) to Faculty Reader May 15 10 ½ months
All revisions to be completed and final document to be *
submitted May 31 11 months
Administrative details11 are to be completed no later than July 31st. This is not additional thesis
writing/completion time. It is administrative time for the thesis supervisor and the administrative staff) …and, it
almost never fails that someone starts very late and is then sending large amounts of material that needs a large
amount of work very late in the year. In spite of warnings from the outset that this is almost certainly going to
lead to re-registering in the course, students still get mad at the thesis supervisor for failing to drop everything
and giving their full and undivided attention to their work. Good research requires time to do and requires time
for feedback. As well, the policy noted above (Appendix B) has two firm due dates. Failure to meet them will
require that you speak with Arden Henley, the Principal for Canadian Programs, regarding the feasibility of
thesis completion. It is important that you start fast, work persistently and regularly, and keep on schedule.
8 CityU thesis starts occur twice a year on January 1 and July 1. The dates in the sample are based on a January start. The time frame is the same for July start. Your thesis supervisor will issue a schedule to you that is specific to your start date. 9 Please note that CityU is closed between Christmas and New Year’s. So, the reality is that the course will be done by mid-December. 10 See Appendix B regarding policy that applies for this date and subsequent dates with an asterisk (*). 11 Once the final draft is approved by both thesis supervisor and the faculty reader, the following are required in order for administrative staff to process the final grade change submission. The thesis supervisor sends the email approval to administrative staff with the final grade for grade change submission. The Faculty reader sends the email approval to administrative staff in order for administrative staff to prepare the payment form for their 2nd reader service. The student submits their work to City University of Seattle’s Academic Repository. See Appendix I for instructions.
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SOME DEFINITIONS AND RESPONSIBILITIES
Thesis supervisor
Your thesis supervisor will be assigned to you. You may convey your interest to the Director of Counselling
Programs and/or the Thesis Program Coordinator as to whom you would like to work with. Your thesis
supervisor may or may not be expert in your area of inquiry. The job of the thesis supervisor is to facilitate your
journey through the process, give you feedback, help you to frame and focus your research, point you to
relevant resources, submit your Institutional Review Board (IRB) forms to the IRB, evaluate your work,
conduct all communication with the faculty reader, and ensure that your thesis meets the requisite standards for
a graduate level thesis.
Your thesis advisor’s role is to advise you about the process, content as possible, and resources, including others
who may be able help you with content. Your thesis supervisor is not a copy editor, writing coach, or APA
formatter, and cannot fill in large knowledge gaps you may have about research process and methodology. This
is not to say that he or she may not provide input and advice on such issues, but it is not an expectation that they
will do this. If writing has been an issue for you, it is essential that you engage someone who will be able to
work closely with you to assist (but not write for you) with this aspect of your work. Similarly, if you have had
issues regarding organization, coherence, logical flow of ideas, etc., then this will be even more challenging in
thesis writing, and it is imperative that you enlist some expert help. Your thesis supervisor will most likely not
have time to work with you at that level of detail nor are they expected to work at that level with you. The
expectations for the quality of work in a thesis are high and must meet the standard for a graduate thesis. For
some students these expectations may seem to be more stringent than what been expected for course
assignments, and, indeed this may be the case, as previous writing may have been viewed, at least to some
extent, as preparatory to thesis writing. A thesis is a public document and as such it is important that it
represent yourself, your work, and the university in ways that reflect an adherence to the required standards and
that show your work in the best possible way. The job of the thesis supervisor is to support you to be able to do
this.
Faculty Reader
You may give your thesis supervisor your suggestions as to whom you think would serve well as the faculty
reader for your thesis. Contact with potential Faculty Readers, or Faculty Readers who are engaged, is to be
made only by your thesis supervisor. Your thesis supervisor will make contact with the faculty member and
inquire as to their interest and availability. This decision should be made within the first two months of your
thesis course.
The faculty reader is someone within the City University faculty who will read your work at two junctures: 1)
after the initial three chapters are written; and 2) after the final draft of your thesis is written. Please note that
the initial send to the faculty reader is three chapters and does not have to be chapters 1-3. Some researchers do
not start from chapter one and work thought in a linear fashion. What is required are three chapters that will
allow the faculty reader to give an initial evaluation. The decision that chapters or the thesis are at a good
enough level to send to the faculty reader will, hopefully, be one that you and your thesis supervisor arrive at
collaboratively. However, the final decision lies with your thesis supervisor.
Faculty readers are not committee members, nor are they consultants for the student. As well, they are not
responsible for copy editing or writing coaching.
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All communication with the faculty reader about the thesis, including the initial engagement goes
through the thesis supervisor. It is in your interests to ensure that your faculty reader is not someone with
whom you might like to discuss with or consult about your thesis. They may provide feedback on your initial
three chapters and/or on your thesis as a whole. Discussion about this feedback is to take place with your thesis
supervisor, not the faculty reader.
Please note that the faculty reader is to be at ‘arm’s length.’ This is to ensure that someone is providing
relatively objective feedback about your work.
The faculty reader review process includes assessing that the standard is being met for a master’s thesis overall,
and evaluating the content and overall construction of the thesis. This is for your benefit directly. It is also a
signal to governance bodies that theses are being reviewed to ensure that they are at the graduate level standard.
As well, this ensures that City University not only appears to be maintaining adequate standards of research and
scholarship, but is, in fact, doing so. This supports the integrity of your degree and all degrees from the
Master’s in Counselling Program.
Ethics and Ethos
Your relationship with your thesis supervisor is important. Thus, attention to personal and interpersonal issues
between student and thesis supervisor as they arise is a central and crucial practice. It is an expectation that any
issues that do arise be initially addressed between you and your thesis supervisor. If this does not result in a
satisfactory resolution, then you need to notify your thesis supervisor that you are going to request that a third
person, either the Thesis Program Coordinator and/or the Director of BC Counselling Programs, be involved
for support and facilitation of the process. It is important, courteous, and good practice that your thesis
supervisor be notified prior to this request being made. Do keep in mind that the role of the thesis supervisor is
to help and that this is the intention that he or she will have. Discharging feelings at your thesis supervisor for
advising you on these matters will not help either of you or the development of your thesis. Meaningful and
direct dialogue is a hallmark of a good supervisory relationship. In short, supporting your thesis supervisor is in
their and your interests. Support here means being honest, direct, and respectful.
Some principles from the BC Association of Clinical Counsellors Code of Ethical Conduct12 are important to
keep in mind in particular when there is a dispute, and at all times:
Principle I: Respect for the Dignity of All Persons and Peoples should be given the highest weight, unless
there is a clear and imminent danger to the physical safety of any person.
Principle II: Responsible Caring generally has the second highest weight, and should be carried out in
ways that respect the dignity of persons and peoples.
Principle III: Integrity in Relationships will be of third priority if it clearly conflicts with the first two
principles.
Principle IV: Responsibility to Society should, if it conflicts with the other principles, generally be given
the lowest priority. Placing Responsibility to Society as less important in priority than the respect for the
individual and individual rights reflects a Euro-North American entrenched value that is not universally
held by all societies. Normally communities and societies in British Columbia will hold similar values to
Principles I to
12 http://bc-counsellors.org/wp-content/uploads/2011/02/1BCACC-Code-of-Ethical-Conduct-2008.pdf
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III, and consequently, ways may be respectfully negotiated that do not place the collective good of the
society in conflict with respect and caring for individuals. In respecting a diversity of cultural beliefs, it
is important not to endorse practices that clearly harm individuals in those cultures, or that violate
Canadian laws.
There have been situations where students were unhappy with thesis supervisors and chose to deal with the
issues in ways that were questionable with respect to these principles. As professionals it is our responsibility
to remember that these principles are applicable in all situations related to practice and the profession. Students
and faculty involved in the thesis creation process are certainly involved in a relationship that is subject to these
principles.
Institutional Review Board (IRB)
The IRB has the responsibility to ensure that all research (a thesis is considered to be research) is conducted in
an ethical manner. Particular care is taken when human subjects are involved. Effort is made to ensure that no
harm will occur and that anonymity is protected. All theses, whether human subjects are involved or not, do
require IRB approval.
As well, at City University it is important that you understand that, if you are using yourself as a research
subject, that is, using your own experience as data, then you are considered a human subject, and must respond
to all aspects of the IRB Protocol that refer to human subject research. There is recognition that in such cases
anonymity is not possible. You will need to make it clear that you are aware of any associated risks.
It is also important to note that if you mention others in a way that identifies them without their permission or
puts them at any risk (the IRB evaluates this risk. That is one purpose of the submission), then you can only do
so if that person have agreed by signing an Informed Consent form and the inclusion of such persons, along
with yourself, has been approved by the IRB.
While the IRB process may seem onerous, and time consuming, it is similar to the process at other institutions.
Be prepared to allot your full attention and time to this process. Once you have completed it, you will have done
a substantial chunk of the necessary work for your thesis and will have: 1) a clear outline of the area of your
inquiry; 2) an outline of the introduction; and 3) an outline of your methodology. Be prepared that the IRB
process will take you some time and that it will be helpful in framing your thesis. You will have a clear research
question/area of inquiry, a methodology, an abstract, and if you are using human subjects, you will be set up to
proceed.
Please see Appendix F for the most recent IRB information and list of forms. Your supervisor will also forward
these forms to you.
In Canada all human subject research is governed by the Tri-Council Policy Statement: Ethical Conduct for
Research Involving Humans13.
WRITING TIPS FOR THESIS14
1. Schedule time for thesis writing from the start! Good writing takes time, and is achieved over a period of
time. You might be able to produce a good paper overnight, but a good or even passable thesis cannot be
produced so quickly. Dedicate time to the writing, create a schedule, and stick to it. If you have writer's
block, try focused free writing (http://www.thewriteroom.net/2010/06/11/writer’s-block-try-focused-
13 http://www.pre.ethics.gc.ca/eng/policy-politique/initiatives/tcps2-eptc2/Default/ 14 Courtesy of Gerda Wever: [email protected]
15
free-writing/) and work with what comes out of that. Good writing is also the product of rewriting.
Writing is not a way to wrap up your ideas; instead it is a way of thinking. Rewriting, rethinking,
rewriting once more, will yield the most thoughtful work, and this takes time. So scheduling and
sufficient time is crucial!
2. Learn the basics of APA. If you can apply the basic rules from the start, you avoid time, energy,
frustration, or money by having to undo or change things at the end. Also learn the basics of copyright
rules and regulations (in chapter 6 of the APA manual). As you research and write, be sure to make
notes so that you remember and can cite your sources according to APA guidelines. This last will save
you a lot of time and frustration in the end.
3. A good thesis is well organized. If organizing your ideas well is your biggest challenge, go with a
traditional thesis format (the five chapters) because in that structure, each chapter has a very distinct and
very different purpose, which gives you, as a writer, a lot of structure, too.
4. Buy good resource materials such as the 6th edition of the APA, NY: Penguin.
5. Some people find it helpful to work with a thesis coach or editor. This work can be developmental (i.e.,
the thesis coach works closely with you from start to end and helps you shape the work as you go), it can
be strictly editing for APA, or anything in between. A thesis coach or editor can be a good sounding
board, especially if he or she has an academic background and can think along with you as you go.
(Keep in mind that a thesis coach is not a replacement for your thesis supervisor, rather a thesis coach is
someone with expertise about writing and research, and who will have the time to go into the details of
writing, framing, formatting, and organization. Your thesis supervisor will not have time for or be
expected to do
this.)
Some Additional Ideas and Considerations
A master’s thesis, unlike a doctoral thesis that is supposed to break new ground, is required to show your
mastery of the area of inquiry. Of course, this does not mean that you cannot break new ground! You are
encouraged to think creatively both in terms of content and form, and to work on something that really matters
to you. If you care about what you are working on, the work becomes more like play, and may take possession
of your consciousness for a period of time. This means the work is more likely to flow, will almost certainly be
a contribution to the field, and will be something about which you feel rightly proud.
It is important that you have your final draft properly formatted to APA standards and copy edited for sentence
structure, grammar, and typographical errors. Your thesis is a public document and represents you and the
university. It is important that it be finely polished in its final form. This should be all done prior to the final
submission to the faculty reader.
Notwithstanding the previous paragraph, many students find the thesis process daunting and difficult. Some
issues that impinge:
1) Having no experience writing an academic document of this length
2) Uncertainty as to how to proceed
3) What constitutes proper content
4) What qualifies as a topic
5) Being simultaneously enrolled in practicum, upper level courses, and thesis
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Suggestions:
1) Identify and enroll the help you need
a. A writing coach
b. Help for the details of doing research that is beyond what your thesis supervisor can reasonably
provide
c. There are many good online resources to help with the writing process. Here are a couple:
i. http://www.lib.sfu.ca/about/branches-depts/slc/tools/handouts/writing
ii. ii. http://writingcenter.unc.edu/resources/handouts-demos/specific-writing-
assignments/literature-reviews
2) Most of what students think may not be suitable as a thesis topic in fact is.
a. Your thesis supervisor will assist you in framing your interest as a research project
b. You may also call up the Thesis Coordinator and other faculty for input about your topic
3) Consider separating out thesis, practicum, and upper level courses into different time frames.
4) Keep in mind that being in graduate school, and at this point thesis work, may be challenging to your
sense of identity. Rather than succumbing to the opposition within you, think about how to use the
challenges for your own growth and as fuel for creative work on your thesis.
5) Be diligent, persistent, and even stubborn about doing that which looks after yourself; otherwise known
as self-care.
Remember that a thesis cannot be done well or, likely acceptably, at the last minute. Your thesis supervisor
should provide you with a schedule to facilitate completion of your work within the time frame of the thesis
course, which is one year from the start of the course. Currently the two start times for thesis are January 1
and July 1. City University has a policy statement about certain due dates that are firm for thesis work. This
Policy is attached. See Appendix B.
As well, if you are having difficulties that interfere with your ability to progress with your thesis work, it is
important that you communicate with your thesis supervisor about this in a timely manner and, be aware that
communication does not equal permission for time extensions.
Not completing on time has the implication of a GPA on your transcript for the thesis course of 0.0, and also
will require that you register again and pay the fee for the course. Students who are not able to finish on time
frequently request a time extension. There is no extension for the thesis course. It is a one year course for
which the in-process creation time starts on the first day and ends 365 days later. It is important to note that the
due date for the completed, approved final draft is prior to the last day of the one year period. The final day of
the one year period is when the entire process other than the administrative aspects must be complete. There is
also a requirement regarding submission dates that is outlined in the policy in Appendix B. Instructors will
likely supply you with additional dates to support your work unfolding in a timely manner that allows for all
aspects of the process to take place, particularly, for you to do your research, for your thesis supervisor to give
you feedback on your work as it progresses, and reading and the giving of any feedback by the faculty reader at
the two points outlined in the policy.
Only in the most extenuating of medical or related circumstances will additional time be granted for
completion. In order for this time to be granted substantiating documents (for example, a letter from a
physician) must be supplied. In such cases, the time granted will be for finishing work that is near completion.
Extra time will not be granted to students who have not already made substantial progress on their thesis as
evidenced by having met earlier due dates.
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You are to use the City University template for the Title Page and all front matter for your thesis. See Appendix
E.
Current American Psychological Association (APA 6) formatting is the required format for your thesis. If you
wish to use APA software to help you with formatting and developing a data base is a good idea. Having a hard
copy of the APA Manual is also important.
You will find answers to many APA 6 “how to” questions here:
http://www.apastyle.org/
https://owl.english.purdue.edu/owl/resource/560/01/
http://library.cityu.edu/howto/apa-writing/use-apa-style/
If you are interested in publishing your thesis, the one publisher I have found that publishes masters theses is
Lambert Academic Publishing (formerly VDM-Verlag) https://www.lap-publishing.com/ A number of students
from City University in Canada have had their theses accepted for publishing by Lambert. You are encouraged
to consider this possibility.
Open access publication is available at your choice through the CityU Academic Repository.
Another possibility for publication is to search out a suitable academic journal and to distill your thesis down to
journal article size, which is usually about twenty pages. Another option might be that one or more of your
chapters could qualify as articles on their own.
Academic Honesty
It goes without saying that academic honesty in thesis writing is a given. Failure to adhere to this core principal
could jeopardize your degree. Further, it can lead to harm for the institution, the program, and the degrees of all
students. If you have any questions about what is required, please ask your thesis advisor and/or the Thesis
Coordinator.
It is essential that all work is your own and that all material from sources is acknowledged and properly
referenced. Paraphrasing means that you have written something that is based on a source entirely in your own
words. Changing a few words from the original does not qualify as paraphrasing.
Libraries and Librarians
City University has extensive resources available to you on-line, as well as librarians available to you by calling
800 426 5596 and asking for the librarian. Many students do not notice that, although many articles are
available in full text, those that are not available in full text can usually be obtained as a PDF that will be
emailed to you individually. You may also submit your questions and requests through CityU’s Ask a Librarian
service at http://library.cityu.edu/ask-a-librarian/.
City University of Seattle has partnerships with local libraries throughout British Columbia, including
University of Victoria, University of British Columbia, Simon Fraser University, and many of the junior
colleges. These resources will be available to you as workspaces and print collections. The administrative staff
can help you obtain these privileges. There is no cost involved. Their librarians will also help you with “the
basics”, but for more involved searches and questions you will need to contact the librarians at City University.
You can make use of the Ask a Librarian link (http://library.cityu.edu/ask-a-librarian/).
18
Librarians help you to search, and they want you to find the resources you are seeking. What they cannot do is
help you to conceptualize your research. This step must be in place before a librarian can be of assistance. This
is why choosing a topic area, identifying a research problem, and specifying a research question comes first.
With these points in place, your thesis supervisor, your consultants, and your librarian can go to work for you.
If students are not registered in any CityU courses, they will not have access to City University’s library
resources and services.
Smart Thinking Resource
You can get 10 hours of free personalized support for your work from Smart Thinking. Someone will look at
your written work and provide feedback.
Email [email protected] to begin the process of creating an account. Once your unique username and password
have been created you may use them to logon to www.smarthinking.com.
CONCLUDING WORDS
Your thesis is a significant part of the process of acquiring your degree, and also an opportunity to create a
document that is creative, meaningful, and of value. You are encouraged to make the most of it. Take full
advantage of the opportunity to look into what you really care about. Talk to scholars and practitioners who can
add to your research. Make use of and draw upon whatever legitimate resources will help you. …and, of
course, this document cannot and does not cover every question you might have. Do speak freely with your
thesis supervisor and feel free to call on the Thesis Coordinator (currently, me, Avraham Cohen), if you have
questions or conversations that matter to you.
Finally, I leave with you the following lines, to reflect upon and, hopefully draw some inspiration from, as you
embark on your journey of thesis creation:
The Master in the art of living makes little distinction between his work and his play, his labor and his
leisure, his mind and his body, his education and his recreation, his love and his religion. He hardly
knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to
decide whether he is working or playing. To him he is always doing both.
—Zen Buddhist Text (source unknown)
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APPENDICES
Appendix A: Descriptions of Some Research Methods
Action Research Action Research. (n.d.). Retrieved December 6, 2012, from Wikipedia:
en.wikipedia.org/wiki/Action_research
Artography http://www.curriculumtheoryproject.ca/2012/03/rita-irwin-an-artographic-inquiry-a-curriculum-scholar-review-
by-rachel-poff-for-edu-6102-seminar-in-curriculum-studies-research/
Autoethnography Ellis, C., Adams, T. E., & Bochner, A. P. (2011). Autoethnography: An overview. Forum:
Qualitative Social Research, 12(1). Retrieved June 10, 2012, Forum Qualitative Social
Research Web site: http://www.qualitative-research.net/index.php/fqs/article/view/1589/3095
Case Study Zainal, Z. (2007). Case Study as a research method. Jurnal Kemanusiaan, 9. Retrieved
December 6, 2012, from
http://www.sagepub.com/sites/default/files/upm-binaries/41407_1.pdf
Grounded theory Grounded Theory. (n.d.).
http://www.groundedtheoryonline.com/what-is-grounded-theory
Heuristic Inquiry Hiles, D. (2001). Heuristic inquiry and transpersonal research. (I have a good paper by David Hiles on this.
Contact me, if you would like to have it. [email protected] )
Narrative Inquiry Connelly, F. M., & Clandinin, D. J. (n.d.). Stories of experience and narrative inquiry.
Educational Researcher, 19(5). Retrieved June 10, 2012, from AERA Web site:
http://www.tc.umn.edu/~dillon/CI%208148%20Qual%20Research/Session%2012/Narrative-
Clandinin%20ER%20article.pdf
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Appendix B: Resources for Research Methods
Booth, W. C., Colomb, G. G., & Williams, J. M. (2008). The craft of research (3rd ed.). Chicago: University of
Chicago. (this is the text used for the thesis course. I think it is very good on laying on the nuts and bolts of
research and writing it up.)
Creswell, J. W. (2008). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.).
Thousand Oaks, CA: Sage. (Creswell is a big name in the field. This book covers a lot of detail and, from a
brief perusal seems to be reader friendly.)
Creswell, J. W., & Clark, V. L. P. (2011). Designing and conducting mixed methods research (2nd ed.).
Thousand Oaks, CA: Sage. (“an introduction as well as a detailed assessment about how to conduct a mixed
methods study.” p. xix)
Creswell, J.W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.).
Thousand Oaks, CA: Sage.
Denzin, N. K., & Lincoln, Y. S. (Eds.). (2011). The Sage handbook of qualitative research (4th ed.). Thousand
Oaks, CA: Sage. (A very major work in the field).
Family Health International. (n.d.). Qualitative research methods overview. In Qualitative Research Methods: A
data collectors field guide (Module 1). Retrieved March 31, 2012, from Family Health International
http://www.fhi360.org/sites/default/files/media/documents/Qualitative%20Research%20Methods%20-
%20A%20Data%20Collector's%20Field%20Guide.pdf (gives an overview of what qualitative research
methodology is, including descriptions of the major components).
Jacobs, D. T. (Four Arrows). (2008). The authentic dissertation: Alternative ways of knowing, research, and
representation. New York: Routledge. (this text is set up in an unusual way that complements the content. the
chapters are short and outline the process and struggles of the researchers to be able to do authentic and
alternative research, and describes what the research was with a little about the methodologies.
O'Toole, J., & Beckett, D. (2010). Educational research: Creative thinking and doing. South Melbourne,
Victoria, Australia: Oxford. (this text is about qualitative and arts based research. it is very readable and gives a
very comprehensive and detailed view of what is possible and how to go about it. it also says enough about
traditional research to help understand the alterity of the approaches presented)
Moustakas, C. (1990). Heuristic research: Design, methodology, and applications. Newbury Park, CA: Sage.
(this book does a great job of defining and describing a methodology that I think is very reflective of the inner
process of the researcher. it also centralizes the subjective and inner experience of the researcher as part of the
research)
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Appendix C: Manuscript-Based (Article-Based) Theses
As an alternative to the traditional thesis format, the thesis research may be presented as a collection of
scholarly papers of which the student is the author or co-author; that is, it can include the text of one or more
manuscripts, submitted or to be submitted for publication, and/or published articles reformatted according to
thesis requirements as described below. Manuscripts for publication are frequently very concise documents. The
thesis is expected to be a more detailed, scholarly work than manuscripts for publication in journals, and must
conform to general thesis requirements. Note: These papers cannot alone constitute the thesis; the thesis must
connect them, producing a cohesive, unitary focus, documenting a single program of research.
The structure for the manuscript-based thesis must conform to the following:
Just as in the traditional format, the thesis must be presented as a unified whole with respect to font size,
line spacing and margin sizes (see Thesis Format).
The thesis must conform to all other requirements listed under Thesis Components above.
The thesis must be more than a collection of manuscripts. All components must be integrated into a
cohesive unit with a logical progression from one chapter to the next, providing a cohesive, unitary
focus, documenting a single program of research.
There must be a rationale for choice of approach.
Providing connecting materials may be necessary so that the completed thesis functions as an integrated
whole. A Manuscript- (or article-) based thesis will be judged by the examiners as a unified, logically-
coherent document in the same way a traditional thesis is judged.
There is no specified number of manuscripts or articles required for a Master’s or a Doctoral thesis; nor is prior
publication or acceptance for publication of the manuscripts a requirement. Publication or acceptance for
publication of research results before presentation of the thesis in no way supersedes the University's evaluation
and judgment of the work during the thesis examination process (i.e., it does not guarantee that the thesis will be
found acceptable for the degree).
In the case of multiple-authored articles, the student must be the primary author. Multiple-authored
articles cannot be used in more than one thesis. In the case of students who have worked collaboratively on
projects, it may be preferable for both students to write a standard format thesis, identifying individual
contributions. (See Intellectual Property re: required permissions/waivers.)
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Appendix D: DAS MC Canada Policy, Thesis Completion
Date: January 31
Updated: January 29
Context:
In BC, the Master of Counselling program plan includes completion of a thesis and in Alberta, a concluding
research project. Though both typically require longer than one quarter to complete, both are structured in the
form of courses; in BC, CPC 603 (4 credits) and in Alberta, CPC 640(4 credits). To accommodate student
completion of theses and research project reports, at the end of the quarter in which the course is offered the
student receives a Y grade. The Y grade expires one year after the end date of the course (rather than the end
date of the quarter). By this point a grade must be submitted by the instructor. If a grade is not submitted the Y
grade automatically changes to a 0.0 for the course (essentially a failing grade) and the student must re-take the
course.
Intent: The intent of this policy is to clarify submission dates that are important steps in the thesis and project process,
and to highlight the final submission date for theses and project reports.
Policy: Since both thesis and project courses are presented by the university in a course format a mechanism is required
to extend longer periods of time to students for completion. The objectives of the policy are to balance the time
frame for completion with the limited faculty support provided by the course format. In addition, providing
submission deadlines after which re-registration is required invites students to complete thesis and project in a
timely manner.
Proposed Procedure: In BC Thesis (CPC 603) students are expected to submit a final document to their supervisors no later than one
year after the start date of the Thesis course in which the student registered. Should students fail to submit a
final document within this time period re-registration in Thesis course is required (at the standard course fee).
The following deadlines must be adhered to and failure to comply requires a re-evaluation of the student’s
progress by the Principal of Canadian Programs:
Ethics Review to be submitted to the thesis supervisor not later than 2 months from the start date of the
Thesis course.
First three chapters to be completed and submitted to the second reader not later than 5 months from the
start date of the Thesis course.
First draft of the final thesis document to be submitted to the thesis supervisor not later than 8 months
from the start date of the Thesis course.
Final draft of the thesis document to be submitted not later than 10 months from the start date of Thesis
course.
At the discretion of the thesis supervisor other deadlines may be put into effect to facilitate the work of thesis
completion.
In Alberta Project (CPC 691) students are expected to submit a first draft document to their supervisors no
later than 6 months after the start date of the Project course in which the student registered and a final draft no
23
later than 9 months days after the start date of the Project course. Should students fail to submit a final
document within this time period re-registration in the Project course is required (at the standard course fee).
Disability Accommodation In the case of disability accommodation, such an accommodation should be negotiated at the first meeting of the
thesis supervisor and the student and communicated to the City University of Seattle Disability Coordinator.
The accommodation must identify in specific terms any adjustments to deadlines for submission as outlined
above, including the final date of submission. In all cases the expectation remains that work will be submitted
on an ongoing basis.
24
Appendix E: CityU: Formatting for Your Thesis
[TYPE THESIS TITLE HERE]
by
[Your Name]
A thesis submitted in partial fulfillment of the requirements
for the degree of
Master of Counselling (MC)
City University of Seattle
Vancouver BC, Canada site
Date
APPROVED BY
John Doe, M.A., R.C.C., Thesis Supervisor, Counsellor Education Faculty
Jane Doe, Ph.D., R.C.C., Faculty Reader, Counsellor Education Faculty
Division of Arts and Sciences
25
Abstract (on a separate page)
Acknowledgements (optional but recommended) (on a separate page)
Dedication (optional) (on a separate page)
Table of Contents (on a separate page)
List of Tables (if any, on a separate page)
List of Figures (on a separate page)
[All of the above are included from the beginning of your thesis]
References
(starting on its own page following all content of the thesis)
Appendix
(any supporting documents) (one of these will be the approval notification from the IRB. Be
sure to include this in your Table of Contents)
26
Appendix F: IRB Documents, Forms, and Updates
All the most current IRB documents and forms can be found on the MyCityU Institutional Review Board page
(Support Services > Offices > Institutional Review Board)
IRB:
All students and all Thesis Supervisors are required to successfully complete the IRB ethical research module.
Students will be enrolled in the ethics module by way of the thesis supervisor contacting the Head of the IRB
with a list of all those who are to be enrolled. Faculty who are supervising thesis and who have not completed
the ethics module must contact the IRB Head and request enrolment.
All students and all thesis supervisors are required to complete and pass the module (70% or better) prior to
submitting an ethical review protocol to the IRB. Once student have completed the module he or she must
inform you in writing (eg. email) that s/he passed the quizzes included. When you submit their ethical review
protocol to the IRB, note on your email that your student has passed the module. This way you and the IRB will
know that your student has met this requirement.
Please note the following:
1. Only CityU email addresses may be used in and regarding research by students and faculty; this is to
meet our legal and ethical confidentiality requirements for students, faculty and research participants.
Student and faculty CityU email addresses only must be on the submission and also at the top of the
protocol where email addresses are listed.
2. Please label all submissions as described in the IRB Guidelines; this will end the many hours spent re-
labeling documents.
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Appendix G: Canadian Degree Completion Policy
Canadian Programs Policy
Length of Time to Graduate Date: June 2, 2014
Context:
Due to changing life circumstances and the predominantly ‘working adult’ composition of the Canadian CityU
student population students frequently require longer than the length of their program plans to complete
graduate degree requirements; from time to time, the contingencies of students’ daily lives demand reducing
course loads or ‘stopping out’ for periods of time. At the same time, particularly in graduate programs such as
Counselling and Education currency of knowledge and competencies is a significant issue. In the contemporary
era the content, standards and practice competencies of the professions rapidly change and evolve. For example,
new discoveries in sociology, neurobiology and genetics are resulting in changes of thinking and practice.
Intent:
The intent of this policy is to extend maximum flexibility to students in meeting their individual learning needs
while respecting the critical issue of currency of knowledge and competencies. The broader context is striking a
balance between CityU’s commitment to accessibility and convenience to the learner and the demands of
professional life and regulatory environments.
Policy:
The recommended time to complete the degree in Education and Counselling graduate programs in Canada is
seven years. In recommending rather than requiring this time to complete the degree the University upholds its
commitment to flexibility, but not at the cost of assuring the relevance of its degree programs and the
preparedness of its graduates for professional practice. The University’s commitment to flexibility in time to
complete the degree also recognizes that students may make use of other means than university coursework
such as ongoing specialized training and professional experience to achieve currency and that they share with
the University a responsibility to assure currency.
Proposed Procedures:
All materials related to graduate programs specifically indicate that the recommended time to complete the
degree is seven years from the start date of the initial course to the end date of the final course. Students who
are at risk of exceeding this standard should be notified in writing by their Advisors when they have reached the
point at which they have one (1 1/2) year to graduate or after 5 ½ years in the program. This documentation
from Advisors should direct students to participate in a degree completion interview with the Advisor in
consultation with the Program Director.
Students who ‘stop out’ for 2 or more quarters re-enter the program of study in the current program plan and not
the program plan in which they were previously registered. In relation to significant changes in curricula
previous versions of a course may not satisfy degree requirements. Similar or identical course nomenclature
does not guarantee that a previous version of a course satisfies degree requirements. This determination should
be made in advance of re-registration by the Program Director and communicated to Advisors.
28
Appendix H: Notice of Research Completion or Request for IRB Extension
You will find this form here:
https://ecampus.cityu.edu/ProvostOfcPubSite/AcademicAffairs/InstReviewBoard/Policy%20and%20Procedure
%20Handbook/Forms/AllItems.aspx
29
Appendix I: Academic Repository Procedure
City University of Seattle values open access to scholarly work. The CityU Academic Repository is an exciting
opportunity to showcase and share the work of students and faculty within and outside of our academic
community. Making your work openly available online means it is more likely to be discovered and cited by
others, and is your opportunity to contribute to your profession. You gain from having your work cited; other
researchers gain by being able to use your research.
All students will submit their thesis to the CityU Academic Repository, and will complete an online permission
form as part of the process that allows each student to determine if their material will be included in full text, or
as citation and abstract only. At all times, students retain full ownership of and copyright to their thesis.
If you have questions about the CityU Academic Repository, or if you experience any issues using the
repository, please contact the CityU Library & Learning Resource Center at 800.526.4269 or through the Ask a
Librarian service at http://library.cityu.edu/ask-a-librarian/.
To submit your thesis to the CityU repository at http://repository.cityu.edu, follow these steps:
1. Login to the academic repository.
2. Click City University of Seattle under Communities.
30
3. Click an appropriate collection for the work. If the work is to be open access, select an open access
collection. If the work is to be restricted, select a restricted collection.
4. Click Submit a new item to this collection.
5. Read the license agreement. Check I Grant the License to accept the agreement. Click Next.
6. Enter basic metadata for the work. Click Next.
7. Enter additional metadata for the work. Click Next.
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8. Click Choose File button and select work to be submitted. If work includes multiple files, upload in
sequential order, starting with the title page or most prominent piece. The optional file description can
normally be left blank, but use when the file name is cryptic or misleading. Click Next.
9. Review entered metadata and uploaded file(s). When satisfied that information is correct, click Complete
submission.
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