thesis and dissertation illinois state university

Home > AS > BIOSCI > TDBIO

Theses and Dissertations - Biological Sciences

Theses/dissertations from 2023 2023.

Mutations in Lamin and How It Causes Multiple Tissue-Specific Disorders , Bismark Acquah

Synthesis and Biological Assessment of Alkyl Pyridine Antimicrobials , Juan Canchola

Exploring the Heterogeneity of Dopamine Signaling in the Rat Striatum , Rebecca Louise Chicosky

Expression of Rcrb Confers Resistance to Hypochlorous Acid in Uropathogenic Escherichia Coli , Mary Crompton

Disentangling Sexual Selection on a Complex, Multicomponent Trait: Song of the Northern House Wren , Rachael A. DiSciullo

Investigating the Antibiotic Potentiating Effects of a Novel Reactive Oxidant Species-Generating Antimicrobial. , Gracious Yoofi Boafo Donkor

This Too Shell Pass: Investigating the Function of B Cells during an Immune Response in the Red-eared Slider, Trachemys Scripta , Christen Renee Fairow

Kif3 a Tail Domain Phosphorylation Is Not Required for Ciliogenesis in Mouse Embryonic Fibroblasts , Ayoola Fasawe

Leptopilina Heterotoma Responds to a Change in Host Species with Specific Altered Protein Expression , Dakota Fuss

Interrogating and Genetically Improving Drought Tolerance in the Oilseed Winter Cover Crop, Pennycress ( Thlaspi Arvense L. ). , Carol S. Kiam Assato

Characterizing the Role of P38kb and Gars in Charcot-Marie-Tooth Disease , Piotr Stan Klos

Experimental Evolution under Varying Sex Ratio and Behavioral Plasticity in Response to Perceived Competitive Environment Independently Influence Male Cricket Calling Effort , Jack Thomas McKermitt

Investigating Heterologous Transgene Expression in N. Crassa , James Christopher Mierendorf

Investigating the Molecular Mechanisms of Spore Killing by Neurospora’s Meiotic Drive Elements , Nicholas Rhoades

Identification of Gap Junction Genes Involved in the Tail-Flip Escape Circuit of Marbled Crayfish , Rajit S. Roy

Investigating Eco-evolutionary Interactions between Hosts and Members of Their Gut Microbiota , Logan A. Sauers

Characterization of the Autoinhibition Mechanism of the Heterotrimeric Kinesin-2 Motor Protein Kif3a / Kif3 B , Caleb Ayooluwa Sawe

Pseudomonas Aeruginosa Kills Staphylococcus Aureus in a Polyphosphate-Dependent Manner , Ritika Sujit Shah

Molecular Mechanisms Underlying Host Immunity in the Drosophila-parasitoid System and Its Application in a Course-Based Research Experience , Ashley Waring-Sparks

Theses/Dissertations from 2022 2022

Investigating How Ecologically Relevant Thermal Conditions Affect Gonadal Development in a Turtle with Temperature-Dependent Sex Determination , Anthony Trey Breitenbach

The Regulation of Oxidative Stress in Age-Related Diseases , Jesica Burkhart

Plasticity in Female Incubation Behaviour Mitigates Effects of Experimentally Increased Nestbox Temperature on House Wren Nestling Growth and Survival , Paige Anne Farchmin

Effects of Depth and Cover Crop Treatment on the Functioning and Diversity of Soil Microbial Communities , Emily N. Hansen

Characterization of Adaptations That Confer Increased Resistance to High Salinity in Brine Shrimp , Jasmine Hatcher-Moorman

Understanding the Pathogenesis of Duchenne Muscular Dystrophy Using a Caenorhabditis Elegans Model , Kiley Hughes

Understanding the Regulation of Innate Immune Mechanisms and Its Relevance in Diseases Using Drosophila Melanogaster , Pooja Kadaba Ranganath

Investigating the Role of Amyloid Beta Peptides in Inflammation and Alzheimer’s Disease Pathogenesis , Nguyen Le

Of Mites and Brains: Ectoparasitism in Nestlings Alters the Development of Song Control Nuclei in European Starlings , Elliot Parker Lusk

Thermal and Hormonal Effects on Gene Expression and Development in the Red-eared Slider Turtle , Rosario A. Marroquin-Flores

Consequences of Microsporidian Prior Exposure for Virus Infection Outcomes and Bumble Bee Host Health , Elyse Christine McCormick

Mapping the Distribution of the Scarlet-Banded Barbet ( Capito Wallacei ) Using Geographic Information Systems ( Gis ) and Species Distribution Modeling ( Sdm ) , Stephanie Marie Scherer

Trypanosome Infection Disturbs the Gut Microbiota of Bumble Bee Hosts , Bryan Sierra-Rivera

Theses/Dissertations from 2021 2021

Physiological Consequences of Neuromodulation and the Cellular Properties That Underlie Them , Margaret Louise DeMaegd

Reducing Seed Coat Fiber Content and Pod Shatter, and Engineering Medium Chain Fatty Acids-Containing Oil, in the Oilseed Crop Pennycress ( Thlaspi Arvense L. ) , Maliheh Esfahanian

Rails at Different Scales: Ecological and Evolutionary Drivers of Vocal Behavior in Rallidae , Daniel Lorenz Goldberg

Investigating the Role and Localization of B Cells in the Red-eared Slider, Trachemys Scripta , Whitney Hurst

Navigating Glucosinolate Biosynthesis and High Oleic Acid Seed Oil Production in Pennycress ( Thlaspi Arvense L. ) Utilizing Crispr / Cas9 Genome Editing , Brice Jarvis

Increasing Total Lipid Content in Pennycress ( Thlaspi Arvense L. ) Utilizing Crispr-Cas9 and Transgenic Approaches , Damiano Marchiafava

In Defense of Plants: Salicylic Acid in a Host-Parasite-Pathogen System , Timothy Kyle Martin

Microplastic in Agricultural Tile Drainage and Stream Water during Periods of High and Low Flow , Laurel Grace McGinnis

Evaluating the Multi-level Community Effects of Root Hemiparasites in Northern Illinois , Anna Marie Scheidel

Characterizing Self-Inserting Carbon-Fiber Microelectrode Arrays for Fast-Scan Cyclic Voltammetry , Brad M. Smith

Functional and Structural Characterization of Trms , Omid John Zare-Mehrjerdi

Theses/Dissertations from 2020 2020

Dissecting Dystrophin's Roles, Subcellular Organization, and Functional Network in Drosophila Oogenesis , Mina Amini Moghaddam

Identification of Innexins Contributing to Giant-Fiber Escape Responses in Marbled Crayfish , Abigail Marie Benson

A Molecular Toolset for the in Vivo Detection of a Sulfolobus Islandicus Leucyl Trna Synthetase Paralog , Nicholas Michael Bretz

Testing the Multiple Stressor Hypothesis: Chlorothalonil Exposure Alters Transmission Potential of a Bumble Bee Pathogen but Not Individual Host Health , Austin Christian Calhoun

Bioinformatic Analysis of Venom Proteins from Dasymutilla Occidentalis , Eva Gunawan

Impact of Contrasting Root Systems on Phosphorus Reduction in a Constructed Wetland , Joy Hall

Does Our Relationship with Nature Influence Our Argumentation Skills about Biodiversity Conservation? , Iresha Nadeeshani Jayasinghe

Determination of the Summer Origins of American Kestrels ( Falco Sparverius ) Wintering in Northern and Central Illinois , Taylor P. Joray

Characterizing the Transport of Parasitoid Wasp Genaspis Hookeri Venom Serca into Host Drosophila Hemocytes , Christopher Lark

Investigating the Regulation and Role of P38 Mapk in Collagen-Related Limb Girdle Muscular Dystrophy , Briseida Oceguera-Perez

Reconsidering Undergraduate Anatomy and Physiology Curriculum , Eric Michael Walsh

Elucidating the Role of the High Aliphatic Glucosinolate ( Hag ) Genes in Pennycress ( Thlaspi Arvense L. ) Glucosinolate Production , Dalton Williams

Theses/Dissertations from 2019 2019

Deciphering the Consequences of Yolk Testosterone Metabolism in Birds , Nicole A. Campbell

Overcompensation in Aedes Mosquitoes Populations: Field Tests on Likelihood and an Agent-Based Model To Investigate the Influence of Cohort Structure , Katherine G. Evans

Regulation of the Microtubule Cytoskeleton and Cell Wall Development in Arabidopsis Thaliana , Christy J. Fornero

Refuge-Mediated Apparent Competition in a Tallgrass Prairie? , Jessica R. Fowler

A Male-Female Genotype-by-Genotype Interaction Mediates the Effect of Mating on Female Immunity in Decorated Crickets , Kylie J. Hampton

An Investigation of Bacteremia in Drosophila and Human Sepsis Progression , Joshua Hill

Connecting the Dots: Exploring the Relationship between Avian Eggshell Pigmentation and Paternal Provisioning Effort , Kara E. Hodges

Characterization of Pth Type-2 Receptor ( Pth2rb ) and Its Endogenous Ligand Pth2 in Zebrafish Development , Nicholas Seitz

Theses/Dissertations from 2018 2018

Identification of Age-Related Downstream Targets of P38 B Mapk , Michael James Almassey

Out of the Shell: Exploring the Phagocytic Capabilities of the B Cell and Isolated Lymphoid Follicle-Lie Structures in the Red-eared Slider, Trachemys Scripta , Marc A. Ashford Jr.

Learning and Behavior in Hatchling Trachemys Scripta Exposed to Bisphenol-a during Embryonic Development , Justin E. Dillard

Constructing a Data-Based Mortality Profile for Avian Tower Kills at Telecommunication Towers in Illinois , Rachel DiPietro

Exploring the Terminal Investment Hypothesis in a Nuptial Gift -giving Cricket Species, Gryllodes Sigillatus , Kristin Rae Duffield

A Combinatorial Premotor Neural Code: Transformation of Sensory Information into Meaningful Rhythmic Motor Output by a Network of Heterogeneous Modulatory Neurons , Christopher John Goldsmith

Generating a High Erucic Acid Seed Oil Variety of Pennycress ( Thlaspi Arvense ) , Brice Jarvis

Identification and Analysis of Jak-Stat Pathway Genes in Drosophila Melanogaster Immunity , Pooja Kadaba Ranganath

Determining the Relationship between Aging and Oxidative Stress in a Drosophila Melanogaster P38 kb Framework , Aleksandra J. Majewski

Developing Pennycress ( Thlaspi Arvense ) as a Biodiesel Feedstock Crop and Plant Model System , Michaela McGinn

When Does Less Equal More? Assessing the Mechanisms Driving Compensatory Mortality and the Hydra Effect , Joseph T. Neale

Chamaecrista Fasciculata in Tallgrass and Sand Prairies: the Potential for Differential Responses , Robert W. Philips

Using Caenorhabditis Elegans To Model the Muscular and Neurological Impairments of Duchenne Muscular Dystrophy , Anjelica M. Rodriguez

Examining the Specificity of Colonization of a Beneficial Bee Gut Community Member , Logan A. Sauers

Phenotypic Effects of the Mis-expression of Pmt-like Genes in Brachypodium Distachyon , Tyler Telander

Regulation of Staphylococcus Aureus Cell Envelope Autolysis and Lipid Composition , Kiran B. Tiwari

Theses/Dissertations from 2017 2017

The Efficiency of Dna Repair Processes in Proximity of G 4 Dna Structures , Gloria Alvarado

Integrating Natural Variation in Thermal Conditions and Maternal Steroids into Temperature-Dependent Sex Determination , Amanda Wilson Carter

Temperature Effects on an Axon’s Ability To Maintain Phasing of a Rhythmic Motor System , Marissa Elaine Cruz

Altered Na, K- Atpase Isoform Expression in Artemia Franciscana in Response to Hypersaline Environments , Jessica Drenth

Identification of Novel Nuclear Proteins Required for Meiotic Silencing by Unpaired Dna in Neurospora Crassa , Dilini Ralalage

Elucidating the Molecular Parameters and Mechanism of Homology Searching during Meiosis in Neurospora Crassa , Nicholas Adam Rhoades

The Mechanistic Requirements of Passive H+ Import through the Na, K-atpase , Kevin S. Stanley

Exploring the Biogeography of South American Rainforest Understory Birds Using Morphological Variation in the Wedge-Billed Woodcreeper ( Glyphorynchus Spirurus ) , Gregory Tito

Theses/Dissertations from 2016 2016

Dopamine Effects of Stimulant and Non-stimulant Drugs Used in the Treatment of Attention Deficit Hyperactivity Disorder , Preeti Chalwadi

A Gis Analysis of Land Cover Effects on Water Systems: Nutrients and Algae in Stormwater Ponds , Nicole Lee Kappel

Î?- Lactam-Induced Changes in Cell Wall Composition and Autolytic Properties of Daptomycin Resistant Staphylococcus Aureus , Michael Krzyskowski

Membrane Biophysics of Listeria Monocytogenes: Analysis of an Alternate Pathway of Branched-Chain Fatty Acid Biosynthesis and Elasticity of Fatty Acid Utilization , Laura E. Kuczek

An Investigation into B Cells in Peripheral Blood and Gut Associated Lymphoid Tissues in the Red Eared Slider Turtle, Trachemys Scripta , Sarah Marie Marrochello

Why Are Students Doing Research? Examining the Motivation of Students Involved in Undergraduate Research Programs , Andrew Layne McDevitt

Role of Autolysins in Biofilm Formation, Pathogenesis and Antibiotic Resistance in Staphylococcus Aureus , Samuel August McFadden

Effects of Parasitism and Mite Control Methods on European Starling Development , Aderinsola Oluwasikemi Odetunde

Alternative Pathway for Provision of Acyl Coa Precursors for Fatty Acid Biosynthesis: Purification and Kinetic Characterization of Phosphotransbutyrylase and Butyrate Kinase from Listeria Monocytogenes , Sirisha Sirobhushanam

Investigating the Roles and Interactions of Sad-6 within the Parameters of Meiotic Silencing by Unpaired Dna ( Msud ). , Zachary J. Smith

Takeover on the Tallgrass Prairie: How Lespedeza Cuneata Establishes Dominance , Morgan Rae Walder

Theses/Dissertations from 2015 2015

The Effects of Modafinil and Atomoxetine on Dopamine Signaling in the Striatal Subregions of the Rat , Martin Bobak

Behavioral Plasticity in Response to Perceived Predation Risk in Breeding House Wrens , Erin Emily Dorset

Advanced Search

• Notify me via email or RSS
• Collections
• Disciplines
• Milner Library
• Illinois State University
• SHERPA/RoMEO

Milner Library Illinois State University Campus Box 8900 201 North School Street Normal, IL 61790-8900 Contact Us

© 2019 Illinois State University Privacy Statement Appropriate Use Policy

Home | About | FAQ | My Account | Accessibility Statement

Privacy Copyright

Thesis Requirements

Each graduate sequence has a thesis and non-thesis option. Here are the steps that thesis-option students should follow for their thesis proposal.

The thesis proposal, including the title, literature review, objectives, hypotheses, methodology, and experimental design must be approved by the student's thesis committee at the proposal presentation meeting.

The Thesis Proposal Approval Form should be completed after the successful proposal presentation meeting and submitted and approved by the Graduate School before a student is admitted to candidacy to embark on thesis research.

Institutional policy also requires that all research proposals involving human subjects be reviewed by the Institutional Review Board (IRB) .

Research proposals involving animals must be reviewed by the Institutional Animal Care and Use Committee (IACUC) .

Research proposals involving biohazards must be reviewed by the Institutional Biosafety Committee (IBC) .

Your Proposal

• Once the committee is formed by the student, the chair should check to ensure the committee meets all Graduate School and departmental committee guidelines.
• A proposal presentation is to be held (Graduate School policy, see page 30). The proposal presentation can be open to the public or closed to include just the committee members and student. There are no stipulations on this by the Graduate School and a proposal hearing date does not need to be announced.
• The chair and committee guides the research.
• With the agreement of the student, committee chair, and committee members a defense date is set and the student must follow the process outlined by the Graduate School.
• Introduction of the committee.
• 20-30 minute presentation by the student.
• Questions from the committee.
• Guests leave the room, if applicable.
• The student and the committee members discuss the proposal.
• A course of action is decided and is conveyed to the student on next steps.
• Thesis proposal form signed by the committee is submitted to the graduate program coordinator.

Copyright Checklist

Information about copyright, completing the copyright checklist, FAQs, and other related topics can be found through Milner Library's copyright information page .

University Resources

Thesis and Dissertation Awards

Clarence w. sorensen distinguished dissertation award.

The Clarence W. Sorensen Distinguished Dissertation Award recognizes in a University-wide competition completed dissertations of the highest quality.Dissertations are nominated in the fall semester by academic departments/schools. The competition is open to students who have earned a doctorate at ISU during the preceding Fall, Spring, or Summer term. Students who have completed a dissertation but will graduate in a later semester will be eligible for the competition following their graduation. A student does not need to be on campus to be eligible for the competition.At most one dissertation is chosen from among those nominated. Prize money accompanies this award.

James L. Fisher Outstanding Thesis Competition

The James L. Fisher Outstanding Thesis Competition promotes recognition of graduate theses of the highest quality. Departments/Schools nominate thesis for awards. These are reviewed by college committees. College winners and runners-up receive prize money. The top thesis as judged by the University Research Council will be submitted to a regional competition sponsored by the Midwest Association of Graduate School. The competition is open to students who have earned the Master's degree during the preceding Fall, Spring, or Summer term. A student does not need to be on campus to be eligible for the competition.

Teaching Awards

Every year the University honors with awards graduate teaching assistants who make outstanding contributions to teaching as part of their program and educational experience at Illinois State University. For full details, please visit the Center for Teaching, Learning, and Technology Website .

Additional Links

• Apply to Graduate School
• Our Graduate Programs

University Resources

Faculty at Illinois State University

Thesis and Dissertation Supervision

Thesis Supervision (Chair or Co-Chair) at Illinois State Univ. (2001 to present)

Gaiye Behrem (2023). Workplace discrimination and health: Effects for immigrants and women.

Victoria Garcia (2023) . The impact of stress on graduate students’ organizational citizenship behaviors: The moderating role of mentorship.

Emma Harris (2022). The moderating effect of mission statement integration within non-profit organizations.

Megan O’Rourke Daigle (2022). Working with great expectations: The impact of met and unmet expectations on employee engagement and intent to leave.

Alexandra Regueros Batsieva (2021). How telecommuting affects employees’ job and life satisfaction: An examination of their relationship as mediated by stress.

Elizabeth Williams (2021). Job demands and burnout: Applying emotional labor and emotion regulation to the Job-Demands Resources Model.

Hyunji Suh (2019). Can playing politics in the workplace be good? Role of political skill in predicting job performance.

Japher Su (2019). Working hard and work outcomes: The relation of workaholism and work engagement with job satisfaction, burnout, and work hours.

Kathleen Dill (2017). Work-Family domain interference by technology use during non-work times: An investigation of cyberstress, work-family conflict, and boundary management.

Kamila Gabka (2015) . Workplace stressors and employee well-being: The roles of affect, boredom proneness, and counterproductive work behaviors.

Frances Rynders (2015) . A model of organizational alignment: Identifying predictors and outcomes.

Nick Strong (2015). A ntecedents and correlates of work engagement in adolescents.

Renee Durst (2013) . Employees’ perceptions of spirituality in the workplace and meaning at work.

Leila Zaghloul (2013) . Examining race, gender, and social support as determinants of voluntary turnover.

Elizabeth Allen (2010). Occupational stress in small business owners: Source differences based on ownership type and gender.

Dusty McEwen (2010). A n investigation of the Big Five factor and facet-level personality correlates of job performance dimensions for business management consultants.

Jared Bartels (2009). The perceived work environment: Exploration of the concept and the creation and validation of a single universal measure.

Geoff Anthony (2009). The effect of challenge stress on creativity assessed in divergent thinking tasks.

Anish Thomas (2009). Application of a hybrid regression: A Monte Carlo simulation to explore the benefit of combining regression techniques.

Paul Quandt (2006).

Catharina Stens (2004).

Larry Uphoff (2004).

Ayuko Yokota (2003).

Kevin Swibaker (2003).

Jen Stauffer (2001).

Thesis Committee Member at Illinois State Univ. (2001 to present)

Miranda Maher (2020). Exploring emotions at work: The effects of trait affect and display rules on co-rumination.

Ryan Barry (2020). The Dark Tetrad at work: Examination of effects of bottom-line mentality, job satisfaction, and perceptions of organizational politics on counterproductive work behaviors.

Haley Hume (2019). Micromanagement Scale: Development and validation.

Hannah Archos (2016). Age and gender differences in the Five Factor Model.

Joey Morrison (2014) . Moderators of the relationship between perceived employability and voluntary turnover.

Kandace Waddy (2013). Gender and racial harassment: The role of perceived threat, implicit attitudes, and explicit attitudes as an antecedent for incivility.

Trevor Setvin (2011, School of Communication)

Donnie Johnson (2010). Distal personality traits, midlevel goal orientation, and motivation to learn.

Amy Mast (2010). Coping strategies to reduce sexual harassment at work.

Brent Showalter (2008). Campus climate for sexual minority students: Antecedents and outcomes of heterosexist harassment.

Andre Cuoto (2007) . Individual assessor validity: A lens model approac h

Derek Berube (2006).

James Ringler (2005).

Altovise Rogers (2005).

Danita Eisenbise (2005).

Dissertation and Thesis Chair or Co-Chair at Univ of Texas El Paso (1995-2000)

Robert Hitlan, PhD

Armando Estrada, PhD

Myrna Gantner, PhD (2000). Perceptions synchronized: Insights from principals and parents into the role of the principalship.

Chasey Hunker, MS

Richard Becerra, MS

Dissertation and Thesis Committee Member at Univ of Texas El Paso (1995-2000; partial list)

Azenett Garza, PhD (2000). Effects of similarity and dissimilarity in intragroup and intergroup relations on expressions of prejudice.

Marcella Jones, MS (2000). Residual meaning and the implications of misquantifying ordinal levels of measurement. Kristin McLaurin, MS (2000). Suggestiveness in child interviews: The McMartin preschool and Kelly Michaels cases. Yolanda Martinez, MS (1999). Forms of questions in the McMartin preschool and Kelly Michaels cases. Kimberley McClure, PhD (1998). The use of participant free-hand drawings and written verbal descriptions as practice for a facial recognition task: Implications for improving eyewitness identification accuracy. Chasey Hunker, MS (1997).  Effects of supervisor’s ethnicity and gender on subordinates’ satisfaction with supervision: A comparison of Hispanic and Nonhispanic employees.

Michael Watson, MS (1997). Instructional validation of the Texas Assessment of Academic Skills exam. Julie Penley, MS (1997). Effects of inhibition and disclosure of trauma on cardiovascular reactivity during acute stress. Lisa Velarde, MS (1997). Estimating the length of a child interview from the transcript alone.

• Apply to UMaine

Political Science

2024 political science honors theses.

The annual Honors College Celebration was held on May 3, 2024, and six POS majors were honored for completing their Honors Theses.  The total of six POS majors was third highest across the University behind only Marine Science and Psychology.  POS majors who successfully defended their theses, along with their thesis titles, are:

Nathanael Batson , “Shostakovich, Soviet Cultural Politics, and the Fifth and Thirteen Symphonies: A Contextual Evaluation”

Teodora Blejeru , “What is Marxian Communism? Limning the Post-revolutionary Utopia by Implication”

Jacob Chaplin , “The Book Burning Moral Panic”

Jacob Hinz , “PragerU: Right-Wing BrainPop”

Kayleigh Hogg , “The Unconstitutional Relationship Between Church and State in Relation to the Carlisle Indian Boarding School”

Sydney Lorom , “How and Why Rebel and Criminal Groups Provide Social Services”

• Skip to Content
• Skip to Main Navigation
• Skip to Search

Indiana University Indianapolis Indiana University Indianapolis IU Indianapolis

• Attendee Information
• Exhibitor Information
• Getting You Into IU Indianapolis
• Student Awards
• Southern Regional Education Board (SREB) Doctoral Scholars
• Commitment to Diversity
• IUPUI Graduate Emissaries for Student Diversity
• Measures of Quality
• Doctoral - Research Student Data
• Accelerated Degrees
• Graduate Non-Degree Program
• Future Student FAQs
• About IUPUI
• Visit IUPUI
• How to Apply
• Tuition & Fees
• Indiana Partner Tuition Participating Programs
• Fellowships & Awards
• Travel Fellowships
• Student Loans
• Tax Information
• IU Graduate Bulletin
• Responsible Conduct and Ethics
• Timeline for Graduation
• IU Degree, Transcript, Diploma/Certificate
• IU Dissertation Defense Announcements
• Getting Oriented
• Events and Resources
• 3MT and 3MP Competitions
• IUPUI Graduate Mentoring Center
• IUPUI Graduate Commons
• Grad Parent Network
• CIRTL at IUPUI
• Research Funding
• Campus Transportation
• Campus Safety
• Health & Wellness
• Health Insurance
• IUPUI Dining Services
• Disability Services
• Virtual Resources for Current Students
• Virtual Resources for Prospective Students
• Fellowship Subcommittee
• Curriculum Subcommittee
• Graduate or Professional Degree Program
• Graduate or Professional Degree Certificate
• Graduate or Professional Degree Sub Plans (tracks, transcripts)
• Propose Accelerated or Dual Degree
• Graduate or Professional Degree Minor
• Changes to Existing Degrees
• Add or Change Courses to Curriculum
• Academic Reviews
• Graduate Recruitment Council
• Graduate Faculty Council
• Membership to Graduate Faculty
• Mentor Graduate Students
• School of Science Realignment FAQ for Graduate Students

Indiana University Graduate School Indianapolis

• Purdue Graduate Students

Theses & Dissertations

Graduate students in Purdue programs at IUPUI who are depositing a thesis or a dissertation need to follow the Purdue deposit process including templates, forms and deadlines.  Click below for the full Purdue graduate student site or for the Purdue deposit process information.

Purdue Graduate Students Site

Purdue Deposit Process Page

IU Graduate Students in UGS Programs

The thesis or dissertation is the capstone work of your academic career. This is your opportunity as a graduate student to apply everything you have studied during and leading up to graduate school and contribute to the academic community.

A thesis or dissertation can take months or even years to complete, and it is one of the final steps in achieving a graduate degree.

At IUPUI, master’s degree candidates complete theses, while doctoral candidates complete dissertations. Each work comes with its own set of requirements, including formatting and deadlines , and both have multiple options for submission . A doctoral dissertation also comes with the added requirement of a defense .

By participating in The Graduate Student Writing Group , you’ll receive feedback on your work, participate in skill-building activities, discuss ideas with peers, and set aside designated time to write. Email [email protected] to join.

The IU Graduate School Indianapolis will make forms or documents available to those who cannot access them via this website. Please contact gradoff@iupui.edu to request the document you wish to see.

Indiana University Graduate School Indianapolis resources and social media channels

• Give Now - support graduate students

University Libraries

• Electronic Theses and Dissertations (ETD)

Bill Pillow ( [email protected] )

Appalachian State University Libraries provide students and alumni the opportunity to digitize and host theses and dissertations for purposes of preservation and accessibility in the University’s institutional repository. Only theses and dissertations that have been formally reviewed and accepted by the Defense Committee of the student’s host department will be accepted.

The following highlights will help guide students in the submission process:

Copyright Permission : Contact Scholarly Communications for advice about obtaining copyright permissions, avoiding plagiarism, documenting citations effectively, and relying on fair use in your publications.

Understand Open Access : Depositing your electronic thesis or dissertation into Appalachian State University’s institutional repository means your scholarly research has the potential to be disseminated and accessed worldwide. Consult with Scholarly Communications to discuss options to embargo (block) your work from public access for a fixed period of time if proprietary research (including data) or publication agreements prevent immediate worldwide access.

Writing Support : Consider setting up an appointment with a writing consultant at the University Writing Center .

Citation Management : Experiment with the following citation management tools, such as Endnote , Zotero , and Mendeley , to keep records of citations from research and database searches, improve organization, and streamline the construction of bibliographies.

Research Data : Consult with Digital Scholarship and Initiatives and the Office of Research for advice on curating, managing, and preserving research data for current and future use.

Forms : Prior to acceptance and submission to Appalachian State University's institutional repository, students and alumni must complete the metadata form . Contact Bill Pillow with questions.

Specialist in School Psychology > Thesis

• Plan of Study

Specialist Program trainees must complete either PSY 402 Applied Research Experience in School Psychology or a master's thesis in order to satisfy graduation requirements for a master's degree. Trainees must complete all of the degree requirements, including the thesis, in six years beginning with the first semester of enrollment. Trainees should review the Applied Research Experience or Master's Thesis section of the Specialist Program's Policies and Procedures for more information about completing these degree options. The Specialist Program's Policies and Procedures are available on the Specialist Forms & Agreements website .

If the thesis option is selected, trainees are responsible for reviewing and complying with the department's Thesis Procedures, which are explained below. Trainees should also review the Thesis section in the Graduate Catalog and the Graduate School's Student Support (Thesis Assistance) website for additional information about the University's thesis policies, continuous enrollment, graduation deadlines, etc. A thesis:

• Should have a theoretical framework as its conceptual base
• May represent a test or prediction derived from a theory, or an extension of an existing group of studies
• May replicate an existing study, provided it attempts to repeat the study with some meaningful variation
• May be reports of surveys related to themes of professional interest (see American Psychologist )
• May have as a goal the development or improvement of instrumentation (see Behavior Research Methods )
• May be ethological or statistical in nature, originating a new design, improving an existing design, or reapplying a quantitative statistical technique (see Journal of Mathematical Psychology and Educational and Psychological Measurement )
• May be theoretical in nature providing an exposition of constructs, assumptions, interactions among constructs, translation into empirical variables, or illustrations of applications (see Psychological Bulletin and Psychological Review )
• Must investigate a real problem (i.e., if the answer is obvious based on existing literature, the thesis poses a non-problem). However, research may be conducted to solve a practical problem, provided the solution can be generalized.

A thesis should be written in the professional style of a journal article, except for the rare thesis that is non-empirical in nature. The thesis chapters are usually identified as: Introduction, Method, Results, and Discussion. Trainees are required to comply with the Publication Manual of the American Psychological Association (6th edition 2010 and with the University's thesis policies, which are available on the Graduate School's Student Support (Thesis Assistance) website .

The Graduate School's thesis policies covers the administrative aspects and appearance of a thesis. The APA's Publication Manual governs the professional format and style of a thesis. There are subtle differences between the Graduate School's thesis policies and the department's Thesis Procedures. Trainees are expected to comply with the department's Thesis Procedures to successfully complete their theses. Trainees must also follow the standards of the APA's Ethical Principles of Psychologists and Code of Conduct when conducting research.

Important Deadlines

Trainees are encouraged to review the Dates and Deadlines on the Graduate School's Graduation and Commencement website for specific deadlines related thesis procedures including the last day for: submitting a Proposal Approval Form, submitting a Right to Defend request, and for a thesis defense. If these deadlines are not met, graduation will be postponed until the following semester.

During the first semester of graduate study, trainees should review the Faculty Research Interests website as a resource for potential research topics. Trainees should talk to faculty members who are knowledgeable or who are willing to become familiar in the area in which trainees would like to complete their thesis research. Trainees need to solicit faculty members to serve as the thesis committee chair and on the thesis committee.

By the middle of the second semester of their first year, trainees should solicit one faculty member to serve as the thesis committee chair. Graduate School thesis policies require the committee chair be a full member of the Graduate Faculty. An associate member of the Graduate Faculty may serve as a committee co-chair, along with a full member of the Graduate Faculty.

When a faculty member agrees to serve as a committee chair (or two faculty members as co-chairs), trainees must complete the DEPARTMENT APPROVAL OF THESIS COMMITTEE CHAIR  form. The Committee Chair form also includes an override request for PSY 499 Master's Thesis. The Committee Chair form should be signed by the trainee, committee chair, and the program graduate coordinator. The signed Committee Chair form should be submitted to the Graduate Programs Office. Trainees cannot register for PSY 499 until the signed Committee Chair form has been received by the Graduate Programs Office and the override request has been processed. Trainees will be notified by the Graduate Programs Office when they can register for PSY 499.

In consultation with their thesis committee chair, trainees should solicit a second faculty member for the committee. After the second faculty member agrees to serve on the committee, trainees must complete the DEPARTMENT APPROVAL OF THESIS COMMITTEE  form. The Committee form should be signed by the trainee, committee chair, and faculty member. The signed Committee form must be submitted to the Graduate Programs Office for approval by the department chair. If there are committee co-chairs, trainees and their co-chairs may decide not to solicit another faculty member for the thesis committee, provided both co-chairs are full member's of the Graduate Faculty. Graduate School thesis policies require the majority of the thesis committee (i.e., chair and members) to be full members of the Graduate Faculty. If one co-chair is an associate member of the Graduate Faculty, another faculty member, who is a full member of the Graduate Faculty, must be solicited for the thesis committee.

If a committee member is unable to complete his or her service or is willing to yield his or her position on the committee, trainees should consult with their thesis committee chair about soliciting a new faculty member for the committee. Trainees must complete the CHANGE OF THESIS COMMITTEE and/or TOPIC form. The Change form should be signed by the trainee, committee chair(s), current committee member, and new faculty member. The signed Change form must be submitted to the Graduate Programs Office for approval by the department chair. Trainees will be notified if the faculty member has been approved as the new thesis committee member. If the thesis has been proposed and approved by the thesis committee, trainees must also complete the Graduate School's COMMITTEE CHANGE FORM, which is available on the Graduate School's Student Support (Forms) website .

Trainees must write a proposal that will be evaluated by their thesis committee. Trainees should discuss the contents of the proposal with their committee chair. The committee chair determines how much guidance will be provided to trainees in the development of the hypothesis, research project, and proposal. There should be a clear understanding between trainees and their committee chair of what is expected from each party.

The proposal should include a brief synopsis of the thesis topic and hypothesis, and the details of the research project. A thesis usually involves data collection; however, other data-based approaches are acceptable (e.g., meta-analyses, archival data sets, etc.). The proposal should address the use of human participants or animals in the research, if applicable. The proposal should also identify any ethical issues with the use of human participants or animals. Trainees should be diligent in the completeness of their thesis topic and research project. The committee chair should approve a draft of the proposal before it is submitted to the thesis committee.

Trainees should review the information on the department's Tools and Links for Researchers website in preparation for their thesis research. Before conducting any research involving human participants, the trainee's research project must be approved by Illinois State's Institutional Review Board (IRB) . The proposal must include, in its method section, a detailed explanation of how the ethical issues will be addressed (e.g., possible risks to human participants, how such risks will be minimized, confidentiality procedures, informed consent, debriefing procedures, etc.). Trainees must also comply with the department's Ethical Guidelines and Procedures for Research Using Human Participants . If trainees anticipate using human participants from external sources (outside the University), the proposal must include a statement of the ethical procedures of the external source, and how the research project will conform to those requirements. The department recommends trainees obtain a signed agreement or memorandum of understanding, from the external source, that identifies the specific data trainees have permission to collect and use for their research project.

Before conducting any research involving the use of animals, the trainee's research project must be approved by Illinois State's Institutional Animal Care and Use Committee (IACUC) . The proposal must include, in its method section, a detailed explanation of how the ethical requirements for the care and use of animals will comply with the IACUC procedures.

Trainees must propose their thesis in a public forum. Before presenting a proposal, trainees must determine if the proposal contains any copyrighted material. Trainees should review and complete page 2 of the Graduate School's PROPOSAL APPROVAL FORM, which is available on the Graduate School's Student Support (Forms) website . If any box under section (5) Copyright Checklist is checked for copyrighted material, trainees must consult with the Copyright Officer and obtain the Copyright Officer's signature on the Proposal Approval Form.

After consulting with the committee chair about proposing the thesis, trainees must contact the Graduate Programs Office to request a reader. The reader, who is a psychology faculty member, is appointed by the department. The reader represents the department and ensures that trainees and their thesis committees comply with the department's procedures and the University's requirements. The Graduate Programs Office will notify trainees when a reader has been assigned.

The proposal must be presented at a time that is mutually agreeable to the trainee, thesis committee, and reader. The proposal must be presented between 8:00 a.m. and 5:00 p.m., Monday through Friday, while classes are in session (i.e., excluding University holidays, final exams week, or semester breaks). When an acceptable time has been determined, trainees should contact the Graduate Programs Office to reserve a room. The Graduate Programs Office will notify the trainee when a room has been reserved.

When the proposal date has been determined, trainees must complete the information on page 3 of the Proposal Approval Form. Only the thesis committee should be identified on the Proposal Approval Form, along with their department/school and Graduate Faculty status. Trainees should contact the Graduate Programs Office at [email protected] to determine the Graduate Faculty status of the thesis committee. The reader is not identified on the Proposal Approval Form. If the thesis committee does not satisfy the Graduate School's thesis committee requirements (described on page 1 of the Proposal Approval Form), the exception section on page 3, under section (6) Graduate Committee Information, must be completed. A brief rationale must be provided for the exception. If a committee member is not an Illinois State faculty member, trainees must also include the committee member's curriculum vitae, with the Proposal Approval Form, to satisfy the exception requirement.

At least one week before the scheduled proposal date, trainees must submit, by 12:00 p.m. (Noon), the Proposal Approval Form and a printed copy of their proposal to the Graduate Programs Office. Trainees must also provide a copy of the proposal to the thesis committee and reader; the copy may be printed or sent electronically, depending on the preferences of the committee members or reader. The Graduate Programs Office will announce the scheduled proposal on the department's graduate student and faculty email listserv, and will post the information on the University Events website and on the bulletin board across from the department's office.

The department encourages psychology graduate students to attend thesis proposals in order to observe the process. The proposal is also open to the University academic community. Trainees should consult with their thesis committee chair if trainees would like to invite non-academic parties (i.e., family and friends) to the proposal. Individuals observing the proposal may ask the trainee questions and provide comments about the presentation. However, participation by such individuals should not monopolize the presentation. Since the proposal is a formal evaluation of the trainee, the thesis committee chair has the discretion of whether or not to recognize individuals for questions or comments during the presentation. The department prohibits any refreshments at a thesis proposal.

At the proposal, trainees should discuss their thesis and any relevant literature, and explain their research project. When the presentation has ended and there are no more questions, everyone should leave the room except for the thesis committee, reader, and any other psychology faculty members. The committee will discuss the proposal. Psychology faculty who have an opinion about the proposal are encouraged to present their remarks for consideration by the thesis committee. The decision to approve or withhold approval of the thesis proposal is the responsibility of the thesis committee. The committee must reach a consensus about the status of the proposal. When a consensus is reached, the trainee will be asked to return to the room and will be informed of the committee's decision.

If the proposal is approved, the thesis committee and the trainee should sign the Proposal Approval Form. If the committee determines that changes are required in the thesis, the committee should discuss the changes with the trainee. The committee chair should give the trainee a written list of the required changes. Trainees are responsible for incorporating the changes in the thesis and must provide the thesis committee and reader with an updated proposal. When the thesis committee is satisfied with the revised thesis proposal, the thesis committee and trainee should sign the Proposal Approval Form. The trainee must submit the signed Proposal Approval Form to the Graduate Programs Office, for approval by the department chair.

The Graduate School must also approve the Proposal Approval Form. The Graduate Programs Office will submit the signed Proposal Approval Form to the Graduate School. The Graduate School will send trainees the approved Proposal Approval Form by email. The approved Proposal Approval Form should be retained by the trainee; the information on the Proposal Approval Form will be required by the Graduate School when the trainee is ready to defend the thesis.

If the thesis committee does not approve the proposal, trainees have two options: 1. Trainees may choose, with the agreement of their committee, to rewrite the proposal. The thesis committee and trainee should discuss the problems with the current proposal. The second proposal must address and correct the identified problems. Trainees must schedule a second proposal presentation. This option requires trainees retain the same thesis committee. 2. Trainees may chose to develop a new thesis topic. If this option is selected, trainees may retain their thesis committee, if the committee members agree to stay with the thesis committee, or solicit other faculty members for a new committee. The department's thesis procedures must be repeated, including the forms for a new committee, if applicable, and proposal presentation.

Establishing a ProQuest Account

The University uses a national electronic database, ProQuest, for submission of all theses. The department recommends trainees establish a ProQuest account after their proposal has been approved. Trainees can access the ProQuest website on the Graduate School's Student Support Thesis Assistance (Plan Your Defense) website . The approved proposal should be uploaded to ProQuest. If the ProQuest account is not established after the thesis proposal is approved, it must be established before trainees submit the Right to Defend form to the Graduate School.

Continuous Enrollment in PSY 499

Trainees should review Continuous Registration requirements in the Thesis section of the Graduate Catalog . After the proposal is approved and all degree coursework has been completed, trainees must enroll for at least one credit of PSY 499 every fall and spring semester until the thesis is successfully defended. Registration for PSY 499 in the summer is required only when a trainee expects to defend the thesis and complete the degree by the end of the summer semester. Trainees should contact the Graduate Programs Office at [email protected] to request an override for PSY 499.

Conducting Thesis Research

After the proposal is approved, trainees should begin conducting their thesis research. While it is appropriate to consult with faculty members, trainees are expected to conceptually understand the statistics and data analysis that is presented in the thesis. Any significant changes to the research project, after the proposal has been approved, may require additional IRB or IACUC review and approval, if applicable. Trainees should consult with their thesis committee chair before making any changes to their approved proposal or research project.

Trainees must defend their thesis in a public forum. Before scheduling a defense, trainees must have a current thesis uploaded in ProQuest. Although the thesis does not have to be fully formatted, it should contain all of the required thesis chapters. The thesis must comply with the Publication Manual of the American Psychological Association and the Graduate School's thesis policies, which are available on the Graduate School's Student Support (Thesis Assistance) website . Trainees must complete and submit the RIGHT TO DEFEND FORM, which is available on the Graduate School's Student Support (Forms) website . The completed Defend Form should be submitted to the Graduate School. The Graduate School will review the thesis in ProQuest. If the thesis is acceptable, the Graduate School will notify trainees by email that they may schedule their thesis defense. If the Graduate Programs Office is not copied on this email, trainees must forward the Graduate School's email to the Graduate Programs Office. The Right to Defend email must be on file in the Graduate Programs Office before trainees can schedule their thesis defense.

The thesis should be defended at a time that is mutually agreeable to the trainee, thesis committee, and reader. The thesis must be defended between 8:00 a.m. and 5:00 p.m., Monday through Friday, while classes are in session (i.e., excluding University holidays, final exams week, or semester breaks). When an acceptable time has been determined, trainees should contact the Graduate Programs Office to reserve a room. The Graduate Programs Office will notify the trainee when a room has been reserved.

At least one week before the scheduled defense, trainees must submit to the Graduate Programs Office by 12:00 p.m. (Noon) a printed copy of the thesis. Trainees must also provide a copy of the thesis to their thesis committee and reader; the copy may be printed or sent electronically, depending on the preferences of the committee members and reader. The Graduate Programs Office will announce the scheduled defense to the department's graduate students and faculty members. The thesis defense will also be posted on the University Events website and on the bulletin board across from the department's office. Trainees must also complete the Graduate School's OUTCOME OF DEFENSE FORM, which is available on the Graduate School's Stident Support (Forms) website . Trainees should take the Outcome of Defense Form to their thesis defense.

The department encourages psychology graduate students to attend a thesis defense in order to observe the process. The defense is also open to the University academic community. Trainees should consult with their thesis committee chair if trainees would like to invite non-academic parties (i.e., family and friends) to their defense. Individuals observing the defense may ask the trainee questions and provide comments about the presentation. However, participation by such individuals should not monopolize the presentation. Since the defense is a formal evaluation of the trainee, the thesis committee chair has the discretion of whether or not to recognize individuals for questions or comments during the presentation. The department prohibits any refreshments at a thesis defense.

At the defense, trainees should discuss the importance of the thesis topic, their research and the methods employed, analysis of the data, and their conclusion. When the defense has ended and there are no more questions, everyone should leave the room except for the thesis committee, reader, and any other psychology faculty members. The committee will discuss the quality of the thesis and defense, taking into account the consistency between the thesis proposal and defense, and the incorporation of required changes identified at the thesis proposal, if applicable. Psychology faculty who have an opinion about the thesis are encouraged to present their remarks for consideration by the thesis committee. The decision to approve or withhold approval of the thesis defense is the responsibility of the committee. The committee must reach a consensus about the status of the defense. When a consensus has been reached, the trainee will be asked to return to the room and will be informed of the committee's decision.

The thesis committee can reach one of three decisions about the thesis: approved, a provisional approval with required changes, or not approved. If the committee approves the thesis, the committee members should sign the Outcome of Defense Form. If the decision is a provisional approval, the committee should discuss the changes required in the thesis with the trainee. The committee chair should provide the trainee with a written list of the required changes. Trainees are responsible for incorporating the changes before the thesis committee will approve the thesis. After the changes have been made and the thesis is approved, the thesis committee should sign the Outcome of Defense Form. Trainees must submit a copy of the signed Outcome of Defense Form to the Graduate Programs Office. If the thesis is not approved, the trainee should discuss any viable options with the thesis committee.

Trainees must upload the approved thesis to ProQuest. Trainees must also complete the FINAL DEPOSIT CHECKLIST, which is available on the Graduate School's Student Support (Forms) website . Trainees must submit the signed Outcome of Defense Form and the Final Deposit Checklist, and any copyright permissions, if applicable, to the Graduate School. The Graduate School will examine the thesis in ProQuest to determine if the thesis complies with the University's thesis policies. If the Graduate School notifies trainees of required changes, those changes must be made and the revised thesis must be uploaded to ProQuest before the University will accept the thesis as meeting degree requirements for graduation. If the required changes are not completed before the thesis final deposit filing deadline, graduation will be postponed until the following semester.

Publication of Data

If the thesis is published or if a paper is presented at a professional convention, authorship should follow the provisions of the Publication Manual of the American Psychological Association . An agreement between trainees and their thesis committee should govern whether committee members are identified as co-authors.

UT Electronic Theses and Dissertations

Permanent URI for this community https://hdl.handle.net/2152/4

This collection contains University of Texas at Austin electronic theses and dissertations (ETDs). The collection includes ETDs primarily from 2001 to the present. Some pre-2001 theses and dissertations have been digitized and added to this collection, but those are uncommon. The library catalog is the most comprehensive list of UT Austin theses and dissertations.

Since 2010, the Office of Graduate Studies at UT Austin has required all theses and dissertations to be made publicly available in Texas ScholarWorks; however, authors are able to request an embargo of up to seven years. Embargoed ETDs will not show up in this collection. Most of the ETDs in this collection are freely accessible to all users, but some pre-2010 works require a current UT EID at point of use. Please see the FAQs for more information. If you have a question about the availability of a specific ETD, please contact [email protected].

Some items in this collection may contain offensive images or text. The University of Texas Libraries is committed to maintaining an accurate and authentic scholarly and historic record. An authentic record is essential for understanding our past and informing the present. In order to preserve the authenticity of the historical record we will not honor requests to redact content, correct errors, or otherwise remove content, except in cases where there are legal concerns (e.g. potential copyright infringement, inclusion of HIPAA/FERPA protected information or Social Security Numbers) or evidence of a clear and imminent threat to personal safety or well-being.

This policy is in keeping with the  American Library Association code of ethics  to resist efforts to censor library resources, and the  Society of American Archivists code of ethics  that states "archivists may not willfully alter, manipulate, or destroy data or records to conceal facts or distort evidence." Please see UT Libraries'  Statement on Harmful Language and Content  for more information.

Authors of these ETDs have retained their copyright while granting the University of Texas Libraries the non-exclusive right to reproduce and distribute their works.

Collections in this Community

• UT Electronic Theses and Dissertations   30995

• Share full article

Advertisement

Supported by

She Just Earned Her Doctorate at 17. Now, She’ll Go to the Prom.

Dorothy Jean Tillman II of Chicago made history as the youngest person to earn a doctoral degree in integrated behavioral health at Arizona State University.

By Alexandra E. Petri

When Dorothy Jean Tillman II successfully defended her dissertation in November 2023 to earn her doctoral degree from Arizona State University, she couldn’t wait to share the news with her best friend.

“It was a surreal moment,” Ms. Tillman said, “because it was crazy I was doing it in the first place.”

Ms. Tillman, at only 17, became the youngest person to earn a doctoral degree in integrated behavioral health from Arizona State’s College of Health Solutions, all before she was eligible to vote. Earlier this month, Ms. Tillman, now 18, took part in Arizona State’s commencement ceremony and delivered remarks as the outstanding 2024 graduate at the College of Health Solution’s convocation.

Lesley Manson, program director for the doctorate of behavioral health at Arizona State and Ms. Tillman’s doctoral chair, said Ms. Tillman displayed extraordinary perseverance, hard work and dedication for her young age, tackling every challenge head-on.

“She can serve as a real role model,” Ms. Manson said.

Ms. Tillman, called DJ by her family and friends, was an early bloomer. She grew up in Chicago and was home-schooled from a young age, first in a group setting through online classes, and then by her mother, Jimalita Tillman, a single parent with a background in community theater.

Ms. Tillman was part of a gifted program before transitioning to home-schooling. Jimalita Tillman continued her daughter on an accelerated track: By the time she was 8, she was taking high school classes. While most 9-year-olds were learning math and reading, Ms. Tillman was starting college online.

At the time, they lived with Jimalita Tillman’s mother, Dorothy Wright Tillman, a civil rights activist who worked alongside the Rev. Dr. Martin Luther King Jr. and was a Chicago alderman. Ms. Tillman is her grandmother’s namesake (hence the II at the end of Ms. Tillman’s name).

During her early college days, Ms. Tillman’s classroom was often a Starbucks in Chicago, and her days began as soon it opened, she said. Her go-to order was an iced peach green tea with lemonade.

“Around the time when kids went to lunch, we’d be closing the computer,” said Ms. Tillman, who said her discipline and focus come from her grandmother.

Because of her age, Ms. Tillman lived at home while pursuing her higher education, and most of her coursework was online — a challenge for a self-described social butterfly. “I do love meeting new people and talking to people and understanding them and how their brains work,” she said. She found other ways to stay connected with friends through after-school activities.

At 10, she earned her associate degree in psychology at the College of Lake County in Illinois. At 12, she received her Bachelor of Science in humanities at Excelsior College in New York, and at 14, she earned a Master of Science from Unity College in Maine. She chose those fields because they can help scientists “understand why people treat the environment the way they do,” she told Time for Kids in a July 2020 interview.

Ellen Winner, a professor of psychology at Boston College and the author of “Gifted Children: Myths and Realities,” said that children like Ms. Tillman have a motivational intensity she calls a “rage to master.”

“One of the reasons they push themselves is they have a high, innate ability of some kind, and so learning, in whatever they are gifted in, comes easily to them and it’s very pleasurable,” she said. Schools are often not equipped for such gifted children, she added, which may lead parents to home-school their children. The trade-off, she and some experts say, is missing out on socialization and learning with children their age.

“There’s no perfect solution to kids like this,” Ms. Winner said.

Jimalita Tillman said she was sure her daughter was finished with higher education after earning her master’s degree. Ms. Tillman had just launched an organization to support Black youth in Chicago interested in STEM and the arts called the Dorothy Jeanius STEAM Leadership Institute. It was 2020, just after the beginning of the pandemic.

She was surprised when her daughter said she wanted to pursue her doctorate, and even tried to dissuade Ms. Tillman. But Ms. Tillman wanted to help young people with their mental health. She told her mother to trust her.

“I had to follow her lead,” Jimalita Tillman, 42, said.

Ms. Tillman was accepted into the management concentration at Arizona State’s College of Health Solutions, an online doctorate program. Her thesis on developing programs to reduce the stigma for college students seeking mental health services was based on a study she conducted for an in-person internship at the Illinois Institute of Technology in Chicago. Ms. Tillman hopes her story resonates with girls who are talkative, outgoing “out-there kind of girls who are trying to figure themselves out but are very smart.”

“I want them to see someone who has taken that energy, sparkle and excitement and packaged it in a way that is classy and beautiful,” she said.

Ms. Tillman may now have her doctorate, but she’s also excited about teenage things — like attending a prom. On Saturday, she going as her best friend’s date to his senior dance. They’re taking an Escalade outfitted with stars on the ceiling, she said, a feature she requested and that her mother made happen.

Ms. Tillman has been focused on school and her professional pursuits, and she plans to host her institute’s summer camp again. Then, she said, she plans to take a beat and have a “fun teenage summer,” doing things she loves, discovering new hobbies and figuring herself out in the process.

“I want to focus on who I am,” she said.

• iSchool Connect

Jaihyun Park's Dissertation Defense

Jaihyun Park will defend his dissertation “A Computational Approach toward Understanding Political Language of Ideologically Opposing Groups—From Historical Newspapers to Social Media."

The committee includes Associate Professor Ryan Cordell (chair), Professor Ted Underwood, Assistant Professor JungHwan Yang, (Liberal Arts and Sciences, Department of Communication), and Assistant Professor JooYoung Seo.

Living in a democratic society grants us the freedom to hold and express our beliefs and thoughts, protected under the commonly referred to principle of “freedom of conscience.” As such, individuals act and speak in accordance with their belief systems and values, engaging in conversations to share perspectives, spread information aligned with their beliefs, or even persuade others to support causes they deem just. However, this freedom contributed to creating a polarized society where people find it difficult to unanimously agree with one another. Digital archives with a collection of text from historical newspapers to social media provide an opportunity to study how people of opposing viewpoints engaged in political battles and how they generated discourse around the topic they support. Taking this advantage, the thesis applied a computational approach to examine the political language of ideologically opposing groups using historical newspapers in Chronicling America and contemporary social media such as Twitter and Parler. 

For the historical context, the first two sections cover the issue of slavery and racism in the 19th and 20th centuries. (1) The first section examines the discourse around slaves and servants during the period covering the Civil War and studies how newspapers from the South and North used different words to create distinct discourse communities. Methodologically, embedding-based text mining technologies and the method of incorporating possible OCR errors are used. (2) The second section focuses on the derogatory word referring to Asian workers and examines how this word is used. Methodologically, embedding-based text mining technologies, the log-odds-ratio with informative Dirichlet prior, and network analysis to examine the most circulated story are used. For the contemporary context, (3) the third section introduces varied uses of toxic language on different social media platforms during the period of the 2020 U.S. presidential election. A state-of-the-art method for determining the degree of toxicity in the text, a statistical approach to distinguish over-represented words in each platform, and network analysis are used. 

By leveraging digital archives and applying computational text analysis, this thesis aims to bridge the gap between the research on historical and contemporary political language thus far divided into two separate fields, Digital Humanities and Computational Social Science.