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Electronic Theses and Dissertations Center

OhioLINK Electronic Theses and Dissertations (ETD) contains over 58,000 theses and dissertations from students at 31 of Ohio’s world-renowned academic institutions. In 2012, Google thanked OhioLINK for making ETD open-access content easier to find by Google Scholar. Theses and dissertations from Ohio’s academic institutions were downloaded more than six million times from researchers around the globe in 2015.

Consider reading this blog post to learn more about the upload process for theses and dissertations. And also check out our overview flyer  about the ETD Center.

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Theses & dissertations.

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• OhioLINK Electronic Theses and Dissertations (ETD) Center Search for theses and dissertations across Ohio.
• OSU Theses and Dissertations [OSU Library Catalog] Search the OSU Library Catalog for OSU thesis and dissertations. Limit Material Type to OSU E-Thesis/OSU Thesis (Print).
• OSU Undergraduate Research Theses and Honors Research Theses Find OSU undergraduate Research Theses and Honors Research Theses in the Knowledge Bank.
• ProQuest Dissertations & Theses [Selected Articles in Full Text] This link opens in a new window Contains citations for dissertations and theses done at U.S., Canadian and some international institutions. Also available via Web of Science.
• Center for Research Libraries Catalog The Center for Research Libraries provides comprehensive access to doctoral dissertations submitted to institutions outside the U.S. and Canada.
• DART-Europe E-Theses Portal DART-Europe is as a partnership of national and university libraries and consortia to improve global access to European research theses.

Copyright and your Thesis or Dissertation

• Introduction

Read:  Copyright in Your Thesis or Dissertation   

Managing your rights

• As a student, you own the copyright in your thesis or dissertation.
• Your thesis or dissertation will be published online through OhioLINK. Contact the Graduate School for more information on requesting an embargo or delay on the electronic dissemination of your work.  
• All rights reserved (include a copyright notice on the cover page) vs.
• Some rights reserved (apply a Creative Commons license or other terms of use).

Using copyrighted material

• Copyright is instant and automatic; most text, images, musical compositions, and other works are protected by copyright.
• Material you find on the internet is most likely protected by copyright—publicly available is not the same as public domain .
• The copyright exceptions that allow some educational classroom uses of copyrighted material do not apply because your thesis will be published and openly available.
• You must get permission or rely on fair use when using copyrighted material in your thesis or dissertation.

What is fair use? Fair use is a limitation on the copyright holder's exclusive rights and provides that some uses of copyrighted materials do not infringe copyright. You can evaluate whether fair use may apply to your situation through the analysis and application of the four fair use factors.

• the  purpose  and character of the use, including whether the use is of a commercial nature or is for nonprofit educational purposes;
• the  nature  of the copyrighted work;
• the  amount  and substantiality of the portion used in relation to the copyrighted work as a whole; and
• the  effect  of the use upon the potential market for or value of the copyrighted work.

Is my use a fair use? You may be able to rely on fair use when reproducing copyrighted material in your thesis or dissertation, but you cannot assume that all such uses are automatically fair use. You must conduct a fair use analysis for each individual use of copyrighted material in your thesis or dissertation. 

Use the following resources to learn about fair use and conducting a fair use analysis: 

• Website:  What is fair use?
• Tutorial:  Fair use
• Video:  Follow the four factors of fair use
• Online checklist:  Fair use checklist

What is NOT fair use? Fair use depends on a fact-specific evaluation of all four factors. There is no single criterion that automatically determines whether or not a particular use is fair use. However, some criteria that may significantly weaken your argument for fair use of copyrighted material in your thesis or dissertation are:

• Using material for purely decorative or entertainment purposes. Ensure that you are using any third party copyrighted material to support the scholarship in your manuscript.
• Using more material than you actually need in order to accomplish your purpose. For example, reproducing a large portion of a musical composition when providing excerpts of a few measures would sufficiently illustrate the point you are trying to make.
• Having a detrimental impact on the market for the original work. Remember that your thesis or dissertation will be published online, and any third party copyrighted material that you include in your manuscript will also be openly available online. This means that if you upload an entire musical composition, people who might otherwise have purchased the composition could acquire it for free by downloading it, which could constitute a detrimental effect on the market for that composition. 

You may choose to address weaknesses in your fair use argument by making changes to your use, such as using a smaller amount of the copyrighted material. You may also choose to seek permission for your use of the material, to reference the material without reproducing it, or to seek an alternative to the material you originally considered using. 

• if the work you would like to use is not in the public domain , or
• if your use is not covered by an existing license (such as Creative Commons ), or
• if your use is not covered by an exception such as fair use .

The permissions process can take a significant amount of time. Do not wait until the last minute! Consider whether you will need permission to reproduce the material(s) you want to use in your manuscript, and give yourself sufficient time to locate and contact the copyright owner(s).

• Learn more about seeking and obtaining permission to use copyrighted work , including sample forms for requesting permission

C ontact Copyright Services for assistance:

Call:  614-688-5849

Email:   [email protected]

Website:   go.osu.edu/copyright

Visit:  Copyright Services Thompson Library, Suite 350 1858 Neil Avenue, Columbus, OH 43210

Interlibrary Loan Borrowing through ILLiad

Request a copy of a thesis or dissertation not available in full-text using our interlibrary loan service . Questions may be directed to the Interlibrary Services staff . 

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Dissertations & Theses

The dissertation is the hallmark of the research expertise demonstrated by a doctoral student. It is a scholarly contribution to knowledge in the student’s area of specialization. By researching and writing a dissertation, the student is expected to demonstrate a high level of knowledge and the capability to function as an independent scholar. 

A thesis is a hallmark of some master’s programs. It is a piece of original research, generally less comprehensive than a dissertation, and is meant to show the student’s knowledge of an area of specialization.  

• Document Preparation

PhD and master’s students are responsible for meeting all requirements for preparing theses and dissertations. They are expected to confer with their advisors about disciplinary and program expectations and to follow Graduate School procedure requirements.

• Access and Distribution

Ohio State has agreements with two organizations— OhioLINK and ProQuest/UMI Dissertation Publishing —that store and provide access to Ohio State theses and dissertations.  

The Graduate School’s format review is in place to help the document submission process go smoothly for the student. This format check must be done in person at 247 University Hall and cannot be accomplished electronically. The format review is required at or before the two-week notice of the final defense. 

• Dissertation and Thesis Submission

We provide leadership, service and advocacy. 

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Choosing WorldCat@OSU from this tab will limit you to only articles. You will be searching the content of over 40,000 journals by using this resource. This is a great resource for interdisciplinary topics, those looking for something quick on a topic, or are unsure where to start. Those with in-depth subject-specific topics may want to consider using a subject-specific research database. Help searching WorldCat@OSU

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Dissertation Formatting Tips and Tricks

All instructions are written for Word 2007 for PC. The basic instructions are the same for most versions of Word but the actual key strokes maybe slightly different.

Setting Margins

• Put your cursor at the very beginning of your document
• Select the ‘Page Layout’ tab from the ribbon
• Select ‘Margins’ in the Page Setup box
• Select ‘Custom Margins’
• Set the margins

Inserting a Two Inch Top Margin for the First Page of Chapter/Major Section

• Before beginning a new chapter or equivalent (bibliography, abstract, vita, etc.) insert a hard page break by pressing the ‘Ctrl’ key and the ‘Enter’ key at the same time.
• To insert a two inch top margin if you are in single line spacing press the ‘Enter’ key six times. If you are in double line spacing press the ‘Enter’ key three times. This will move the cursor down an additional inch so the page will have a two inch top margin without affecting the rest of the pages in the section or document.

Page Numbers

Insert page numbers.

• Select ‘Insert’ tab from ribbon
• Select ‘Page Number’ from the Header & Footer box
• Select ‘Bottom of Page’
• Select ‘Plain Number 2’
• In the Position box move the bottom position to 1 inch (default is 0.5 inch)
• Close the Header & Footer

Cover Unwanted Page Numbers

• Go to the page with the unwanted page number
• Select the ‘Insert’ tab from the ribbon
• Select ‘Text Box’ from Text
• Select ‘Draw Text Box’ from the Text Box options
• Draw your box anywhere on the page except in the footer area
• Drag the box you drew to cover the page number
• Select ‘Shape Outline’ from the Shape Styles box
• Select ‘No Outline’

Beginning with Small Roman Numerals for Preliminary Pages

• Put your cursor at the end of the copyright page
• Select Page Layout’ from the ribbon
• Select ‘Breaks’ from the Page Setup box
• Select ‘Next Page’ from the Breaks list
• Insert page number as previously discussed
• Select ‘Format Page Number’
• Change ‘Number Format’ to small Roman numerals
• Change ‘Start at’ to  'ii' (small Roman II)

Note : Some versions of Word will insert page numbers on the title page and the copyright page even though the insert command is not until the abstract page. A simple method for addressing this is covered in ‘Cover Unwanted Page Numbers.’

Changing from Small Roman Numerals to standard Arabic Numbers

• Put your cursor at the end of the text on the last page of your preliminary pages
• Select ‘Page Layout’ from the ribbon
• Select ‘Breaks’ from the Page Setup Box
• Insert page number (see Insert Page Number)
• Change ‘Number Format’ to standard numerals (1, 2, 3, …)
• Change ‘Start at’ to Arabic 1

Putting a Page Number in the Portrait Position on a Landscaped Page

• Put your cursor on the landscaped page so you can see both the landscaped page number and the left margin (bottom edge when viewed in portrait orientation)
• Insert a text box described in 'Cover Unwanted Page Numbers'
• Cover the page number in the landscaped position
• Remove the box outline as discussed in 'Cover Unwanted Page Numbers'
• Draw a second text box on the same page
• Drag the second text box to the left margin approximately one inch from the left edge
• Type in the correct page number
• Rotate the text in the text box by selecting ‘Text Direction’ from the Text options
• Once the page number is in the correct orientation, remove the box outline
• You may have to adjust the size of the text box and move it slightly until it is in the correct placement

Table of Contents

Manually creating a table of contents.

Includes setting tab stops and leader dot tabs

• Type in the items you want to appear in the Table of Contents. At minimum the Table of Contents must include the abstract, dedication (if present in document), acknowledgments (if present in document), vita, list of tables (if present in document), list of figures (if present in document) each chapter with the chapter title, bibliography, each appendix as a separate entry (if appendices are in your document). These items are level one in the Table of Contents. How detailed the table of contents is up to you and your committee. Subheading within these major divisions would be indented based on their level in the text of your document. Every entry in the Table of Contents must have leader dots from the end of the entry to the page number where it begins (see below)
• After the entry press the tab key once and then type the page number when the entry begins
• Select the table of contents
• Select the ‘Page Layout’ tab
• Go to the ‘Paragraph’ Box and open the dialogue box (click on the small box in the lower right corner of the box.)
• Select tabs
• Set tab stops for any sub levels within your Table of Contents by inserting the position (in inches) and clicking ‘set.’ These tabs should be left aligned. The first level of the table of contents does not need to be set as it is the left margin of the page
• Set a tab stop for the page number positions (between 5” and 5.75” is usually a good spacing for the page number placement). Leave as a left aligned tab (the left edge of the numbers will line-up) or select right aligned tab (the right edge of the numbers will line up). Select the appropriate leader dots (the periods—usually the second option). Click ‘set’
• Click ‘okay’

Word Created Table of Contents

Using styles.

Once all titles, major headings, and subtitle headings have been formatted using Styles, place the cursor on the Table of Contents page

• Select the ‘References’ tab
• Select ‘Table of Contents’
• Select the format
• The Table of Contents should generate

Not Using Styles

• Go to the first item to appear in the Table of Contents (usually ‘Abstract’)
• Highlight the title
• Select ‘Add Text’ from the Table of Contents box
• Select level

Note: if you did not use Styles marking the item for inclusion in the Table of Contents may change how it appears on the text page. Correcting the format on the text page may change how it appears in the Table of Contents

• Turn Styles on
• From Home tab, go to Styles box, click on small box in the lower right corner to open the Styles window
• Select Style to modify by hovering over the Style title with the cursor
• Click on the down arrow on the right side of the Style
• From the menu that appears select ‘Modify’
• To change the font size, add or remove bold, change color, and justification, make changes as normal in the modify box
• To change spacing above or below, click on ‘Format’ and select ‘Paragraph’
• Adjust up or down
• To remove or add accent line click on ‘Format’ and select ‘Borders’
• Select ‘No Borders’ and click ‘okay’

Dissertation and Theses

The dissertation is the hallmark of the research expertise demonstrated by a doctoral student. It is a scholarly contribution to knowledge in the student’s area of specialization. 

A thesis is a hallmark of some master’s programs. It is a piece of original research, generally less comprehensive than a dissertation and is meant to show the student’s knowledge of an area of specialization.

Still Have Questions?

Dissertations & Theses 614-292-6031 [email protected]

Doctoral Exams, Master's Examination, Graduation Requirements 614-292-6031 [email protected]

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Theses and dissertations

Finding osu theses and dissertations, other sources of theses & dissertations, do we have dissertation abstracts, where can i get more help.

Contact the OSU Libraries Information Desk

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Research & Learning Librarian

To find an OSU thesis or dissertation use  ScholarsArchive@OSU

• Use a keyword search, enter your department or college name.  For example, Biochemistry and Biophysics, or Public Health.
• Refine your results to theses or dissertations on the  left-hand  side of the results page. Find the  Resource Type  heading (scroll almost to the end of the refining options), expand the box, then choose the  Masters Thesis  or  Dissertation  link depending on your interest.
• To find recent theses or dissertations, next refine your results on the left-hand side of the results page using the  Commencement Year  heading. Expand the box, then enter your preferred date range. For example 2017-2020. Then click "limit."
• From this focused list of results, click on a thesis or dissertation title. 
• To  view the full text,  select the  Download PDF  link on the left side of the page.

These resources also index theses and dissertations.

ProQuest Dissertation Express : find citations here, then request it from OSU Libraries' Interlibrary Loan .

• PQDT Open Searches open access theses and dissertations from the ProQuest database. It is a subset of Dissertation Abstracts.
• Google Scholar  indexes many open access theses and dissertations from institutions and authors that have published them as open access. However, filtering to just dissertations and theses is not an option at this time.
• Check the OSU Libraries  database list to see if a database in your discipline indexes dissertations (many do) or ask your subject librarian for help selecting the best option.
• Networked Digital Library of Theses and Dissertations (NDLTD) Recommends several search engines for access to dissertations and theses.
• Search The Center for Research Libraries (CRL) catalog to view citations of over 800,000 dissertations from countries outside the US and Canada. Where available, request full-text from the CRL through Interlibrary Loan .

Subscribing to Dissertation Abstracts through ProQuest is not possible due to subscription cost. However, we have developed this guide in order to direct the OSU community to other useful resources for finding theses and dissertations. Please contact your subject librarian if you have questions about finding dissertations and theses in your field.

• Last Updated: Apr 6, 2023 2:53 PM
• URL: https://guides.library.oregonstate.edu/Finding-theses-and-dissertations

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Dissertation and Thesis Support

Here you can find...

- Thesis Proposals 

- Introductions

- Literature Review

- Methods & Results

- Discussion & Conclusion

- Document Preparation  

Thesis Proposals

Introductions, literature review, discussion & conclusion, document preparation.

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Theses & Dissertations

Many OSU masters theses and doctoral dissertations related to East Asia are available electronically through the OhioLINK Electronic Theses and Dissertation Center—a free, online database of theses and dissertations from participating OhioLINK member schools. The ETD center contains the abstract and full text (if it was submitted) for all included theses and dissertations. Since the 2002-2003 academic year, all new OSU dissertations are automatically posted at OhioLINK. Full-text versions of many earlier OSU dissertations are available through Dissertation Abstracts (ProQuest Dissertations and Theses) . All theses and dissertations from other programs published prior to 2010 can be searched for at OhioLink or Proquest.

EAS MA Theses

Chad Berry, "Looking for a Friend: Sino-U.S. Relations and Ulysses S. Grant’s Mediation in the Ryukyu/Liuqiu 琉球 Dispute of 1879,"  2014

Bruno Biagini, Hōjōki: Building for the Self, Building the Self , 2021

Pengyuan Cao, An Existential-Phenomenological Analysis of The Mind-Thing Relation in Wang Yangming’s Philosophy , 2016

Makayla Cherry, On Constructing 'Our Home': North Korean Cinema and Symbolism , 2022

Keegan Cothern, Bracing Japan: Earthquakes, Nature, Planning, and the (Re)Construction of Japan, 1923-1995 , 2016

Paula Curtis, Purveyors of Power: Artisans and Political Relations in Japan‘s Late Medieval Age , 2011

Francesco DiMarco, Reframing Yuan Shikai: The Institutional, Rhetorical, and Religious Foundations of the Monarchical Attempt, 1915-1916 , 2017

Deidryn Duncan, "High Heels and Rouge:Crafting the New Woman through Consumption in Linglong Women’s PictorialMagazine (Linglong funü tuhua zazhi)《玲瓏婦女圖畫雜誌》, 1931-1936,"  2013

Yufan Fang, A Preliminary Study of a Tang Dynasty Diamond Sutra Manuscript in the Bliss M. and Mildred A. Wiant Collection , 2016

Adam Gerval, Seeking Autonomy: Comparative Analysis of the Japanese & South Korean Defense Sectors , 2020

Skylor Gomes, Chinese Government Response to the 2019 Hong Kong Protests:A Corpus-Based Lexical Study , 2010

Angela Haugen, Mounded Tomb Cultures of Three Kingdoms Period Korea and Yamato Japan: A Study of Golden Regalia and Cultural Interactions , 2019

Joseph Henares, Reluctant Complicity in a Fascist Age: Nishida Kitarō’s The Problem of Japanese Culture and Iwanami Culture, 1938-1941 , 2019

Joshua Hubbard, Troubling the "New Woman:” Femininity and Feminism in The Ladies' Journal (Funü zazhi) 《婦女雜誌》, 1915-1931 , 2012

Alexander Jania, Beyond Mitigation: The Emotional Functions of Natural Disaster Folklore in Japan , 2015

Seth Josolowitz, Work Smart: Information Technology and Productivity in Japan , 2021

Karen Mancl, Environmental Technology Transfer to Rural China , 2010

Ian McNally, Internal Cultivation or External Strength?: Claiming Martial Arts in the Qing Period , 2019

Stephanie Metzger, "Good Wives, Wise Mothers, and Their Working Men: Gender Perspectives on Nihonjinron,"  2012

Jennifer Nunes, “Afternoon, a Fall”: Relationality, Accountability, and Failure as a Queer-Feminist Approach to Translating the Poetry of Yu Xiuhua , 2017

Erin Odor, Re-versing the Eighth Genius: Invoking Partnerships and Poetics to Translate the Huajian ji 《花箋記》 , 2014

Laura Pearce, Recording the West: Central Asia in Xuanzang’s Great Tang Dynasty Record of the Western Regions , 2018

Jane Powell, Environmental and Economic Impacts of Chemical Fertilizer Use: A Case Study of the North China Plain , 2018

Sheng Qu, Cinematic History and Multi-Subcultural Analysis:The Representation of Youth Dreams in Chinese Cinema , 2014

William Sheets, Mythology in 21st Century Japan: A Study of Ame no Uzume no Mikoto , 2017

Gregory Shonk, Vision and Presence: Seeing The Buddha In The Early Buddhist and Pure Land Traditions , 2012

Jason Smith, Takuan: Master Tropes in the Buddhist Metaphorization of Violence at the Nexus of Historical Change , 2021

Spencer Steward, "Chinese Agricultural Extension and Uneven Economic Growth, 1903-1937:A CaseStudy of Shandong Province,"  2015

Katy Straily, Simmering Strife: Mt. Paektu and Sino-Korean Relations , 2018

Logan Ward, Colonial Connections: Interpreting and Representing Korea through Art and Material Culture at the Cleveland Museum of Art (1914 – 1945) , 2021

Yongfei Yi, Sakaguchi Ango’s Conceptualizations of the Function of Literature in the Postwar Era , 2011

Xiyue Zhang, Adaptation of First-Person Narrative Literature: Revisiting Kazoku gēmu (1981) and The Family Game (1983) , 2019

Related Theses and Dissertations

Gao, Li. Three essays on interregional migration and the adoption of straw retention in China . Doctor of Philosophy, 2017.

Liu, Pu. Dependence Structure in Agricultural Index Insurance Design and Product Development . Doctor of Philosophy, 2010.

Liu, Xianglin. Three essays in agricultural insurance . Doctor of Philosophy, 2016.

McGuire, William. Essays on Voluntary Standards in International Trade . Doctor of Philosphy, 2012.

Okajima, Shigeharu. Essays on the Effect of Environmental Policies in Japan . Doctor of Philosophy. 2012.

Saksena, Michelle. Three essays on the social science of obesity . Doctor of Philosophy, 2014.

Leahy, Rachael Elizabeth. Allostatic load, senescence, and aging among Japanese elderly . Doctor of Philosophy, 2014.

Chen, Wing Nam Joyce. Craniofacial Differences Between Modern and Archaeological Asian Skeletal Populations . Doctor of Philosphy, Anthropology, 2011.

Song, Jung Eun. Considering Nation Branding as a Way to Build International Cultural Relations: The Case Study of the Korean Cultural Centers in the United States . Doctor of Philosophy, 2010. 

Wang, Yinghua. Participatory Action Research with Chinese-American Families: Developing Digital Prototypes of Chinese Art Education Resources . Doctor of Philosophy, 2013. 

Choo, YeunKyung. Strategies for urban cultural policy: The case of the hub city of Asian culture, Gwangju, South Korea . Doctor of Philosophy, 2015.

Henderson, Calen Barnett. The Korean microlensing telescope network: Expectations for a cold exoplanet census through a global microlensing survey . Doctor of Philosophy, 2015.

Maymind, Ilana. Ethics in Exile: A Comparative Study of Shinran and Maimonides . Doctor of Philosophy, 2011. Wamae, Wachanga Muriuki. That I Should Dance On The Earth: Shinran's Revaluation of 'Karmic Afflications' . MA in Comparative Studies, 2012. 

Chen, Guangyan. Developing a Culture-Based Rating Criterion Model for Assessing Oral Performances in Teaching Chinese as a Foreign Language . Doctor of Philosophy, 2011.

Chen, Litong. Shaoguan Tuhua, a Local Vernacular of Northern Guangdong Province, China: A New Look from a Quantitative and Contact Linguistic Perspective . Master of Arts, 2012.

Chen, Litong. Dapeng dialect: An undocumented Cantonese Hakka mixed language in Southern China . Doctor of Philosophy, 2016.

Chen, Qin. The others: Desire, anxiety, and the politics of Chinese horror cinema (1989-2015) . Doctor of Philosophy, 2016.

Francis-Ratte, Alexander Takenobu. Proto-Korean-Japanese: A new reconstruction of the common origin of the Japanese and Korean languages . Doctor of Philosophy, 2016.

Gibbs, Levi Samuel. Song Kingdom: Tradition, Social Change, and the Contemporary Art of a Northern Shaanxi Folksinger . Doctor of Philosophy, 2013.

Goss, Seth Joshua. The effects of internal and experience-based factors on the perception of lexical pitch accent by native and nonnative Japanese listeners . Doctor of Philosophy, 2015.

Inamoto, Masako. Insignificance Given Meaning: The Literature of Kita Moio . Doctor of Philosophy, 2010.

Kang, Hana. Computer-Based Writing and Paper-Based Writing: A Study of Beginning-Level and Intermediate-Level Chinese Learners' Writing . Doctor of Philosophy, 2010.

Kashiwagi, Akiko. Processing Relative Clauses in First and Second Language: A Case Study . Doctor of Philosophy, 2011.

Lee, Peace Bakwon. Contested Stories: Constructing Chaoxianzu Identity . Doctor of Philosophy, 2011.

Liu,  Ying. Understanding readership: American students' perceptions of evidence in Chinese persuasive composition . Doctor of Philosophy, 2015.

Luft, Stephen. Japanese language learners' out-of-class study: Form-focus and meaning-focus in a program that uses the performed culture approach . Doctor of Philosophy, 2014.

Meng, Nan. Chinese Culture Themes and Cultural Development: From a Family Pedagogy to a Performance-Based Pedagogy of a Foreign Language and Culture . Doctor of Philosophy, 2012.

Pimentel, Carlos. Pronominal interpretations in L2 Japanese . Doctor of Philosophy, 2014.

Qin, Xizhen. Towards Understanding Misunderstanding in Cross-Cultural Communication: The Case of American Learners of Chinese Communicating with Chinese People in the Chinese Language . Doctor of Philosophy, 2011.

Ratté, Alexander Takenobu. Contact-Induced Phonological Change in Taiwanese . Master of Arts, 2011.

Su, Lulei. A pedagogical perspective on Advanced L2 Learners’ acquisition of Chinese conceptual metaphor . Master of Arts, 2011.

Tsuchiya, Shinsuke. Perceptions of native and nonnative speakers and observational analysis of "divergent" Japanese language teachers in context . Doctor of Philosophy, 2016.

Wang, Jianfen. An ecology of literacy: A context-based interdisciplinary curriculum for Chinese as a foreign language . Doctor of Philosophy, 2016.

Wiener, Seth. The representation, organization and access of lexical tone by native and non-native Mandarin speakers . Doctor of Philosophy, 2015.

Yang, Chunsheng (George). The Acquisition of Mandarin Prosody by American Learners of Chinese as a Foreign Language . Doctor of Philosophy, 2011.

Yang, Jia. Toward a pedagogy of conventional expressions in Chinese culture . Doctor of Philosophy, 2014.

Yu, Ying. The Fantastic in the 1960s and 1970s: The Idea of Subversion and an Exploration of Style . Doctor of Philosophy, 2010.

Zhang, Yongfang. Performance-based Chinese L2 Reading Instruction: A Spiral Approach . Doctor of Philosophy, 2010.

Sedlacek, Alexa R.C. Strontium Isotope Stratigraphy and Carbonate Sedimentology of the Latest Permain to Early Triassic in the Western United States, Northern Iran, and Southern China . Doctor of Philosophy, Geological Science, 2013.

Tierney, Kate E. Carbon and Strontium Isotope Stratigraphy of the Permian from Nevada and China: Implications from an Icehouse to Greenhouse Transition . Doctor of Philosophy, Geological Science, 2010.

Jiang, Zheng. Three Essays in Economic Growth and Development . 2012.

Kang, Hyunju. Essays in International Macroeconomics . Master of Economics, 2012.

Ma, Li. Essays in Housing Choices and Consumer Behavior . Doctor of Philosophy, Economics. 2012.

Shi, Huimin. Three Essays on the Empirical Relevance of International Trade Models: New Evidence from China . Doctor of Philosophy, 2012.

Yoo, Dongwoo. Three Essays in Economic Growth and Development . Doctor of Philosophy, 2011.

Kim, Sang Hyun. John Dewey's Ideas on Authority and Their Significance for Contemporary Korean Schools .Doctor of Philosophy, 2012.

Yough, Michael S. Self-Efficacy and the Language Learner . Doctor of Philosophy, 2011.

Choi, Woojae. Influences of Formal Learning, Personal Characteristics, and Work Environment Characteristics on Informal Learning Among Middle Managers in the Korean Banking Sector . Doctor of Philosophy, 2010.

Huang, WenRou. A comparison of the Influences of Different Training Approaches on Trainees' Perceptions of Self-Efficacy to Achieve Training Outcomes Among Bankers in Taiwan . Doctor of Philosophy, 2010.

Hwang, Sun Ok. The Relationships Among Perceived Effectiveness of Network-Building Training Approaches, Extent of Advice Networks, and Perceived Individual Job Performance Among Employees in a Semiconductor Manufacturing Company in Korea . Doctor of Philosophy, 2010.

Yoon, Dong-Yeol. The Relationships Among the Extent of Participant Involvement in Cross-Cultural Learning Activities, Individual Differences of Participants, and Adaptation of Expatriate Managers to the Host Country in a Korean Multinational Corporation . Doctor of Philosophy, 2011.

Birkby, Stuart J. English-Language Introduction to Contemporary Taiwan: A Historicolinguistic Perspective . Doctor of Philosophy, 2012.

Fang, Ming. A Multiple Case Study of Chinese Students' L2 Taks Representation Across Three Reading-to-Write Tasks in an Undergraduate EAP Writing Courses . Doctor of Philosophy, 2012.

Hardman, Jocelyn Brooks. The Intelligibility of Chinese-Accented English to International and American Students at a US University . Doctor of Philosophy, 2010.

Hsiao-Feng Tsai. Classroom Discourse and Reading Comprehension in Bilingual Settings: A Case Study of Collaborative Reasoning in a Chinese Heritage Language Learners' Classroom . Doctor of Philosophy, 2012.

Ko, Kyoungrok. Perceptions of KFL/ESL Teachers in North America Regarding Feedback on College Student Writing . Doctor of Philosophy, 2010. 

Lee, Eun-Jo. Exploring L2 Writing Strategies from Socio-Cognitive Perspective: Mediated Actions, Goals, and Setting in L2 Writing . Doctor of Philosophy, 2011.

Lee, Sang Kyo. A Study of the Effects of Two Reading Environments on L2 Readers' Strategic Behaviors Toward Unknown Words . Doctor of Philosophy, 2010. 

Liu, Yu-Hsiu. Syntactic Differences nad Foreign Language Reading Anxiety: An Investigation of Taiwanese University Students . Doctor of Philosophy, 2011.

Monobe, Gumiko. Narratives of Identity and Culturally Relevant Practives of Japanese Descent Teachers . Doctor of Philosophy, 2010.

Shih, Ya-ting. Taiwanese-Guoyu Bilingual Children and Adults' Sibilant Fricative Production Patterns . Doctor of Philosophy, 2012.

Shima, Hiroshi. Japanese Sojourners Learning English: Language Ideologies and Identity Among Middle School Students . Doctor of Philosophy, 2011.

Su, Liping. Language Socialization of Chinese Children in the American Midwest: Learning to Write in American Preschool, Chinese Sunday School, and at Home . Doctor of Philosopy, 2013.

Yang, Hsiao-Ching. How Well are Secondary Social Studies Teachers Prepared to Teach Global Education? Pre-Service Teacher and Faculty's Perspectievs of the Implementation of Global Education in Teacher Education Programs in Taiwan . Doctor of Philosophy, 2010.

Yang, Hsiu-Hui. Exploring Native and Non-native English Teachers' Integrated Pedagogical Content Knowledge and Instructional Practive: A Case Study of four Teachers at a Taiwan University . Doctor of Philosophy, 2011.

Yu, Yang. Attitudes of Learners Toward English: A Case of Chinese College Students . Doctor of Philosophy, 2010.

Wu, Hsin-Chieh. Collective Responsibility, Academic Optimism, and Student Achievement in Taiwan Elementary Schools . Doctor of Philosophy, 2012.

Kwon, Kyounghye. Local Performances, Global Stages: Postcolonial and Indigenous Drama and Performance in Glocal Circuits . Doctor of Philosophy, 2010.

Yan, Nancy. Negotiating Authenticity: Multiplicity, Anomalies, and Context in Chinese Restaurants . Doctor of Philosophy, 2013.

Tseng, Kuo-Hsin. Satellite Altimetry And Radiometry for Inland Hydrology, Coastal Sea-Level and Environmental Studies.  Doctor of Philosophy, 2012.

Li, Weijia. Anna Seghers' China-Begegnung in ihrem Leben und ihren Werken .Doctor of Philosophy, 2010.

Judge, Sean M. The Turn of the Tide, July 1942--February 1943: Shifting Strategic Initiative in the Pacific in World War II . Doctor of Philosophy, 2011.

Rodriguez, Robyn L. Journey to the East: The German Military Mission in China, 1927-1938 . Doctor of Philosophy, 2011.

Xu, Yan. War Heroes: Constructing the Soldier and the State in Modern China, 1942-1945 . Doctor of Philosophy, 2011.

Maki, Ariana Pansa. The Temple of Tamzhing Lhundrup Choling and the Legacy of Pema Lingpa (1450-1521): An Iconological Study . Doctor of Philosophy, 2012.

Kubota, Yusuke. (In)flexibility of Constituency in Japanese in Multi-Modal Categorial Grammar with Structured Phonology . Doctor of Philosophy, 2011.

Lee, Jungmee. Evidentiality and its Interaction with Tense: Evidence from Korean . Doctor of Philosophy, 2011.

Hung, Tsun-Hui. One Music? Two Musics? How Many Musics? Cognitive Ethnomusicological, Behavioral, and fMRI Study on Vocal and Instrumental Rhythm Processing . Doctor of Philosophy, 2011.

Kim, Joo Won. The Development of Contemporary Korean Music with Emphasis on Works of Isang Yun . Doctor of Musical Arts, 2011.

Kim, Soo-Jin. Diasporic P'ungmul in the United States: A Journey Between Korea and the United States . Doctor of Musical Arts, 2011.

Lee, Eunsook. Translation into Korean of Chapter 9, Appendix I, and II of "The Functional Unity of the Singing Voice" By Barbara M. Doscher . Doctor of Musical Arts, 2011.

Li, Mo. Musical and Lyrical Multiplicity of Hua-er Flower Songs . Doctor of Musical Arts, 2011.

Sun, Yung Wei. A performance Guide to Mandarin-Chinese Diction and Selected Art Songs . Doctor of Musical Arts, 2011.

Búzás, Zoltan I. Race and International Politics: How Racial Prejudice Can Shape Discord and Cooperation Among Great Powers . Doctor of Philosophy, 2012.

Carson, Austin Matthews. Secrecy, Acknowledgement, and War Escalation: A Study in Covert Competition . Doctor of Philosophy, 2013.

Dolan, Thomas Michael Jr.   Declaring Victory and Admitting Defeat . Doctor of Philosophy, 2010.

Hu, Lan. One Party Dominance Survival: The Case of Singapore and Taiwan . Doctor of Philosophy, 2011.

Kim, Tong Fi. The Alliance Market: American Security Relations Under Unipolarity . Doctor of Philosophy, 2010.

Langfield, Danielle. Harbingers of Change? Subnational Politics in Dominant Party Systems . Doctor of Philosophy, 2010.

Pu, Xiaoyu. Limited Rebranding: Status Signaling, Multiple Audiences, and the Incoherence of China's Grand Strategy . Doctor of Philosophy, 2012.

Suh, Jiwon. The Politics of Transitional Justice in Post-Suharto Indonesia . Doctor of Philosophy, 2012.

Chang, Chiung-Yun. Dialect Differences in the Production and Perception of Mandarin Chinese Tones . Doctor of Philosophy, 2010.

Kim, Seung Jung. Exploring willingness to communicate (WTC) in English among Korean EFL (English as a foreign language) students in Korea: WTC as a predictor of Patterns . Doctor of Philosophy, 2012.

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Dissertation Overview, WE

A Dissertation Overview Committee will be formed for each Ph.D. candidate as early in the research process as possible and should meet with the student on a regular basis. Meetings of the committee with the candidate will provide opportunities to offer suggestions and assess progress. This committee will be available to give the student advice throughout the completion of the dissertation.

While this mentoring process is to be on-going, a public discussion of the student's dissertation progress is to take place as outlined below and evidenced by submission of the Dissertation Overview Report form.

Three forms

Three forms are used as part of the Dissertation Overview. These are provided here for convenience, the DO process is described in detail below.

Request:   Form used to request to hold the Dissertation Overview Please use this form to alert your graduate program of your interest in holding a Dissertation Overview in the coming term.

Announce:   Form used to send the Dissertation Overview announcement Note that this form, when submitted, automatically sends the announcement to all department faculty and Welding Engineering graduate students.

Complete: Form used to generate the Dissertation Overview Report form A signed Dissertation Overview Report form is required as evidence of completion of this degree requirement. 

Selection of the Overview committee members

Selection of the Dissertation Overview Committee members is the responsibility of the student's advisor. A minimum of three OSU graduate faculty, all category P, will comprise the committee, one of whom is the student's advisor.

• The student’s WE advisor *
• At least one WE faculty member
• One additional OSU Graduate Faculty member, in or out of WE

* If the student is co-advised, the co-advisor is allowed in addition to the aforementioned examination committee. In other words, a student who is co-advised would have four members on the Dissertation Overview and Final Examination Committees.

Timing of the public Overview meeting

At least six months before dissertation defense , the student will make a public presentation of his/her research progress to the Dissertation Overview Committee. This presentation is open to the entire department and should be publicly announced one week before the Overview Committee meets.

Form to request to hold a Dissertation Overview

Announce one week prior Announcement of the Dissertation Overview--in the form of an e-mail to the WE Graduate Student Distribution List and the MSE-WE Faculty--should include the student's name, dissertation title, brief abstract, the committee members, and the date and location (or video link) of the meeting. Thus the student is to arrange the date, time, and location (or video conference link) for the Dissertation Overview with his/her committee members before submitting the announcement.

Please use the form below to send the announcement one week prior  to the Dissertation Overview date.

• Form to send Dissertation Overview announcement

The Overview is not an examination. It is a public presentation of the student's research results and dissertation development to date. The purpose of the Overview is to provide the student with feedback on the state of the dissertation and input to help the student focus the subject and writing.

There is not a set time limit, but the Overview will probably be less than two hours in length. The Overview is comprised of two general parts, the public presentation of research progress and the committee's feedback on the direction of the dissertation.

• Publication requirement status --During the Dissertation Overview the student will be asked to outline plans for meeting the PhD publication requirement. This will be a verbal assessment to confirm the student is progressing toward completion of this requirement. The student should be ready to share with the committee draft article titles, co-authors, publishers, timelines for submission, and any other pertinent details. The student should show progress on this requirement since Candidacy. [ view Publication requirement ]

Dissertation Overview Report form

Submission of the Dissertation Overview Report is a Ph.D. degree requirement in the Welding Engineering graduate program. This form verifies completion of this requirement by the student's Dissertation committee and must be received before a student is considered to have completed his/her degree requirements.

The student is to complete a  Dissertation Overview Report generation form . The information provided by the student will be used to generate a Docu-Sign form which will be forwarded by Mark Cooper to the student's Overview committee members for electronic signature. Once all committee member signatures and the GSC Chair signature are received, record of completion will be noted in the student's Department record.

Orig: AU19 curriculum update; 5/2022 added publication oral report

.cls-1{fill:#a91e22;}.cls-2{fill:#c2c2c2;} double-arrow Questions and petitions

Questions?  Please contact the Graduate Studies Coordinator, Mark Cooper, with any questions: email , 614-292-7280.

Room reservation To reserve a conference room in Fontana or EJTC.

Petitioning   To deviate from any of these procedures requires the prior approval of the WE Graduate Studies Committee (GSC). Please submit a petition to the WE GSC Chair outlining any changes required and the rationale behind the petition.

Dissertation Overview Report

To generate a Dissertation Overview Report form that will be circulated to your committee for signatures, please complete the Dissertation Overview Report generation form . Mark will generate and forward the form to your committee for signatures.

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The impact of undergraduate research opportunities at the regionals

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A question-and-answer interview with Ohio State Marion alumna Madeline Ball Bachelor of Science in Evolution and Ecology with Research Distinction, Minor in Biology, The Ohio State University Thesis: The ecology and evolution of bite force in geomorph rodents

Q:  Tell me a little bit about the latest, most impactful research that you have been undertaking.

A:  I’m in the process of finishing up my manuscript, so I’m not necessarily doing research now, but preparing my manuscript for publication. When I did my senior thesis, I got feedback from those on my thesis committee, so I have to make those changes to be able to publish it.  I’m getting ready to apply for grad school, where I’ll be doing a new research project. I’ve talked to several potential advisors at different universities about what research projects I’m interested in pursuing.  

Q:  You’re going to graduate school, what’s the goal?

A:  I hope to be able to teach at one of the smaller branch (regional) campuses as a professor. 

Q:  In biology, right?

A:  Evolution and ecology or earth sciences. I want to do paleontology. I wouldn’t have considered this as a potential career path had it not been for meeting Dr. Jonathan Calede and being able to do research with him.  

Q:  What do you think it is about these smaller campuses that make research opportunities so available and impactful for undergraduate students?

A:  I think a lot of it stems from the fact that you’re able to have close relationships with professors, that’s what establishes those connections from the beginning.  A lot of the time, when you go to main campuses to try to do research, you find an application online and you have a bunch of people who don’t know you, and they don’t know any of the other applicants. They’re basing it on numbers and not necessarily evaluating you holistically.  It is those closer relationships that are built in the classroom that make it easier for people to have access to research opportunities.  And for what makes them more impactful… It isn’t so much that they (branch campus students) were seeking these opportunities. It’s that they find themselves just running into position openings to do all different kinds of research at these campuses. You can find new passions this way, it can be life-changing. 

Q:  What has the impact of research opportunities been on your educational career and future career?

A:  Huge. I had not even considered trying to pursue this (field) and certainly was not trying to pursue graduate school.  That was not something that I thought I would do or even thought that I wanted.

Q:  What was your original aspiration?

A:   I think I wanted to do medical stuff.  I started out as a nurse’s aide and then I came to Marion.  I graduated high school when I was 16 and then I took a year off and started doing medical-related stuff and thought it was something I wanted to do, but I wasn’t fully committed to that by any means.

Q:  Where are you from originally?

A:    I went to school in Marysville like many of the other students here.  I think we have a lot of students who come from that area.

Q:  What would you say to a prospective student or a young student who is just coming into Ohio State Marion about the opportunities you’ve received in research? And opportunities you’ve received in terms of exploration and growth?

A:  I’ve been writing my CV for graduate school applications and I am starting to look at how much support I’ve gotten from the campus. Over the years, I’ve received at least $7,000 in support for my research and endeavors. From going to conferences to going to field school.  I think that’s not something I would have been able to do at the main (Columbus) campus. The opportunity is just not there for your average student.  Being at Marion has been everything for me.  I don’t know how well I would have succeeded if I had gone to the main (Columbus) campus, or really any large school… It’s hard to even say if I would have completed my bachelor's degree if I started off there, truthfully.  

Q: Why is that?

I have (received) a lot of support from my instructors.  If they see me struggling, they ask “Hey, are you alright?”  They don’t do that on the main (Columbus) campus.  They’re not going to check on you.  The instructors here (at Ohio State Marion) are invested in you.  They see the best in you, which I think is something that you don’t get anywhere else.  

Q:  Where have you traveled?

A:  I presented in Phoenix, Arizona and that was my first time going out west.  The experience was amazing. It was a big deal for me. I was exposed to people with different backgrounds since it was an international conference.  Then I went to Chicago to a conference hosted by graduate students from the University of Chicago.  I had been to Chicago before, but I believe that was my first time in the Field Museum.  It is awesome to be able to be able to say I presented there.  I recently went to Cincinnati for a conference as well. I also went to Switzerland for field school.

Q:  Did you do work in the lab here on campus?

A:  It’s kind of complicated.  A lot of the research that I’ve done is done using museum repositories. A lot of them are online now which is awesome…  Otherwise, you would need to pay the museum to package up a bunch of specimens to send to you and then you collect your data from them.  We did that a few times, but I think those online repositories made my research possible.

Q:  Thinking about not just Columbus campus but all other colleges and universities that you could have attended, how do you think going to Ohio State Marion has prepared you for grad school compared to some other places you potentially could have chosen?

A:  I would say it’s the opportunities.  For example, being able to do field school in Switzerland.  That is something I can put on my CV that not many people can. The field school was selective. All of the opportunities I have found at the Marion campus and chose to take advantage of are what made me competitive as an applicant for the field school. 

Q:  Were you digging there or going through archives?

A:  It was a dig, so we were out all day for two weeks.  We were in the field digging for specimens.  The first week and a half we didn’t really find much.  There were 14 of us.  On the second to last day, I found a partial fossil of a sea turtle…  I felt lucky to find that. 

Q:  Do you think you’ll be back here teaching a young person like yourself?

A:  I hope so.  That’s my goal.  The impact that the mentorship I have found here has had on my life cannot be overstated.  Being able to provide that for somebody else from a position of leadership would mean a lot to me.

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Savko Awards for Undergraduates

The Center for the Study of Religion offers two annual awards for the undergraduate study of religion. The fund was established by Maureen “Mo” Savko and Carlotta “Cory” McCowen in honor of their mothers, Anna Marie Savko and Cora Lee Banks.

Undergraduate Research Grant

This is an undergraduate research grant for $500. Any undergraduate research project relating to the academic study of religion is eligible, including senior theses, honors' theses, or other large projects relating to a religious studies course.

Students should submit:

• A short, 1-2 page project proposal
• A brief, 1-page budget
• A letter of recommendation from an OSU faculty member 

All completed application materials should be compiled and emailed to  [email protected]

NEW DEADLINE: The application deadline for the 2024 calendar year will be April 5, 2024.

Best Undergraduate Paper

A $500 prize for the best undergraduate paper relating to the academic study of religion. The paper must have been written as part of an OSU course and may be submitted either by a faculty member or by the student directly. Papers may come from either fall or spring semester.

All papers wishing to be adjudicated should be emailed to  [email protected]

The application deadline for the 2024 calendar year will be December 17, 2024.   The award winner will be announced at the beginning of the 2025 Spring term. 

Previous Savko Award Recipients:

• 2023-2024 — Anais Fernandez Castro
• 2022-2023 — Claire Dolan
• 2021-2022 — Jordan Vann
• 2019-2020 — Jordan Baggs
• 2018-2019 — Amanda Dominique
• 2017-2018 — Chris Newman
• 2016-2017 — Michelle Sdao
• 2022-2023 — Daniel Rich
• 2020-2021 — Rose McCandless
• 2019-2020 — MacKenzie Wilcox
• 2018-2019 — Nathan Hensley
• 2017-2018 — Michelle Sdao
• 2016-2017 — Dillon Sampson

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Mila Gajic, MFA Thesis Defense

Save the Date: Mila Gajic 's MFA Oral Defense is set for April 1, 2024!  Mila joined the Department of Design in 2021 in the Digital Animation and Interactive Media track. She has served as a Graduate Research Associate at the Advanced Computing Center for the Arts and Design (ACCAD), where she focuses on crafting 3D assets for virtual reality projects.

Committee Members:  Matthew Lewis, Advisor Scott Swearingen Shadrick Addy  Thesis Title:   Affordances of Immersive Virtual Spaces as a Medium for Representing an Inquiry Process Project Description:  

Mila Gajic is interested in how organizing conceptual inquiries into “navigable spatial diagrams” through experiential media can foster new perspectives and insights through interactive engagement.  Using a research-through-design approach and the mediums of virtual and augmented reality, she explores how 3D virtual worlds can uncover additional formats for presenting creative research and sharing it with others. Mila's project consists of immersive virtual spaces whose structures depict the core ideas and connections within her research interests over the past two years. To translate mostly abstract concepts into a spatial layout, Mila coded specific virtual elements with symbolic meanings linked to her practice. These spatial metaphors facilitate an interpretative space that balances authorial control and user agency in immersive media. Mila also explored ways of offering insights into her design process within this virtual environment through spatial annotations that users can unveil gradually.  Rooted in Reflective Practice, this project merges methodologies of Human-Centered Design and Storytelling Design for VR, emphasizing user experience within immersive nonlinear narratives. It also employs Arts-Based Research practices in translating inquiries from non-spatial to spatial forms, while promoting transparency and aesthetic response in the research process. Beyond uncovering additional avenues for presenting inquiries, this project addresses current gaps in the field of mixed reality, including text positioning in 3D spaces and intensifying the sense of presence in virtual worlds.

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Taylor Bednar Dissertation Defense

Title: Radical and Iodane Site-Selective Functionalization of C-H Bonds

Division: Organic Advisor: David Nagib