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The Ultimate Guide to Getting Your Thesis Published in a Journal

• 7-minute read
• 25th February 2023

Writing your thesis and getting it published are huge accomplishments. However, publishing your thesis in an academic journal is another journey for scholars. Beyond how much hard work, time, and research you invest, having your findings published in a scholarly journal is vital for your reputation as a scholar and also advances research findings within your field.

This guide will walk you through how to make sure your thesis is ready for publication in a journal. We’ll go over how to prepare for pre-publication, how to submit your research, and what to do after acceptance.

Pre-Publication Preparations

Understanding the publishing process.

Ideally, you have already considered what type of publication outlet you want your thesis research to appear in. If not, it’s best to do this so you can tailor your writing and overall presentation to fit that publication outlet’s expectations. When selecting an outlet for your research, consider the following:

●  How well will my research fit the journal?

●  Are the reputation and quality of this journal high?

●  Who is this journal’s readership/audience?

●  How long does it take the journal to respond to a submission?

●  What’s the journal’s rejection rate?

Once you finish writing, revising, editing, and proofreading your work (which can take months or years), expect the publication process to be an additional three months or so.

Revising Your Thesis

Your thesis will need to be thoroughly revised, reworked, reorganized, and edited before a journal will accept it. Journals have specific requirements for all submissions, so read everything on a journal’s submission requirements page before you submit. Make a checklist of all the requirements to be sure you don’t overlook anything. Failing to meet the submission requirements could result in your paper being rejected.

Areas for Improvement

No doubt, the biggest challenge academics face in this journey is reducing the word count of their thesis to meet journal publication requirements. Remember that the average thesis is between 60,000 and 80,000 words, not including footnotes, appendices, and references. On the other hand, the average academic journal article is 4,000 to 7,000 words. Reducing the number of words this much may seem impossible when you are staring at the year or more of research your thesis required, but remember, many have done this before, and many will do it again. You can do it too. Be patient with the process.

Additional areas of improvement include>

·   having to reorganize your thesis to meet the section requirements of the journal you submit to ( abstract, intro , methods, results, and discussion).

·   Possibly changing your reference system to match the journal requirements or reducing the number of references.

·   Reformatting tables and figures.

·   Going through an extensive editing process to make sure everything is in place and ready.

Identifying Potential Publishers

Many options exist for publishing your academic research in a journal. However, along with the many credible and legitimate publishers available online, just as many predatory publishers are out there looking to take advantage of academics. Be sure to always check unfamiliar publishers’ credentials before commencing the process. If in doubt, ask your mentor or peer whether they think the publisher is legitimate, or you can use Think. Check. Submit .

If you need help identifying which journals your research is best suited to, there are many tools to help. Here’s a short list:

○  Elsevier JournalFinder

○  EndNote Matcher

○  Journal/Author Name Estimator (JANE)

○  Publish & Flourish Open Access

·   The topics the journal publishes and whether your research will be a good fit.

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·   The journal’s audience (whom you want to read your research).

·   The types of articles the journal publishes (e.g., reviews, case studies).

·   Your personal requirements (e.g., whether you’re willing to wait a long time to see your research published).

Submitting Your Thesis

Now that you have thoroughly prepared, it’s time to submit your thesis for publication. This can also be a long process, depending on peer review feedback.

Preparing Your Submission

Many publishers require you to write and submit a cover letter along with your research. The cover letter is your sales pitch to the journal’s editor. In the letter, you should not only introduce your work but also emphasize why it’s new, important, and worth the journal’s time to publish. Be sure to check the journal’s website to see whether submission requires you to include specific information in your cover letter, such as a list of reviewers.

Whenever you submit your thesis for publication in a journal article, it should be in its “final form” – that is, completely ready for publication. Do not submit your thesis if it has not been thoroughly edited, formatted, and proofread. Specifically, check that you’ve met all the journal-specific requirements to avoid rejection.

Navigating the Peer Review Process

Once you submit your thesis to the journal, it will undergo the peer review process. This process may vary among journals, but in general, peer reviews all address the same points. Once submitted, your paper will go through the relevant editors and offices at the journal, then one or more scholars will peer-review it. They will submit their reviews to the journal, which will use the information in its final decision (to accept or reject your submission).

While many academics wait for an acceptance letter that says “no revisions necessary,” this verdict does not appear very often. Instead, the publisher will likely give you a list of necessary revisions based on peer review feedback (these revisions could be major, minor, or a combination of the two). The purpose of the feedback is to verify and strengthen your research. When you respond to the feedback , keep these tips in mind:

●  Always be respectful and polite in your responses, even if you disagree.

●  If you do disagree, be prepared to provide supporting evidence.

●  Respond to all the comments, questions, and feedback in a clear and organized manner.

●  Make sure you have sufficient time to make any changes (e.g., whether you will need to conduct additional experiments).

After Publication

Once the journal accepts your article officially, with no further revisions needed, take a moment to enjoy the fruits of your hard work. After all, having your work appear in a distinguished journal is not an easy feat. Once you’ve finished celebrating, it’s time to promote your work. Here’s how you can do that:

●  Connect with other experts online (like their posts, follow them, and comment on their work).

●  Email your academic mentors.

●  Share your article on social media so others in your field may see your work.

●  Add the article to your LinkedIn publications.

●  Respond to any comments with a “Thank you.”

Getting your thesis research published in a journal is a long process that goes from reworking your thesis to promoting your article online. Be sure you take your time in the pre-publication process so you don’t have to make lots of revisions. You can do this by thoroughly revising, editing, formatting, and proofreading your article.

During this process, make sure you and your co-authors (if any) are going over one another’s work and having outsiders read it to make sure no comma is out of place.

What are the benefits of getting your thesis published?

Having your thesis published builds your reputation as a scholar in your field. It also means you are contributing to the body of work in your field by promoting research and communication with other scholars.

How long does it typically take to get a thesis published?

Once you have finished writing, revising, editing, formatting, and proofreading your thesis – processes that can add up to months or years of work – publication can take around three months. The exact length of time will depend on the journal you submit your work to and the peer review feedback timeline.

How can I ensure the quality of my thesis when attempting to get it published?

If you want to make sure your thesis is of the highest quality, consider having professionals proofread it before submission (some journals even require submissions to be professionally proofread). Proofed has helped thousands of researchers proofread their theses. Check out our free trial today.

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Publishing a Master’s Thesis: A Guide for Novice Authors

Robert g. resta.

1 Swedish Cancer Institute, Swedish Medical Center, Seattle, WA USA

Patricia McCarthy Veach

2 Department of Educational Psychology, University of Minnesota, Minneapolis, MN USA

Sarah Charles

3 Jefferson Kimmel Cancer Center, Thomas Jefferson University Hospital, Philadelphia, PA USA

Kristen Vogel

4 Center for Medical Genetics, NorthShore University HealthSystem, Evanston, IL USA

Terri Blase

5 Department of Maternal Fetal Medicine, Advocate Christ Medical Center, Oak Lawn, IL USA

Christina G. S. Palmer

6 Department of Psychiatry & Biobehavioral Sciences, UCLA, Los Angeles, CA USA

7 Department of Human Genetics, UCLA, Los Angeles, CA USA

8 UCLA Semel Institute, 760 Westwood Plaza, Room 47-422, Los Angeles, CA 90095 USA

Publication of original research, clinical experiences, and critical reviews of literature are vital to the growth of the genetic counseling field, delivery of genetic counseling services, and professional development of genetic counselors. Busy clinical schedules, lack of time and funding, and training that emphasizes clinical skills over research skills may make it difficult for new genetic counselors to turn their thesis projects into publications. This paper summarizes and elaborates upon a presentation aimed at de-mystifying the publishing process given at the 2008 National Society of Genetic Counselors Annual Education Conference. Specific topics include familiarizing prospective authors, particularly genetic counseling students, with the basics of the publication process and related ethical considerations. Former students’ experiences with publishing master’s theses also are described in hopes of encouraging new genetic counselors to submit for publication papers based on their thesis projects.

Introduction

Scholarship is important for growth of a profession and for clinical care. For these reasons, the American Board of Genetic Counseling (ABGC) endorses scholarly activities through Practice Based Competency IV.5 (American Board of Genetic Counseling 2009 ). Boyer ( 1990 ) describes four types of scholarship (Scholarship of Discovery, Scholarship of Integration, Scholarship of Application, and Scholarship of Teaching), all of which are endorsed by ABGC and required of accredited genetic counseling training programs. The first three types of scholarship, which involve generating new knowledge or applying existing knowledge to an important problem, are the basis of the ABGC’s requirement that students in accredited programs engage in scholarship and complete a scholarly product. The ABGC defines a scholarly product to include: a master’s thesis, an independent research project, a literature review/case report, a formal needs assessment, design and implementation of an innovative patient, professional, or community educational program, and/or preparation of a grant proposal.

The purpose of this article is to encourage students to disseminate their scholarly work (except grant proposals) through a journal publication. This article was developed from an Educational Breakout Session (EBS) at the 2008 National Society of Genetic Counselors (NSGC) Annual Education Conference and draws upon the experiences of a past editor and current assistant editor of the Journal of Genetic Counseling ( JOGC ), a student mentor, and recent genetic counseling graduates who successfully turned their student thesis projects into peer-reviewed publications.

Engaging in scholarship is important for increasing genetic counselors’ self-knowledge, but dissemination of scholarship is essential for the growth of the genetic counseling field. McGaghie and Webster ( 2009 ) identify a wide range of types of scholarly products that promote broad dissemination of information, including peer-reviewed journal articles (e.g., original research, case reports, review articles), book chapters, books or monographs, edited books, essays, editorials, book reviews, letters, conference reports, educational materials, reports of teaching practices, curriculum description, videos, simulations, simulators, and web-based tutorials. As evidence of the importance of disseminating scholarship to the field of genetic counseling, dissemination of scholarly products is actively promoted by the NSGC, the major professional organization for the genetic counseling profession. A prominent example of NSGC’s commitment to dissemination is the JOGC , a professional journal devoted to disseminating peer-reviewed information relevant to the practice of genetic counseling. The success of this journal over nearly two decades is a strong indicator of the value genetic counselors place on publishing journal articles as an essential product of scholarship.

Individuals who have completed a master’s thesis or equivalent should consider publication. This “call to publish” student work is based on evidence that a large proportion of students engage in a scholarly activity with publication potential. A recent survey of 531 genetic counselors suggests that 75% of respondents fulfilled their scholarly activity requirement via a master’s thesis (Clark et al. 2006 ). Among this group, 21% classified their thesis as “hypothesis driven” and 20% classified it as a “descriptive study.” Although the research may be relatively small scale given the time and resource constraints of short training programs (≤2 years), it nonetheless offers a rich and varied source of information about the practice of genetic counseling that could be shared with the broader community through publication. Yet Clark et al. ( 2006 ) found that only 21.6% of respondents who completed a master’s thesis had submitted a manuscript for publication in a peer-reviewed journal. It appears that many students do not submit their research for professional publication, perhaps due to a combination of time constraints, lack of mentoring and support, unfamiliarity with the publication process, lack of professional confidence, and fear of rejection (Clark et al. 2006 ; Cohen et al. 2008 ; Driscoll and Driscoll 2002 ; Keen 2006 ). Because this is one aspect of scholarship that has received limited attention, guidance regarding the details and vicissitudes of the publication process, and acknowledgement that master’s theses can be successfully published, are needed.

Of course, one might question why students should or would publish the results of their graduate work. The answer is complex, without a “one size fits all,” because scholarship can be intrinsically and/or extrinsically motivated. McGaghie and Webster ( 2009 ) describe intrinsic motives as including sharing knowledge, career advancement, status improvement, collegial approval, personal pleasure, and response to challenge; extrinsic motives include academic pressure, commitment to patient care, practice improvement, and promoting the use of new technologies. Although the reasons genetic counselors publish articles have not been empirically evaluated, Clark et al. ( 2006 ) (i) concluded that a substantial number of genetic counselors consider active involvement in research (a form of scholarship and precursor to publication) to be a core role, and (ii) found that respondents endorsed a range of intrinsic and extrinsic motives for their involvement in research. These reasons included interest in the subject, contributing to the field, personal development/satisfaction, diversifying job responsibilities, job requirements, lack of existing research on a particular topic, and career advancement. It is reasonable to infer that these reasons would extend to publication as well.

The work that culminates in a master’s thesis provides the basis for a professional journal article. However, writing a professional journal article differs from writing a master’s thesis. This article, therefore, provides practical ideas and considerations about the process for developing a master’s thesis into a peer-reviewed journal article and describes successful case examples. Research and publication occur in stages and include many important topics. Previous genetic counseling professional development articles have partially or comprehensively addressed the topics of developing and conducting a research project (Beeson 1997 ), writing a manuscript (Bowen 2003 ), and the peer-review process (Weil 2004 ). This paper expands on previous articles by describing the publication process and discussing publication ethics, with emphasis on aspects pertinent to publishing a master’s thesis. It is hoped that this article will encourage genetic counselors to publish their research.

The primary audience for this article is genetic counselors who are conducting a master’s thesis or equivalent or who completed a thesis in the last few years which remains unpublished. The secondary audience is other novice authors and affiliated faculty of genetic counseling training programs. Although the focus of this paper is on journal publications which are subject to a peer-review process (e.g., original research, clinical reports, and reviews), some of the basic information applies to a variety of publishing forms.

The Publication Process

Publish before it perishes.

Like produce and dairy products, data have a limited shelf life. Research results may be rendered marginal by new research, social changes, and shifts in research trends. For example, a study of patient reluctance to undergo genetic testing due to concerns about health insurance discrimination conducted in December 2007 would have been obsolete when the Genetic Information Nondiscrimination Act (Pub.L. 110–233, 122 Stat. 881, enacted May 21, 2008) was enacted 5 months later. Or studies of whether patients think they might undergo testing if a gene for a particular condition were identified become less relevant once the gene is actually mapped and sequenced.

The hardest part about writing is actually writing. Making the time to sit down and compose a report of research findings is a very difficult first step. As noted in the three case examples, this is particularly true for a recent graduate whose time is occupied with searching for a new job, moving to a new city, and learning the details of a new job. However, the longer you wait, the more difficult it becomes, and the greater the risk that your data will grow stale. If you do not write it, the paper will likely not get written. The three case examples identify strong mentorship, ongoing communication with co-authors, constructive criticism, and commitment to publication by every author as key elements for successfully preparing a manuscript. The following sections describe basic processes for preparing a paper. See also Table  1 for helpful references about technical aspects of manuscript preparation.

Table 1

Selected Resources For Manuscript Preparation

Choosing a Journal

Research delivered to an inappropriate audience is ignored. Many journals publish genetic counseling research—as demonstrated by the three case examples—and therefore, choosing the right journal is critical (Thompson 2007 ). The first step is to decide who the audience should be. Is it important to reach genetic counselors? Medical geneticists? Or is the audience outside of the genetic counseling community? Some genetic counseling research is of interest to researchers in patient education, decision-making, or the social sciences. Clinicians such as surgeons, radiology technicians, psychologists, and family practice physicians might benefit from a greater understanding of genetic counseling and how it interfaces with their specialties.

The next step is to decide whether the journal is interested in the type of research conducted. For example, does the journal publish articles mostly on medical and clinical issues? Does it publish qualitative research? A description of the scope, aims, and types of research that are published is located in the “Instructions to Contributors” section on the web page of most journals. A look at the journal’s editorial board might also provide a good idea of a journal’s theoretical approaches, philosophical orientation, and research interests. Another strategy is to contact the journal’s editor or a member of the editorial board prior to submitting a manuscript to discuss the appropriateness of the manuscript for the journal. Many editors welcome such pre-submission contact since it reduces their workload of reading inappropriate manuscripts.

A journal’s “impact factor” may be important to some authors when considering where to publish a manuscript. The impact factor is a—perhaps imperfect—statistical measure of a journal’s importance. The impact factor was developed in the early 1960s by Eugene Garfield and Irving Sher and is technically defined as A/B, where A = the number of times articles published in that journal were cited and B = the number of citable articles published by the journal (letters and editorials are not usually citable articles) (Garfield 1994 ). An impact factor of one indicates that on average, articles published in the journal were cited once by other authors.

A journal’s impact factor can vary greatly from year to year, and its practical utility is widely debated (Andersen et al. 2006 ; Chew et al. 2006 ; Greenwood 2007 ; Ha et al. 2006 ; The PLoS Medicine Editors 2006 ). Genetic counselors often publish small studies and case reports. The journals that might publish such papers usually have impact factors of ten or less. Thus the impact factor may be a less important consideration for many genetic counselors when deciding where to publish.

A publisher’s copyright policy may also influence the choice of where to publish. The majority of publishers own the copyright (United States Copyright Office 2008 ) and authors do not have the right to copy, re-use, or distribute their own publications without buying reprints, which can be a significant source of income for publishers. Some journals, like the Public Library of Science (PLoS), are completely Open Access and make all articles fully available online. Other journals have Delayed Open Access, which makes articles publicly available after a specified period of time, often a year or two. Many journals, such as the JOGC , promote Hybrid Open Access in which authors, for a fee, can make their articles publicly available. Some journals will make select articles publicly available, usually those that attract media attention. For grant-funded research, consider the requirements of the funding source; some granting agencies require that the research results be made publicly available at some point.

Peer Review

Peer review is the process in which two or three experts evaluate a manuscript to determine whether it is worthy of publication. Peer review is the backbone of scholarly publishing; no research manuscript gets published until a team of reviewers and journal editors vets it. Ideally, reviewers are objective, constructively critical, open-minded, fair, and insightful. Some journals blind the reviewer to the author’s identity, in hopes that the authors’ reputations or professional relationships will not influence the review. Some journals will let authors suggest reviewers or request that certain people not review a manuscript. A journal’s peer review policies may be another important consideration in choosing where to submit a manuscript.

In practice, peer review is not always ideal (Benose et al. 2007 ; Curfman et al. 2008 ; Hames 2007 ; Wager et al. 2006 ). Nonetheless, no better or viable alternative has been proposed. Reviews may sometimes appear to be arbitrary, unfair, and poorly performed. Reading such reviews can be very difficult and frustrating, even for experienced authors. However, it is a reviewer’s job to be critical, and there may be elements of truth in even the most negative reviews. Some editors may be willing to send a manuscript to another reviewer if an original reviewer produces a harshly critical or poorly thought out critique. Some journals have a formal appeals process if a manuscript is rejected or an author feels a review is inaccurate, inappropriate, or biased. However, sometimes it is simply easier to submit the manuscript to a different journal. Case # 2 describes a successful example where submitting a manuscript to a different journal led to publication.

The manuscript rejection rate varies widely across journals, but about half of all manuscripts are rejected or require significant revisions (Armstrong et al. 2008 ; Hall and Wilcox 2007 ; Liesegang et al. 2007 ). About half of rejected manuscripts are published in other journals (Armstrong et al. 2008 ; Hall and Wilcox 2007 ; Liesegang et al. 2007 ). Even among articles that are accepted for publication, the vast majority will require significant revisions. All three case examples describe manuscripts that underwent significant revision. Thus, prospective authors should not be disheartened if a manuscript is rejected or needs extensive re-writing; this is the rule rather than the exception . Many editors are willing to work with authors who have questions about specific comments or how best to incorporate the reviewers’ suggestions. Busy journal editors would rather answer questions up front than have to laboriously edit a revised manuscript and send it back for further revisions.

Peer review, and the subsequent manuscript revisions, along with the number of manuscripts submitted to the journal, are probably the most critical bottlenecks in determining how long it takes before a manuscript appears in print. Typically, a year or more may pass from the time of submission to the publication date. The three case examples include their timeframes to highlight the need for perseverance and patience with the publication process.

The clearest way for authors to respond to editors’ and reviewers’ comments is to prepare a table that lists each comment and how the authors addressed them, item by item. Some reviewers’ comments may be inaccurate or simply unrealistic (e.g. “The authors should re-do the entire research study...”); these can be discussed in the table or in the cover letter that accompanies the table. Additional information about the peer-review process can be found in Weil ( 2004 ).

Acceptance!

Once a manuscript is accepted for publication, the publisher or the journal editor will send a copyright transfer statement that spells out ownership of the article. This statement must be signed and returned in short order before the manuscript will be published. The corresponding author will receive page proofs, usually electronically, which must be read by the author for accuracy and returned fairly quickly (usually 2–3 days). Many publishers are reluctant to make significant changes in the page proofs, and they may charge for substantial revisions. Thus, the version of the manuscript that is submitted to the journal before the page proofs are generated should be very close to what the author wishes to see in print. Usually at this time publishers will offer the author the option to purchase reprints to allow the author to share the publication with other researchers, co-authors, and colleagues. Some journals will provide a limited number of free reprints or a complimentary copy of the issue of the journal in which the paper appears. The steps in the publication process are summarized in Table  2 .

Table 2

Steps in the Publication Process

a ∼50% of manuscripts are rejected or require significant revision before being accepted for publication

Ethics of Publishing

“Scholarship (like life) is not always fair or precise.” (Thompson 1994 )

Manuscript preparation and submission for publication can be complicated by ethical issues. Many authors may not be aware of these ethical conundrums, let alone have a plan for addressing them. Ethics is not a stagnant concept. As research methodologies and research questions evolve, new ethical issues in publishing arise. This section contains a description of several issues broadly relevant to the publishing practice of genetic counselors, particularly as students or recent graduates. However, it is important for genetic counselors-as-authors to keep abreast of ethical issues relevant to their own work.

“Ethics” are principles that govern the behavior of individuals or groups (Merriam-Webster 1974 ). Ethical codes of conduct exist in order to preserve the integrity of a profession, ensure the public’s welfare, and protect scholars. Ethical issues particularly relevant to writing for publication, include: (1) authorship determination, (2) disclosure and conflicts of interest, (3) plagiarism, (4) subject confidentiality, (5) accuracy of information, and (6) publishing in multiple sources.

Authorship Determination

Consider the following situation: A student conducted an excellent study for her master’s thesis project. At the beginning of the project, her supervisor promised her that she would have first authorship on any manuscripts based on the project. However, when the time came to write the paper, the student procrastinated. Finally, after the supervisor repeatedly “nagged” her, she submitted a draft to her, but it was very poorly written. The supervisor decided the only way to salvage the paper was to totally rewrite it herself. Now the supervisor thinks that she deserves to be the first author. Is this ethical? Does it matter if the project was the student’s master’s thesis rather than a project in which she was voluntarily involved? Are there guidelines that might be implemented in advance to handle this kind of situation?

This complex situation may be all too familiar for many supervisors and students. It raises issues about valuing contributions to the publication process, the power differential between supervisors and students, determining when renegotiation of authorship is warranted, and setting expectations and priorities up front. Whenever manuscripts are authored by more than one individual, order of authorship should be negotiated as early in the process as possible. Only individuals who have actually contributed to the work should be listed as authors. Their order should indicate “...the relative scientific or professional contributions of the individuals involved, regardless of their status” (Shadish 1994 ) (p. 1096). In the sciences, the first and last authors typically are the individuals that made the greatest contributions to the project (Laflin et al. 2005 ). Many journals require a listing of each author’s contribution to the manuscript in order to make sure each person meets the journal’s requirements to be listed as an author.

Student authors pose a special situation. Doctoral students usually are the first authors of papers based on their dissertation research (Nguyen and Nguyen 2006 ). Authorship order is less clear for masters’ projects because masters’ students may lack sufficient knowledge and skills to conduct a project and prepare a manuscript of publishable quality without considerable input from their supervisor (Shadish 1994 ). Thompson ( 1994 ) recommends that when there is any question as to who made the primary contribution, the student should receive higher authorship. His recommendation helps to protect the person who has less power in the situation. Often students are involved in studies that are not based on their own master’s or doctoral research, but rather are connected to an existing research program, such as case examples 1 and 2. In those situations, some authors contend that their involvement should be creative and intellectual in order to warrant authorship; otherwise, student input can be credited in an acknowledgement section (Fine and Kurdek 1993 ; Holaday and Yost 1995 ; Thompson 1994 ).

Negotiating authorship is an important step that should begin in the initial stages of a project. This step usually involves assessing and agreeing upon each person’s tasks, contributions, and efforts. The amount of supervision required for an individual’s contributions is usually considered as well (Fine and Kurdek 1993 ). Sometimes renegotiation of authorship order is necessary due to unexpected changes and/or substantial revision of the manuscript. The key is to remember that authorship is negotiated. Questions to consider throughout this negotiation process include: Who had the original idea for the basis of the publication? Who designed and conducted the study that generated the data? Who will write most of the first draft of the paper? Is the study part of someone’s research lab? Students should maintain early and on-going communication with their co-authors about their investment of time and efforts and the outcomes of those efforts (Sandler and Russell 2005 ). However, scholarly contribution is more important than actual time and effort expended when determining authorship. For more information regarding authorship determination, it may be useful to review guidelines for discussing and clarifying authorship order (Gibelman and Gelman 1999 ) or developing individualized contracts for research collaboration (Stith et al. 1992 ). These guidelines also may be useful for initiating discussion of authorship as part of the curriculum in genetic counseling training programs.

Take another look at the authorship scenario. At the time of the original negotiation of authorship, it is likely that the supervisor (and other parties) believed the student warranted first authorship due to her creative contributions and time allotted to the study. In most authors’ minds, first authorship is equated with substantial contribution to writing the manuscript, usually the first draft, so it is important the student understand this is part of the responsibilities of being first author. Typically students have no experience writing a journal article, and so some procrastination is likely. In this scenario, the authorship dilemma may have been averted by having in place a plan to mentor the student, providing support, and delineating a specific process for writing the first draft of the manuscript.

Manuscripts invariably undergo substantial revision as co-authors and reviewers weigh in, so it is not unusual that the supervisor would revise the student’s first draft. This activity does not prima facie warrant a change in authorship order. However, by developing a specific plan to support the student’s writing, it may minimize the extent of the supervisor’s revisions. It is possible, though, that the student’s procrastination and poor writing should initiate a renegotiation of authorship order because the level and nature of her contributions to the work may be changing. The supervisor and student should discuss the reasons for changing authorship order; the supervisor should not unilaterally make this change without discussion. Keep in mind that the bar for changing authorship should be much higher if the paper is based on the student’s master’s thesis than if it is based on a project in which she was voluntarily involved. It is also important to inform students early in the process that most research is a collaborative effort, requiring time, energy, and sometimes funding, and therefore their collaborators have expectations that their contributions will be rewarded through publication. Developing an a priori policy for renegotiation may often reduce misunderstandings and minimize conflict.

Disclosure and Conflicts of Interest

Consider the following situation: A student conducted a study to evaluate a new program that her clinic is offering to its patients. She interviewed ten patients who participated in the program about their experience. Nine of these patients were in general agreement about the value of the program, while the 10th patient was quite negative about her experience. The student’s impression of this patient is that she is a generally negative person. The student believes that the patient came into the program expecting not to like it. Furthermore, the student is concerned her clinic will lose funding for this program if she reports this patient’s responses. The student decides to exclude her data from the paper. Is this decision ethical? Why or why not?

One ethical issue raised in this scenario involves determining when it is appropriate to exclude data points. Data collected from research can be messy, and it is not unusual for some data points to be excluded from analyses. However, there must be an explicit methodology for excluding data points or subjects, and this information usually is reported in the manuscript. Examples for exclusions include: missing data (e.g., a participant did not complete a majority of the items on a questionnaire); measurement error (e.g., the recorded measurement of a biological process or part of the anatomy is simply impossible); small sample sizes (e.g., an insufficient number of individuals from a minority group participated in the research resulting in numbers too small for meaningful analysis). In the scenario described above, the rationale provided for excluding the 10th patient’s experience is not sufficient to warrant exclusion. Instead, it appears that exclusion of this individual is based on a desire to promote the new program in the student’s clinic. In order to eliminate this form of conflict of interest, one could consider involving a clinic outsider in the analysis and interpretation of the data. By including a clinic outsider in the project, editor and reviewer concerns about the integrity of the data, analyses, and conclusions will be allayed.

Most journals provide another “safeguard,” by requiring a statement about possible conflicts of interest. A conflict of interest statement requires the author to acknowledge in writing the nature of any circumstances that might bias the process and/or outcome of their work. For example, any project and published report that might result in direct financial gains for an author(s) should be disclosed to a journal’s editor and to the readership. Examples of possible conflicts of interest include conducting a study of the effectiveness of a genetic test funded by the company that developed and is marketing the test, or a program evaluation study whose outcome would determine the continuation of the investigators/authors’ jobs.

Plagiarism is a familiar concept to most people. Everyone generally understands the importance of “giving credit where credit is due.” Yet, the National Science Foundation estimates that the prevalence of plagiarism may be as high as 50% (Roig 2001 ). Probably many of these incidents are unintentional and/or occur because the authors were unaware of some of the nuances regarding plagiarism. Although there is some variability within and across disciplines about the specific behaviors that constitute plagiarism, there is general agreement about two broad types (Roig 2001 ): cryptamnesia -an individual thinks their idea is original when it actually was presented by someone else previously; and inappropriate paraphrasing —an individual uses another person’s published text without properly citing that use, and/or using their statements with little or no modification. Specific examples of inappropriate paraphrasing include: (1) publishing another person’s work as one’s own; (2) copying part of another author’s paper and claiming it as one’s own; (3) copying text from another source without using quotations marks and without citing that source in the text; (4) paraphrasing text from another source without providing an in-text citation; (5) summarizing material from another source without clearly connecting the summary to that source; and (6) using copyrighted materials without author/publisher permission (East 2006 ; Lester and Lester Jr. 1992 ).

Additional types of plagiarism include ambiguous use of citations. For instance, an individual includes a citation in a paragraph but does not clearly indicate which content in the paragraph is from the cited work. Another type of plagiarism is self-plagiarism . Self-plagiarism occurs when an individual includes published work of their own for which they do not own the copyright (e.g., reprinting a table from one of their previously published papers); repeating verbatim text from a previously published article. Permission to reprint material from the publisher must be obtained.

Plagiarism is a serious ethical breach which can result in a legal penalty. Strategies for avoiding plagiarism include limiting the use of direct quotes; avoiding the use of secondary sources—it is always better to read and cite an original source when available; and restating ideas in one’s own words while providing in-text citation of the work that contains the original ideas (East 2006 ; Lambie et al. 2008 ; Lester and Lester Jr. 1992 ). When in doubt regarding the originality of one’s words, it is best to cite the source(s) on which they are based. In this regard, it may help to bear in mind that readers will assume all words in the paper are the author’s unless the source(s) are cited.

Subject Confidentiality

Published papers must be written in a way that no subjects can be recognized by others without their written consent (Gavey and Braun 1997 ). Given the unique nature of genetics, family members may also need to provide written consent (McCarthy Veach et al. 2001 ). When possible, identifying information should be removed or disguised (e.g., use of pseudonyms) and data based on multiple subjects should be reported in aggregate (group) form. Institutional review boards (IRBs) play a critical role in assuring protection of subject confidentiality. Many journals require authors to indicate either in the paper or a cover letter that they have obtained institutional review board approval to conduct their animal or human subjects study. In some cases, an ethics board may have been consulted regarding ethical dilemmas reported in a clinical paper and this should be acknowledged in the paper.

Accuracy of Information

Authors are responsible for rigorously checking the accuracy of their facts, data, and conclusions. However, despite one’s best efforts, substantial errors sometimes are not discovered until after a paper is published. In that case, the corresponding author should contact the journal immediately and ask that an erratum be published. On a related note, authors have a professional responsibility to make data sets reported in published papers available to other professionals. This practice allows for verification of the findings and conclusions, and it also makes possible research replications and extensions of the original study. The length of time for retaining research records depends on institutional policy and sponsor policy, so it is important to be aware of how these policies apply to the research generated by a master’s thesis. Often institutional review boards require researchers to state how long they will maintain a data set, and the researchers must adhere to that time frame.

Another accuracy issue concerns modifying and reporting the use of published material (e.g., an interview protocol, psychological instrument, curriculum) without clearly describing the precise nature of the modifications. Interpretation of findings and their comparison to other studies using the “same” instrumentation may be severely compromised when an author fails to report modifications. Further, professional courtesy suggests that permission be sought from the author before changing her or his material. Also, use of published material requires crediting the author(s) of that material by including relevant citations.

Publishing in Multiple Sources

In the sciences, a manuscript should not be under review by more than one journal at a time. It is, however, acceptable to submit material for presentation at a conference prior to its actual publication in a journal, as the authors in case examples 1 and 3 did. Some conferences publish proceedings , and some journals will not publish work that is already published in a Proceedings unless the two papers differ substantially. When in doubt, it is good practice to contact a journal’s editor to determine the journal’s policy. Journals typically only publish original work, but on occasion there may be interest in reprinting an article. Reprinting a previously published paper requires written permission from the owner of the publication copyright. As a matter of courtesy, one should also seek the corresponding author’s permission, even if the author does not own the copyright.

Examples of Success

The benefits of sharing knowledge within the medical community and with the public via publication have been delineated. The publication of original work contributes to the advancement of the genetic counseling field overall, and at the individual level, authorship establishes a level of professional credibility, enhancing opportunities for future employability, funding and job satisfaction. The opportunity to develop a genetic counseling master’s thesis into a manuscript should therefore not be overlooked. Below are the personal accounts of three recent graduates who successfully transformed their individual master’s theses into published manuscripts. These examples were not systematically ascertained, and as such, do not necessarily represent all experiences with trying to publish a master’s thesis. These stories provide “first-hand accounts” of the authors’ experiences and, while acknowledging the challenges, demonstrate commitment to publishing their own projects throughout their careers. Table  3 contains a list of helpful hints gleaned from these cases.

Table 3

Helpful Hints for First Time Authors

Case 1: Consider Writing Your Thesis and Journal Article Concurrently

As a result of personal determination, and above all, strong mentorship, I was able to turn my master’s thesis work into a manuscript published in Patient Education and Counseling , titled “Satisfaction with genetic counseling for BRCA1 and BRCA2 mutations among African American women” (Charles et al. 2006 ). My work was a small component of an existing research project being conducted within a university academically affiliated with my genetic counseling training program. The project was an evaluation of the overall effects of “Culturally Tailored vs. Standard Genetic Counseling Protocol” among African American women.

I started by reviewing previous publications this group of researchers had produced and using these as a guide for my first draft, followed by multiple revisions. Approximately 17 months elapsed between first submission and publication. We submitted the manuscript in its original form in May 2005. We received the reviewers’ comments later that summer, and submitted revisions five months later. The article was accepted in that same month, published online five months later and in print seven months after the online version appeared. Shortly after graduating from my program I submitted an abstract of the work to NSGC for presentation at the 2005 Annual Education Conference, and subsequently learned that it was selected for the NSGC Beth Fine Student Abstract award.

My experience may be unusual because I worked on the manuscript and thesis project concurrently. Composing separate but related documents while still juggling second year genetic counseling student responsibilities was certainly a challenge. Preparing a comprehensive thesis project is a very different task than manuscript composition, the latter of which is more focused and narrow in scope. Challenges posed by this concurrent approach included ensuring that text requirements and deadlines specific to each document were met, as well as incorporating and addressing the reviews of both the training program and peer-reviewers. The main benefits of this approach were that I was still in school and therefore geographically close to my mentors, which facilitated ongoing communication throughout the process, and that the manuscript was under review by a journal before I started my new job.

Factors contributing to the successful publication of this project include mentorship, accountability, and commitment to publication by every author. Supportive, constructively critical, and well published, my mentors had high standards and knew the process. Frankly, I did not want to disappoint them. I found setting deadlines and meeting them, along with the accountability of in-person meetings (as opposed to email), to be effective approaches. Finally, publishing the project was a stated goal of the authors at the initiation of the project. I will not claim that the process was easy, but the goal is certainly attainable and worthwhile.

Case 2: You Need Not Publish Every Thesis Finding—Pick The Most Interesting and Relevant

As is the case for many graduate students, the first time I attempted to publish was after I completed my thesis. My thesis concerned the development of a minority research recruitment database and was the result of my graduate research on underserved populations.

Following graduation, I started my first job as a genetic counselor in a new city. During the overwhelming process of adjusting to “my new life,” my thesis advisor asked me to submit a manuscript to the American Journal of Public Health in response to a call for abstracts on genetics topics. Unfortunately, the deadline was only one week away. I scrambled to cut down my lengthy thesis to a reasonable length and submitted it, knowing that it was not my best work given the time constraint. Needless to say, it was rejected.

I decided that before resubmitting the manuscript to a different journal, I would need to take a different approach to the paper, more or less starting over. While my research results were interesting, they were limited in their application. I decided to publish instead on the success of our research initiative, as other researchers could learn from our process. Since I was changing the focus of the manuscript, I had to do an additional literature search and produce much of the writing from scratch. Most of this work had to be completed in my free time. While it was difficult to stay motivated, working on my manuscript when first starting a job was manageable as my caseload was lightest in the beginning. After several weeks of hard work, I submitted the manuscript to Health Promotion Practice .

About one month later, the editor contacted me and asked me to resubmit my manuscript with revisions. Three different reviewers provided feedback. Initially, it was overwhelming to read through their comments and frustrating, particularly when the reviewers contradicted each other. Despite my frustration, with my co-authors’ guidance I forged ahead and resubmitted, only to have the editor and reviewers ask for additional revisions. There were comments from the same three reviewers, however, far fewer in number. Still, I was beginning to think they would never accept the manuscript. I once again called upon my co-authors for guidance and was able to address the reviewers’ comments and resubmit the manuscript once again.

This time when I heard from the editor, the manuscript was finally accepted. What started out as a 120 page thesis ended up being published as an eight page paper (Vogel et al. 2007 ). It took approximately 8 months of writing and revising before the manuscript was finally accepted and an additional year before it came out in print. While the entire process was a true test of patience and determination, it was ultimately worth it. The experience gave me the foundation to carry on my research career and continue to publish successfully.

Case 3: Expectations and Mentorship are Crucial

I defended my thesis, received my Master’s degree, and was about to move back to the Midwest to start my new job as a genetic counselor, but my long “To-Do” list had one remaining item: Publish master’s thesis. I started the initial master’s thesis process with the expectation from one of my thesis advisors, and now a co-author, that research is not “put down and set aside” until published. I never questioned the process; if I was going to work with this advisor, I would be publishing. I was excited to undertake this challenge and impressed by my thesis advisor’s dedication, mentorship, and desire to see our hard work recognized. Nearly two years later, I could proudly say that this expectation, held by all of my thesis advisors and me, was accomplished. The manuscript, published in the JOGC , describes qualitative research regarding communication of genetic test results within a family (Blase et al. 2007 ).

In the beginning, I was unfamiliar with the publication process, but because of the support and guidance of my advisors, I began to learn the process, and so the frustrations and uncertainties were minimal. I also had a great working relationship with my co-authors that included communicating regularly and setting and meeting deadlines. After deciding the JOGC was the most appropriate venue for my research, I spent a good deal of time reducing and reformatting the 80 page thesis to a 20–25 page manuscript to meet the journal’s guidelines. Given the page constraints, this process necessitated determining which data to focus on and re-framing some information to appropriately fit the readers of my selected journal. Conversations with my advisors were instrumental in this phase.

There was nothing quick about publishing my master’s thesis. I graduated in June 2005, received an email shortly thereafter from one of my advisors about how to begin constructing a first draft of a manuscript, and began working on the manuscript in July 2005. I submitted the manuscript to JOGC in May 2006 and subsequently was informed by the editor that based on the reviews, revisions were required before the manuscript could be considered for publication. In September 2006, after two rounds of revisions, my manuscript was accepted, and by June 2007 it was published in the journal.

Although ultimately I was successful in publishing my master’s thesis, the process had its moments of frustration. I remember getting my first round of comments from the reviewers; I thought I was never going to get to the point of publication. My co-authors supported and encouraged me by explaining that revisions are truly part of the process. I was overwhelmed by the reviewers’ list of questions and changes after my initial submission, followed by additional reviews and revisions. Not only did I have to figure out how to keep the manuscript a priority in light of my new job, but I had to weed through and address the reviewers’ comments, and the suggestions of each co-author. The guidance of my thesis advisors, now co-authors, helped me navigate this process.

I have gained much through this experience. The process has opened doors for me including opportunities to work with other professionals with impressive publishing experiences, as well as speaking and poster presentation opportunities at national conferences. I also have greater confidence about the publishing process. What seemed like such a daunting and impossible task is now an attainable outcome. Although my master’s thesis was my most recent publication, the thought of taking on the publication process again is not nearly as intimidating as I once thought.

Publication of original research, clinical experience, and literature reviews are vital to the growth of the genetic counseling field and to the delivery of genetic counseling services. Publishing also promotes personal growth by counting toward maintenance of ABGC-certification as well as establishing the author as a credible and respected authority both within and outside the genetic counseling field. This professional recognition in turn can lead to employment opportunities, speaking engagements, research funding, and career advancement.

Submitting a manuscript for publication also can be an intellectually challenging, emotionally trying, and time-consuming task. But similar to life’s other difficult tasks, the rewards and satisfaction are commensurately great—to see your name in print, have your work cited by other authors, and know that you have contributed in a meaningful way to the practice and understanding of genetic counseling. Transforming a master’s thesis into a journal article is an obvious first step in developing and sustaining a commitment to publishing for our genetic counseling profession. Common themes in the three success experiences include the importance of mentorship and clear expectations for publishing, recognition of the length of the process and concomitant need for perseverance in the face of revisions, awareness of personal and professional benefits in terms of presentations at national meetings, awards, and motivation to continue publishing. Hopefully the information provided in this article will help to de-mystify the publishing process, promote consideration of ethical issues in publishing, and stimulate genetic counseling students and new graduates to embrace a “Publish for Success” philosophy.

Acknowledgments

This paper was developed from an Educational Breakout Session (EBS) sponsored by the Jane Engelberg Memorial Fellowship Advisory Group at the 2008 NSGC Annual Education Conference.

Open Access

This article is distributed under the terms of the Creative Commons Attribution Noncommercial License which permits any noncommercial use, distribution, and reproduction in any medium, provided the original author(s) and source are credited.

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• Publishing Your Dissertation in a…

Publishing Your Dissertation in a Scholarly Journal

So you’ve decided you want to earn a PhD. You have read about the road blocks , you’ve selected your committee, and you’ve started writing your dissertation. But why start thinking about a publication? What does that have to do with earning the ultimate degree?

Writing a dissertation without a publication is like going to the trouble of making a cake but not baking it. No one can taste your cake, no one can benefit from your hard work—of course, no one can criticize your work either. But without a publication, or two or three, the dissertation is not technically a total success. You’d be amazed at how many people don’t get a publication out of their dissertation. Without advanced planning, a publication likely won’t happen, because, once again, there are often unanticipated roadblocks.

1. Publication will be completely driven by you and no one else. A publication will not be on the priority list of your dissertation committee. And you will likely be the only one to understand where to publish.

2. Planning is the most important step and the only way to be successful. If you wait until after you go through the dissertation process, you will be too exhausted to publish, and it won’t happen for a year or two. You must plan.

3. Configure your dissertation for three separate publications. This may be three separate chapters, or it may be three different data sets or arms of your data. Link this to the selection of your committee. In my previous articles, I recommended choosing a committee wisely, with different members being associated with different jobs. Committee members should not have similar areas of expertise. Their “jobs” should not overlap. There should be a content expert or literature review expert, a methods person, a results person and a “whip.” Ideally, the “whip” (think politics, as in majority whip or minority whip in Congress) is your dissertation chair. The jobs of each member should be distinct to avoid having members fighting or making conflicting suggestions. Each article should be aligned with a separate expert. So there can be a Review article, a Methods article, and a Results article.

4. You get to decide who is listed as an author on your articles. You will be first author, and your mentor should be last author (a position of honor). If a committee member does not contribute, they ethically should not be included in the list of authors. Many journals now ask you to list the authors along with their meaningful contributions.

5. Decide ahead of time the journals in which you wish to publish. Full disclosure — I am on the board of the Journal of the American Academy of PAs (JAAPA), and I’m a reviewer for the Journal of Physician Assistant Education (JPAE). I’m going to recommend these PA journals for one of your publications. Here is my pitch (although biased): We are THE scholarly journals for the profession. If your data is completely focused on PA education, then select JPAE. Think about JAAPA for any research on PAs themselves or PA analogues. Select a PA journal for a personal touch and some really important feedback. Your article will be on a stage with your peers. This gives you the home crowd advantage.

6. Lose ownership. Remember how I said your dissertation is like your baby? Well, your baby now has gone through elementary school and the tumultuous teenage years and currently is entering college. Your publication needs you to back off and give it some space. It will leave home for a while (often for the long review process). When it comes back, it might need to do some laundry, but it should essentially not look at all like the baby you once knew. A publication should look like a publication, not a dissertation. It should be neat and mature and all grown up.

7. Try for the highest level journal you can realistically get published in. Here is the main problem: time. You cannot ethically submit the same article to multiple journals. You will need to make sure you have three completely separate articles in order to submit to multiple journals. There are many people who believe you should publish in the most prestigious journal you can make it into. I do not disagree with this philosophy; however, the alternative is that your work might not get read in a higher scholarly journal because PAs and PA educators don’t tend to read these other journals. This is for you to decide. There are websites that can help you determine where to publish. But be careful and check out Beall’s List, a list of potentially predatory “scholarly” open-access publishers.

8. Best of luck — and don’t fail to publish. Don’t bake your cake and not put it in the oven. Remember to reach out to your peers within the profession to aid in your success. Ultimately, your committee will be pleased to add a publication to their CVs. They will remember this as their reward for all the hard work that they (and you) put into your PhD.

A publication is the lasting legacy for all of your tough efforts and sacrifice. It is the “so what” of all you have put into this academic Mt. Everest. Consider the impact that your work will have on the profession. Don’t run the marathon (or climb the mountain) and not cross the finish line!

Jennifer Coombs, PhD, MPAS, PA-C

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Prize-Winning Thesis and Dissertation Examples

Published on September 9, 2022 by Tegan George . Revised on July 18, 2023.

It can be difficult to know where to start when writing your thesis or dissertation . One way to come up with some ideas or maybe even combat writer’s block is to check out previous work done by other students on a similar thesis or dissertation topic to yours.

This article collects a list of undergraduate, master’s, and PhD theses and dissertations that have won prizes for their high-quality research.

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Table of contents

Award-winning undergraduate theses, award-winning master’s theses, award-winning ph.d. dissertations, other interesting articles.

University : University of Pennsylvania Faculty : History Author : Suchait Kahlon Award : 2021 Hilary Conroy Prize for Best Honors Thesis in World History Title : “Abolition, Africans, and Abstraction: the Influence of the “Noble Savage” on British and French Antislavery Thought, 1787-1807”

University : Columbia University Faculty : History Author : Julien Saint Reiman Award : 2018 Charles A. Beard Senior Thesis Prize Title : “A Starving Man Helping Another Starving Man”: UNRRA, India, and the Genesis of Global Relief, 1943-1947

University: University College London Faculty: Geography Author: Anna Knowles-Smith Award:  2017 Royal Geographical Society Undergraduate Dissertation Prize Title:  Refugees and theatre: an exploration of the basis of self-representation

University: University of Washington Faculty:  Computer Science & Engineering Author: Nick J. Martindell Award: 2014 Best Senior Thesis Award Title:  DCDN: Distributed content delivery for the modern web

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University:  University of Edinburgh Faculty:  Informatics Author:  Christopher Sipola Award:  2018 Social Responsibility & Sustainability Dissertation Prize Title:  Summarizing electricity usage with a neural network

University:  University of Ottawa Faculty:  Education Author:  Matthew Brillinger Award:  2017 Commission on Graduate Studies in the Humanities Prize Title:  Educational Park Planning in Berkeley, California, 1965-1968

University:  University of Ottawa Faculty: Social Sciences Author:  Heather Martin Award:  2015 Joseph De Koninck Prize Title:  An Analysis of Sexual Assault Support Services for Women who have a Developmental Disability

University : University of Ottawa Faculty : Physics Author : Guillaume Thekkadath Award : 2017 Commission on Graduate Studies in the Sciences Prize Title : Joint measurements of complementary properties of quantum systems

University:  London School of Economics Faculty: International Development Author: Lajos Kossuth Award:  2016 Winner of the Prize for Best Overall Performance Title:  Shiny Happy People: A study of the effects income relative to a reference group exerts on life satisfaction

University : Stanford University Faculty : English Author : Nathan Wainstein Award : 2021 Alden Prize Title : “Unformed Art: Bad Writing in the Modernist Novel”

University : University of Massachusetts at Amherst Faculty : Molecular and Cellular Biology Author : Nils Pilotte Award : 2021 Byron Prize for Best Ph.D. Dissertation Title : “Improved Molecular Diagnostics for Soil-Transmitted Molecular Diagnostics for Soil-Transmitted Helminths”

University:  Utrecht University Faculty:  Linguistics Author:  Hans Rutger Bosker Award: 2014 AVT/Anéla Dissertation Prize Title:  The processing and evaluation of fluency in native and non-native speech

University: California Institute of Technology Faculty: Physics Author: Michael P. Mendenhall Award: 2015 Dissertation Award in Nuclear Physics Title: Measurement of the neutron beta decay asymmetry using ultracold neutrons

University:  Stanford University Faculty: Management Science and Engineering Author:  Shayan O. Gharan Award:  Doctoral Dissertation Award 2013 Title:   New Rounding Techniques for the Design and Analysis of Approximation Algorithms

University: University of Minnesota Faculty: Chemical Engineering Author: Eric A. Vandre Award:  2014 Andreas Acrivos Dissertation Award in Fluid Dynamics Title: Onset of Dynamics Wetting Failure: The Mechanics of High-speed Fluid Displacement

University: Erasmus University Rotterdam Faculty: Marketing Author: Ezgi Akpinar Award: McKinsey Marketing Dissertation Award 2014 Title: Consumer Information Sharing: Understanding Psychological Drivers of Social Transmission

University: University of Washington Faculty: Computer Science & Engineering Author: Keith N. Snavely Award:  2009 Doctoral Dissertation Award Title: Scene Reconstruction and Visualization from Internet Photo Collections

University:  University of Ottawa Faculty:  Social Work Author:  Susannah Taylor Award: 2018 Joseph De Koninck Prize Title:  Effacing and Obscuring Autonomy: the Effects of Structural Violence on the Transition to Adulthood of Street Involved Youth

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How to Get Your Dissertation Published

by Rachel Aaron, PhD | Jan 15, 2018 | Student & Intern Resources | 1 comment

Preparing your dissertation for publication can feel overwhelming. The dissertation represents the pinnacle of many challenging years in graduate school.

By the time its defended, you have no doubt poured countless hours into its design, implementation, and writing. It has likely been formally proposed, heavily critiqued and reformatted, and “defended” to an expert audience.

After this effort, repacking the dissertation into a concise, academic-journal worthy manuscript is time consuming, but completely doable . Here are 8 steps to help you succeed:

1. Give Yourself Ample Time to Meet Your Goals

After your defense, create a realistic timeline with specific goals for publishing your dissertation. Consider impending deadlines (e.g., job applications) in devising your timeline. You may choose to take a break after the dissertation defense before revisiting the document; you have certainly earned a break, and time away can help you gain perspective as you reformat.

Give yourself ample time to complete the task. Although it may seem like reformatting something that’s already been written should be quick and easy, it often takes more time to rewrite something than to write from scratch.

2. Set Small Goals & Reward Yourself Often

Avoid sweeping writing goals: disappointing yourself by not meeting unrealistic goals will hinder your dissertation morale and foster avoidance. Avoidance is common during any writing task, and the urge to avoid can be especially strong when writing your dissertation.

In addition to the mammoth task of repackaging the document for publication, many of us have emotions associated with the process itself. Unfortunately, that PhD at the end of our names is no trade-in for the imposter syndrome many of us experienced through graduate school, and putting our dissertation work on display for our entire academic community to see can be stressful. You may also feel exhausted after all the work you have already poured into it.

Know that these feelings are normal, and set yourself up for success by setting small goals. Minute goals! Whatever keeps you engaged in the process to reduce avoidance. Some people use the technique of writing at least something (e.g., 1 sentence, 1 paragraph, 30 minutes) every day.

You can also endeavor to simply open the document every day to promote approaching the task.

Reward yourself for completing these small goals. It may take years for your dissertation publication to hit the printing press, so don’t wait until then to pop champagne.

3. Shift Your Mindset from Dissertation to Publication

The context of a dissertation is much different than that of a manuscript publication. The dissertation is a narrative: your committee is intimately aware of your thought processes over the years. You have had many opportunities to convey the impact of your work through clinical anecdotes, persuasion, and compelling visual and oral presentations. Your committee wants you to succeed and has helped you achieve that success over the years.

From your perspective, you have worked very hard to prove your knowledge to your committee: showing off the thoroughness of your literature review in a lengthy dissertation proposal and/or qualifying exam, your statistical skills in limitless dissertation pages, your critical thinking skills in liberal discussion sections.

As you refocus your introduction for publication, remember that 1) you do not need to prove yourself as a student, but 2) you do need to sell the impact of your work in a concise submission without the context of a personal narrative.

4. Revisit Your Aims

Begin the process of reformatting your dissertation by reworking your aims. This will form the heart of your rewrite. It’s likely that your aims have changed since the inception of your dissertation idea, and will need to be reframed to focus on your most important dissertation findings, or possibly divided up for the purpose of multiple submissions.

Reworking your aims will help focus the rest of your manuscript, and it will also inform decisions related to journal selection. Brainstorm a list of journals for possible submission, choosing a couple of front-runners based on the journal’s central aims and submission requirements. Your selection will help guide the rewrite of other sections of your manuscript.

5. Rework Methods & Results

After you’ve crafted a winning set of aims, determine which analyses are essential to addressing them. Many of your dissertation analyses will likely be extraneous and will not need to be included. You may need to conduct new analyses in their place.

Complete your methods section with only the information essential to understanding your project . At this point in the process, you will know your methods so well it can be difficult to adopt an outside perspective. It can be very helpful to have a co-author or friend review your methods to ensure they make sense to someone not intimately related to your dissertation.

6. Hone Your Introduction

As beautiful, carefully crafted, and thoroughly researched as your dissertation introduction surely was, you will likely have to cut down substantially for the purpose of manuscript submission.

In addition, you will need to incorporate recent literature in your field that has emerged since you completed the introduction to your dissertation, likely conducting another literature review.

Ensure that the introductory information you provide is closely aligned to your manuscript aims, and resist the urge to include extraneous information.

7. Summarize Results in a Compelling Discussion Section

Once you have drafted your introduction, methods, and results, it’s time to summarize your findings in a compelling discussion section tightly linked to your study aims. Again, you will need to rework the dissertation discussion section for the purpose of publication.

Your dissertation committee may have enjoyed your waxing narrative about the potential world-changing implications and career building future directions of your research; however, the editors and reviewers who review your work will expect a straightforward discussion section that describes how your work aligns with similar findings in the field.

They will expect to see an appreciation of the limitations of your research and inconsistencies with existing data. So, keep your discussion grounded in reality, and straight to the point!

8. Submit for Publication

If you haven’t already done so, now is the time to tailor the manuscript for submission to a specific journal. Once everything has been formatted correctly, you are ready to submit.

Once you submit, celebrate! And then, brace yourself for reviewer feedback and possible resubmission to a new journal. Such feedback, particularly on a product for which you have worked so diligently, can be difficult to face and to incorporate into a new draft. But once you have a complete publication-ready draft, it will be much easier to tinker until it is reviewer- and editor-approved.

Publishing your dissertation can be time intensive and daunting. But know that after a successful dissertation defense, the hardest work is over. Be patient with yourself throughout the rewrite process and reward yourself liberally. Eventually, you will see your hard work come to life as a peer-reviewed journal article!

• Recent Posts

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Excellent blog article! These helpful tips are just the motivation I needed to pull the dissertation out and whip it into publication shape.

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Dec 6, 2023 8:15:00 AM | capstone Getting Published - Sharing Your Capstone Thesis Project

Learn how to get your capstone thesis project published to reputable journals and share your research findings with the academic community.

Completing your capstone thesis project is a significant milestone in your educational career. You’ve likely invested countless hours analyzing research, crafting your conclusions, and developed insights that will benefit your chosen field of study. So now, how do you share your work with a broader community? Publishing your capstone can be a rewarding experience that allows you to share your research findings with a wider audience and contribute to the academic community. 

ACHS Chief Academic Officer Dr. Tiffany Rodriguez shares these resources and steps to help you get started: 

Step One: Select a Suitable Journal or Publisher

The first step is to identify a journal or publisher that aligns with your subject matter and the focus of your capstone thesis. Here are a few reputable journals:

• International Journal of Professional Holistic Aromatherapy (IJPHA)
• Journal of Integrative and Complementary Medicine
• Journal of Evidence Based Integrative Medicine
• Journal of Integrative Medicine
• Journal of the American Herbalists Guild
• Journal of the Alliance of International Aromatherapists

You can reach out to the contacts in the links above and discuss their specific guidelines for submission. If you find other journals that may be a good fit for your content, you’ll want to do your research on their reputation and reach. 

How do you know if a journal or publisher is reputable? 

With new journals and publishers emerging all the time, it can be difficult to assess if they are reputable. However, there are a few tools you can use in your initial research to avoid publications that are known to be predatory. If you're concerned about potentially predatory journals, here's a helpful resource you can check out . It provides more information on this topic and can guide you in making informed decisions about where to publish your work. 

Be on the lookout for other red flags, such as:

• Email communications have typos or grammatical errors, demand payment, or come with frequency e.g. several times a day or week that does not align standard business communication
• Quick time to publish e.g. only a few weeks. Most journals will require peer review or a formal editorial review process that will take some time. You should never feel pressured.
• There is a fee. While there may be a cost involved in publishing, this should be investigated before any payments are made. Never share your bank or credit card details via email or submit via a website until you are 100% sure it is a legitimate publisher and service. 

Step Two: Review Submission Guidelines

Once you've chosen a journal or publisher, carefully review their submission guidelines. These guidelines will provide instructions on formatting, referencing, and the submission process. This will help you understand what to expect from the beginning - before you have submitted your paper or further engaged in the process. For instance, let's take a look at the submission guidelines provided by the Journal of Integrative and Complementary Medicine .

Step Three: Submit Your Manuscript

This is typically an upload process. Ensure your capstone thesis is appropriately formatted before submitting; these requirements will be detailed in the submission guidelines and may include requirements for word count, font and type size, chart or graph specifications, and other guidelines such as the example above.

Step Four: Peer Review Process

Most academic journals subject submitted manuscripts to peer review. Be prepared to respond to reviewers' comments and make necessary revisions based on their recommendations.

Step Five: Celebrate Your Publication!

Once your work is published, it’s time to celebrate! If you’re an ACHS graduate, we want to help you share your success, so be sure to reach out to us at [email protected] and tell us about your publication, and all of your professional successes! 

You’ve published - now what?

Once you’ve published, and even before, there are several ways you can continue to share your capstone thesis and network to promote your expertise. Here are a few suggestions for next steps: 

• Distribute a local news press release - let your community know about your research and the products or services you have to offer. Download a template online here.
• Share with industry organizations that are aligned with your topic
• Offer to be a guest panelist or join a podcast to talk more about your work

Additional Resources

As a graduate, remember you have continued access to the ACHS library for any additional guidance and access to academic databases that can help you find scholarly journals or publishers. You can reach out to our librarian at [email protected] if you have any questions about journals. 

Written By: American College of Healthcare Sciences

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Research Guides

Submit and publish your thesis.

• The Graduate Thesis: What is it?
• Thesis Defences
• Deadlines and Fees
• Formatting in MS Word
• Formatting in LaTeX
• Making Thesis Accessible
• Thesis Embargo
• Review and Release
• Your Rights as an Author
• Re-using Third Party Materials
• Creative Commons Licenses for Theses
• Turning Thesis into an Article
• Turning Thesis into a Book
• Other Venues of Publication

Publishing from your thesis before or after graduation

"Will repository submission affect my publishing plans?"

... this is a common question for someone looking to publish from their thesis before or after graduation.

Most journals welcome submissions based on a thesis or dissertation. Some may have additional requirements, such as to:

• Let them know about the university’s requirement to make your thesis publicly available
• Submit a manuscript that is substantially different than the thesis content
• Embargo the thesis until after publication, etc.

Your steps will depend on the following scenarios:

Scenario 1 - you ARE NOT planning on publishing your thesis before or after graduation

In this case:

• You can submit your thesis without an embargo
• Your thesis will become publicly available in TSpace  and Library and Archives Canada after your convocation and will be widely indexed via search engines and indexes
• Use the TSpace-generated permanent URL to share and cite your thesis - see example of such citation below

Tajdaran, K. (2015). Enhancement of Peripheral Nerve Regeneration with Controlled Release of Glial Cell Line-derived Neurotrophic Factor (GDNF) (Master’s Thesis, University of Toronto). Retrieved from http://hdl.handle.net/1807/74747

Scenario 2 - You ARE planning on publishing your thesis AFTER graduation

Most journals are interested in “original, previously unpublished” research. Some journals consider theses as a form of “prior publications”, others do not, and the majority does not have a clear definition. It will be best to check journal policy before you submit your thesis.

Nature Research will consider submissions containing material that has previously formed part of a PhD or other academic thesis which has been published according to the requirements of the institution awarding the qualification.

►►►How to check journal policies:

• MIT Libraries' list of policy excerpts from major publishers
• Journal’s website - usually under Information for Authors or Copyright / Permissions or Editorial Policy; or in the publication agreement if available online
• If such information cannot be located online, contact the editors directly
• If the journal requires that you place an embargo on your thesis until after publication, see the SGS instructions on how to request an embargo on your thesis .

Scenario 3 - You ARE planning on publishing (or have already published) from your thesis BEFORE graduation

You may want or be expected to publish parts of your thesis before your thesis is submitted, such as with an integrated/publication-based/sandwich thesis. The most important thing to keep in mind here is copyright. You own copyright of your written materials, and a publisher may require copyright transfer of your manuscript.

You need to ensure you retain certain rights or obtain permission in order to satisfy the university’s requirement of making your thesis openly accessible via TSpace, ProQuest and Library and Archives Canada (LAC). For more details on these repositories, see the  Review and Release  section of this guide.

Check whether the journal requires prior notification about U of T’s open access requirement for theses. Some journals want to be notified of this mandate whether or not they restrict the re-use of articles in theses.

Check whether the publisher requires copyright transfer . This should be stated on their website, in the publication agreement, or you can inquire directly with the journal.

If the publisher does not require copyright transfer , i.e. author retains copyright, then you can reuse your article/chapter in your thesis; no permission needed.

If the publisher requires copyright transfer , follow these steps:

Check if the publisher has special provisions for reusing your published work in your thesis. They may permit the inclusion of a non-final version, such as your submitted or accepted manuscript. See more below on understanding different article versions for sharing .

►►►How to check journal policies:  See MIT Libraries' list of policy excerpts from major publishers or the journal/publisher website.

For example, Taylor and Francis policy allows to:

Include your article Author’s Original Manuscript (AOM) or Accepted Manuscript(AM) , depending on the embargo period in your thesis or dissertation. The Version of Record cannot be used. https://authorservices.taylorandfrancis.com/copyright-and-you/

Check if the article is distributed under a Creative Commons license. This may allow re-use.

►►►How to check journal's CC license:  See the journal/publisher website or contact the journal directly.

If the publisher requires copyright transfer, has no special provisions and does not publish under a CC license, you will need to contact them to request permission to include your article in your thesis. You can:

• Negotiate making the article available as part of the thesis in TSpace, ProQuest, and LAC Theses Portal; 
• Request an embargo [link to Lisa’ section on embargo] if the publisher only permits open sharing after some time post-publication;
• If permission is denied you may include in place of the chapter an abstract and a link to the article on the journal website.

If you have specific questions about your situation, publisher policy or author rights, contact the Scholarly Communications and Copyright Office at [email protected] for a consultation (best before you publish!)

Understanding different versions of a published article

A publisher may distinguish between the versions of an article that you may be allowed to include in your thesis:

• Submitted manuscript / pre-print - version you initially send in (often permitted)
• Accepted manuscript / post-print - version after peer review but before copyediting, layout editing, formatting, etc. (sometimes permitted; publisher may require an embargo/access restriction for a period of time)
• Version of record / final publisher’s PDF - version that appears in the journal (many publishers do not permit sharing this version)

►►►How to check article versions permitted for sharing:

• MIT Libraries’s list of policy excerpts from major publishers
• Sherpa/RoMEO database of publisher policies
• Journal’s website - usually under Information for Authors or Copyright/Permissions or Editorial Policy; or in the publication agreement if available online
• << Previous: Creative Commons Licenses for Theses
• Next: Turning Thesis into an Article >>
• Last Updated: Sep 15, 2023 3:23 PM
• URL: https://guides.library.utoronto.ca/thesis

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Theses: Getting published

• Queen's e-thesis
• Embargoes and making your thesis open
• Copyright: seeking permission
• Training & support

Getting published

• Finding theses

During the course of your thesis you may wish to get your research published. In the past, and for certain disciplines, this tended to occur once your thesis was almost, or finally, completed. Now, it is not uncommon for researchers to publish some of their research before submission of the thesis. This is usually in the form of a journal article. Certain chapters of the thesis may naturally lend themselves to being worked into separate journal articles. Or, perhaps, you wish to create a monograph (book) based on your entire thesis.

Based on your research, discipline, discussions with your supervisor, peers and other experts in your field, you will be well placed to make decisions regarding publication e.g. where to publish, what type of format etc. This can, however, be very daunting for researchers.

Reasons to publish your thesis

• There are a number of reasons why you might consider publishing all, or part of your thesis:
• Share the results of your research with others. This will directly benefit other researchers, scholars or practitioners in your field.
• If you research has uncovered something noteworthy, novel, or important, there is added impetus to publish.
• It may be a requirement of your funder.
• It may help to secure future employment, particularly if you wish to pursue an academic career.
• Even if you decide to pursue employment outside of academia, publishing your research may be a helpful way to end mark your time as a research student.
• Even if you decide not to get your thesis published as an article, series of articles/chapters or a book, even by making it Open Access you are ensuring that your findings can be accessed and therefore will help future researchers.

Embargo information

Do not fear making your thesis Open Access. Why not?

If necessary, you can apply an embargo to your e-thesis at any point

Consult with funder, potential publisher, supervisor etc to inform decision if an embargo is required or not

Implications of making your e-thesis open access

Once you upload your e-thesis to Pure , barring any embargoes, it will be can be viewed and accessed online via Queen's Research Portal . This is a good thing! As a result, people may be able to contact you about your research, ask you to speak on your topic or engage with it on social media or scholarly publications. You are likely to have greater visibility as a result of making your thesis open access.

Some researchers are, however, concerned that by making their e-thesis online this will scupper their chances for monograph publication. This may not actually be the case. For example, a thesis may only come to the attention of a publisher or a commissioning editor exactly because it has been made open access first! Also, it is important to remember that it is possible to make your thesis open access while you consider your publication options and then later to apply an embargo if this is required.

Whether or not you apply an embargo to your e-thesis or not, it is important to remember that a dissertation will probably have to be quite significantly revised before it will be published. Different publishers moreover have different policies regarding Open Access theses. Included is some of the policies regarding some of the more prominent publishers.

Some publishers accept proposals based on PhD dissertations and are not overly concerned about a thesis being available in an institutional repository. Other publishers may ask for an embargo period. Some may have a blanket policy of not publishing dissertations. The policy will vary from publisher to publisher. If in doubt it is always best to contact the publisher to ask what is their policy.

Recent research indicates that almost 50% of university press welcome manuscripts that are revisions of Open Access e-theses, with a further almost 50% willing to publish on the basis of substantial revision. Open Access is rapidly evolving and changing the scholarly publication landscape.

Benefits of e-thesis

Some useful resources

Can Openly Accessible E-Theses Be Published as Monographs?

Can't Find It, Can't Sign It: On Dissertation Embargoes. Harvard University Press

Do Open Access Electronic Theses and Dissertations Diminish Publishing Opportunities in the Social Sciences and Humanities?

Electronic Theses & Dissertations: Publishing and policy based on fear

Open Access and the Graduate Author: A Dissertation Anxiety Manual

The Continuing Cautionary Tale of Creative Writing Electronic Theses and Dissertations

Open Access, Publishers and PhD Theses

PhD Theses - Drawing Attention to the Often Overlooked Articles in Open Access Repositories

Copyright, Open Access and your Thesis

Publisher policies

• << Previous: Training & support
• Next: Finding theses >>
• Last Updated: Feb 28, 2024 4:30 PM
• URL: https://libguides.qub.ac.uk/ethesis

Dissertation & Thesis Publishing: Home

• LIU Post Print Dissertation Retrieval
• Ask a Librarian
• Dissertation/Thesis Binding

How To Publish Your Dissertation or Thesis Online and/or in Digital Commons@LIU repository

You have three options for publishing your dissertation or thesis online:

• Publish your dissertation  or thesis  in Digital Commons @ LIU - our Institutional Respository
• Publish your dissertation  or thesis  with Proquest /UMI Digital Dissertation Publishing (EDT Administrator)
• Publish your dissertation  or thesis  in BOTH of the above.

Proquest/UMI Digital Dissertation & Thesis Publishing

The library provides access to an online dissertation or thesis  publishing platform through Proquest/UMI Digital Dissertation & Thesis Publishing.  When you publish your dissertation or thesis online using this service it will be available in the Proquest Dissertation & Theses  Global   database and in Dissertations & Theses @ LIU database .  These databases can also be found on our library online databases page.  The links are provided below for your convenience. You may submit your dissertation or thesis once you have permission from your department to do so.

 You can go to the LIU dedicated “ETD Administrator” website at:

http://www.etdadmin.com/liu

On this page you will find links to information about publishing your dissertation or thesis online.  You are encouraged to read all of the provided information under the “Resources and Guidelines” tab so that you have a full understanding of the process and of your rights as an author. 

If you have not already done so you will first need to create an account by clicking on the "Sign up and get started today!" button. Once you have logged in and are ready to publish, you will be asked several questions during the process concerning copyright protection, open access publishing, and if you wish to delay (embargo) the publication of your dissertation or thesis.   The “traditional” publishing option is free of cost.  If you choose additional options you can pay online with a credit card. The online resources provided should answer your questions. 

You will be asked for your "Institutional Student ID" number during the process.  This is not your University login.  Your Institutional Student ID number can be found within your "My LIU" account or by contacting your academic department.

During the process you can also choose to order one or several personal print copies. These would be in addition to the bound copies you may have already ordered through the library if your department requires this. This online publishing service for digital dissertations and the bound dissertations oe thesis service in the library are separate programs. Please contact the Dean's office (516-299-2764) concerning ordering print copies of a dissertation through the library.

Once you submit your dissertation, the ETD Administrator will review your submission for formatting and other quality control issues.  The final submittal to the Proquest Dissertation & Theses Full-text database will take place after your graduation.

You must follow the formatting guidelines as stipulated by your department.   It is particularly important that you follow the correct format on the title page so that your dissertation or thesis can be indexed correctly.  For security reasons, do not include a page containing personal signatures.  Please remove the page or submit a replacement page without the signatures .  Proquest has advised not to include signatures.   If you include signatures in the document, you will need to resubmit and the publication of your dissertation or thesis will be delayed.

The Proquest publishing process can take up to 8 to 12 weeks to complete.  You will receive an email from Proquest when your dissertation or thesis is published in the databases.

If you still have questions concerning this program you can contact the ETD administrator, professor Natalia Tomlin ([email protected]).

In addition to submitting your dissertation or thesis to the ProQuest EDT Administrator, you can also submit your dissertation to the LIU Institutional Repository Digital Commons@LIU.  You do not need to submit your dissertation or thesis to the Digital Commons separately. During the submission process to ProQuest, you will be asked to indicate if you want your work to be in the Digital Commons @LIU repository as well. If you chose so, we will upload your work in the repository on your behalf.

Dear  Student,

We would like to invite you to submit your dissertation or thesis (free of charge) to our Digital Commons @LIU open access Institutional Repository.

Your submission to Digital Commons (should you chose to submit) would be in addition to submitting the dissertation or thesis to ProQuest. The advantage is broader dissemination of your scholarship. PLEASE NOTE that if you already indicated that you wish your work to be submitted into repository during ProQuest submission process, you don't need to do the steps outlined below. H owever, if you did not submit the work to ProQuest, OR you forgot to indicate that you wish your work to be in our repository, please follow the procedure " How to submit your thesis/dissertations to Digital Commons@LIU"

How to submit your thesis/dissertations to Digital Commons@LIU:

•  sign the submission agreement  http://digitalcommons.liu.edu/creative_works_permission.pdf  (electronic signature is fine) and scan it.
• email scanned permission and the copy of your thesis/dissertation to  http://digitalcommons.liu.edu . Please note that your paper can be in either World Document or PDF format. The front page has to be free of signatures.
• The library will upload your dissertation or thesis once/if your agreement is received.

Once your dissertation or thesis is posted:

• Once your work is uploaded, the system will automatically create an account for you in BePress. The account will use email address that you supplied during submission. Bepress is the name of platform that hosts our repository. You can log into the system and create/change your password. To do so, log into the site via "My Account" link (you will need to use email address that your supplied during submission process). Click on the "Edit Profile" option from "My Account" page and update email.
• your dissertation or thesis is periodically featured as a Paper of the Day
• you receive URL “for life’ that you can include in social media sites, digital portfolio, blackboard etc.
• you also receive monthly report if your research is downloaded during specific month period
• you have access to personal author dashboard that shows the location in the world where your work is read and downloaded as well as by what kind of organizations (educational, commercial etc.)
• your work is disseminated world-wide
• potential for increased Google citation statistics 

Proquest Dissertation Databases

• Dissertations & Theses @ LIU
• Dissertations & Theses Global

Example Title pages

• Library and Information Science
• Clinical Psychology

ETD WorkFlow

Attribution.

Created by Professor Robert Battenfeld

• Next: LIU Post Print Dissertation Retrieval >>
• Last Updated: Jan 6, 2024 4:05 PM
• URL: https://liu.cwp.libguides.com/dissertations

Watch CBS News

What time the 2024 solar eclipse starts, reaches peak totality and ends today

By Sarah Maddox

Updated on: April 8, 2024 / 8:51 PM EDT / CBS News

The 2024 solar eclipse will be visible across North America today. As the moon's position between the Earth and sun casts a shadow on North America, that shadow, or umbra, will travel along the surface from west to east at more than 1,500 miles per hour along the path of totality . 

That means the eclipse will start, peak and end at different times — as will the moments of total darkness along the path of totality — and the best time to view the eclipse depends on where you are located. Some places along the path will have more totality time than others.

In Texas, the south-central region had clouds in the forecast , but it was better to the northeast, according to the National Weather Service. The best eclipse viewing weather was expected in New Hampshire, Vermont and Maine, as well as in Canada's New Brunswick and Newfoundland.

What time does the 2024 total solar eclipse start?

The total solar eclipse will emerge over the South Pacific Ocean before the shadow falls across North America, beginning in parts of Mexico. The path of totality , where onlookers can witness the moon fully blocking the sun (through eclipse viewing glasses for safety ), is expected to first make landfall near the city of Mazatlán around 9:51 a.m. MT. 

The total solar eclipse will cross over the U.S.-Mexico border into Texas, where it will emerge over Eagle Pass at 12:10 p.m. CT and then peak at about 1:27 p.m. CT.

In Dallas, NASA data shows the partial eclipse will first become visible at 12:23 p.m. CT and peak at 1:40 p.m. CT. The next states in the path of totality are Oklahoma and Arkansas, where the eclipse begins in Little Rock at 12:33 p.m. CT. 

Cleveland will see the beginning of the eclipse at 1:59 p.m. ET. Darkness will start spreading over the sky in Buffalo, New York, at 2:04 p.m. ET. Then, the eclipse will reach northwestern Vermont, including Burlington, at 2:14 p.m. ET. Parts of New Hampshire and Maine will also follow in the path of totality before the eclipse first reaches the Canadian mainland  at 3:13 p.m. ET.

Although the experience won't be exactly the same, viewers in all the contiguous U.S. states outside the path of totality will still be able to see a partial eclipse. Some places will see most of the sun blocked by the moon, including Washington, D.C., where the partial eclipse will start at 2:04 p.m. ET and peak at about 3:20 p.m. ET.

In Chicago, viewers can start viewing the partial eclipse at 12:51 p.m. CT, with the peak arriving at 2:07 p.m. CT.  In Detroit, viewers will be able to enjoy a near-total eclipse beginning at 1:58 p.m. ET and peaking at 3:14 p.m. ET.

New York City will also see a substantial partial eclipse, beginning at 2:10 p.m. ET and peaking around 3:25 p.m. ET.

In Boston it will begin at 2:16 p.m. ET and peak at about 3:29 p.m. ET.

The below table by NASA shows when the eclipse will start, peak and end in 13 cities along the eclipse's path.

What time will the solar eclipse reach peak totality?

Millions more people will have the chance to witness the total solar eclipse this year than during the last total solar eclipse , which was visible from the U.S. in 2017. 

The eclipse's peak will mean something different for cities within the path of totality and for those outside. Within the path of totality, darkness will fall for a few minutes. The longest will last more than 4 minutes, but most places will see between 3.5 and 4 minutes of totality. In cities experiencing a partial eclipse, a percentage of the sun will be obscured for more than two hours.

Mazatlán is set to experience totality at 11:07 am PT. Dallas will be able to see the moon fully cover the sun at 1:40 p.m. CT. Little Rock will start to see the full eclipse at 1:51 p.m. CT, Cleveland at 3:13 p.m. ET and Buffalo at 3:18 p.m. ET. Totality will reach Burlington at 3:26 p.m. ET before moving into the remaining states and reaching Canada around 4:25 p.m.

Outside the path of totality, 87.4% of the sun will be eclipsed in Washington, D.C. at 3:20 p.m. ET, and Chicago will have maximum coverage of 93.9% at 2:07 p.m. CT. New York City is much closer to the path of totality this year than it was in 2017; it will see 89.6% coverage at 3:25 p.m. EDT. 

Detroit is another city that will encounter a near-total eclipse, with 99.2% maximum coverage at 3:14 p.m. ET. Boston will see 92.4% coverage at 3:29 p.m. ET.

What time will the solar eclipse end?

The eclipse will leave continental North America from Newfoundland, Canada, at 5:16 p.m. NT, according to NASA.

At the beginning of the path of totality in Mazatlán, the eclipse will be over by 12:32 p.m. PT, and it will leave Dallas at 3:02 p.m. CT. The eclipse will end in Little Rock at 3:11 p.m. CT, Cleveland at 4:29 p.m. CDT and Buffalo at 4:32 p.m. ET. Burlington won't be far behind, with the eclipse concluding at 4:37 p.m. ET.

Meanwhile, the viewing will end in Chicago at 3:21 p.m. CT, Washington, D.C. at 4:32 p.m. ET, and New York City at 4:36 p.m. ET. 

In Detroit, the partial eclipse will disappear at 4:27 p.m. ET, and in Boston, it will be over at 4:39 p.m. ET.

How long will the eclipse last in total?

The total solar eclipse will begin in Mexico at 11:07 a.m. PT and leave continental North America at 5:16 p.m. NT. From the time the partial eclipse first appears on Earth to its final glimpses before disappearing thousands of miles away, the celestial show will dazzle viewers for about 5 hours, according to timeanddate.com . 

The length of the total solar eclipse at points along the path depends on the viewing location. The longest will be 4 minutes and 28 seconds, northwest of Torreón, Mexico. Near the center of the path, totality takes place for the longest periods of time, according to NASA.

Spectators will observe totality for much longer today than during the 2017 eclipse , when the longest stretch of totality was 2 minutes and 32 seconds.

The moon's shadow seen on Earth today, called the umbra, travels at more than 1,500 miles per hour, according to NASA. It would move even more quickly if the Earth rotated in the opposite direction.

What is the longest a solar eclipse has ever lasted?

The longest known totality was 7 minutes and 28 seconds in 743 B.C. However, NASA says this record will be broken in 2186 with a 7 minute, 29 second total solar eclipse. The next total solar eclipse visible from parts of the U.S. won't happen until Aug. 23, 2044.

Sarah Maddox has been with CBS News since 2019. She works as an associate producer for CBS News Live.

More from CBS News

How often do total solar eclipses happen?

When is the next total solar eclipse in the U.S. after today?

Is it safe to take pictures of the solar eclipse with your phone?

When was the last total solar eclipse in the U.S.? Revisiting 2017

How to Get Your Thesis Published

Writing a thesis is tough. Current or recent graduate students understand the time and effort required to successfully complete their research program. Indeed, graduate training involves extensive amounts of research that often reflects years of failures and successes. This research often leads to some type of novel insight, which is organized into either a t hesis paper or dissertation.

When writing a dissertation or a thesis , there is much to consider. Both require extensive amounts of work and reflect the years of research conducted by the student. Some universities require that students publish this final research in peer-reviewed journals prior to being considered eligible to graduate. Meanwhile, others do not require the thesis to be officially published. Ultimately, regardless of the graduation requirements, certain career tracks for PhDs or Master’s students require publication in peer-reviewed journals.

Graduate Writing

The type of graduate writing that is required by a student’s university depends upon where the graduate student has studied. In Europe, a doctoral thesis reflects original research, whereas, in the USA, a thesis is often a shorter document associated with a Master’s degree.

Whatever the title, extensive research projects are organized into a final document. Some of these written documents can be formatted into a book. Before publishing, a graduate student should consider several factors prior to publishing. Namely, the student should ask, is my research

• Rigorous: Is it methodical, scholarly work?
• Significant: Why does it matter to your potential audience?
• Original: Is it novel and unique?
• Marketable: Are there potential customers?

When to Publish?

In the past, universities have published theses graduation research summaries in only a hard copy format, such as a bound book. Now, some theses or dissertations are available online, often with a Creative Commons license. This can be a problem due to the requirement by journals that manuscripts contain only unpublished and original data. However, generally, a thesis or dissertation consisting of original, previously unpublished research that has been made available by your home institution does not prevent you from publishing. Rather, journals will consider these theses and dissertations that were published by universities as, understandably, still sufficiently novel data. Furthermore, peer review is an integral component of publication. To pass the muster of peer review, it is important to consider the feedback of dissertation or thesis committee. The critiques of your committee will often mirror the potential concerns of your peer reviewers.

Related: Planning to publish your Ph.D. research in a good journal?  Check these journal selection guidelines now!

Tips and Common Concerns

When going to publish your dissertation, there are generally some common errors made by graduate students.

First, it is generally a good practice to reference or acknowledge the thesis. Since the dissertation may be available publicly, it is important to be transparent about the source of the data.  Similarly, always inform journals that some research contained within a thesis or dissertation was published either in a print-only version or in an online repository.

You can publish your thesis as a monograph or a series of articles. It can depend on the type of thesis.

• Traditional thesis: It is usually in the form of chapters and is an original work written by an individual student.
• Thesis by publication: It consists of papers that have already been published in a journal.

According to COPE guidelines , when thesis contains original unpublished work, it should not be considered as prior publication. Therefore, it is acceptable to be published as a manuscript or a monograph in a journal, even if it is available freely in university repositories and Creative Common license may or may not apply.  However, if the thesis is of the second type, then the papers will be considered as prior publication and are not acceptable as original works for publication. As a research lab hosts student’s work, it is important to first review the policies of your host university. Similarly, since fields transform rapidly, don’t wait too long before publishing. If you do, you run the risk of your literature review or methodology becoming outdated.

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Where to get solar eclipse glasses last minute

It may not be too late to get last minute solar eclipse glasses for today, depending on your location.

Today (April 8), the moon will completely block the sun's disk, plunging parts of 15 U.S. states along the eclipse's path of totality into eerie darkness during the daytime. Meanwhile, viewers across the entire contiguous U.S. will be able to see a partial solar eclipse .

To view the partial phases of the eclipse, no matter where you are, you need to use protective eyewear such as solar eclipse glasses. Failure to do so could result in permanent eye damage, according to NASA .

If you still need a pair of certified solar eclipse glasses before the climax of the total solar eclipse in North America today, you may not be out of luck yet.

Where can I buy solar eclipse glasses in person today?

There are many local businesses that may still have solar glasses in stock today.

The American Astronomical Society (AAS) — the agency responsible for certifying that solar eclipse glasses meet safety regulations — has a list of stores that sell certified eclipse glasses. Try calling a store near you to see if any glasses are in stock. Participating stores include:

• Walmart: Solar eclipse glasses, binoculars and apparel 
• Lowe's: Solar eclipse glasses in-store
• Target:  Discounted ISO-certified solar glasses
• Walmart:  Solar glasses, binoculars and filters available
• Staples:  Solar eclipse multipack available
• Best Buy:  Solar glasses, viewers, telescopes and binoculars
• B&H Photo Video:  Binoculars, glasses and telescopes
• Adorama:  Solar glasses, filters, binoculars and cameras
• Meijer: Solar eclipse glasses and smartphone filters

To help avoid counterfeit glasses and scams today, make sure your eclipse glasses include an ISO logo on them to show they meet the international safety standard ISO 12312-2 . Check your glasses for any scrapes or rips on the lenses, and try them out using a bright lamp at home before using them to look directly at the sun. You should only be able to see the dimmest speck of light from your lightbulb.

While it's likely too late to order a pair online, many brick-and-mortar businesses may still have eclipse glasses in stock today. In addition, hundreds of libraries and universities across the country have been doling out free pairs of glasses for the last several weeks and may still be able to hook you up.

Sign up for the Live Science daily newsletter now

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April 8 solar eclipse: What time does totality start in every state?

Here's everything you need to know about finding certified solar eclipse glasses before the big event this afternoon.

Where can I get free solar eclipse glasses near me?

If snagging a pair of free solar eclipse glasses is your goal, you may be out of luck this time.

Many libraries, universities and certain businesses have been offering free pairs of eclipse glasses for several months now; whether or not they still have any supplies in stock will depend entirely on your location and how close to the path of totality you are.

Try calling your local library branch or university right away to see if they still have any glasses in stock. Check out this map of participating libraries for more info.

Meanwhile, Warby Parker has been offering free eclipse glasses in stores since April 1.

If you are attending a solar eclipse viewing party today, they may have free pairs of glasses in stock. Check your local listings for viewing events near you.

Do I need solar eclipse glasses?

Totality — the moment when the sun is completely blocked by the moon — is the ONLY safe time to view the eclipse with the naked eye. To do so, you MUST be within the path of totality. (These 2024 eclipse maps will tell you if you are.)

— Solar eclipse 2024: 8 things to watch for during totality

— What time does totality start in every state?

— 10 weird things that happen during a solar eclipse

To view the partial phases of today's solar eclipse, which last about 1 hour and 20 minutes before and after totality, you MUST wear protective eyewear — whether you are in the path of totality or not.

You don't necessarily need solar eclipse glasses to enjoy the partial eclipse. If you can't find a pair, you can try indirectly viewing the eclipse by looking at shadows projected on the floor or wall by a pasta strainer or colander; making a homemade eclipse viewer ; or watching a free live stream . Here are seven safe ways to view the partial phases of the eclipse today.

Brandon is the space/physics editor at Live Science. His writing has appeared in The Washington Post, Reader's Digest, CBS.com, the Richard Dawkins Foundation website and other outlets. He holds a bachelor's degree in creative writing from the University of Arizona, with minors in journalism and media arts. He enjoys writing most about space, geoscience and the mysteries of the universe.

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"His enemies are America’s enemies": Trump is getting help preparing his revenge list

Expect donald trump to go scorched earth this time around, by heather digby parton.

Are you better off than you were four years ago?

That question is circulating on social media and cable news every day now in response to the Trump campaign foolishly asking it, apparently expecting that everyone is mathematically illiterate and won't look back to the spring of 2020 when thousands of people were dying in the COVID pandemic. You'd think the last thing they'd want anyone to remember is Donald Trump appearing on television every day yelling at reporters and telling people to take snake oil cures or inject disinfectant . It was a nightmare from which the country has not yet fully recovered and his abominable performance during that horrific crisis marked the worst days of his presidency. You'll remember that he was careening madly from day to day, completely out of his depth, making everyone even more frightened and nervous than they already were.

We know from reporting in real time, and later from books and interviews, that Trump was really only concerned about how the pandemic was going to affect his reelection campaign and as a result he tried various PR approaches, from denying it was happening to  demanding  that we stop testing because it was making "his numbers" look bad to  declaring  that less than a hundred thousand deaths from the virus would be a big win. (The American death toll stands at  well over a million .) One of the more inane attempts to shape the narrative was when he tried to adopt the mantle of "wartime president" to rally the country around the commander-in-chief and send him to a second term by acclamation. As  Bob Cesca wrote for Salon at the time:

As of the past several days, Trump's been marketing COVID-19 as an "invisible enemy." He can't stop repeating the bellicose platitude that  America is at war against the virus , even though he spent the first two months of this catastrophe telling us it was no big deal.  Yet during the Sunday edition of the Trump Show, the president said, "In a true sense we're at war." On top of not understanding the definition of "war" or "true," Trump is also struggling to present himself with a patina of unity and cooperation (which he and his people routinely contradict with  obnoxious cracks and tweets  about his political opponents), while conspicuously thanking " first responders ," as in the days and weeks following 9/11.

Someone even wrote  some inspiring words  for Trump to say about it:

Every generation of Americans has been called to make shared sacrifices for the good of the nation. ... Now it's our time. We must sacrifice together, because we are all in this together, and we will come through together. It's the invisible enemy. That's always the toughest enemy, the invisible enemy.

No one bought that line because it was clear that he was in over his head. Once Trump made the most infamous gaffe of his presidency — suggesting to scientists that perhaps humans could inject or ingest disinfectant to kill the virus — he stopped appearing at the daily White House briefing. But despite the fact that he loves to fatuously portray himself as the "peace president," he clearly liked the idea of being a wartime leader and thought it would be useful to his campaign. The only war he's ever been interested in waging, however, is the culture war.

At the height of the pandemic, Trump launched an all out attack  on former president Barack Obama with a convoluted conspiracy theory he called "Obamagate" (original as always). It had something to do with the Russia investigation, which nobody could ever figure out. Trump demanded that Obama be jailed for his alleged crimes. He even had his attorney general, Bill Barr, assign U.S. Attorney John Bash to look into the matter. Sen. Lindsey Graham, R-S.C., agreed to hold hearings on the Senate Judiciary Committee, although he didn't follow Trump's orders to subpoena Obama to appear. Nothing ever came of it because it was nonsense but it did distract for a time from Trump's miserable failure to lead the country through the pandemic. 

Recall that he also launched a series of assaults on blue states demanding that governors would have to "negotiate" for aid by giving up sanctuary cities. As I wrote at the time:

He and Senate Majority Leader Mitch McConnell even cooked up a plan to deny pandemic aid to liberal-leaning states, literally calling it "No Blue State Bailouts." Republican governors are now following his lead and doing the same with the Democratic mayors of major cities. After years and years of bellowing about "local control," they are now overruling mayors' stay-at-home orders in an effort to force people back to work.

This wasn't entirely new. He'd been hostile to sending aid to Puerto Rico after Hurricane Maria  and California for its  devastating wildfires , but he really cranked it up in advance of his re-election effort in 2020. Essentially, Trump declared war on his political opponents in 2020 . It wasn't successful for him at the time but that's not stopping him from giving it another go — and this time it's scorched earth.

We need your help to stay independent

Over the weekend, Trump shared a video by Tom Klingenstein, a very wealthy financier and the chairman of the conservative Claremont Institute. In 2021, Klingenstein took up the banner when Trump went into exile at Mar-a-Lago and started a SuperPac to fight what he calls the “ Woke regime .” He characterizes it as a cold civil war in which the so-called woke regime is winning because the right is too afraid to fight. 

Until now, his work has mostly been focused on the idea itself but now he's taken it to a new level, presenting Donald Trump as the only man who can lead us with a piece he calls "Trump's Virtues." The former president shared it on Truth Social to a rapturous reception. Leni Riefenstahl wouldn't be impressed with the aesthetics but her subject would certainly admire the message. Here is a small sample:

We shouldn’t much care whether our commander-in-chief is a real conservative, whether he is a role model for children or says lots of silly things, or whether he is modest or dignified. What we should care about is whether he knows we are in a war, knows who the enemy is, and knows how to win. Trump does. [...] His policies are important, but not as important as the rest of him. Trump grasps the essential things. He understands that the group quota regime is evil and will not stop until it destroys America. He is a fighter—bold, brave, and decisive—who has confidence in himself and his country. [...] His enemies hate him with an indescribable fierceness. “Another Hitler,” they say, “elect him and he will be a dictator.” We should take this hysteria as reason for hope. The America-haters rightly fear that he and his party are on the threshold of a successful counterrevolution. [...] Trump hates his enemies every bit as much as they hate him. His enemies are America’s enemies.

Those enemies are everyone who doesn't support Trump and they must be destroyed.

The man who made that video surely believes all this and Trump's followers appear to love the message and are inspired by it. The rest of us are simply left stunned by the idea that any of this could possibly be defined as "virtuous."  

about this topic

• Merrick Garland, Donald Trump and the fall of France
• Money in politics: The unlikely hero of the 2024 election
• Say it bluntly: The president just moved heaven and earth

Heather Digby Parton, also known as " Digby ," is a contributing writer to Salon. She was the winner of the 2014 Hillman Prize for Opinion and Analysis Journalism.

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Guernica editor who published Israeli writer’s coexistence essay resigns, saying she disagreed with retraction

( JTA ) – The editor-in-chief of the prestigious literary magazine Guernica whose decision to publish an Israeli writer’s essay about the war in Gaza last month led to the mass resignation of the magazine’s staff has herself resigned from the publication, saying she disagreed with the decision to retract the essay.

Jina Moore announced her resignation in a blog post on Friday , nearly a month after Guernica retracted the essay by the British-Israeli writer and translator Joanna Chen.

“The magazine stands by its retraction of the work; I do not,” Moore wrote in the post.

On the social network X, Moore issued a more pointed critique of the Guernica staffers who objected to Chen’s piece . “After weeks of difficult conversation, it is clear to me that Guernica’s space for writing on war, injustice, and oppression has evolved away from commitments I consider essential,” she wrote.

Chen’s essay, “From the Edges of a Broken World,” ignited a firestorm at the heart of the literary world’s deeply polarized reaction to the war. After the piece was published in early March, Guernica’s co-publisher called it an “apologia for Zionism and the ongoing genocide in Palestine,” and more than 15 members of the all-volunteer staff resigned in protest. The journal also removed Chen’s essay, appending a note online promising “a more fulsome explanation” for the decision, though none has appeared to date.

For some Jews who have questioned their place in progressive and literary spaces since Hamas’ Oct. 7 attack on Israel, Guernica’s retraction offered new evidence of a toxic discourse in which no Israeli or Jew can pass muster. “The problem, when it really comes down to it, is that it presents an Israeli as human,” the Jewish writer Emily Fox Kaplan tweeted at the time.

Moore said she disagreed with the criticism of the essay.

“Many critics have said the essay normalized the violence Israel has unleashed in Gaza. I disagree,” Moore wrote in her Friday post. “I saw the piece as an example of the difficult work that Guernica is known for: capturing, with complexity and nuance, how such violence is normalized, and how a violent state extracts complicity from its citizens.”

Moore had served as Guernica’s top editor for three years and its co-publisher since 2003. A former East Africa bureau chief for The New York Times who has worked to support journalists in the aftermath of violence, Moore is managing editor of the Harvard Public Health Magazine. Moore was a Truman Scholar at Boston University, where she led a Holocaust education club, studied with Elie Wiesel and conducted research into the Holocaust. “I want to address genocide — why it happens, and what it means for those of us living secure lives as it occurs,” she told the university newspaper as an undergraduate in 2001.

Moore previously spearheaded a women’s rights reporting initiative at Buzzfeed. In her Guernica resignation announcement, she wrote, “A personal essay by a woman writer about the political nature of caregiving also struck me as aligned with a long tradition of feminist writing in Guernica’s pages.” In the essay, Chen, a peace activist who volunteers as a medical transport driver for Palestinians, describes her conflicted emotions after Oct.7.

Moore’s resignation was itself pilloried by some progressive writers. “There was nothing feminist about that essay,” Palestinian-American novelist Susan Muaddi Darraj wrote on X. “I am shocked by people who cannot see how harmful it was.”

“Good riddance!” added anti-Zionist Jewish writer Joshua Gutterman Trannen.

After being retracted, Chen’s piece was later re-published by The Washington Monthly , a center-left publication.

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