Standards and Procedures for Approved Master's Seminar Paper or Educational Project University of Wisconsin-Platteville Requirements

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1 Standards and Prcedures fr Apprved Master's Seminar Paper r Educatinal Prject University f Wiscnsin-Platteville Requirements Guidelines Apprved by the Graduate Cuncil University f Wiscnsin-Platteville Revised Nvember 2012 Updated September 2015 Master s Writing Requirement Students must satisfy the writing requirement f their degree prgram as determined by individual prgrams subject t apprval by the Graduate Cuncil. Examples f experiences which may meet this requirement include: thesis, seminar paper, educatinal prject, perfrmance, and exhibitin. Students shuld cnsult with individual prgram advisrs fr guidelines fr meeting prgram requirements. All prgrams must fllw a cmmn set f prcedures fr apprval and submissin. Unlike a thesis, the seminar paper r educatinal prject need nt be a reprt f riginal and independent research. It must demnstrate, hwever, the student s ability t survey a field f knwledge and assemble, rganize, evaluate, interpret, and present evidence in a lgical and intelligent manner. Althugh the seminar paper r educatinal prject may riginate frm wrk dne in cnnectin with ne f the student s graduate curses and be based upn a term paper r curse prject, it must be mre cmprehensive and cmplete in cverage and treatment. There is a website with useful links t guide the graduate student in grammar, style, evaluating web resurces, and frmats. The seminar paper r educatinal prject advisr will prvide guidance regarding the site. The site may be accessed thrugh the University s Karrmann Library. Prprietary Infrmatin in Theses and Seminar Papers: While the expectatin is that each thesis r seminar paper will be published in entirety, it is ccasinally necessary t include prprietary r ther sensitive infrmatin that cannt be released t the general public. Upn apprval by the prgram crdinatr and graduate dean, publicatin may be delayed and/r sensitive material may be remved frm the public dcument. Remval may take the frm f placing material in an unpublished appendix, substituting sample data fr actual data, and similar techniques. Sectins may be redacted nly if there is n practical alternative. All such changes must be clearly marked in the dcument. When the wrk includes sensitive material, its nature and handling must be discussed in the prject prpsal. Significant changes will require resubmitting the prpsal. Where thesis Page 1

2 cmmittee members are required t sign a nndisclsure agreement, the agreement must include a waiver fr prir knwledge. 1. Checklist fr Cmpletin f the Masters Seminar paper/educatinal prject In cnsultatin with the prgram advisr, the student prpses a seminar paper r educatinal prject and a seminar paper r educatinal prject advisr. Prepare a seminar paper r educatinal prject prpsal. Typically, the prpsal includes the fllwing: An apprval page t be signed by the advisr An intrductin A statement f the prblem Purpse f the study Hypthesis, if applicable Significance r implicatins f the study Methd f apprach, if applicable, including data surces, data gathering methds, and likely analyses General plan f rganizatin If the prpsed research invlves human participants, btain apprval frm the Institutinal Review Bard fr Human Subject Research befre research is initiated. Advisr submits the seminar paper r educatinal prject prpsal with signed apprval page (and apprval mem frm the Institutinal Review Bard fr Human Subject Research, if applicable) electrnically t the Schl f Graduate Studies Office. Register fr "Seminar paper/educatinal Prject Research". Prepare the seminar paper r educatinal prject with regular meetings with the seminar paper r educatinal prject advisr Submit the cmpleted seminar paper r educatinal prject t the seminar paper r educatinal prject advisr fr review. Advisr submits electrnically t the Schl f Graduate Studies the cmpleted seminar paper r educatinal prject (with signature). 2. Paper r Prject Preparatin A. The paper r prject shuld fllw ne f three adpted manuals: A Manual fr Writers f Term Papers, Theses and Dissertatins by Katie L. Turabian; The Publicatin Manual f the American Psychlgical Assciatin; r Mdern Language Assciatin Handbk fr Writers f Research Papers; r any style apprved by the majr department. Page 2

3 B. A paper r prject must be wrd prcessed with 12 pint Times New Rman fnt utilized fr the bdy f the paper C. Margins: all margins are ne inch. Tables, figures, and appendix materials must fit the same margins. D. A seminar paper r educatinal prject prpsal must fllw the prpsal apprval page frmat - n page number (Appendix A) E. A seminar paper r educatinal prject apprval page must fllw the apprval page frmat - n page number (Appendix B) F. A seminar paper r educatinal prject title page must fllw the seminar paper/educatinal prject title page frmat - n page number (Appendix C) G. A seminar paper r educatinal prject must include an abstract based n the apprved frmat (Appendix D) H. A seminar paper r educatinal prject must include a table f cntents (the chapters usually fllw the elements in the appendix, but ther frmats are pssible with the apprval f the seminar paper/educatinal prject advisr). (Appendix E) 3. General Suggestins There is n set length fr seminar paper/educatinal prject paper The student shuld demnstrate the ability t interpret data and shw evidence f critical thinking in the evaluatin f surces The authr f the paper/prject shuld develp the subject accrding t the principles f clear and effective cmpsitin. The authr shuld rganize the material in his/her paper/prject n the basis f its relatin t ne central idea. Attentin shuld be given t the expressin f ideas with cnsideratin fr writing style, grammar, and guidelines t reduce bias in language. Bias in language includes gender, sexual rientatin, racial and ethnic identity, disabilities, and age. It is the student's respnsibility t have the paper reviewed by a cmpetent individual fr writing cnventins such as spelling, grammar, unity, clarity, cherence and emphasis. It is the student's respnsibility t prepare the final draft. It is up t the student t be in accrdance with his/her advisr regarding deadlines. Please prvide the advisr adequate time t read and critique each draft f the paper/prject. The advisr shuld allw the student time t make suggested changes. The student is advised t finish the paper/prject as sn as pssible even if he/she receives an "Incmplete" in seminar paper/educatinal prject research fr a semester. Please check with yur advisr fr additinal requirements. Page 3

4 Appendix A Seminar Paper/Educatinal Prject Prpsal Apprval Page Blank Frm (nte: the abve lines shuld nt appear n the student's prpsal.) The attached seminar paper/educatinal prject prpsal, by Student's Name, entitled Paper Title, when cmpleted, is t be submitted t the Graduate Faculty f the University f Wiscnsin-Platteville in partial fulfillment f the requirements fr the (type either Master f Science OR Master f Science in Educatin) degree, fr which credits shall be allwed is hereby: Apprved: Date: Paper/Prject Advisr Page 4

5 Appendix B Sample f Cmpleted Seminar Paper/Educatinal Prject Apprval Page (nte: the abve lines shuld nt appear n the student's cmpleted seminar paper r educatinal prject.) TYPE TITLE OF PAPER IN HERE Apprved: Date: Paper/Prject Advisr Suggested cntent descriptr keywrds: Page 5

6 Appendix C Sample f Cmpleted Seminar Paper/Educatinal Prject Title Page (nte: the abve lines shuld nt appear n the student's cmpleted seminar paper r educatinal prject.) TYPE TITLE HERE. A (type either Seminar Paper r Educatinal Prject - d nt type bth) Presented t The Graduate Faculty University f Wiscnsin-Platteville. In Partial Fulfillment Of the Requirement fr the Degree (Type in degree t be received - example: Master f Science in Educatin) (Type in majr - example: Cunselr Educatin). By Yur Name Here Year f Graduatin - example: 2000 Page 6

7 Appendix D Sample Seminar Paper/Educatinal Prject Abstract (nte: the abve lines shuld nt appear n the student's abstract.) AN EXAMINATION OF COUNSELOR'S PERCEPTIONS OF THEIR EFFECTIVENESS IN THEIR ROLE AS SCHOOL COUNSELOR Karen S. Steindrf Under the Supervisin f Dr. James King Statement f the Prblem Research shws us that there are n sufficient measures t determine the effectiveness f schl cunselrs. As schl cunselr rles are questined due t the multifaceted duties that are being given them, rle cnfusin plays a part in the inability t sufficiently measure effectiveness. Anther reasn fr insufficient measures is because the data we are attempting t measure is intangible. While statements can be made that indicate schl cunseling interventins have a psitive impact n students educatinal and persnal develpment, there is n piece f evidence t determine hw and what actins specifically cntributed t this result. Self-Efficacy Thery is ne that attempts t explain hw and why individuals rganize and execute curses f actin required t attain certain types f perfrmances. The research prblem exhibited in this study is t help identify surces f self-efficacy amng cunselrs and find a relevant instrument t measure the effectiveness experienced by Wiscnsin graduate students and practitiners. Methds and Prcedures A survey, the Cunselr Self-Efficacy Scale (CSES) that was develped by a Michigan University Research Study, was used in a survey f Wiscnsin Schl Cunselrs t determine their perceptin f their wn effectiveness. An additinal 7-items was added t the CSES and designed t determine the cunselrs belief system. The survey was distributed t graduate students and cunselrs at the 1998 annual Wiscnsin Schl Cunselr Assciatin held in Stevens Pint, Wiscnsin. Its purpse was t cmpare the results and determine if there were any significant differences between the selfefficacy f Wiscnsin Schl Cunselrs and the Michigan nrm grup. It was als used t determine if self-efficacy levels f Wiscnsin Schl Cunselrs vary significantly ver years f experience. The data was cllected, analyzed, and cmparisns were made t the Michigan study t reveal the self-perceived effectiveness f Wiscnsin Cunselrs in terms f self-efficacy. Page 7

8 Summary f Results Schl Cunselrs in Wiscnsin perceive themselves t have a high measure t selfefficacy. The results f this study als revealed that there was n significant difference between Wiscnsin Schl Cunselrs and the Michigan nrm grup in terms f self-efficacy, despite sme variances in tabulating the results between the tw grups. The data did shw, hwever, that self-efficacy amng Wiscnsin Cunselrs seems t diminish ver time. Be reviewing the histrical perspective f cunseling, the cunselr's rle, and the value f self-efficacy, it is clear that schl cunselrs are faced with an array f challenges. Prgram evaluatin and cunselr effectiveness evaluatin is essential fr the future f the prgram. It is clear frm this study that mre research needs t be dne in learning hw t measure the effectiveness f the cunselr, in rder t establish credibility and accuntability fr the prfessin. Page 8

9 Appendix E Sample Seminar Paper/Educatinal Prject Table f Cntents (nte: the abve lines shuld nt appear n the student's table f cntents.) TABLE OF CONTENTS Page APPROVAL PAGE i TITLE PAGE ii ACKNOWLEDGEMENTS iii ABSTRACT iv TABLE OF CONTENTS v LIST OF TABLES vi CHAPTER I. INTRODUCTION 1 Statement f the Prblem Purpse f the Study Significance f the Study Assumptins Delimitatin f the Study Methdlgy II. REVIEW OF LITERATURE 6 The Rle f the Cunselr Prgram Evaluatin Cunselr Effectiveness Research III. SURVEY METHODOLOGY 23 Prcedures Participants Instrumentatin IV. ANALYSIS OF THE SURVEY DATA 28 Cmparisn f the Michigan Study with Wiscnsin Cunselrs Differential Years f Practice Cnstraint Effects V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 33 Summary Cnclusins Recmmendatins Page 9

10 REFERENCES 42 APPENDIX A 45 Page 10