diploma thesis mentoring

Many programs have mentoring opportunities housed in their departments. Reach out to your professors and department heads to ask about these opportunities and express your interest in mentorship! 

Graduate school provides you with the professional training to learn the knowledge and skills you need to be successful in your chosen discipline. You come to graduate school with your own unique research and career interests, and multiple individuals will need to support you in achieving your scholarly goals. Faculty play a critical role in your graduate education, and they will serve in a range of roles to support you along the way. 

This Mentoring Guide (pdf) will provide you with tips on finding multiple mentors, developing clear expectations, selecting and working with a dissertation chair, and more. 

Activate your FREE NCFDD membership and access the webinar “Cultivating Your Network of Mentors, Sponsors, and Collaborators” as well as the Mentor Map template . This template will help you identify who makes up your network and brainstorm possible additions. 

In this free course, scientists from different backgrounds give concrete steps to building a mentoring network so you can be a more confident researcher and feel supported by your graduate school research community. You'll develop a detailed plan to complete your degree and meet your career goals. You’ll also learn evidence-based techniques and strategies for finding and building productive relationships with your primary research advisor(s), thesis committee, and other mentors during graduate school. By the time you're finished, you'll have completed a plan to build a research home to help you succeed in graduate school and beyond.

For more information, visit the iBiology: Build Your Research Community Course .

Opportunities to be Mentored

Cientifico Latino runs the Graduate School Mentorship Initiative (GSMI) program with the mission to help graduate school applicants from minoritized backgrounds by pairing them with STEM professionals in their respective STEM disciplines.  They provide applicants with graduate school preparation material, one-on-one guidance from a mentor in their STEM field, financial assistance in the form of fee waivers, feedback on written materials, access to webinars, mock interviews, and access to a broader community of peers and mentors.

For more information, visit the Graduate Student Mentorship Initiative webpage.

In 2008, Professor Emeritus Dr. Kenneth Ghee and Assistant Dean of Retention in the College of Arts and Sciences Carol Tonge Mack founded the PR1ZE program (Putting Retention 1st in the Zest for Excellence) to foster and promote retention and graduation for under-served students. PR1ZE is open to all undergraduate and graduate students, primarily focusing on students of color and first-generation students.

For more information, visit the UC PR1ZE webpage.

There are so many aspects to graduate school to successfully navigate and going through them in isolation only compounds the stress. For students who are interested, Grad Resources offers coach connections.

How It Works:

• Register. By filling out the Coach Request form .
• Partner. They partner you with a trained coach.
• Connect. You are invited to participate in speaker events and EQ skills seminars.
• Reach out if you want to connect with a local community group.

The one-year career mentoring program pairs ethnically diverse students (Undergraduate Juniors & Seniors, Baccalaureate, Master or Ph.D. & Post-doc) and early career researchers with industry mentors who work at companies in the medical technology, biotechnology and consumer healthcare industries. With their mentors, Scholars attend a 5-day training session to learn about career opportunities in industry and receive career development coaching. They also attend a major industry conference.

Visit the International Center for Professional Development’s webpage on the Scientist Mentoring & Diversity Program for more information.

Opportunities to Mentor

The PRISM Mentorship program is designed to connect and pair Lesbian, Gay, Bisexual, Transgender, Queer/Questioning, Intersex, A/sexual/romantic & allies (LGBTQIA+) first year and new transfer students with student mentors from across campus.

For more information, visit the PRISM Mentorship Program webpage. 

As a member of the Grad-Undergrad Research Connections network, you agree to meet with up to four undergraduate students per semester to talk about your research pathway and life as a graduate student. In addition, you should inquire about their interests and introduce them to people in your network who may be interested in working with them. To learn more, visit the Grad-Undergrad Research Connections page or their Research Mentor Training for Graduate Students page. 

The Ronald E. McNair Postbaccalaureate Achievement Program is one of the grant-funded Federal TRIO Programs designed to assist high-achieving undergraduate students that are first-generation college students, who are Pell eligible and/or members of an under-represented ethnic group in the quest to obtain a graduate degree, ultimately the PhD. This program pairs senior McNair Scholars with graduate students to assist with the graduate school application process and learn first-hand about graduate school. Graduate student mentors offer a unique "insider's" perspective on what it's like to apply to and attend graduate school.

If you are interested in becoming a McNair graduate mentor, please visit the McNair Scholars Program website , scroll down to “Graduate Student Mentor Program,” and complete the online form.  

Connections is a mentoring program that pairs students with College of Allied Health Sciences (CAHS) alumni, community professionals and graduate students working in an aligned allied health field, to help develop relationships that make an impact. The program primarily serves the following populations of students:

• Underrepresented minority
• First-Generation
• Lower socioeconomic
• Limited access to higher education
• Summer bridge participants
• Self-identify or are identified by faculty for mentoring

Visit the CAHS Connections webpage for more information. 

The Auditorium: a research culture and researcher development blog

a research culture and researcher development blog

The continued impact of Thesis Mentoring

By Dr Elaine Gourlay, Research Culture Specialist for Communities and Collegiality

My experience of thesis mentoring

A question I ask myself regularly these days is “Where would I be now if I hadn’t had a mentor?” . I honestly don’t know.

I was offered a mentor in the final stages of my doctorate. It was at a time when I was perpetually attempting to finish my lab work and would start writing my thesis ‘in two weeks’ time’. I was approached by my mentor with this offer of help, when I had spent a full six months saying I would start writing ‘in two weeks’ – I was clearly stuck, not knowing how to transition into the writing phase.

My mentor worked with me to break down that divide of working in the lab vs writing. I was able to start putting together a clearer plan for my thesis and, as I started to see it take shape, I realised how much work I had done and how it would be ‘enough’ for a thesis. We worked on time management and planning and before I knew it, my confidence towards my thesis had built to a point where I felt I could stop generating data and start generating word count! I managed to see things in perspective and was able to look further out on the horizon beyond my doctorate.

Not only did having a mentor help me to coordinate my thesis writing, but the style of the mentoring conversation also helped me learn a lot more about myself. Having someone question the ‘whys’ of how you feel about something, why you are keen to act on one task and procrastinate on another helped me to realise how I worked best, and when I worked best. I have taken this knowledge with me throughout my career. I realised my biggest motivation was my desire to help others, and this is something that has driven my career direction ever since, including bringing me to my current role, which, among other things, involves facilitating mentoring programmes at UofG.

The UofG Thesis Mentoring Programme

I was lucky to have been approached by my mentor while I was writing my thesis but now, to broaden the benefits of this kind of work, the UofG Research Culture Team runs the Thesis Mentoring programme twice each year.

The principle of the Thesis Mentoring programme is to hold mentoring discussions that are focused on the PGR’s relationship with writing, or more specifically their relationship with their thesis, and to create a space for self-reflection and self-understanding. We outline clearly in the induction materials that this mentoring relationship is not a space to receive feedback on methods, analysis, literature or any other element of the content of the thesis, nor to receive proof-reading services. Instead, it encourages thesis writers to develop good writing habits, understand which approaches work for them and to help them get into a rhythm with their writing.

Since it started in 2021, the UofG Thesis Mentoring programme has supported 240 PGR thesis writers as mentees and has accrued a pool of 148 experienced post-doc Thesis Mentors ( read more about the benefits to mentor careers and to universities wishing to support good supervisor development here ). The programme grows cycle-on-cycle, and in the latest round, we were overwhelmed by the number of mentees who signed up and have already created a waiting list for the January – May 2023 tranche.

Enhancing the programme

In the first six months in my post as the Research Culture Specialist for Communities & Collegiality, I have taken leadership the Thesis Mentoring Programme. I have seen the programme go through a complete cycle and I have just initiated the next one which has given me ideas for future developments. The programme continues to thrive, but through conversations with Thesis Mentors, I am introducing some changes that will work to enhance the programme.

Additional matching criteria

Previously, the programme has aimed to match mentees with a mentor within their College at UofG but in a different School – offering a shared understanding of research paradigm but reducing the temptation for conversations to focus on the research itself, by matching beyond their direct research area. This helps the partnerships focus on the relationship with writing, but it also offers greater clarity of the difference between the role of a mentor and the role of a supervisor. We encourage mentees to see their mentor as an additional relationship, adding an extra viewpoint, another sounding board, or even as one more supporter who can cheer them on when needed. Having a mentor from another discipline helps reduce potential conflict there may be between how the role of the mentor vs the role of the supervisor is perceived and ensure that mentees don’t see their mentor as a substitute supervisor.

However, feedback from mentors who have had multiple mentees and mentored those within and outwith their own college, has indicated that it is the cross- College interdisciplinary mentoring relationships that have been able to focus much more on the approach to writing and steered clear of subject-specific discussion. The benefits of interdisciplinary mentoring are not only limited to the mentoring conversation and relationship, it can also be transformational in terms of personal and professional development as it offers an entirely different perspective for both mentee and mentor. Recognising that interdisciplinary mentoring might not appeal to everyone however, the facility for mentors and mentees to indicate a preference for a cross-School match, or a cross-College match, has been incorporated as an option in the current round of the programme.

As the introduction of interdisciplinary mentoring increases the distance between areas of expertise, it can often become more important to find common ground between mentor and mentee. Therefore, another enhancement that has been brought into the current programme attempts to create mentoring partnerships between individuals who have shared life experiences, for example studying for a doctorate overseas, or later in life, or whilst also having caring commitments. This addition aims to recognise that facing these circumstances can impact on and present specific challenges to thesis writers, and providing a mentor who can speak from a perspective of shared personal experience offers a mentee more than just lip service.

Where next for Thesis Mentoring?

Thesis Mentor community: There is a now wealth of mentoring experience and developed practice out there in our UofG community, and now feels like a good time to connect the mentors together, to share their wisdom and their observations with one another. Therefore, I am pleased to be making plans for the creation of an online UofG Thesis Mentor Community that I am looking forward to seeing become a thriving and engaged community of practice.

Reflective blog post series: I am excited to report that we will soon be kicking off a new blog series centred around reflections on the mentorship experience, from both the mentor and mentee perspectives. In the Research Culture and Researcher Development Team, we are keen to develop a series of articles that share knowledge and resources gained through mentorships as well as reflecting on the impact that mentoring has had on the lives and careers of our mentors and mentees.

Pride in our mentors

The impact of having had a mentor at the juncture of writing my doctoral thesis has weaved a constant thread through everything I do. My thesis mentor is one of the heroes in my life, and I now have the pleasure of seeing heroes all around me at UofG: our volunteer mentors who give their time and insights so generously to help others. At the end of each cycle of the Thesis Mentoring programme, we invite mentees to name their mentor in the Thesis Mentor Hall of Fame and I am so honoured to be able to share in the stories of how these mentors impacted the lives of their mentees, especially since it reminds me regularly of the impact my mentors have had on me.

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The Research Mentoring Program: Serving the Needs of Graduate and Undergraduate Researchers

• Published: 25 August 2012
• Volume 38 , pages 105–116, ( 2013 )

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• Jessica Horowitz 1 &
• Kelly B. Christopher 2  

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Many institutions of higher education confront seemingly unrelated needs of graduate students, who need not only to complete their dissertations but also to learn how to become proficient mentors for undergraduates as they move on to faculty roles. The graduate students are increasingly searching out high-impact learning experiences such as involvement with undergraduate research. The program we describe in this article offers a solution to these issues by pairing undergraduates with graduate students to work on their dissertation research. Undergraduates undertake hands-on research while learning about graduate school, and the graduate students learn about the mentoring process while receiving assistance that allows them to keep their dissertations moving toward completion.

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Horowitz, J., Christopher, K.B. The Research Mentoring Program: Serving the Needs of Graduate and Undergraduate Researchers. Innov High Educ 38 , 105–116 (2013). https://doi.org/10.1007/s10755-012-9230-3

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Honors thesis project.

Completion of an Honors thesis is a requirement for graduating with one of the following two diploma options:

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The Honors Thesis project is a substantial,  independent, research/creative endeavor. Students who complete an Honors Thesis earn six academic credit hours. Honors students initiate their own thesis project after identifying a full-time faculty mentor who has agreed to advise them throughout the project.

The UHP’s role is to facilitate the thesis process. The role of the UHP is not to define the specifics of a thesis, but rather to provide research and program support. Thesis projects are discipline-specific and representative of scholarship in the student’s own field. Students will work closely with a thesis mentor and their academic department to craft a thesis that meets the discipline's standards for original research. Finally, the UHP does not assign grades to the academic credits awarded for the thesis. The faculty mentor grades the thesis and assigns the letter grade.

The important milestones for completing an Honors thesis are as follows (the UHP provides Honors thesis students with a timeline specific to their academic calendar.):

Junior Year

• Identify an Honors Thesis Faculty Mentor
• Complete the Thesis Intent Document  located on Porches by November 10  
• Attend the Junior Honors Thesis Proposal and Fellowship Request Workshop (January)
• Complete CITI Responsible Conduct of Research Training through Isidore
• Complete and submit the Honors Thesis Research Proposal and Fellowship Request located on Isidore   (Due by the start of Spring Break)

Senior Year

• Continue research and preparation of project materials
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Full-time faculty members of the University of Dayton are eligible to serve as Honors thesis mentors.  The faculty mentor should have scholarly expertise in the Honors thesis subject.  For most Honors thesis writers, the faculty mentor is a faculty member in the student’s major department.  Occasionally, an Honors student may choose to write a thesis outside their major.  In that case, the faculty mentor’s discipline should align with the thesis topic.

The Honors thesis mentor performs the following roles:

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• Grades the completed project ( a grade of "B" or better for the completed thesis is necessary to count towards the completion of an Honors diploma option) and submits the grade to the Registrar during the semester grading period.

Exceptions: On rare occasions,  a student may have an Honors thesis mentor who is not a UD faculty member. Examples include:  a UD staff member; an expert from another college, university or research lab; or a mentor from a community or service organization. In these cases the student will also need an advisor of contact, who is a full-time UD faculty member.  The advisor of contact will coordinate with the student’s Honors thesis mentor by submitting interim progress reports and thesis course grades. Typically, the department chair or program director for which the thesis credits are being pursued serves as the advisor of contact in these cases. The advisor of contact does not have an active role in the oversight of the project and does not set the expectations for content or completion. 

NOTE:  The UHP does not provide additional compensation for individuals who serve as an Honors thesis mentor or advisor of contact.

The thesis is a single, extended learning experience, and a letter grade will be assigned only when the thesis is completed. Thesis candidates earn six academic credits and will be enrolled in one 3-credit thesis course in each of their last two semesters at the University. Mentors will grade the first course as "satisfactory/unsatisfactory" progress as the thesis is not yet completed. Once the final thesis is submitted in the student’s last semester, the mentor will determine a letter grade for the entire project, assigning that grade to the second thesis course in UD’s grading system. The grading of all six credit hours of thesis is the responsibility of the thesis mentor/adviser of contact. Students should always review grading standards and criteria very carefully with their mentors during the early stages of the thesis.  Faculty mentors will inform the UHP of the final thesis grade and the UHP will change the first thesis course grade from “unsatisfactory/satisfactory” to the assigned letter grade.

Occasionally, a student decides they do not want to continue their thesis.  That’s okay.  If a student decides to discontinue the thesis project prior to its completion or, in the very rare case  they are not making satisfactory progress towards the completion of the thesis, the student must formally withdraw from the thesis by contacting the thesis mentor and the University Honors Program.

If you are interested in learning more about the Honors thesis process, please visit  Honors Thesis FAQs

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Each student has an online account where lectures happen. The recording of lectures are stored in the account too!

Practice lessons

All the practice happens online using our educational platform

Exams happen online using our educational platform

Graduate work

Choose the interestring for you topic and work on graduate work with the help of your mentor

Thesis defense

Thesis defense normally happens offline but it's totally possible to do it online

We stand for the modern approach to education. We take a feedback from the employers to keep on updating our programs

The mission statement - to create the education system which would be affordable for everybody. The online education goes a long way with our mission so the innovative technologies is a huge part of our educational process

On the market

Studying now

specializing in online education

Your future diplomas

We often get asked

Your tutor will support you throughout the course. He will help with any questions in the learning process

Yes, we accept foreign citizens in a general manner. You will need to provide certified documents about your education

Yes, you can pay for our course from anywhere in the world. Installment is available only in Russia, but for other regions, we will try to find a comfortable payment method

Personal attendance is not required for training. All the work of students from submitting documents for admission to preparing and defending a diploma is carried out remotely

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Leave an application and find out the minimum passing score in 2024.