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A LaTeX class for IHEID dissertations and papers

iheid-library/iheidmytex

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This repo contains a LaTeX class for dissertations and papers at the Graduate Institute of International and Development Studies/ Institut de Hautes Études Internationales et du Développement.

You can find the most recent version of the dissertation example here under the assets associated with each version.

PS: If you find LaTeX intimidating to learn, take a look at the iheiddown package instead. By using the package with RStudio, you can write your dissertation in markdown , which is much simpler to write (and read). Check it out!

Getting started

First, you will need a LaTeX distribution installed on your system.

To use this class, simply download the class files ( iheid.cls and projectinfo.cls ) and add them to the folder where your .tex file resides on your system. You can also download and use iheiddiss.tex or paper.tex as templates to get started. mybib.bib is just a placeholder bibliography and should be replaced with your own bibliographic library.

Please raise an issue for this repo if you encounter any bugs or if you have any suggestions, or get in touch with me if you want to contribute.

Contributors 2

Table of Contents

Write your dissertation, but not only , installation, quick start guide.

iheiddown is a package that provides templates for writing documents in styles consistent with the Geneva Graduate Institute/ Institut de Hautes Etudes Internationales et du Developpement (IHEID) in (R) markdown.

The main use case for iheiddown is for writing a Masters or PhD Dissertation at IHEID , as it offers a user-friendly, simple, and straightforward way to write a well-formatted and consistent dissertation that weaves together argument, evidence, and interpretation. However, it also integrates templates for creating IHEID themed presentations powered by {xaringan} as well as a template for IHEID course syllabi.

The package is built upon the IHEID LaTeX dissertation template , which offers versus common word processors:

• less prone to corruption or crashing
• more internal consistency
• ensured consistency with the IHEID dissertation and other guidelines, e.g. dedication, abstract, abbreviations, tables of contents, figures, and tables
• automatic figure and table referencing
• automatic compilation of your references and bibliography (under different styles)
• compilation chapter-by-chapter (for sending to your supervisor) or whole dissertation (for submission)
• cross-referencing
• smaller files
• automatic versioning
• and much more!

Though you may have never had problems using Word in the past, the size and structure of most theses tax Word’s capabilities.

However, iheiddown helps you avoid the need to (learn how to) write in LaTeX. LaTeX can be daunting for first time users, and many users often feel it would only pay off if they were writing very complex dissertations. iheiddown allows students to write their dissertations in RMarkdown . Markdown is a simple and easy-to-use way to ‘markup’ parts of plain text as headings, bold or italics (and much more) in ways that remain very readable and thus editable as you write. iheiddown , R, and LaTeX do the work to turn this into a beautiful dissertation. You write in minimally marked-up plain text and you get a correctly-formatted dissertation out at the end.

But wait, there’s more! Because iheiddown is an R package, it especially shines for those who are analysing data. R is a free statistical programme and language that has a huge range of packages available for most current methods of analysis and visualisation. RStudio is a typical frontend that makes working in R and especially with iheiddown easy. So though iheiddown is especially attractive to those writing dissertations with many tables and figures, the user-friendly nature and pretty output should make it of great benefit to nearly anyone writing a thesis project.

You can see an example of the kind of dissertation output on the package website.

Not quite done yet, there is even more! Take a look at the following table for all available templates:

Prerequisites

You will first need to install the following software on your system 2 :

• RStudio version 1.2 or higher , and
• LaTeX or MiKTeX 1

Installing the Stable Version

The easiest way to install the latest stable version of iheiddown is via CRAN. Simply open the R console and enter the following to install and load iheiddown

That’s it! iheiddown is now installed and ready to go.

Installing the Development Version

To get access to the latest features, you may want to install the development version of the package.

An easy way of getting access to this version is to install the latest main version of iheiddown from Github. To do that, please install the remotes package from CRAN and then enter the following commands into the console:

• For latest stable version: remotes::install_github("jhollway/iheiddown")
• For latest development version: remotes::install_github("jhollway/iheiddown@develop")

Alternatively, you can find the binaries for all major OSes – Windows, Mac, and Linux – by looking up the latest release of the package here . Manually download the appropriate binary for your operating system, and install using an adapted version of the following commands:

• For Windows: install.packages("~/Downloads/iheiddown_winOS.zip", repos = NULL)
• For Mac: install.packages("~/Downloads/iheiddown_macOS.tgz", repos = NULL)
• For Unix: install.packages("~/Downloads/iheiddown_linuxOS.tar.gz", repos = NULL)

iheiddown , among other things, sets up a thesis template that you can then modify for your dissertation. It’s very easy to get started!

Since the process is similar for theses, presentations, problem sets and syllabi let us take a look at how to set up a thesis project.

• Open RStudio (if it is not already).
• Click the new document symbol at the very top left and choose R Markdown... .
• Then from the options on the left From Template .
• Scroll down through the options on the right until you find Thesis {iheiddown} .
• Name your thesis project index , i.e. your main .Rmd should be named index.Rmd
• Select where the project should be saved on your hard drive.

Congratulations! You have now set up your first thesis project. For a more detailed walkthrough of the different functionalities and how to get started with each one, please check out the different articles on the package website .

Please raise an issue for this repo if you encounter any bugs or if you have any feature requests. You can also vote on existing issues that you would like to see addressed soon. If you would like to contribute to the repo, please fork this repository and open a pull request when your changes are ready, or get in touch with me directly.

1 For Windows users, make sure you have the latest MiKTeX version installed on you computer. From the MiKTeX console, you should regularly check for updates as “MiKTeX user mode”, this will prevent issues when generating your pdf document from your Markdown template. 2 Note that, for unclear reasons, Yihui Xie’s TinyTeX is causing trouble. Try tinytex::uninstall_tinytex() and install a local copy. Unfortunately, full LaTeX installations are large .

Master Theses (2008-)

UT Electronic Theses and Dissertations

Permanent URI for this collection https://hdl.handle.net/2152/11

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

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

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

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

Recent Submissions

• No Thumbnail Available Item Comparison of predicted secondary organic aerosol formation from isoprene to aerosol formation from monoterpene reactions in southeast Texas ( 2005-08-15 ) Lasseter, Jennifer Schiffelbein ; Allen, David T. Show more In the eastern half of Texas, the atmospheric reactions of hydrocarbons released by vegetation can lead to significant quantities of fine particulate matter. Previous analyses have indicated that the reaction of ozone with monoterpenes (especially α-pinene) is the dominant chemical pathway for the formation of fine particulate matter from biogenic hydrocarbon emissions. These analyses neglected the reactions of isoprene, however, and isoprene represents roughly 80% of the mass of biogenic volatile organic compound (BVOC) emissions in eastern Texas. Conversion of even a small fraction of the isoprene emissions to condensable products could therefore make a significant contribution to biogenic secondary organic aerosol (SOA) formation. This work utilizes two approaches to estimate SOA formation from the atmospheric reactions of isoprene with the hydroxyl radical. One approach involves a simple SOA yield model, which is based on SOA yield data from environmental chamber experiments. The other approach uses molecular reaction mechanisms, based on postulated reaction pathways and estimated rate parameters. The two SOA formation models were incorporated into the photochemical grid model, CAMx 3.10, and used to predict SOA formation from isoprene during the period of August 28 to 31, 2000. Both models predict SOA formation in southeast Texas from the reaction of isoprene with OH to be considerably less than the yield of SOA from the reactions of monoterpenes (α-pinene/O₃, β-pinene/ NO₃ and β-pinene/OH). The daily SOA formation, due to isoprene reactions, estimated using the yield model is about 5% of the yield from the dominant monoterpene reaction pathway - α-pinene/O₃. The SOA formation from isoprene predicted using the molecular mechanism, is about 10% of the isoprene SOA yield model estimates Show more
• No Thumbnail Available Item First-principles investigation of heterogeneous electrocatalysis at the solid-liquid interface ( 2020-12 ) Hartmann, Gregory Peter ; Hwang, Gyeong S. ; Henkelmen, Graeme ; Ekerdt, John G ; Keitz, Benjamin Show more Carbon-based metal-free electrocatalysts are promising alternatives to precious metals in energy storage and conversion applications providing comparable performance at much lower costs. Conventional studies in to their performance assume that these carbon electrodes are ideal non-polarizable electrodes, following the methodology used to describe metallic electrodes, to simplify the theoretical description of reaction overpotentials. This method has not provided a clear description of the active sites or the principles underlying this activity. This suggests that the conventional approach may not be adequate to distinguish the true catalytic performance of these materials. Graphene-like materials are to possesses a very small quantum, or electrode, capacitance, implying the chemical potential may vary substantially with charge in the system. This can, in turn, influence all the interactions occurring at the electrode/electrolyte interface. By introducing this concept to first-principles methodologies for studying interfacial reactions we can gain valuable insights in to the activity, identifying indicators of performance and design principles to optimize these carbon-based materials for catalysis. In this dissertation, we explore the catalytic performance of carbon-based metalfree electrodes in two parts. In Part I, we evaluate first-principles techniques used to describe the interface between graphene electrodes and aqueous solution, motivated by the inconclusive results of conventional approaches. Analysis demonstrates the influence of electrode capacitance over the predicted overpotentials. Additionally charge transfer is identified as key to the activation and adsorption of oxygen. Being a function of the substrate-intermediate-solvent interactions, we demonstrate that the solvent models must be carefully selected to provide the correct description of the Coulombic interactions. Part II focuses on describing the oxygen reduction performance of different types of activated graphene materials, motivated by the active sites identified in the previous section. The method outlined above is used to demonstrate a reaction mechanism for the oxygen reduction reaction occurring on topological defects. Important details governing the catalyst performance, including the role of pH and the high selectivity for the most efficient pathway, can be explained using this method. The work presented herein provides new insight into the electrochemical activity of graphene-like materials and future directions for catalyst development. We anticipate that the established methodology and analysis can be broadly applicable to other nanostructured materials and reaction chemistries for metal-free heterogeneous catalysis. Show more
• No Thumbnail Available Item Black boys and emotional disturbance: incorporating Black feminist thought into social-emotional learning ( 2023-08 ) Jamerson-Barnes, Durrell ; Holme, Jennifer Jellison ; Childs, Joshua ; Saenz , Victor ; Lowe , Tracie ; Reddick , Richard Show more Black boys in the United States face a significant disparity in school suspensions and expulsions, accounting for 42 percent of the 2.5 million out-of-school suspensions in 2018, despite comprising only 5.6 percent of the student population. This pattern has persisted for nearly a decade, with emotional outbursts being the primary reason for disciplinary actions regardless of race, ethnicity, gender, or class. To address this issue, Social Emotional Learning (SEL) has been proposed as a solution, particularly for Black boys. The study sought to answer the following research question: How do principles from Black feminist thought/Black feminist texts shed light on teachers’ understanding of SEL education with Black male youth? Findings suggest several recommendations. Incorporating Black Feminist Thought into the SEL curriculum can promote a comprehensive understanding of intersectionality. Additionally, using Black Feminist Thought to shape special education policies and practices, revising instructional methods, and integrating Black Feminist Thought into teacher education programs are crucial steps to address the disparities faced by Black boys and promote inclusive education for all students. Show more
• No Thumbnail Available Item “Try celebrating us, not our trauma”: the community building and resistance strategies of first-generation, low-income queer and transgender undergraduate students in the neoliberal academy ( 2023-05 ) Cohen, Sarah Simi ; Garces, Liliana M. ; Woulfin, Sarah ; Goodman, Michael A. ; Brownson, Chris Show more This critical ethnographic dissertation utilizes a queered and liberatory conceptual framework to understand the ways that first-generation low-income queer and transgender (FGLIQ) undergraduate students at The University of Texas at Austin make sense of the neoliberal cultures and policies that provoke trauma, and in turn, resist in those same spaces. Employing arts-based ethnographic methods to ask participants to curate an artifact, I engaged in deep conversation with four participants who speak to the cisheteronormative culture of the institution. They share a narrative of a cycle that gaslights students into believing they should learn to navigate the resources on their own despite the lack of institutional support, leading them to question their safety and the value of policies intended to create inclusivity. As they continue the cycle and attempt to find resources, participants share that they are consistently let down by the performative nature of the University, and in turn do not feel supported. This cycle is coupled with their inherent resistance to the overarching culture, which stems from their community-building and self-love strategies, and ability to recognize the ways various systems of oppression intersect to curate these environments. The dissertation concludes with recommendations brought forth by the participants, such as including intersectional frameworks in both practitioner and faculty approaches, providing additional resources on gender, sexuality, and the impacts of experiencing poverty to student affairs services, faculty, and Title IX offices, and explicitly having FGLIQ mentors available to students as a call to action for institutional leaders, student affairs practitioners, and policy makers. Show more
• No Thumbnail Available Item The peculiarities of community archives : exploring the documentation of history and memory through digital archives and social media ( 2020-12 ) Brown, Bree'ya Nadia ; Galloway, Patricia Kay Show more This work introduces community-based archives in the United States that practice archivist activism through the use of digital archives and social media to an academic and public audience. The archives presented in this study reveal successful efforts of archivists who engage with and record the stories of underrepresented and historically marginalized communities. In hopes of understanding the profound importance of community-based archives to the archival field and the field of history, this work presents an analysis on three community-based archives: ATX Barrio Archive, the Black Lesbian Archive, and the Texas After Violence Project. The mentioned community-based archives utilize social media and digital archives as a method of engaging with their audience, with intentions of projecting visibility and the survival of marginalized identity communities and individuals. The archives feature various materials that not only present events and experiences of gentrification, erasure, and violence, but also life, vulnerability, history, and memory. The focus in context aims to add to the discourse on the importance of community-based archives and post-custodial framework models, and furthermore aims to advance the way those in the archival profession understand the term ‘community.’ Show more
• No Thumbnail Available Item Internationalization at striving universities and the role of presidential leadership ( 2024-05 ) Dieng, Samba (Ph. D. in educational leadership and policy) ; Childs, Joshua ; Taylor, Zach ; Reddick, Richard ; Ellis, Martha Show more Over the past two decades, there has been heightened awareness and intensified discussions on the importance of internationalization in the academy. There are also strong calls for action from university leaders, faculty members, and industry CEOs. Equipping students with the skills, knowledge, and attitudes necessary to live and thrive in today’s globally interconnected and interdependent world has never been an ambiguity. However, there seems to be little discussion and research on the limited role of presidential leadership in comprehensive internationalization efforts at U.S. universities (Hudzik, 2015). Motivated by the ACE model for comprehensive internationalization, this study explores actionable frameworks to support campus internationalization goals. This qualitative research project utilizes a multiple case study approach to better understand the role that presidential leadership plays in comprehensive internationalization at striving universities. I argue that the rise or fall of the internationalization agenda largely depends on Presidential leadership. Presidents must lead the charge for the work of internationalization to be effective and successful at higher education institutions. Show more
• No Thumbnail Available Item Stranded credits, stranded students: how students make sense of institutional debt policies and holds ( 2023-12 ) Love, Jennifer (Ph. D. in educational leadership and policy) ; Schudde, Lauren ; Ellis, Martha ; Wasielewski, Miguel ; Nava, Michael Show more Over 6.6 million students in the United States owe financial balances—including unpaid tuition and fees—directly to higher education institutions, representing over $15 billion of crippling student debt (Karon et al., 2020). By reviewing extant research, I examine “stranded credits,” which exist when a student still owes an institutional debt, such as tuition and fees, directly to an institution after a deadline. Students with stranded credits and no degree are referred to as “stranded students” and experience a phenomenon that sets off a series of consequences prohibiting a student from enrolling, graduating, and securing employment (Ajinkya et al., 2019; Jones & Andrews, 2021; Karon et al., 2020; Kilgore, 2020; van Lier, 2020). The current methods of collecting institutional debt are at odds with state and institutional goals for student recruitment, retention, and degree completion by preventing registration, diploma, or transcript obtainment (Jones & Andrews, 2021). This study explored the use of financial holds, which prevent registration and transcript obtainment as collateral for institutional debt, and how students make sense of institutional-debt-related holds. By using sensemaking theory as a framework, I examined the factors students reported contributing to their overdue balances, how they became aware of their own overdue balances, and how institutional debt policies and expectations shaped their educational journeys. Two semistructured interviews were conducted with 11 UT Austin students with a financial hold and an owing balance of over $1,000 that prevented registration, transcript, or diploma issuance, before they were financially dismissed from the University. Data from the interviews were analyzed and summarized through an adapted model of student sensemaking from the prior work by Schudde et al. (2021). Students deliberated and approached their balance and hold either procedurally, with the hold as the primary motivator to pay, or strategically, whether their circumstances have changed and they required further assistance to pay for college. Each approach was influenced by the expectedness of the factors or events related to the overdue balance, whether the student had violated the policy previously or was a first-time violator, and if the student was dependent or claimed self-responsibility over their educational expenses. Show more
• No Thumbnail Available Item More than “just an advisor”: experiences and perceptions of student support staff at Hispanic-serving institutions of higher education ( 2023-12 ) Garry, Margaret Grace ; Flores, Stella M. ; Black, Victoria ; Gonzales, Juan Show more Hispanic-serving institutions of higher education (HSIs) were created by the United States government in 1992 to offer special grant funding to colleges and universities that met certain demographic thresholds (S.1150 - 102nd Congress (1991-1992), 1992). Today, a diverse group of over 500 colleges and universities carry this designation, including public and private institutions, institutions with a range of religious affiliations, and institutions ranging from community colleges, to small liberal arts colleges, to Carnegie-classified R1 research universities. Many of these institutions originated as predominantly white institutions (PWIs) and took on the HSI designation as demographics changed at the institutions and in the communities they serve (Garcia, 2017). Significant research exists describing the experiences of students and faculty at these institutions (Crisp et al., 2015; Ek et al., 2010; Garcia, 2017; Gonzales, 2015; Gonzales et al., 2013; Hurtado et al., 2011; Musoba et al., 2013; Preuss et al., 2020; Venegas, 2015). This research demonstrates how students and faculty alike must operate in HSIs as white-dominated spaces. This leads to challenges with student identity and belongingness (Bazana & Mogotsi, 2017; Hurtado et al., 2011; Musoba et al., 2013; Yosso et al., 2009) and with faculty being able to pursue research and pedagogical strategies outside of white-normative practice (B.A.L., 2017; Ek et al., 2010; Gonzales et al., 2013; Gusa, 2010). Less is known about the experiences and perceptions of the staff who work directly with students, and much of what we do know focuses on how white, middle class staff members can support students whose backgrounds are different from their own (Preuss et al., 2020; Tevis & Britton, 2020; Zenner & Squire, 2020). This treatise seeks to contribute to existing knowledge of these institutions and the people who learn and work there by examining the experiences and perceptions of academic advisors, student affairs professionals, and related staff members who directly support students. Through document review and interviews, it shows how a case institution communicates its HSI identity to staff, how staff perceive their work, and how participants with different demographic backgrounds describe servingness (Garcia et al., 2019) at the case institution. This treatise paints a picture of a diverse group of staff with strong ideas about both student service and their own roles within the institution. They discuss challenges related to complex organizational systems, struggles to do meaningful work while earning low salaries, excitement about recent changes in institutional leadership, and the ways that the institution succeeds and strives as an HSI. By learning more about the contributions and voices of these colleagues, researchers and practitioners gain new knowledge about how HSI systems operate, how they can grow, and the role that staff play in ensuring that students experience opportunities to grow academically and find belonging at institutions that are federally designated to serve them. Show more

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Geneva Graduate Institute Repository

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The aims of the Geneva Graduate Institute's repository are to:

• provide a secure and permanent archive of the research produced by the Geneva Graduate Institute and its professors
• make this research more visible
• provide a place where researchers at the Geneva Graduate Institute who have an open access mandate from their funders can fulfil this mandate in accordance with green open access principles
• provide an appropriate venue for professors and researchers who wish to make their papers and articles open access .

The Geneva Graduate Institute's repository contains the records of all books, book chapters, journal articles and papers written by the professors and researchers of the Institute, all working papers produced by the departments and research centres, as well as master's theses, doctoral theses and dissertations in progress. A full-text file is attached to the records of papers, journal articles and theses.

Access to these files can be:

• private (accessible only to the repository administrators)
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• or open to all in compliance with copyright law, with an embargo period if necessary
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