phd oral comprehensive exam

How to study for oral comprehensive or qualifying exams

Libby Natola is a PhD Candidate in the Department of Zoology at the University of British Columbia in Vancouver, Canada. She got her BSc in Wildlife Ecology at the University of New Hampshire and MSc in Biology at the University of Lethbridge, and currently works with Dr. Darren Irwin studying the speciation process in Sphyrapicus sapsuckers.

Introduction:

Let’s talk about the elephant in the room. Arguably the hardest part of getting your PhD. If you haven’t done it yet, you probably have stress dreams about it, and if you’ve already cleared this hurdle, your palms might sweat at the memory. The oral comprehensive examination (AKA comps, quals, prelims, generals; this beast has many names) is an exam taken by most PhD students in the US and Canada to assess their readiness to complete a dissertation in their field. The timing, format, and standards of these exams vary widely among programs and universities, but they are a universally important step in the academic trajectory. This makes them intimidating, but remember, you got yourself into a PhD program! A panel of experts in your field reviewed your credentials and agreed you are capable of this challenge when they admitted you to your program. There’s no reason to be scared. So, get reading and keep thinking, and you’re going to do a great job on your comps. Who knows, maybe you’ll even find the process of immersing yourself in the topic you’ve dedicated your career to enjoyable! Below is a list of tips, techniques, and resources to help you organize your studying and maximize your learning.

Tangible Tips:

Below, find a roundup of my tips detailing how to organize your study regimen to prepare for your oral exams, followed by some advice for your performance during the test. I’ve linked other web pages with suggested tips at the bottom of the article in case you want to read further.

Before the exam

• Learn the format, protocols, guidelines, etc. of comprehensive exams in your program. Go to your PI, your graduate advisor, or your graduate program handbook to find out what the requirements are so there are no surprises the day of and you’re adequately prepared. In some programs questions about your dissertation proposal or methods may be fair game, while in others these may not be discussed. Knowing what topics to prepare for will help lay down the basis of your research plan.
• Talk to your PI and ask what study topics they suggest for you. They likely already know you well enough to see where your strengths lie and what the gaps in your knowledge may be.
• Set aside lots of time, way more time than you think you need, and block it out to set deadlines for certain study goals to keep you on track. When you factor in all your other obligations, such as teaching, coursework, research, etc. you may find you don’t have as much time to dedicate as you’d hoped, so be generous. Leaving a buffer of a few days, in the end, can give you a safety net if you fall behind or a breather and time for review if you stay on schedule.
• Stay focused when you’re studying. We all have lots of distractions these days, and you’ll use your time better if you’re dedicating all your attention to studying. If you struggle with focus, try a quick guided meditation, such as Deepak Chopra’s go-to 3-minute meditation to stay focused , or put white noise over your headphones (try this Spotify playlist ). The pomodoro technique of alternating working and resting for set timed periods is a popular method for staying on task. Silence your phone and leave it in another room.
• READ! Read read read read read!! Your committee probably assigned you a bunch of readings, but if they didn’t, email all your committee members for suggestions. When you’ve finished those, keep reading. Read early foundational papers, read breaking-news hot-off-the-press research. Your committee wants to see that you read what they assigned, but you also want to show them you have done more digging on your own by referencing work outside the explicitly assigned materials.
• Practice active learning. While you’re reading, actively engage with the information. If you’re following the previous tip, you’re going to be reading so much it will be hard to keep facts, examples, and processes straight, but every time you interact with the information you solidify the knowledge in your mind. Make a routine of reviewing the information you read. While you’re brushing your teeth before bed runs through the chapters/papers you read that day and what the take-home from each was. Do the same thing the next morning. You can make PowerPoint presentations about concepts, draw mind maps connecting ideas, or answer practice problems. Something I do whenever I study is to write myself an exam as I go. After reading every paper, section, or chapter, make a list of vocabulary you need to define, throw in some simple fill in the blanks, write conceptual questions requiring long-form answers, and ask yourself to draw out patterns or expectations from theory. Give yourself a few days or weeks, then take the exam (no notes!). Finally, think critically about your answers and mark them. The purpose isn’t to anticipate every question you’ll be asked and have a ready-made answer, but to zoom out when you’re in the weeds and ask yourself why this matters, how it connects to the big picture, and how it informs or intersects with your research questions, and to do so repeatedly to really set the information into your brain.
• Once you’ve filled your brain with knowledge, practice discussing it any way you can. Ask your lab-mates or other graduate students in your program to run mock comps with you, especially those who have passed theirs and know what type of questions to expect. If you don’t have science buddies on hand, have your parents, friends, or a partner ask you questions from the test you made yourself in the previous step. Even explaining broad concepts to your spider plant will reveal the gaps in your understanding. The process of thinking out loud and on your feet is one that comes with time and practice.
• Treat your body like a human body. Eat right, exercise, and sleep. For real, this is part of your comps regimen. It keeps information in your brain, and it helps maintain good mental health to keep you in a position to keep learning. Meditate, go to therapy, drink water, get some sunshine, and do what you need to do to keep yourself healthy. There’s no point staying up another hour to read one more paper if your brain is too tired to process and store the information. You’re not helping your comps odds if you work yourself into burnout or mental breakdown.

During the exam

• Take a breath! You’re allowed to take a few moments to collect your thoughts after you’re asked a question. Take a deep breath or a drink of water while you do so.
• Use the space. If you have a chalkboard or whiteboard, use it to draw out expectations, fundamental principles, or processes. This will help you organize your thoughts and help your committee see your understanding.
• If you don’t know the answer, say so! Your committee doesn’t expect you to know everything; rather, they’re trying to find the limits of your knowledge. If your committee is doing their job right, they’re going to ask you things you can’t answer and that’s expected. When asked a question you don’t know the answer to, try speculating based on similar systems or processes you do understand in relation to the question, but be clear that you are doing so! For example, you might say “I’m not sure about that, but based on what’s been seen in EXAMPLE X or PAPER Y, I might expect Z”. Your committee also wants to see that you have the critical thinking skills to apply or extrapolate your knowledge to new problems.

Tips for comps preparation:

“8 Ways to Prepare for Comprehensive Exams.” 8 Ways to Prepare for Comprehensive Exams | Graduate Connections | Nebraska , University of Nebraska-Lincoln, https://www.unl.edu/gradstudies/connections/8-ways-prepare-comprehensive-exams.

General tips on how to make a good impression in an oral exam:

Loveless, Becton. “Study Skills Guide: Oral Test Preparation Tips.” Study Skills Guide: Oral Test Preparation Tips , Education Corner, https://www.educationcorner.com/oral-tests.html.

Fleming, Grace. “Tips for Taking and Acing an Oral Exam.” ThoughtCo , ThoughtCo, 14 Sept. 2019, https://www.thoughtco.com/preparing-for-an-oral-exam-1857439.

Pichler, Christina. “The Best Oral Exam Tips: How to Successfully Prepare.” STUWO , 21 Jan. 2021, https://www.stuwo.at/en/blog/oral-exam-tips/. 

Acknowledgments:

Thanks to The (Un)Scientific Method podcast and SciCATS for hosting this workshop series, with funding from NSERC Science Communications Skills Grant.

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Student Guide: Ph.D. Comprehensive Examination

The comprehensive examination is a critical part of the GPIS PhD program. You should not view it simply as a bureaucratic hurdle to pass over on your way to the dissertation. Instead, before embarking on narrowly focused dissertation work, the comprehensive examination establishes that you have the broad familiarity and expertise with the field that is the mark of a doctoral education. It is the checkpoint that confirms that you are ready to pass from being a student to a scholar. The process of preparing for the comprehensive exam should help you organize and reflect on the variety of things you have learned over the past few years. While to this point, each of your seminars has been a distinct learning experience, you now can think about how your interdisciplinary work in international studies fits together. Preparation for the comprehensive exam should help you become better able to integrate and utilize the knowledge you have gained in your graduate study. It is also critically important for embarking on the dissertation. The best dissertations are effectively connected to the central questions and literature of the field. Unless you have developed an integrated overview of the field you will not have the necessary foundation for dissertation work.

The Comprehensive Character of the PhD Examination

It is important to note that the comprehensive PhD examination is not simply a test of your cumulative knowledge of seminar materials. It is, rather, a test of your preparation to work as an independent scholar at the highest level. By now you should be functioning like a scholar, and not just like a student. You should be aware of the major journals in your field and should be paying attention to them. You should know what the most important books, articles, and debates are regardless of whether they were used in your classes. It may have been a few years since you took IR theory, but it is unlikely that the scholars who work in that area have stopped pushing the field forward to wait for you to get through the comprehensive exams.

The Written Comprehensive Examination Process

The written comprehensive exams are usually scheduled for a Friday and Monday the weekend before the start of the new semester. You will do your major field on one day and your minor field on the other. We will try to schedule your major field for Friday and your minor field for Monday, but the order will be determined by the scheduling needs of the full set of students taking the written comprehensives on a given day. You will have eight hours to complete each part of the exam. The exam is closed book and no notes or other aids of any kind are allowed. For each of your fields you will be given five questions from which you will choose two to answer.

The Written Exam Grading

The exam will be graded by the appointed Doctoral Candidacy Examination Committee. The committee will usually, but not always, include the Committee Chair, and directors of the relevant tracks. It will usually take about two weeks to get the written exams graded.

Passing the Written Comprehensive Exam

Different examiners may read the exams in different ways, and it is the student's responsibility to write answers that are generally accessible and appealing across the variety of GPIS faculty. Most readers will be looking for a clear and direct answer to the question, evidence of familiarity and facility with the important literature, and an ability to integrate theory and empirical cases.

To pass the comprehensive exam, students must not receive more than one failing evaluation from a committee member.

Failing the Written Comprehensive Exam

Our goal and expectations are that every student will pass the comprehensive examination. The exam is not designed to be a barrier. It is meant to be a straightforward assessment of the student's command of their declared fields and their preparation to move on to the challenges of writing the dissertation. Nonetheless, and precisely because the exam is conceptualized as an assessment of this preparedness to move on, it plays a very important role in your doctoral education. Students who do not demonstrate an effective grasp of the relevant literature and empirics or who do not effectively and explicitly answer the questions as asked will not pass.

Students who do not pass the written portion of the exam on the first attempt will have to retake the exam in a subsequent semester. Failure on the second attempt will prevent the student from going on to write a dissertation. At the discretion of the examination committee, the failing student may be awarded the MA degree if the performance and coursework so merit, and if they do not already have a GPIS MA.

The Oral Comprehensive Examination process

Doctoral candidates are expected to be able to communicate effectively and knowledgeably both in writing and orally. Thus, the comprehensive examinations have both a written and an oral component.

The oral portion of the comprehensive examination will take place about three weeks after the written. Three to five faculty members will administer the examination. The examiners will usually, but not necessarily, include the Director or Associate Director of GPIS and the track coordinators from the student's major and minor fields. The examination will last about one hour. Each examiner will have a chance to ask questions, but the format will often shift between relatively structured questioning and a more free-flowing discussion.

The discussion will center on the student's answers for the written exam (students may use their written exam). The scope of the exam is not, however, limited to that material. The examiners will be looking to fill in any perceived gaps in the written work, and to assess the student's facility more generally with the literature and empirical material.

Passing the Oral Comprehensive Exam

Passing the oral comprehensive exam is a matter of convincing the committee members that you have an appropriate mastery of the central material of the field and are prepared to go on to focused and independent work on a dissertation. To pass, you must not receive more than one negative vote from a member of the examining committee.

Failing the Oral Comprehensive Exam

Students who do not pass the oral exam will be asked to return in one month for a second oral exam. Students who do not pass on the second attempt will not be allowed to continue for the PhD.

Tips for Preparing for the PhD Comprehensive Exam

The most important preparation for the PhD comprehensive examination is the GPIS coursework you have completed. Reviewing the notes and materials from your seminars and trying to organize it around some integrative themes is essential preparation. The following pages offer some further suggestions for effective preparation for the comprehensive examination, and for ensuring a strong examination performance.

1. Take appropriate classes

In consultation with your adviser and other faculty, be sure to select a variety of classes that will give you the broad background you need for the comprehensive exam. It is particularly important that you choose classes that will help you gain both a breadth of field knowledge, and a depth of knowledge in a few critical areas. The seminar papers you write should particularly help you develop depth in a few critical areas.

2. Keep effective class notes and reading notes

You should be thinking about preparation for the comprehensive exams from the beginning of your program. Keeping your seminar and reading notes in an organized manner will allow for more effective comprehensive exam review. You will particularly want to be careful about the material in the core classes.

You may find it useful to develop reading notes at different levels of depth. There may be a set of books and articles for which you will have 2-3 page summaries. There may be a second, larger, group for which you have paragraph length descriptions. Finally you should have a third very large group for which you have a sentence for each reading that gives you the central thrust of the argument.

3. Work on exam preparation in groups

Working with others can help you share the labor of summarizing and reviewing material. You can work with others on identifying the critical literature and on developing answers to hypothetical test questions.

4. Pay particular attention to the broad literature of international relations theory that will help you in answering a wide variety of questions

Many of the questions across the different tracks will benefit from an effective understanding of the broad currents and debates of international relations theory. One of the things a graduate education should help you do is to apply general theory to a variety of specific situations. Displaying that ability on the comprehensive exam is a good idea.

5. Identify some historical periods and important episodes and issues around which you will develop a particular expertise

Alas, no one can know everything about everything. You will see in this collection of sample questions that it is relatively rare for a question to demand knowledge of a particular event or historical period. Nonetheless, you will also see that you are often called upon to identify a critical historical period or event. You will be expected to evince in-depth knowledge of some issues or areas. Effective in-depth knowledge of a few critical issue areas or historical episodes can help you generate appropriate material for a wide variety of questions.

6. Identify some important literature with which you will be particularly familiar

You need to have a good feel for a very broad range of literature. For a lot of books and articles, remembering the author and the central thrust of their argument and evidence will serve you adequately for the comprehensives. But, just as it is essential that you have a greater depth of knowledge about a few historical episodes are critical issues, you will want to have a set of books and articles that you know extremely well. You should have an identified set of readings that you are confident you can apply to a reasonable range of questions and that you know very well and can talk about with some depth and sophistication.

7. Practice for the exam

Using the material in this booklet, you should write some practice exams. At the beginning you may want to take several hours and write an answer with open book resources. By the end you should be practicing with closed notes and a two-hour clock to simulate exam conditions. Such practice will not only help you think about how you will engage in the actual task of taking the exam, but will give you collection of sample answers that may be easily adapted to the real test questions. Just be careful that you don't mistakenly provide the answer to a similar old question and miss the slightly changed terms or requirements that are likely to show up in the real test.

The process of preparing practice exams is another area where working in groups can be extremely helpful. Having a study group can give you a larger stock of practice answers and will allow you to get feedback and to discuss the appropriate sources and arguments for a given question.

Tips for Writing an Effective Comprehensive Exam

1. Make sure you answer the questions explicitly and clearly.

The most common comprehensive exam mistake is to not explicitly and clearly answer the question. Read the question very carefully and make sure that you offer an explicit answer to the question. Do not rely on the readers to draw out implicit answers.

2. Make appropriate reference to the literature and relevant scholarly debates.

You will not, of course, be expected to provide detailed citations. But, you should demonstrate familiarity and facility with a range of the literature. You should be able to appropriately reference the scholars whose arguments are relevant to a particular issue. You may occasionally include the name of a book or article and the date of its publication.

3. Make appropriate use of theory and of empirical and historical knowledge.

If appropriately done, it is particularly effective to use theory to inform answers on history questions and history to inform answers on theory questions.

4. Write full answers that are structured with an introduction and conclusion.

As in all writing, structure and organization are important to effective communication. Just because it is a time-limited exam is no excuse for jumbled, incoherent writing. Take the time to think through and outline your argument and its structure before you write. As in all writing, signposting, headings, and clear explicit language can help communicate your ideas. Provide a clear introduction and conclusion that can help you summarize your central point and will reassure the readers that you have, in fact, explicitly answered the question.

5. Make an argument

As a scholar prepared to embark on independent thesis work, it is important that you demonstrate an ability to effectively articulate your own views. The comprehensive exam is not just about knowing the literature. It is also about demonstrating that you can think about international issues critically and come to your own conclusions. Avoid wishy-washy answers that simply describe some of the ideas extant in the field and then conclude that they are all correct. Take a stand and defend it with appropriate theoretical, analytical, and empirical material.

6. Make choices

You will notice that most of the questions are a lot bigger than can be fully answered in the two-hours you will have on average during the written exam. You have to make choices on how you will answer so that you can display your breadth and depth of knowledge while satisfying the committee that you have effectively addressed the question. It usually helps if you can be explicit about how you are managing the question ("While there are, of course, idiosyncratic elements in the complex relationship of each President to his national security team, I will focus in this short essay on the difficult relationship between Jimmy Carter, Zbigniew Brzezinski and Cyrus Vance because it effectively illuminates the problems every foreign policy team must face"). It is rarely a good strategy to try to present a broad and superficial survey of too many things ("In this essay I will discuss the relationship of each Post-WWII American president with his respective Secretaries of State and Defense").

7. Don't make big mistakes

This, of course, is common sense, but I can't overemphasize how difficult it is to certify someone as ready to move onto writing a dissertation who fundamentally misunderstands some essential literature, or who demonstrates a wanton disregard for historical accuracy.

Tips for the Oral Examination

1. Attitude matters

Attitude is important in the oral examination, just as it will be for the remainder of your career as a scholar. As a doctoral candidate, you should be able to present your views with confidence, but without becoming defensive. The examiners are likely to push against your views and expect to see you defend them effectively, but not irrationally.

The best way to figure out the right attitude is to attend the presentations of others at research workshops, dissertation defenses, and conferences. Start paying attention to the style as well as the substance. Take note of how other scholars deal with difficult questions and criticisms. What works and what doesn't work? What makes them sound defensive? What makes them sound arrogant? What makes them sound indecisive?

2. Being nervous is inevitable

It is likely that you will be nervous. How you perform when nervous is not irrelevant to your career as a scholar. You need to demonstrate that despite being nervous you can engage in appropriate scholarly discussion.

3. We probably know more than you, but knowing everything isn't required

It is likely that all together, the three to five professors conducting the examination know some things that you don't. With some pushing, they will probably be able to find out what some of those things are. We don't expect you to know everything. We do expect you to communicate effective knowledge of a broad range of subjects, and explicit and deep knowledge of a few selected areas.

4. Practice

The best way to practice for the oral exam is to speak up and engage in discussion in your seminars, in research workshops, and at conferences. If you aren't prepared to express and defend your views in the seminar setting, it is unlikely that you will be prepared to do so in the oral exam.

5. Work with other students

Again, preparing for the comprehensive examinations with other students will help you both with the substance and with the process. Scholarly discussions of exam questions with other students will give you the chance to practice articulating and defending your views with appropriate references to the literature and empirical facts.

The ODU Honor Pledge will be strictly enforced, and you will be asked to sign off on this pledge on the date of the exam:

I pledge to support the Honor System of Old Dominion University. I will refrain from any form of academic dishonesty or deception, such as cheating or plagiarism. I am aware that as a member of the academic community it is my responsibility to turn in all suspected violations of the Honor Code. I will report to a hearing if summoned.

Technical Instructions

Guidelines to answering questions.

This examination will be conducted in a BAL Computer lab. In an emergency, you must inform the proctor immediately.

• You may take short breaks (5-10 minutes) as needed
• You are not permitted to leave the building under any circumstance
• Food and beverages should be consumed during the exam
• Save your work often on the flash drive provided
• If any problems occur, notify the proctor immediately
• The examination is closed book and no notes or other aids including cell phone are allowed
• You will be given a blue book, pen, and pencil for writing notes
• Once the exam begins the computer browsers will be locked down
• You must sign and return the honor pledge provided

On the day of the exam arrive 5-10 minutes early to log into the computer and be ready to start promptly at 8:30 a.m. when the exam questions are distributed.

You will receive the exam questions, a flash drive, a blue book for notes and the honor pledge to sign and return to the proctor. Use the flash drive to save your work and give to the proctor at the end of the exam.

The examination consists of two parts.

Part 1 - questions will be on your MAJOR concentration.  Part 2 - questions will be on your MINOR concentration

On both days you must answer TWO out of five questions. The questions are written broadly, but your essays must remain explicitly responsive to what is asked; simply referencing texts is not sufficient. Time is ample and running out of time is not an option. Ending early is also not advised. The examination will conclude at 4:30 p.m. and all answers must be saved on the flash drive and turned in.

1. There will be five questions. You must answer two.  

2. The exam lasts a total of eight hours. Allocate your time accordingly and make sure that each question has a concluding section.  

3. Also make sure that you:

• answer the questions as they are raised and not as you wish they had been raised
• illustrate your answer with appropriate empirical examples
• cite relevant sources
• make proper references to important interpretative debates, when appropriate  

4. Your answers will be reviewed in terms of:

• how effectively you address each of the questions
• how well you know and manage your facts
• how soundly you handle and cite the literature
• how well you have developed and organized your argument
• the quality of your writing

5. Failure to pass the exam may include, but is not limited to, the following shortcomings:

• errors of fact
• misattribution of arguments in text and/or citation
• spurious citation of literature
• presentation of answer in bullet point format
• failure to develop coherent argument

Past Field Questions

American foreign policy.

• According to Henry Kissinger, "It is an illusion to believe that leaders gain in profundity while they gain experience.... The connections that leaders have formed before reaching high office are the intellectual capital they will consume" during their time in office. Explain and discuss this assessment, which Kissinger made after he had served as National Security Advisor and Secretary of State, with explicit references to two high level foreign policy practitioners during the two decades that followed the US intervention in World War II (1941-1961).
• "Our security, our vitality, and our ability to lead," recently observed Secretary of State Hillary Clinton, "must be based on a marriage of principle and pragmatism, not rigid ideology, on facts and evidence, not conviction or prejudice." Explain and discuss in the context of two high level foreign policy practitioners during the immediate postwar decade (1945-1965).
• Identify TWO crises, events, or issues that best characterize the latter part of the Cold War and its immediate aftermath (from January 1981 to January 2001). Do NOT describe any of these crises, events or issues at length but single out the features and patterns that best explain why these are so closely identified, in your judgment, with this initial post-Cold War period.
• Describe and discuss the evolution of U.S. policies toward any country (except the USSR/Russia) or region of your choice during a 6-year period of your choice, extended from January 1981 to January 2001. To introduce your answer, explain your choice of the period you wish to discuss. To conclude, explain the relevance of that region or country to current U.S. interests and policies.
• Whatever might be said about the events of September 11, 2001 and the wars that followed, their consequences have been epochal - meaning, system changing. After a quick review of these events, examine the conditions of what has been called a new "post-American world." What do you think of this emerging world: first, from the narrow perspective of U.S. interests, capabilities and purpose; but also, next, from the broader perspective of power and order during the coming decade? 2. "The United States," it has been noted, "never experienced what other nations experienced in achieving a position of world power. It moved within a very brief period from a position of isolation to one of global leadership, it has never been a mere nation among other nations." Explain and discuss the influence of the nation's distinctive past on the US role in the world in the twentieth century.

TRANSNATIONALISM AND INTERDEPENDENCE

• Great speculation exists on the extent to which the United States is in decline. Drawing on the central concepts and knowledge of the track, and on your broader study in the program, to what extent do you believe America is in decline? What factors could hasten or reverse this decline at the global level, insofar as you see it in play?
• To what extent, if any, is the world safer in the post-Cold War era? In what measure have transnational threats (terrorism, migration, energy interdependence, etc) replaced the threats inherent in the Cold War?
• Drawing on your coursework in this program, and especially on your courses in this track, to what extent do you think that the effects of anarchy can be tempered or lessened in world politics?
• Realists tend to assume that world politics is cyclical; and that the basic elements of world politics do not change much over time (such as power, balance of power politics, the centrality of states, and conflict). To what extent do you agree with this key realist assumption?
• To what extent, if at all, does interdependence decrease inter-state conflict in world politics?

INTERNATIONAL POLITICAL ECONOMY

• From World War II to the present, states have constructed regimes to manage some-but not all-aspects of the international economy. A once-strong regime to manage trade has weakened since the 1990s. Likewise, with the abandonment of dollar-gold convertibility in 1973, a robust regime to manage monetary relations collapsed. Conversely, states originally left finance unregulated but in 1988 created and progressively have strengthened rules to manage international banking. And in production, the proposed Multilateral Agreement on Investment collapsed in 1998 without ever securing necessary multilateral support. What explains these variations in institutions, both across issue areas and over the course of the last 65 years?
• The integration of gendered analyses of globalization has led to a substantive body of literature within the field of international studies. Imagine that an international studies department hires you to design and teach a graduate seminar on gender and globalization. What theoretical and empirical movements within the field would your seminar emphasize? How would you elucidate the central connections between gender and globalization? In your essay response, please explain how your choice of authors, themes and content provides an innovative approach to teaching graduate students about the complex interconnections between gender and global restructuring.
• After the May 2010 parliamentary elections in the United Kingdom, one observer wrote: The outcome in Britain underscores a problem roiling so many democracies. The economic change brought about by globalization and technological advances is not creating the happy, unified world of progress its promoters keep promising. Instead, it is splitting regions within nations that are fully part of the global market from those left behind. Does globalization foster or undermine democracy? Your answer should address at least one of the following dimensions of democracy: political behavior, democratic institutions, responsiveness, equality, and legitimacy. Please illustrate your argument using one democratic state of your choice.
• Numerous scholars argue that historical experiences condition a nation-state's contemporary political economy. That is, a state's past policies for economic development may profoundly affect its contemporary prospects for industrialization, the reduction of poverty, and the development of political institutions. To what degree are development and democratization path-dependent processes? Can states in the contemporary political economy escape the tyranny of their history? If so, how? If not, why not?
• Developing states face different economic, political and social challenges than do the wealthiest and most powerful states. Can international political economy offer us a coherent set of theoretical tools to explain such diverse problems in the global economy? Or must it rely upon ad-hoc, degenerative hypothesizing to accommodate such empirical challenges? To illustrate your theoretical argument, please compare at least one developing and one developed state.

CONFLICT AND COOPERATION

• For a region of your choice identify two instances of cooperation between states that advanced/improved the regional security environment. Explain your selections in detail. Choose your examples from the last decade.
• The spread of nuclear weapons is often cited as a major challenge to the international community. How might this threat best be countered? Your answer should critically review state policies and institutional responses.
• In an increasingly global security environment it is far from obvious how security should be organized. Reflecting on what you have learned, how would you conceptualize a 21st century security order? Why would you conceptualize it this way?
• To what extent does the transatlantic security community exist? Is it strong and if so, why? Is it weak and if so, why? What factors/developments are likely to determine its future?
• For a region of your choice, discuss two events or developments over the past decade that have significantly affected regional expectations about conflict and cooperation. In your answer, make sure to demonstrate familiarity with the scholarly literature and debates at the policy levels.
• Virtually absent from national policy agendas since the end of the Cold War, arms control is back. From a scholarly perspective and against the background of Cold War arms control, how do you evaluate the return of arms control, the emerging arms control agenda, and arms control's contribution to international peace and stability?
• How useful are policies of deterrence in a global security environment?
• From your understanding of the scholarly literature, single out two contributors whose work(s) you think have been critical in advancing the field of Security Studies. Carefully explain your choices.
• Critical theorists have issued a number of challenges to traditional understandings of peace and security. Identify three such challenges and discuss. Ultimately, do these challenges represent anomalies, in the Kuhnian sense, or are they the products of normal science?

COMPARATIVE AND REGIONAL STUDIES

• Both Rational-Choice and Political-Culture theories are prominent approaches in the field of comparative sociopolitical studies. What are the similarities and differences between these two approaches in terms of their intellectual geneses, theoretical assumptions, and major arguments (or hypotheses)? Discuss the major strengths and weaknesses of each approach.
• New Institutionalism is believed to have succeeded the so-called "Old" Institutionalism in comparative sociopolitical studies. Explain the intellectual genesis, theoretical assumptions and major arguments (or hypotheses) of the New Institutionalism. In what respects is the New Institutionalism similar to and different from the Old Institutionalism? Do you think that the New Institutionalism has helped advance comparative sociopolitical studies? Why or why not?
• Some analysts of comparative studies have advocated Statism, emphasizing the profound role of the state in shaping socioeconomic and sociopolitical developments in various countries. Explain theoretical assumptions and major arguments (or hypotheses) of Statism. Do you agree with Statism's arguments for the importance of the state (vs. society)? Why or why not?
• Social movement and revolution
• Democratization
• Social capital
• To study socioeconomic development in different regions or countries, scholars have developed two distinct approaches: Modernization Theory and Dependency Theory. Briefly explain these two approaches in terms of their fundamental assumptions and theoretical arguments. Which theory do you prefer when studying socioeconomic development in developing countries? Use evidence from any region(s) or country (countries) with which you are familiar to support your reference.

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A Note About Masters and Doctoral Comprehensive Exams

Passing Comps Is a Major Milestone

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Graduate students take two sets of comprehensive exams, both master's and doctoral. Yes, it sounds scary. Comprehensive examinations, known as comps, are a source of anxiety for most graduate students.

What Is a Comprehensive Examination?

A comprehensive examination is just what it sounds like. It is a test that covers a broad base of material. It assesses the student's knowledge and capacities to earn a given graduate degree. The exact content varies by graduate program and by degree: master's and doctoral comprehensive exams have similarities but differ in detail, depth, and expectations. Depending on the graduate program and degree, comps could test course knowledge, knowledge of your proposed research area, and general knowledge in the field. This is especially true of doctoral students, who must be prepared to discuss the field at a professional level, citing material from coursework but also classic and current references.

When Do You Take Comps?

Comps are generally given toward the end of coursework or afterward as a way to determine how well a student is able to synthesize the material, solve problems, and think like a professional. Passing a comprehensive exam lets you move to the next level of study.

What Is the Format?

Master's and doctoral exams often are written exams, sometimes oral, and sometimes both written and oral. Exams are usually administered in one or more long test periods. For example, in one program written doctoral comprehensive exams are given in two blocks that are each eight hours long on consecutive days. Another program administers a written comp exam to master's students in one period that lasts five hours. Oral exams are more common in doctoral comps, but there are no hard and fast rules.

What Is the Master's Comp Exam?

Not all master's programs offer or require that students complete comprehensive exams. Some programs require a passing score on a comprehensive exam for entry to the thesis. Other programs use comprehensive exams in place of a thesis. Some programs give students a choice of completing either a comprehensive exam or a thesis. In most cases, master's students are given guidance on what to study. It might be specific lists of readings or sample questions from previous exams. Master's comprehensive exams are generally given to an entire class at once.

What Is the Doctoral Comp Exam?

Virtually all doctoral programs require that students complete doctoral comps. The exam is the gateway to the dissertation . After passing the comprehensive exam a student can use the title " doctoral candidate ," which is a label for students who have entered the dissertation phase of doctoral work, the final hurdle to the doctoral degree. Doctoral students often receive much less guidance on how to prepare for comps as compared with master's students. They might get long reading lists, some sample questions from previous exams, and instructions to be familiar with articles published over the past few years in the prominent journals in their field.

What If You Don't Pass Your Comps?

Graduate students who are unable to pass a program's comprehensive exam are weeded from the graduate program and cannot complete the degree. Graduate programs often allow a student who fails the comprehensive exam another chance to pass. However, most programs send students packing after two failing grades.

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Comprehensive Exam: Grad School’s Ultimate Test

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A comprehensive exam is a type of cumulative evaluation used by many graduate programs in the US and Canada. It is a common requirement for how to get a PhD or graduate from some master’s programs, and even some undergraduate honors programs. However, a comprehensive exam encompasses many different types of final tests and even types of thesis defense, and the requirements and structure of a comprehensive exam are very program dependent. In this blog, we’ll take a look at what comprehensive exams are, what’s on them, which programs use them and how to prepare for this challenge.

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Article Contents 10 min read

What are comprehensive exams.

What exactly is a comprehensive exam? Comprehensive exams have many different names, from comps to cumulative exam, qualifying exams, candidacy exams or preliminary exams.

Comprehensive exam is a term applied to many final assessments used in higher education in both the US and Canada. Specifically, they are a common graduate program requirement to graduate. The purpose of a comprehensive exam is to evaluate a student's mastery of the foundational knowledge and key concepts within their field of study. So, if you want to get a master’s degree in Canada or the US, or you plan to get a PhD, it’s likely you’ll need to complete a comprehensive exam or something close to it.

Not all graduate programs require them, and there are only a few undergraduate programs in the US that use comprehensive exams as final evaluations. If you are required to take a comprehensive exam or similar assessment, it demands thorough preparation. Keep in mind that the format and content of a comprehensive exam can vary greatly from program to program, even within the same disciplines or fields.

The content of a comprehensive exam relies on your program of study, as does its format. For example, an MBA program might have a multiple-choice comprehensive exam, while a master’s in social work program may use an oral exam or presentation.

Comprehensive exams are often long—some may be several hours long—and may be administered over multiple days. Some comprehensive exams are completed in two parts, so you may have a written part and an oral part of your exam, depending on your program.

The content of your exam will cover the foundational concepts, principles and vital knowledge covered in your program’s coursework. So, an MBA program will evaluate your knowledge of core business principles, test your strategic thinking and your communication skills. Research-heavy programs will ask you to present a research proposal and defend your thesis. Political science programs will present you with multiple essay prompts and ask you to draft an argument in response.

How are Comprehensive Exams Scored?

Because of the variable nature of comprehensive exams, they may all use a different scoring system. Of course, passing your comprehensive exams or completing them with a satisfactory grade can determine whether you graduate or not from a particular program. Many programs allow you to retake comprehensive exams or re-attempt a thesis defense, but of course it’s ideal to pass on the first try!

Check out the grading system your program uses for comprehensive exams and what is required to pass. Here are a few examples of scoring systems you might be using:

• Pass/Fail System: In many programs, comprehensive exams are evaluated on a pass/fail basis. Students must demonstrate a sufficient level of mastery of the material to pass the exams and move on to the next stage of their academic journey, such as advancing to candidacy for a Ph.D.
• Graded System : Some programs may use a graded system for comprehensive exams, assigning numerical or letter grades based on the quality of a student's performance. The grading criteria may include the depth of understanding, clarity of communication, critical analysis, and other relevant factors.
• Rubrics and Evaluation Criteria: Faculty members often use rubrics or specific evaluation criteria to assess comprehensive exams consistently. These criteria may be shared with students beforehand to provide transparency about the expectations for successful performance.
• Weighting of Exam Components: If comprehensive exams consist of multiple components (e.g., written and oral exams, specific subject areas), programs may assign different weights to each component. For example, written exams might contribute a certain percentage to the overall score, and oral exams may have a separate weight.
• Oral Defense: In programs that include an oral component to the comprehensive exams, the performance during the oral defense may carry significant weight in the overall evaluation. Faculty members may assess a student's ability to articulate and defend their knowledge and perspectives. In programs with oral exams or comprehensive exams evaluated by a committee of faculty members, the final score may be determined through a consensus of the examining committee. This approach ensures that multiple perspectives contribute to the evaluation process.

Some programs provide detailed feedback to students on their performance in comprehensive exams, allowing them to understand their strengths and weaknesses. In some cases, students may be given an opportunity to revise and resubmit specific sections of the exam based on feedback.

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Which Programs Use Comprehensive Exams?

There are many graduate programs that use comprehensive exams (and even some other university programs that do). Even online graduate programs may decide to use comprehensive exams in their curriculum.

In Canada, some of the most prestigious universities in Canada use comps, particularly for the PhD and doctoral programs. Online universities in Canada may also require comprehensive exams, depending on the type of program.

You can check whether a specific graduate program requires a comprehensive exam on their website by looking through their curriculum and graduation requirements. However, keep in mind that a majority of master’s programs and doctoral programs DO have some kind of evaluation or comp, even if you’re doing a PhD without dissertation .

PhD and Doctoral Programs

Doctoral programs in a wide range of disciplines, such as the sciences, humanities, social sciences, and engineering, often require comprehensive exams. These exams serve as a milestone in the progression toward candidacy for a Ph.D. and are typically taken after completing coursework.

Essentially, you will complete 1 to 2 years of PhD advanced coursework, the progress to preparing for your comprehensive or preliminary exams. Successfully passing these makes you a PhD candidate, and means you can begin conducting your own independent research and working on your dissertation or thesis. Which means you’ll begin preparing for thesis defense and brushing up on thesis defense questions you need to answer.

Of course, comps are very important to continuing in your PhD program and they can influence how long it takes to get a PhD . Since, if you don’t pass your comps, you won’t be able to progress to your dissertation stage.

Master’s Programs

Some Master's programs, especially those with a strong research focus, may include comprehensive exams as part of the degree requirements. However, this is more common in research-oriented Master's programs, such as a master’s degree in psychology , than in terminal, coursework-based Master's programs. Depending on the field of your master’s program, a comp may look different.

For example, your exam may be a lengthy multiple-choice test. Or a series of long essay prompts and responses. It may be a more traditional presentation of a research proposal. This usually involves either submission of your proposal for review and approval, or an oral presentation of your proposal and a defense in front of a panel of faculty members.

If your exam is a thesis proposal and defense, it’s important to learn how to write a master’s thesis proposal and review research proposal questions and answers you’ll be asked so you can prepare yourself.

Applying to graduate school? Here's how to write a graduate school statement of purpose :

Undergraduate Programs

There are a few colleges in the US which require undergraduate students to graduate with their degree. Again, these will be program dependent. Many honors programs at US colleges use comprehensive exams to evaluate graduating students in particular disciplines.

Here are some colleges that use comprehensive exams for select undergraduate programs:

• Bethany College
• Catholic University of America
• Earlham College
• Eckerd College
• Hanover College
• Kenyon College
• Maryville College
• Millsaps College
• Occidental College
• Reed College
• Rosemont College
• St. Anselm College
• Shimer College
• Texas A&M University
• University of Alabama
• University of Dallas
• University of Iowa
• University of the South
• University of Virginia
• Wabash College
• Whitman College

Other Programs which Use Comps

• Education Programs: Many graduate programs in education, including doctoral programs in education (Ed.D. or Ph.D.), may require comprehensive exams. These exams assess a student's knowledge of educational theory, research methods, and other relevant topics.
• Public Administration and Policy Programs: Master's and Ph.D. programs in public administration, public policy, and related fields may use comprehensive exams to evaluate students' understanding of governance, policy analysis, and other relevant areas.
• Psychology Programs: Doctoral programs in psychology often include comprehensive exams as part of the process of advancing to candidacy. These exams may cover various subfields of psychology, research methods, and theoretical perspectives.
• Social Work Programs: Some Master's and Ph.D. programs in social work may require comprehensive exams to assess students' understanding of social work theories, practice, and research methods.
• Business Administration Programs : Some Master of Business Administration (MBA) programs may have comprehensive exams, although the structure of these exams can vary. Additionally, Ph.D. programs in business administration or related fields often include comprehensive exams.
• Political Science Programs: Doctoral programs in political science commonly use comprehensive exams to evaluate students' knowledge of political theory, comparative politics, international relations, and research methods.

Preparing for comprehensive exams is a long process and, as we know, can be vital to your successful completion of your program. Below we’ve included some tips on how to properly prepare for this graduate school challenge!

1. Understand the Exam Structure and Requirements

First, review the requirements for your comprehensive exam with your program, or if you even have to complete one. Review the structure, content, format and scoring rubric associated with the comps for your program so you know just what to expect. You should also take a look at any guidelines your program provides that can give you a head start on test prep.

2. Create a Study Plan

Once you know what you need to prepare for, start creating a study plan and schedule. Most likely, you’ll be preparing for your comps at the same time you’re completing other coursework and fulfilling other obligations.

Having a solid study plan will keep you organized and make sure you’re preparing as efficiently as you can. Break down your study plan into manageable sections, by month, by week, even by day. Allocate concrete timeframes and study periods. Prepare for a long study period, since you may have to prepare for your exams months in advance.

3. Content Review

For your comprehensive exams, no matter their format, content review will be important. Go back and collect your coursework materials such as notes, textbooks and study notes. Identify the key concepts, theories, and methodologies that are fundamental to your field of study. Make sure you have a solid understanding of these foundational elements.

For students writing essay-based comprehensive exams, ask about previous years’ essay topics or the content covered on previous exams so you have a better idea of what content areas to review.

5. Practice, practice, practice

If the exams include written components, practice writing essays or responses to potential exam questions. Focus on clarity, coherence, and the ability to articulate your ideas effectively. Your program may be able to give you past essay prompts or practice prompts to work with. Write regular practice essays to get used to the process of brainstorming, outlining and drafting your ideas into a strong essay, as well as writing a full essay within the given time limit.

If your comps include an oral presentation, work on your presentation and verbal communication skills. Rehearse your oral presentation and ask for feedback on your delivery.

For more traditional exams, use practice questions or write regular practice tests if possible. If the exams have time constraints, practice answering questions within the allotted time. This helps improve your time management skills and ensures that you can complete the exam within the given timeframe.

6. Seek Guidance from Faculty

Consult with your faculty advisor or other professors who are familiar with the comprehensive exam process. Seek advice on key areas to focus on, potential exam topics, and any specific recommendations they may have. If you have questions about the exam format or content, seek clarification from your program coordinator or faculty members. Understanding the expectations can guide your preparation.

Faculty members may also have resources you can use to better practice and prepare for your tests, such as practice exams or past year’s essay topics.

7. Use External Resources

Consider forming or joining study groups with your peers who are also preparing for comps. Discussing concepts with others can provide different perspectives and help reinforce your understanding of the material. Explore external resources, such as additional textbooks, scholarly articles, and online resources, to supplement your understanding of key topics.

It’s important to read widely in your field, both scholarly articles and textbooks but also keeping up to date on current affairs. You never know where an exam question or essay prompt may be sourced from, and broad knowledge of your field will help you answer questions or write stronger essay responses.

8. Take Care of Your Mental Health

Balance your study efforts with adequate self-care. Ensure you get enough sleep, eat well, and take breaks to avoid burnout. Schedule regular study breaks in your study plan and don’t be afraid to take time away from studying.

Preparing for comprehensive exams can be stressful, considering the stakes are high and the tests can be long and grueling. Nonetheless, it’s key to take of yourself during this time as you approach the end of your program.

A comprehensive exam, often referred to as comps or qualifying exams, is an evaluative assessment designed to test a student's mastery of the fundamental concepts and knowledge within their academic discipline. These exams are common in graduate programs, especially at the master's and doctoral levels, and are intended to ensure that students have a solid foundation before advancing to the next stage of their academic journey.

The duration for comprehensive exam preparation can vary depending on the program, the complexity of the content, and the individual student's prior knowledge. Some students may dedicate several weeks to a few months for focused study. It's advisable to start early, create a study plan, and allocate sufficient time to review all relevant materials.

Comprehensive exams are commonly required in various graduate programs, particularly at the master's and doctoral levels. Programs such as Ph.D. programs in the sciences, humanities, and social sciences often include comprehensive exams. Additionally, some master's programs, especially those with a strong research focus, may also have comprehensive exam requirements. Specific programs can include education, psychology, business administration, public administration, and more.

The timing of comprehensive exams varies by program but is typically taken after the completion of coursework or at a designated point in a student's academic progression. In many cases, comprehensive exams are a prerequisite for advancing to candidacy in Ph.D. programs.

The content of a comprehensive exam depends on the academic discipline and the specific requirements of the program. However, it generally covers foundational concepts, key theories, methodologies, and relevant literature within the field of study. The exam may consist of written and/or oral components and may cover a range of topics specified by the program.

Passing a comprehensive exam requires thorough preparation. Develop a study plan, review course materials, textbooks, and additional readings. Practice with sample questions or exams, engage in discussions with faculty or peers, and seek guidance from advisors. During the exam, demonstrate a comprehensive understanding of the material, and respond to questions or prompts with clarity and coherence.

If you don't pass your comprehensive exam, programs typically have procedures in place for remediation or reevaluation. It's important to consult with your program coordinator, faculty advisor, or relevant administrators to understand the specific policies and options available for retaking or addressing any deficiencies.

Many programs allow students to retake comprehensive exams if they do not pass on the first attempt. The specific retake policies vary by institution and program, so it's essential to consult with program administrators to understand the procedures, timelines, and any additional requirements for retaking the exam.

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Doctoral Comprehensive Examination

Before admission to candidacy for the degree of Doctor of Philosophy, a student must pass the Comprehensive Examination, comprising written examinations in the major and minor subjects, followed by a joint oral examination. The Comprehensive Examination is intended to test the student's general knowledge of fundamentals in both the major and minor areas. The student is required to display a broad knowledge of the chosen field of study, and to evince sufficient depth of understanding in specialized areas to pursue original research.

The Doctoral Committee

A student seeking candidacy and the student's Research Director or Major Advisor propose a committee of at least five faculty members who have agreed, after consultation, to serve on the student's Doctoral Committee. The members must hold the rank of Assistant Professor or above in the University of Arizona faculty. (Exceptions, such as visiting faculty from other universities, require prior approval by the Dean of the Graduate College.) At the time the oral part of the examination is scheduled, these same Doctoral Committee members will be proposed by the Department to the Dean of the Graduate College for appointment as oral examiners.

At least three members, including the Research Director or Major Advisor, are from the major department, and at least two members are from the minor department. The Research Director acts as Chair of the Doctoral Committee.

The Written Comprehensive Examination in the Major

Whenever the student, in consultation with the Research Director or Major Advisor, is sufficiently prepared to proceed with the Comprehensive Examination, the written portion is prepared and administered by the Doctoral Committee. The student should meet with the major members of the Doctoral Committee to request preparation and scheduling of the written examination. At this meeting, the student seeks Committee members' expectations concerning the breadth of subject and depth of knowledge expected in the written examination. The exact form and content of the written major examination is determined by the major members of the Doctoral Committee. The examination may consist of multiple parts held over several days, or may consist of a paper or papers prepared by the student. The Committee informs the student ahead of time of the examination format and schedule, along with directions for any preliminary reading or written work necessary. The Research Director coordinates the writing and administration of the examination, presides over the evaluation of the results, and informs the student of the outcome. After Committee evaluation, a copy of the written examination, including evaluation comments by the Committee, is given to the student, and a copy is retained in the Department files. The student is permitted to advance to the oral part of the examination if the major members of the Doctoral Committee deem that the overall written performance is satisfactory enough to warrant a searching oral examination.

The Written Comprehensive Examination in the Minor

A satisfactory outcome of both major and minor written examinations will allow the student to proceed to the oral examination.

The Oral Comprehensive Examination

The oral portion of the Comprehensive Examination must take place within two semesters (not counting summer semesters) of completion of the major and minor written examinations. The student and/or Research Director arranges a mutually agreeable examination time with both major and minor Doctoral Committee members. All Doctoral Committee members must agree to be present prior to the start time of the examination, and to be present during the entire examination ­ a period of at least two hours but no more than three.

To schedule the oral, the student applies to the Graduate Degree Certification Office at least three weeks before the proposed date; the application indicates the time and place, and lists all members of the proposed examining committee after obtaining their final agreement. Upon application approval, the examiners are officially appointed by the Dean of the Graduate College. The Graduate College assigns a Committee on Graduate Studies (CGS) Representative, who will preside at the oral examination, and notifies all participants of the time and place of examination.

The oral examination is held in private, with only the examinee, Committee and CGS Representative present. The student is briefly dismissed while the CGS Representative and Committee members discuss the examination procedure. The CGS Representative is a non-voting presiding officer for the examination. He or she assures that conduct of the examination is consistent with Graduate College policies, administers the ballot, and reports the result to the Graduate College. By Department custom, the student's Research Director or Advisor acts as Chair of the oral examination during questioning of the student. The Chair will inform the Committee members and presiding officer of the rota of questioning, scheduling of any recesses, and any other procedural matters affecting the conduct of questioning. All members of the Committee must agree to these matters before the examinee is invited to begin.

After being summoned, the student begins with a short presentation of his or her current work. This presentation should not exceed 30 minutes, excluding time for questioning during or after the presentation. Questioning by Committee members occurs both during and after the student presentation. After the presentation, the Chair provides an opportunity for each Committee member to pursue a line of questioning. There may be more than one such questioning round, and one or more short recesses, at the discretion of the examining Committee. Time spent in recess from the examination is not counted as part of the examination time.

At the conclusion of the questioning, the examinee is asked to leave the room during Committee deliberation. A full discussion of the student's performance ensues. Both major and minor members participate in evaluating student performance. Performance evaluation must be based upon the student's work on both the major and minor written examinations, and upon the student's responses during oral questioning. The final determination of the Comprehensive Examination outcome ­ "Pass"; or "Fail" ­ is based on all parts of the examination, and is based on the student's performance on the whole examination, not simply in one area of specialization.

The outcome of the examination is determined by secret ballot, administered by the CGS Representative. Trial or "straw" ballots are permitted during the period of discussion and evaluation; however, there is only one official ballot that is marked upon the ballot forms designated by the CGS Representative. During the official balloting, all Committee members must vote "Pass" or "Fail" (an attempted abstention must be recorded as a vote of "Fail"). The CGS Representative does not cast a vote. All votes count equally. Two votes of "Fail" will result in failure of the Comprehensive Examination.

The "Pass" or "Fail" result is reported to the Graduate College by the CGS Representative, over the signature of all Committee members.

Should the student fail, the Committee must also make a recommendation to the Graduate Council concerning re-examination of the student. The Committee may recommend that there be no second exam, which eliminates the possibility of candidacy for the degree. They may recommend re-examination on both the written and oral parts of the exam. Or they may recommend re-examination on only the oral part of the exam. A period of at least four months must elapse before any re-examination.

The student is either passed or failed unconditionally. For either outcome, the Committee may recommend other measures, such as further study or attention to weak areas, that the Committee deems appropriate.

© 2014 The Arizona Board of Regents.

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Phd qualifying exam: 5 steps to success, published by steve tippins on may 27, 2022 may 27, 2022.

Last Updated on: 2nd February 2024, 05:02 am

The PhD qualifying exam varies by institution and discipline, but they all share something in common: they are among the most difficult tests you will ever take. A PhD qualifying exam is given after you completed your coursework. It is the final hurdle before you begin to work on your dissertation . Passing the PhD qualifying exam is your ticket out of coursework and into the research phase of your degree.

In this article, we’ll cover what the process looks like and how to prepare for the written and oral parts of the exam. We also include sample questions to give you an idea of the territory.

Traditional vs New Qualifying Exams

There is a distinction between how qualifying exams are traditionally structured and how some institutions are now conducting them. Here’s the lowdown:

Traditional Qualifying Exams

Traditionally, the exam has one or two parts: a written part and sometimes an oral part. The exam is made up of whatever the faculty wants to ask you, so you have to be prepared for just about anything that was covered in your classes.

To prepare, people typically take two to four months to review the literature they covered in the previous few years so that they are prepared to answer questions on any topic. Many times, you might know broad topics where questions can be drawn from but not specific questions. If that is the case, the oral exam would typically be used for clarification, allowing you to further explain a topic and show your understanding to faculty.

New Qualifying Exams

Some schools have moved to a model in which you receive the questions and have two weeks or so to answer them. Then, you have time to prepare lots of material for your answers. However, faculty might expect more perfection in this case because you get a chance to review and ponder, as opposed to the traditional exam. 

Other schools may just want to see your dissertation proposal, which takes the place of your exam. Either way, you have to show that you have grasped the material from your first several years of coursework.

How Long Is the PhD Qualifying Exam?

If you are writing the traditional model, you will have five to seven questions over two days, and you basically write everything you can think of on those questions . Students typically dump everything they know, whether it applies or not, just to show how much they know. 

If you’re taking the exam at home, you will probably type it. Many schools now allow typing in the traditional model as well. Your answers will usually run in the neighborhood of 15 to 20 pages per question because they want to see everything you can come up with.

How Do You Prepare for the PhD Qualifying Exam?

Many students waste valuable study time because they don’t know how to structure their preparation to be most effective. Here’s how to best prepare for the PhD qualifying exam.

Step 1: Assemble the Literature

To prepare for the qualifying exam, the first step is to assemble the literature you want to review . Look at each class you took and gather the academic articles you read in those classes. 

Step 2: Review and Take Notes

The next step is to read the articles again and take notes on them, including the key findings and methodology. This step might take you a couple of months to do.

Step 3: Go Back Through the Notes and Summarize

The third step is to go back through the notes you took on all of those articles and summarize them again to condense them even further. 

Step 4: Review Your Summaries

The fourth step is to spend four to five days going back through your condensed summary so that you have it all in your mind. That way, you can quickly recall which author said what and how it relates to what other authors have said. Keep all those relationships in your head.

Step 5: Rest

The day before your exam, the fifth step is to rest so that you’re ready for the intense nature of the next couple of days.

PhD Qualifying Exam Pass Rate

The PhD qualifying exam pass rate is difficult to determine because schools don’t usually publish or talk about it. About half the people who enter a PhD program complete it.

Most of the people who don’t complete the program leave before or at the qualifying exam. When people get to the dissertation phase, they’re more likely to finish.

When you take your qualifying exam, many schools have four levels of grades: high pass, pass, low pass, and didn’t pass.

What Happens If You Fail the PhD Qualifying Exam?

If you fail the PhD qualifying exam, most schools will allow you another attempt to pass it. They may only do them a certain number of times a year, so it could be six months to a year later. But you may get another shot at it.

Ultimately, if you fail the PhD qualifying exam, you do not get to move forward to write the dissertation and you are finished with the program. They have determined that you have not learned, gathered, or synthesized enough material and you’re not ready to work on a dissertation.

On the other hand, if you pass the PhD qualifying exam, most schools then say you have reached what has become known as “all but dissertation” or ABD . With everything but the dissertation finished, some people use the term “ PhD candidate ” or PhD(c) to represent themselves.

What Is an Oral Exam?

There are two types of oral exams. One takes place after a written exam, while the other stands alone.

Written Exam Followed by Oral Exam

If you are taking a written exam and an oral exam follows, you can usually provide clarification in the oral exam and dig further into what was on the comprehensive exam. 

Oral Exam Only

Some schools just give an oral exam, where you and a number of faculty members meet in person or on a zoom call. They ask you the questions, and you get to answer them without writing.

Tips for Navigating the Oral Exam

• Treat the committee with respect. Remember that you’re walking into a room of people who control your future. If you don’t respect them, they will take it as a sign that you are not serious, which could negatively impact the likelihood of you moving forward.
• Answer every question.
• If you get stuck, ask them to rephrase the question. Doing so will allow your brain a chance to relax.
• Ask the committee questions. When you finish answering a question, you can always ask “Have I answered your question?” or “Have I answered to the level you want me to answer?” Then, ultimately, you can ask them questions, such as, “Do you have any thoughts on that?”

Sample Questions for the PhD Qualifying Exam

It’s vital to know what to expect when you take your exam. Here are some methods for getting familiar with the question you may be asked.

First, a Tip: Look at Past Tests

Some institutions keep old PhD qualifying exams or comprehensive exam questions. You can look at those to see the types of questions they may ask and what they might be looking for. 

Other institutions might even let you see the questions that have been asked in the past. They’re not going to ask the exact same questions, but you will at least be able to see which areas have been emphasized or revisited over time. If there’s an area that comes up every year, you definitely want to make sure you’re ready to answer questions related to it. Look at the questions to determine tendencies and identify the types of questions you might be asked.

Some Broad Example Questions

The questions are going to be discipline specific, but here are some broad examples:

• Trace the development of the capital asset pricing model from its first author to the current thoughts.
• Author X proposes that the Roman Empire fell for certain reasons, and Author Y proposes different reasons. What are the current thoughts on that, and how does it apply to the current situation in the United States?
• Trace the antecedents of Greenleaf’s servant leadership. Where has it gone from there? What are authors currently proposing regarding servant leadership?
• Trace the development of generally accepted accounting principles and how they might be applied in a nonprofit situation.

Final Thoughts

The doctoral comprehensive exam is a big deal. Take it seriously, and be prepared to show the faculty that you have grasped what they have offered to you as opportunities to learn. Show that you understand how the material and literature fit together and provide a platform for future learning and research.

Steve Tippins

Steve Tippins, PhD, has thrived in academia for over thirty years. He continues to love teaching in addition to coaching recent PhD graduates as well as students writing their dissertations. Learn more about his dissertation coaching and career coaching services. Book a Free Consultation with Steve Tippins

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Doctoral degree comprehensive oral exams.

To define the eligibility and requirements for doctoral comprehensive oral exams at the University of Kansas.

All Lawrence/Edwards Campus Graduate students

Scheduling the Comprehensive Exam When a doctoral aspirant has met all program and school requirements prerequisite to the comprehensive oral examination, the department will request the graduate division of its school to schedule the comprehensive oral examination. The examination request must be submitted at least two (2) weeks in advance of the intended examination date. The graduate division may indicate an earlier scheduling deadline. 

Graduate Studies 785-864-8040 [email protected]

This policy reflects the practices that have been in place at the University of Kansas for a number of years.

Doctoral Candidacy Doctoral Student Oral Exam Committee Composition Graduate Student Oral Exam Attendance Research Skills and Responsible Scholarship policy Graduate Studies Grading Graduate Studies Representative on Doctoral Exam Committees Graduate Student Oral Exam Attendance Research Skills and Responsible Scholarship policy

01/02/2024: Corrected spelling/grammar and fixed links. 08/10/2023: Reorganization of policy content, removal of content repeated in other policies, clarification of majority vote requirement, inclusion of exam expiration content from retired policy, and affirmation of a deadline for scheduling exams. 07/07/2023: Fixed broken links, policy formatting, changed approved by to Provost and Executive Vice Chancellor. 06/25/2020: Changed Dean of Graduate Studies to Vice Provost of Graduate Studies. 11/27/2017: Updated Policy Statement.  12/04/2015: Technical edits. 10/2014: Reviewed and updated by Graduate Studies.

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How to Pass Your Ph.D. Qualifying Exam

Successfully passing your comprehensive exams will involve a fair bit of organization beforehand on your part. As always, the best way to get a grip on these exams is to talk to people. Talk to your advisor and committee members about what their expectations and/or reservations are. Talk to the grad students to hear what the exams are actually like. We're all more than willing to help you out (even if we do like telling scary orals stories!).

As of the 2013-14 academic year, the requirements for the Planetary Science Ph. D. include a written comprehensive exam, to be completed before attempting the oral comprehensive exam. See How to Pass The Writtens page for more information about the Writtens!

Oral Qualifying Exam

Fondly known as orals, this exam is as scary as the stories you'll hear about them, but no worse. The oral portion of the qualifying exam is intended to test your ability to conduct the research necessary to complete a Ph. D. Thus it is the point where you present your proposed dissertation research plan to your committee. It is expected to last at least two but not more than three hours.

The Official LPL Policy on Oral Preliminary Exams can be found at the following links:

Ph. D. Requirements (PDF)

Ph. D. Procedures (PDF)

A Sample Timeline for Completing the Oral Qualifying Exam

Prerequisites for taking the oral qualifying exam.

You must have completed all required PtyS core classes, and your minor classes before you may take your orals. You will have to take more classes to fulfill the requirement to graduate, but not before your Orals. The University stipulates that your oral exam be taken within one year of your written exam, which is offered at the end of every spring semester. If you have not been working on your project long enough to feel prepared, or if extenuating circumstances prevent you from taking the exam in this time frame, you must petition the Graduate College to take the exam after one year. This is usually a lot of paperwork but not a big problem in terms of getting the extension. See Pam Streett for information on how to petition.

Three months prior: Choose your Committee

Five or more faculty members administer the test. The Department "standing member" is common to all orals committees to ensure continuity within the Department--you must have this person at your exam. Most students choose to put this person on their committee since the standing member will be there anyway, but you do not have to do this. You personally choose your 5-person committee with the help of your advisor and the Graduate Admissions and Advising Committee.

Do not underestimate the difficulty of assembling five committee members into one room at the same time for the exam! Start emailing potential committee members well in advance of your desired date, and offer them multiple options (10 or so) of possible dates for scheduling. Don't forget holidays and department scheduled colloquia and such, it is best to avoid those when choosing a date.

The presence of your advisor on your committee is currently a topic of discussion, with the changes to the Ph. D. procedures underway in 2013-14. Readers are directed to the following link to find the current rules for orals committee selection:

Ph. D. Rules for Committees (PDF)

One or two months prior: Individual Meetings

It is a very good idea to meet with your committee members individually to discuss your proposed research and their expectations for your oral exam. Often these meetings will be very helpful in directing your studying for the exam. Again, due to scheduling difficulties, it is wise to start setting up these meetings as early as possible.

One month prior: UAccess Grad Path Forms

Fill out all of the necessary forms on UAccess Grad Path. This will be your Doctoral Plan of Study (if you haven't completed it already), your Comp Exam Committee Appointment Form, and when those are finished, your Announcement of Doctoral Comprehensive Exam. Each form will become available when all the prior forms are filled out.

One month prior: Set up "Practice Orals"

It is also a good idea to have a "practice orals" session with a practice "committee" made up of grad students who have taken orals with the members of your real committee. Treat this like the real thing, reserve the projector and room, ask your "committee" to ask you difficult questions like those you expect in the actual exam. Once again, start scheduling this practice session well in advance of the exam, due to grad students' busy schedules. Shoot for a date that is one or two weeks before your actual exam.

Three weeks prior: Proposals Due

Distribute your primary and secondary proposals, as well as a copy of your Doctoral Plan of Study, to your committee members three weeks in advance of the date.

Suitable propositions for research may be of various forms such as:

• a non-trivial original scientific assertion that can be defended as plausible on the basis of existing data
• an outline of a research project by which a significant contribution to knowledge would result
• a truly compelling criticism of a conclusion drawn by a reputable scientist in the open literature
• an originally conceived principle by means of which a large number of scientific facts may be understood

Some example proposals from past grad students can be found on the  Oral Exam Proposal Examples  page.

One week prior: Create Presentations

You will present your primary project in the first 15 minutes of the exam. This presentation needs to show the committee that your research topic is of value to the scientific community, and your goals are achievable in a reasonable period of time. Don't forget to prepare and practice this presentation! You should also prepare a secondary project presentation (10 minutes), but do not expect to give this presentation unless the committee specifically requests to see it.

During the Exam: What Happens?

The exam must be no less than two hours, and no more than three hours. Each committee is different, but there are a few basic guidelines for how oral exams should typically go.

The committee will need to discuss their procedures (who asks the first question, how many questions each) sometime near the beginning of the exam, either before the exam starts, or after the 15-minute presentation. They will ask you to leave the room for this.

Each committee member will typically ask one or two questions, and often ask followup questions to lead you through a problem. They will want to see you write things on the board: equations, plots, diagrams, anything that shows your thought process.

The purpose of the exam is not only to quiz you but also to evaluate the thought process that leads to the answers you give. It is often valuable to talk through a question as you work it out--the oral equivalent to "show all work." You'll also be expected to be able to answer questions and refute criticism of either the logic or the importance of both of your proposals and to relate your ideas to other areas in planetary science.

Midway through the exam, you will be given a short break. At the end of the exam, they will again ask you to leave, and they will discuss your performance and vote on the outcome of the exam.

The outcome

You have two chances to take the exam subject to the approval of your committee, the Department, and the Graduate Council. If you pass the first time, congratulations! However, if the committee feels that your general knowledge is deficient or that your research topic is either inappropriate or inadequate, they may do one of two things: pass you conditionally and ask you to reappear before the committee, or not pass you at all. If you fail the first time, you're not the only one!! Don't get permanently discouraged. Your advisor will go over the committee's recommendations with you. You may retake the exam after six weeks, but you may have up to a year to redo them if you like.

Some Tips/Wisdom

( from Pete Lanagan )

When you go into orals, you will be one person being tested by at least five people who are experts in their fields. You are not expected to match their knowledge for the simple reason that you can't. I don't care how much you prepare or how many facts you can cram. You will not pass on book knowledge alone.

A good orals committee will test your ability to work through unfamiliar problems. Some questions will be deceptively easy. Some questions will be hard. If you already know what they are asking, good committee members will continue asking you more questions (perhaps on the sametopic, perhaps on a different topic) until they find something with which you're unfamiliar. At that point, you will have to show off your ability to address the unfamiliar problem.

By all means, be familiar with material taught in the core classes. Redo homework problems. Certainly know the in's and out's of your primary project and backup project.

But, most importantly, practice how to solve unfamiliar problems orally. Know what is being asked and rephrase the question aloud. State what is known aloud. State the assumptions aloud. State what you need to know aloud. Practice drawing diagrams related to the problem in real-time. Practice doing math under pressure. Practice speaking about your problem-solving approach aloud.

A few tips:

• Do practice how to solve problems aloud. In the exam, show the committee your thought process.
• Related to #1, if you have no feakin' idea how to approach the problem, frame the question for the committee aloud. State what's known. State your working assumptions. State what facts you need to know. (In some cases, the committee might throw you a bone in the form of a suggestion to see how you approach the rest of the problem.)
• Don't give up hope if you feel you aren't doing well. Few people come out of orals without experiencing some degree of mental anguish. Most committees look more favorably on someone who tries and struggles than someone who gives up.
• Take charge of your exam any way you can. For example, if you need the committee to shut up for a minute so you can think, tell them to shut up (preferably in a polite way). Just remember to start talking about the problem again once you've thought about the issues for a minute. (During a break in my orals, I was actually told by a committee member that telling my committee to be quiet for a minute so I could think was a good move.)
• Don't BS the committee. Just don't.

More lessons learned from post-orals grads: (feel free to add to this!)

• Start trying to set a date early. Faculty schedules are hard to work around, and you have to coordinate 5 of them. If they're extremely busy, double-check with their admin assistants that they really will be in town. When you finally find a date that works for all of them, confirm it with them, and remind them a few times. It has actually happened that someone's advisor forgot about their exam, and had to be called at home to come in. You don't need that extra stress!
• You need a LARS account if you don't already have one to schedule the room & a data (not overhead) projector. Make sure you bring the right adapter for your laptop for the projector.
• Ask postdocs and older grads with the same advisor and committee members for tips. You can get good practice questions that way, and some will have tips on your specific committee members (their different approaches, even some examples of what they might ask).
• Some people meet with each committee member about a month before the exam. Some of these meetings can be very useful, some are not, but it's not going to hurt.
• When you're putting together your study schedule, don't forget to leave time to write the proposals, and to and make (and practice!) the presentations.
• Most people will say that they won't ask about your second proposal unless you're really flailing. However, that's not always true - I was asked about my second proposal, and I think it was mainly because my advisor happened to be interested in it. So don't blow it off completely.
• Don't neglect any aspect of the core curriculum just because it's not relevant to your project. If you can't think of how it's related to your project, you probably haven't thought hard enough about it. Anyway, they can ask you anything from the core curriculum, and it doesn't have to be related even tangentially to your research. If they hear a hint of uncertainty when you mention a subject, they'll delve deeper into that topic.
• Don't burn out! Take breaks and de-stress however you de-stress. Stay healthy and get enough sleep.
• Definitely, definitely practice answering questions out loud. It's helpful to do it just by yourself out loud in an empty room with a whiteboard, but also do some with a friend or relative. A more formal practice exam in front of an audience is very valuable, especially if you have limited experience with oral examinations (which most of us do). Don't expect it to go well....
• Don't expect the exam itself to go well, either. The committee's job is to find the extent of your knowledge. That means they WILL eventually ask you a question to which you don't know the answer. Don't panic, don't clam up, and don't try to bullshit them. Start talking about relevant things you DO know, even if it starts out really basic. Sometimes what they're looking for is actually very basic. If you're not giving them the answer they want, they will probably try to lead you in the right direction. If it's clear you're foundering, they'll probably try to help you or suggest different approach. That being said, your committee WANTS you to pass. They're not your enemies. They know you're nervous, and that's OK. They've probably seen people do worse than you!

Another thing the committee is looking for (for the research oral exam, post-2014) is 1) whether you are familiar with the background material, 2) what is new or unique about your proposed work compared to previous work, and 3) are you presenting a reasonable, straightforward project?

Best Practices for the Comprehensive Examination

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Penn State’s Graduate School requires that each Ph.D. student “pass a comprehensive examination to become a Ph.D. candidate” ( GCAC-606 ). The comprehensive examination is administered by the Philosophy Department.

The purpose of the comprehensive exam is to help students develop breadth and depth in areas relevant to their chosen areas of research. The historical and systematic reading lists contain resources that can aid students in developing a dissertation prospectus.

The comprehensive examination process is one that necessitates flexibility because every student is different, students work on a wide variety of topics, and students enter the comprehensive exam process with different levels of knowledge. The specifics of how the comprehensive examination preparation process takes place are, therefore, determined by the student and the dissertation advisor/committee in conversation with one another.

While holding a general principle of flexibility in mind, there are several areas where best practices regarding the comprehensive examination can be recommended:

Number of Questions

Faculty should consider providing students with five questions per exam session, one of which students will answer.

Length of Reading Lists

Because our program provides five years of funding, students are encouraged to defend their dissertation prospectuses by the end of their third year in the program, leaving two years in which they can write their dissertations. This means that students will have roughly half a year (the first half of their third year) in which to prepare to take their comprehensive examination. Accordingly, the preparation of each reading list should take no longer than three months. Lists that include a combination of texts students already have familiarity with and those that are new to them are more likely to be able to be completed within three months.

Thematic Identification

Students are encouraged to identify broad themes across readings that relate to their proposed areas of research and should share those with their dissertation advisor and committee in advance of the generation of questions for the comprehensive examination. In writing questions for the exam, committee members are encouraged to be sensitive to the philosophical themes the student intends to develop in their research.

Dates of Exam

The dates of the exam should be set by the supervisor and student in consultation with each other.

Length of Answers

Answers to each comprehensive exam question should fall in the range of 4000–6000 words.

Oral Examination

In posing questions during the oral portion of the examination, faculty are encouraged to focus exclusively on the written portion of the exam.

In beginning to draft their comprehensive examination reading lists and rationale, students should consult the comprehensive examination template available on the department website.

Policies and Procedures

Criteria of evaluation for the written and oral portions of the exam, as well as additional details regarding the comprehensive examination process, can be found in Graduate Program Policies and Procedures .

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Doctor of Philosophy

Credit requirements and transfer credit, doctoral minor requirements, courses shared between degrees, graduate non-degree coursework, continuous enrollment, continuous enrollment and incompletes, time limitation, qualifying examination, major professor, plan of study, comprehensive examination for advancement to candidacy, comprehensive examination committee, dissertation prospectus/proposal, committee appointment form, dissertation, dissertation committee, final oral defense examination, submission of the dissertation, storage and publication of dissertation, completion of requirements, second doctoral degrees.

Graduate students are responsible for knowing the graduate requirements of both the Graduate College and their academic departments. The University of Arizona offers six doctoral degrees: the Doctor of Philosophy (Ph.D.), the Doctor of Education (Ed.D.), the Doctor of Audiology (Au.D.), the Doctor of Public Health (D.P.H.), the Doctor of Nursing Practice (DNP), and the Doctor of Musical Arts (D.M.A.). The University of Arizona also offers a first professional degree, the Doctor of Pharmacy (PharmD). For information on the PharmD, please refer to the General Catalog . The UA General Catalog  also provides definitive information regarding Graduate Minors and doctoral Second Language Requirements, as well as the Academic Calendar.

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The equivalent of at least seven semesters of full-time graduate study is required for the Ph.D. A minimum of 36 units of coursework in the area of the major subject, a minimum of 9 units in the minor subject, and a minimum of 18 units of dissertation must be completed.  Most students will take more than the minimum number of units for a given degree.

All grades for Incompletes and current semester coursework must be received before the degree is considered completed. A student must have a cumulative GPA in all graduate coursework of at least 3.000 in order to graduate. 

All required units of credit counted toward the degree must be taken for graduate credit, including any courses transferred from another institution. With program approval, up to 12 graduate units taken for graduate credit only as an undergraduate may be applied towards doctoral requirements - however units used towards an accelerated masters cannot also be used towards a doctorate. With program approval, up to 12 units of professional coursework (Medicine, Law, Pharmacy, Veterinary Medicine) may be applied to graduate degree requirements. Students in an approved dual degree with Medicine, Law, or Pharmacy may be able to apply more than 12 units from that career toward their graduate degree, depending on the dual agreement.  Students admitted to their graduate program prior to Fall 2014 may be able to apply up to 6 units of 400-level credit from the University of Arizona toward their minor if not used toward an undergraduate degree (these units will not receive graduate credit or be calculated in the graduate grade-point average.)  At least 22 units (i.e. half the required coursework) on the Doctoral Plan of Study must be in courses in which regular grades (A, B, C) have been earned. Courses for which the student has earned a  D grade cannot be counted toward a graduate degree. While a grade of D or E does not earn units for a grad student, they will still figure into the GPA.   A minimum of 12 units of regular grades taken at the University of Arizona are required to establish the Grade Point Average (GPA).

Non-credit based requirements such as comprehensive exams, dissertations or thesis requirements, research requirements, and professionalization requirements may not be transferred from another institution.

Transfer Credit

Graduate credit earned at other approved institutions may be counted toward the requirements of a doctoral degree, but will not be included in the calculation of the University of Arizona GPA

Transferred units are subject to the following restrictions:

• The credits must be approved by the major or minor department and the Graduate College.
• The minimum grade for transferred credits must be an A or B or the equivalent at the institution where course was taken.
• Transferred units may not count toward more than one doctorate.
• No more than 12 units taken in Medicine, Law or Pharmacy Practice may be used toward a doctoral degree.
• A maximum of 30 units of transfer coursework may be used toward the Ph.D requirements.

Students who wish to transfer credit must submit a Transfer Credit form in GradPath before the end of their first year of study to have the courses evaluated for transfer eligibility.

Grades and the number of units for transfer credits may be adjusted so that they are consistent with the University of Arizona grading and credit system. Transfer credits used on a fully approved Plan of Study appear with a grade of “T” on the University of Arizona transcript and are not calculated in the University of Arizona GPA. The name of the transfer institution appears on the University of Arizona transcript with the number of transfer units from that institution that were brought in towards the graduate degree.

PhD students are required to complete a doctoral minor. A doctoral minor gives students an opportunity to gain in-depth knowledge in a cognate field of interest and to expand interdisciplinary knowledge necessary for solving complex problems and addressing grand challenges. 

Each doctoral minor program determines their own curriculum, academic requirements, and required credits. However, the minimum required credits for any doctoral minor is 9 graduate units. A comprehensive exam covering the minor is required to complete a minor. 

The credit earned toward a doctoral minor can only be counted toward the doctoral minor and not also counted toward the major (no double-dipping). Specifically, students may not apply minor course credit to both the minor and major area of study. 

The doctoral minor is a required part of the doctoral oral comprehensive exams. A written and oral comprehensive exam is required for the major degree portion of the exam; however, the minor department determines whether to require a written portion of the exam. The oral portion of the comprehensive examination must cover both the major and the minor disciplines during a single oral examination with the major and minor committee members participating.

A student considering multiple minors should talk to their faculty advisor in advance taking into consideration the additional cost, time to degree completion, and planning with regard to comprehensive exams. 

Students admitted to their graduate program prior to Fall 2014 may be able to apply up to 6 units of 400-level credit from the University of Arizona toward their minor if not used toward an undergraduate degree (these units will not receive graduate credit or be calculated in the graduate grade-point average).  

There are limits on coursework that can be counted toward more than one degree earned by the student at the University of Arizona or elsewhere.

• If a student counts credits from a UA master's degree towards a UA Ph.D., then additional transfer credit may be limited to ensure that some UA coursework is taken while in the doctoral program.  Thesis credits used for a master's degree cannot count toward the Ph.D. course credit requirements.
• Up to 30 units of credit counted toward one or more master’s degrees earned at UA or elsewhere may be counted toward the Ph.D requirements.
• No course may be counted toward the requirements for more than two plans (at UA or elsewhere).
• A student earning two UA doctoral degrees may use up to 9 units of coursework toward both doctoral degrees (as long as courses were not used toward any other degree).

Students who have completed graduate non-degree* coursework at UA may count no more than 12 units of non-degree credit toward the Ph.D requirements.

The graduate certificate is considered distinct from a graduate degree (masters or doctorate). Limits regarding the use of units applied towards a graduate certificate and a graduate degree are determined by the certificate program. Graduate certificates are exempt from the 12 unit non-degree policy above and are determined by the certificate and the degree program.

A student admitted to a doctoral program must register each fall and spring semester for a minimum of 1 graduate unit, from original matriculation until all course and dissertation requirements (including submission of the dissertation to the Graduate College) are met. A semester in which a student is enrolled for course credit will be counted toward continuous enrollment. Non-credit courses, audited courses or courses from which the student withdraws do not count toward the determination of continuous enrollment. 

Students receiving funding, such as assistantships, fellowships, loans, grants, scholarships or traineeships, may be required by their funding source to register for more than 1 unit to meet the full-time status requirement. Similarly, international students may have different requirements to maintain their visa status.  All students should check with their program advisor regarding such requirements to ensure that they remain qualified for funding and/or their visa.

Doctoral students who have maintained continuous enrollment and are taking only comprehensive exams during a summer or winter term do not have to register for graduate credit during that summer or winter session.

Doctoral students must enroll in at least 1 unit of dissertation (or Nursing DNP Project unit, or Doctoral Recital unit for students in relevant programs) in the Spring or Fall semester that they undertake their final oral defense. Doctoral students who have maintained continuous enrollment, fulfilled all their other degree requirements, as well as the 18 hours of dissertation, and were enrolled in the prior semester may defend and file for the degree in the summer or winter term without registration while they complete their dissertation. If, however, students need library privileges or plan to use other University facilities or need significant faculty time during the summer or winter session, enrollment is required. Enrollment in GRAD 922 to allow access to the Library during the summer or winter terms is available to eligible master's and doctoral students.

Unless excused by an official graduate Leave of Absence (which except under exceptional circumstances, may not exceed one year throughout the student's degree program), all graduate students are subject to the Continuous Enrollment Policy. Students requiring significant faculty time (e.g. advising, reviewing, collaborating) must be enrolled rather than on Leave of Absence. If the student fails to obtain a Leave of Absence or maintain continuous enrollment, he or she will be required to apply for re-admission and to pay the Graduate College application fee. There is no guarantee of re-admission. Tuition or registration waivers cannot be applied retroactively.

Please note that "continuous enrollment" is not the same as "full time enrollment" for financial aid purposes. Please refer to the University policy on  Full-Time Status . 

Students who have maintained continuous enrollment, fulfilled all their other degree requirements and are only completing an incomplete in coursework (a class other than 900 level) are not required to enroll while they complete the incomplete. If, however, students need library privileges or plan to use other University facilities or need significant faculty time while they complete their incomplete, enrollment is required.

Students must meet all requirements for the degree of Doctor of Philosophy within 5 years of passing the Comprehensive Exam or risk being dismissed from the program. Programs may have more stringent time to degree requirements.  Should a student not finish within that time, the program may petition the Graduate College for an extension to time to degree. If the extension is approved, the student may be required to re-take the Comprehensive Exam before proceeding to complete requirements, e.g., the dissertation. 

A qualifying examination or diagnostic evaluation may be required to demonstrate acceptability to pursue the doctorate as well as to determine areas of study where further course work is necessary. Please review the requirements of the program for more information.

The major professor serves as the student's faculty advisor and mentor. The DGS may designate a temporary major professor (faculty advisor) for incoming students. During the first year, students should select a major professor who must be approved by the DGS. Students may change major professors with departmental approval, but are required to have a major professor in order to maintain Satisfactory Academic Progress.

In conjunction with his/her major professor or faculty advisor, each student is responsible for developing a Plan of Study during their first year in residence, to be filed with the Graduate College no later than the student's third semester in residence. The Plan of Study identifies

• Courses the student intends to transfer from other institutions;
• Courses already completed at the University of Arizona which the student intends to apply toward the graduate degree; and
• Additional course work to be completed in order to fulfill degree requirements.

The Plan of Study must have the approval of the student's major professor and Director of Graduate Studies before it is submitted to the Graduate College.

Before admission to candidacy for the doctoral degree, the student must pass a written and an oral Doctoral Comprehensive Examination. This examination is intended to test the student's comprehensive knowledge of the major and minor subjects of study, both in breadth across the general field of study and in depth within the area of specialization. The examination, therefore, should not take place until the student has completed all, or almost all, of their coursework. The student must be in good academic standing to sit for the comprehensive exam. The Comprehensive Examination is considered a single examination, although it consists of written and oral parts. While the Graduate College sets general policies and guidelines for exams, it is expected that each program will have different ways of assessing a student's knowledge of the field and their preparation to begin the dissertation. Each program determines the format and administration of the written portion. The minor department controls the minor portion of the written examination and may waive it at their discretion.  A student will pass the written portion before sitting for the oral portion. Programs will have written policies regarding whether or not students may retake failed written exams as well as specific policies regarding second attempts of the oral. The time between the written and oral portion is determined by individual programs, but the oral portion should come early enough to allow the student to advance to candidacy in a timely fashion. Normally, the written and oral portions of the comprehensive examination should take place at least three months prior to the Final Oral Examination (defense of dissertation). The exact time and place of the oral comprehensive examination must be scheduled with the department and announced in GradPath using the Announcement of Doctoral Comprehensive Exam form before the exam can take place.

Upon successful completion of the written portion of the examination, the  Oral Comprehensive Examination  is conducted before the examining committee of the faculty. The oral portion of the examination must cover both the major and the minor. The Oral Comprehensive Examination should last for at least an hour but must not last more than 3 hours. Remote participation by one or more committee member by video or phone conference is permitted on the condition that the student and all committee members can effectively communicate.  All members must participate in the entire examination.  The oral examination is the occasion when faculty committee members have both the opportunity and obligation to require the student to display a broad knowledge of the chosen field of study and sufficient depth of understanding in areas of specialization.  Discussion of proposed dissertation research may be included.  The examining committee must attest that the student has demonstrated the professional level of knowledge expected of a junior academic colleague. The Graduate College allows no more than one re-take of the oral exam.

When the student has passed the written and oral portions of the Comprehensive Examination, and the Graduate Student Academic Services office has confirmed completion of the required courses on the approved doctoral Plan of Study, the student will advance to doctoral candidacy.  The student will be billed the graduate candidacy fees and will be notified by e-mail of the advancement and fees. The candidacy fees are one-time fees and the student will not be billed again if the reported graduation date is changed. Students required to do a terminal internship or clinical residency during their final semester (Clinical Psychology and School Psychology) may advance to doctoral candidacy while enrolled in this internship or clinical residency course. Please consult with your Graduate College Degree Counselor to confirm your eligibility.

The student is responsible for forming a comprehensive examination committee of faculty representing both the major and the minor programs. The examining committee must consist of a minimum of four members. The Major Advisor and two additional members must be members of the Graduate Faculty . The fourth member may be a member of the Graduate Faculty or an approved Special Member. Any members beyond the fourth can also be members of the Graduate Faculty, or approved Special Members.

Every student in a doctoral program needs to have an approved dissertation prospectus or proposal on file within their department.  As soon as the student has an approved prospectus/proposal on file within the department, the department's Graduate Coordinator will submit the prospectus/proposal confirmation form in GradPath on behalf of the student.

When the student has an approved doctoral Plan of Study on file, has satisfied all course work, language, and residence requirements, and passed the written and oral portions of the Comprehensive Examination, he or she must file a Committee Appointment form. Any changes to the committee should be reported to the Graduate Student Academic Services office.  Under normal circumstances, submission is expected at least six months before the Final Oral Examination (i.e., Defense).  Deadlines for the submission of paperwork pertaining to doctoral programs are available online at  Deadlines for Completion of Degree Requirements .

The Committee Appointment form reports the student’s planned dissertation committee, dissertation title (subject to change) and the expected graduation term. It requires approval from the dissertation director and the major and minor departments. The approval signature from the minor department on this form indicates both approval of the reported dissertation committee and confirmation that the student has satisfied all requirements for the minor.

All Ph.D. programs require the completion of a dissertation which meets required standards of scholarship and demonstrates the candidate's ability to conduct original research.

The structure of the dissertation varies depending upon the discipline and the program offering the degree. See the program's handbook for the details of how your program structures their dissertation requirement. A common measure of quality of the dissertation is whether it is "publishable" in disciplinarily-recognized publication venues. Note that the determination of whether a dissertation meets this criteria lies solely with scholars on the dissertation committee. Programs and committees may not require that the work actually be published. The committee cannot require that outside actors such as editors, publishers, editorial reviewer, accreditation boards, etc. make that determination for them. 

Research involving human subjects or vertebrate animals requires permission from the relevant University committee. Consult your research director and the  Office for the Responsible Conduct of Research  for details. Their telephone number is (520) 626-5515.

Research activities involving the use of human subjects require the review and approval of the  University Human Subjects Committee .

Any research involving vertebrate animals must be approved by the  Institutional Animal Care and Use Committee  (IACUC). The student must be listed on an approved IACUC protocol before they begin their animal research.

Instructions relating to the format of the dissertation and required abstracts are included in the  Dissertation Formatting Guide  (including those that include previously published papers, papers accepted for publication, and/or papers with multiple authors).

Students will form a dissertation committee by the time of advancement to candidacy. Some departments require earlier committee formulation. Individual faculty members may decline membership on committees for academic reasons. Candidates must be able to develop a proposal of sufficient academic merit and on a topic that satisfies their committee. Candidates may be discontinued from their program for failure to make academic progress if they do not have an approved dissertation chair and committee.

The Graduate College requires a minimum of three Graduate Faculty members on a dissertation committee. Fourth and subsequent members may be Graduate Faculty or Special Members. If a committee has only three members, all must approve the dissertation. In departments that require four or more members, there may be one dissenting vote. All dissertation committee members are expected to attend the entire final defense.

Upon the completion of the dissertation, the candidate must submit to a Final Oral Defense Examination. A student must be in good academic standing to schedule the defense. The examination focuses on the dissertation itself but can include general questioning related to the field(s) of study within the scope of the dissertation ( Final Oral Defense Instructions  and Final Oral Defense Instructions for doctor of Audiology ).

The date, time, and location of the final examination must be scheduled with the Graduate College in advance using the Announcement of Final Oral Defense form in GradPath. Candidates should indicate in the comments section of this form if the Final Oral Examination will be held remotely or in a hybrid format. This form should be submitted far enough in advance of the examination that all approvers can grant their approval in time for the form to reach the Graduate College one week prior to the exam.  The Graduate College will place an announcement on the UA master calendar to invite the public to attend the candidate's presentation of his or her work.  Final Oral Examinations should be scheduled during days when the university is in session and during normal business hours. Permission to hold examinations during University holiday closures or outside of normal university business hours may be granted by Graduate College.

The dissertation director presides over the examination. The initial seminar portion during which the student presents the dissertation and entertains questions is open to the public.  This is followed by a closed session with just the committee and the candidate. The committee's deliberation is closed to the public. 

There is no minimum time limit for the Final Oral Examination, but the entire proceedings may not exceed three hours. Members of the committee must be present for the entire examination. Should special circumstances require a member to attend remotely, prior permission from the Graduate College is necessary.

If the committee requires revisions, those must be done in a timely manner, not to exceed one year.  If the revisions are not completed by the dissertation submission deadline for the term when the student defends, the student will be required to register for the next semester and will graduate in the semester when the revisions are complete and approved.  If revisions are not done by the end of the time to degree period, the student will have to re-take comprehensive examinations to demonstrate currency of knowledge.

Upon successful completion of the Final Oral Defense examination, and having gained final approval from the dissertation committee after completing any revisions needed following the defense, the candidate submits the dissertation electronically via the submission website maintained by ProQuest/UMI.  This submission must be made by the submission deadline for the desired graduation term.  The Graduate College will check the formatting of the submitted dissertation and may request changes before accepting the submission.  When the dissertation has been accepted by the Graduate College, completion of requirements has been fulfilled, and all other final items are accounted for, the degree will be awarded provided the degree conferral date for the graduation term has been reached. Please refer to the Academic Calendar for the relevant semester for the conferral date.

ProQuest/UMI catalogs and stores the dissertation and sends catalog information to the Library of Congress for distribution for depository catalogs and libraries. The dissertation will also be archived in the University of Arizona Campus Repository , where it serves as the record of the student's research.

Publication of the dissertation by ProQuest and the Campus Repository does not preclude publication by other means, and successful candidates are urged to submit dissertation material for publication in a scholarly or professional journals. Suitable acknowledgment must indicate the publication was a dissertation, or portion of a dissertation, submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at the University of Arizona.

All grades for Incompletes and courses taken in the final term must be received before the degree is considered completed. For students in the School Psychology program, completing the SERP 693 internship course on or before June 1, will enable the degree to be awarded for Spring of that year. If the candidate completes the internship after June 1, the degree will be awarded for summer. 

A student must have a cumulative GPA in all graduate coursework of at least 3.000 in order to graduate.

For dates by which requirements must be met to graduate in a particular term, please refer to our Important Deadlines .

The diploma is ordered and mailed once the degree has been awarded. Changing the name on a student's record and diploma may require that an official name change be filed with the Registrar's Office. Any outstanding financial debts with the University will prevent the student from ordering official transcripts or receiving their diploma. Please contact the Bursar's office at 621-3232 for assistance with student accounts. 

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The Graduate College does not generally permit a person who holds a Ph.D. to pursue a second Ph.D. Persons holding a Ph.D. who wish to expand their training are encouraged to pursue post-doctoral training, a graduate certificate, or a professional degree (e.g. MD, JD, PharmD).  In the rare case a graduate program wishes to admit a student for a 2nd Ph.D., the case must be justified by the department in a petition subject to approval by the Graduate College. The department must explain why the 2nd Ph.D. would be qualitatively different from the first.  This rule applies to cases where the first degree is from the University of Arizona or from another domestic or international institution.  Admission to a second Ph.D. will be allowed only with strong rationale from the program.  If admitted for a second doctoral degree, students will be held to all the usual degree requirements and University regulations pertaining to fees, registrations, examinations, advancement to candidacy, residency, internships, etc. Not more than 9 credits from the prior degree may be applied toward the second degree.  Applicants who already have a doctoral degree may not be given special preference for admission or for financial support.

• No credit may be counted for more than two degrees. Thus UA credits could not be used for a master’s in UA major 1, a doctorate in UA major 1, and a master’s in UA major 2.
• A student may use no more than a total of 30 credits from all master’s degrees toward a doctorate. Thus, if a student earned a non-UA master’s, up to 30 credits could be used toward a UA doctorate. In that case, none of the transfer credit nor any additional coursework toward the UA doctorate could be used toward a UA master’s in a major that differs from the doctorate because the student would have exhausted the 30 credit limit of master’s coursework that can be shared with a doctorate.

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College of arts and sciences, ph.d. comprehensive examinations, goals of the written and oral exams.

Comprehensive exams occur after the completion of course work and before the beginning of the dissertation. As a transition, the exams provide an opportunity to add both breadth and depth to your program of study. The comprehensive exams should you achieve the following:

• candidate engages in a sustained critical argument in support of a central thesis statement through effective analysis (of texts, contexts, discourses);
• candidate synthesizes a diverse, multi-authored range of sources from comps lists;
• candidate intervenes in disciplinary discourses or areas of expertise with unique insights and original thinking.

Comprehensive exams must be completed no later than 12 calendar months after the completion of the student’s coursework.

Extensions may be granted on a per case basis. Students must apply to the Graduate Director or Department Chair for an extension. Extensions shall be in one semester increments, with a maximum of two. Students taking a leave of absence from the program do not need to apply for an exam extension. If a student does not complete the exams in the required time period, including approved extensions, they shall be removed from the program according to the guidelines set forth by the Graduate School. Students may appeal to the Academic Appeal Board per the Graduate School regulations.

Written Exam Structure

Students will prepare three lists in preparation for the exams. There will be two written examinations meeting the following specifications:

• The first exam will survey the student’s knowledge of two related lists of titles, the first list, of primary texts (see below), and the second, of critical and theoretical texts. The student will provide a single rationale explaining the list areas, selections of individual works, and interrelation of lists.
• The student will determine the composition of this list in consultation with his or her major professor and core committee.
• To complete this examination, the student will write three essays totaling 45 pages responding to questions drawn from a list of six questions or more. The questions will be designed to elicit thinking from the student that places the two lists in conversation with each other.
• The student will have one week to complete this examination.
• The first list on this first exam will represent a historically defined core field . This core field list of 30-35 book-length works will consist of primary texts (with “primary texts” understood as principal objects of study , such as novels, poetry, plays, films, letters, diaries, or other appropriate documents).
• The second list on the first examination will contextualize the first in criticism and theory . This list must include secondary approaches to some of the primary texts, but it may also include theoretical and/or interdisciplinary titles that inform the approach the student has chosen to pursue. Significant articles may be included among the 30-35 titles on this list.

General Instructions for the Written Comprehensive Exam 1.

• The second exam will test the student’s knowledge of a secondary core field or a sub-field .
• There should be no significant overlap with any of the material on the first exam.
• This exam list will consist of 30-35 titles . Along with the list for this second exam, the student will prepare a rationale for it.
• The second exam will be taken within four weeks of the first exam . The second exam must be completed within 48 hours.
• To complete this exam, students must write one essay approximately 15 pages in length in response to a question chosen from a list of at least three .

General Instructions for the Written Comprehensive Exam 2 .

Oral Exam Structure

The comprehensive oral examination is distinguished from the oral defense of the dissertation proposal. 

The oral exam must take place within 4 weeks of the completion of the comprehensive examinations. This exam will be scheduled for two hours and will take the form of a rigorous discussion between the student and the student’s oral comprehensive exam committee of five faculty members (see below under “Committee members and Responsibilities.” Faculty questions will arise from the student’s exam rationales and lists, as well as from the responses from the written examinations. The dissertation prospectus is not part of the oral exam.

Department Responsibilities

The Department will arbitrate any disputes arising from students and committee members or major professor and shall seek a resolution that will help the student continue to be a productive member of the graduate student body. Disputes will be resolved in a timely manner.

Committee members and Responsibilities

As per the Graduate School Manual, the doctoral committee is composed of the major professor as chairperson and two additional members, one from within the Department and one from an outside area. This is the “core” committee that will guide the student toward completion of the written comprehensive exams. The major professor shall help the student understand the level of work required to pass exams at the University of Rhode Island.

At the time of the oral exam, two additional committee members shall be added to the “core” committee: one from within the Department and one from outside the department. The major professor will serve as chairperson of the oral comprehensive exam.

The committee shall be required to respond to student queries and written submissions in a timely manner (2 weeks) in order to aid students in meeting the time and deadline requirements of the comprehensive exam procedures.

Departmental Notes

Accommodations will be made for documented disabilities or illness.

A student who fails the C omprehensive Written Examination may be allowed one re-examination in the part or parts failed if recommended by the doctoral committee and approved by the Dean of the Graduate School. A second examination, if permitted, may be taken only after a minimum of two weeks has passed to allow for additional student preparation. In all cases, a second examination must take place before one year has elapsed. ( GSM 7.57.1.1 – please note this is not the Qualifying Examination. Scroll down to the Comprehensive [Written] Examination )

*Note—the Oral Defense of the Dissertation Proposal is part of the dissertation process and not the comprehensive examination. For further guidance, please see the Department and graduate school procedures.

Updated 3/20

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• Graduate Studies in A&S

Comprehensive Examinations Guidelines

Guide to Comparative Literature Ph.D. Comprehensive Examination Milestone

Comprehensive Examinations (also known as "Comps" or "Comp Exams") serve three purposes: 1) to solidify your education as a comparatist, 2) to help you get a handle on a field of expertise generally pertinent to comparatist inquiry and to your work specifically, and 3) to help you lay the groundwork for your dissertation. All three comprehensives are designed with these goals in mind, and all three examinations will be tailored accordingly under the supervision of the examination committee chair and with the input of committee members.

We also want you to think about how these three examinations are related as you fashion them. The first exam explores the works, contexts, critical traditions, methodologies and theories that define the primary field in which you will position yourself as a comparatist and more specifically as related to your dissertation. The second exam defines, constructs, and develops your expertise in theories and methods, within which you will write, research, and likely also teach as a comparatist. The third comprehensive examination, i.e., the dissertation prospectus, proposes a project in the primary field, conceived of in comparatist terms and addressing certain comparatist debates. 

The examination committee must make a determination as to whether the performance is a pass or a fail.  In the case of a borderline performance, the committee may, at its discretion, give the student an opportunity to improve the performance, e.g. by rewriting the response to a question, before making the determination pass/fail.  A student who outright fails a portion of any of the comprehensives may retake the exam in question once within two to ten weeks after receiving the failing results.  The requirements for and timing of the retake depend on the student's particular performance, as evaluated in writing by the examination committee, and will be determined in consultation by the chair of the exam committee, the graduate advisor (DGS), and the program director.

The Student  is responsible for attending all meetings, responding to correspondences, and punctually completing all of the comprehensive examination directions, including answering and submitting responses in a timely manner to The Research Advisory Committee (RAC) and The Coordinator, as well as being in contact with The Primary Research Advisor for progressing through the Comprehensive Examination Milestone.

The Primary Research Advisor  is responsible for assisting the Student in assembling the three member Comprehensive Committee for the defense, for compiling and delivering written comprehensive examination questions to The Coordinator  in accordance to the Comparative Literature program Comprehensive Exam template, and for communicating pass/fail of all parts of each comprehensive examination to The Coordinator . 

The Research Advisory Committee (RAC)  should consist of at least three full-time Washington University faculty members who are authorized to supervise PhD students and who have appropriate expertise in the proposed field of study. The RAC is responsible for attending all meetings and examinations regarding the comprehensive examination process for The Student and communicating with The Coordinator regarding scheduling of all meetings involved in the comprehensive examination process.

The Coordinator ( Academic and Administrative Coordinator ) is responsible for coordinating dates, times, and locations of examinations with the Student and Comprehensive Committee, for emailing written examinations to the Student and RAC Committee, for recording pass/file according to The Primary Research Advisor on student milestone tracking, and for submitting appropriate Milestone Forms to the OGS via Portal including the Unsuccessful Qualifying Exam Form and the Successful Qualifying Exam Form.

The OGS provides information on the  Comprehensive Examination  (called the Qualifying Examination on OGS website).

Preliminaries

Before any Comprehensive Examinations can be scheduled, The Student will need to obtain a faculty member to lead their Research Advisory Committee: this member is The Primary Research Advisor. The Student, along with The Primary Research Advisor, will need to identify and secure two additional faculty members to add to their RAC.

Once this three member RAC is established, The Student will contact The Coordinator to arrange a date, time, and place to meet for a preliminary bibliography meeting. This meeting should be approximately 4 months before the first written exam is scheduled. See below for specific elements of the bibliography meeting and the comprehensives themselves. A timeline will be created at this meeting, which The Student and The Primary Research Advisor should share with The Coordinator for ease of scheduling. 

Comprehensive Exams 1 and 2

Comprehensive Exams 1 and 2 consist of both a written and oral portion, both of which are required to be passed before proceeding to the next exam. It is highly recommended to schedule both the written and oral portions of each exam together, in order to avoid both a long delay between written remarks and oral defense, and to avoid unnecessary extension of the overall scheduled time line. It is helpful to have an idea for when you would like your oral portion to occur, and work backwards to schedule the written portion to ensure your and your committee members’ schedules are open (for example, avoiding major holidays, major university and department events, and planned travel). 

The written portion of the first and second comprehensive exams will consist of three questions provided by the RAC, two of which you must answer within a one week period. These questions will be broad in nature and related to the general goals described above as well as to the goals specified below under each comprehensive.

The 1 hour oral examination will follow the written examination in approximately two weeks. Please note: proceeding to the oral does not in and of itself indicate a passing performance on the written. The oral examination may include follow-up questions having to do with your performance on the written examination and could include the question that you did not answer. Most importantly, the oral will include questions on works on your reading list that were not treated in your written answers.  

Upon completion of both parts of the examination, you will receive both an oral and brief written evaluation of your examination, including a passing or failing mark as well as next steps in the Comprehensive Examination process.

Comprehensive Exam 3

Unlike Comprehensive Exams 1 and 2, Comprehensive Exam 3's written portion is not in response to provided questions. Comprehensive Exam 3 explicitly prepares The Student to write a dissertation. It consists of a 20-25-page dissertation proposal, including detailed prospectus, primary texts, and critical sources, followed by an oral defense of the proposal. The Student will work with The Primary Research Adivsor to prepare the proposal. Once The Student and The Primary Research Advisor are satisfied with a draft, The Student will circulate it to the RAC. The 1 hour oral defense will follow approximately two weeks later.

In most cases, The Primary Research Advisor and RAC will continue and become three members of the five or six member Dissertation Defense Committee (including The Dissertation Director). Please see  Ph.D. Dissertation Guidelines  for further information. 

(After coursework is completed/4th year in program)

Approximately four months before you write your first comprehensive, with the help of The Coordinator and The Primary Research Advisor, you will arrange an hour-long meeting including The Student, all faculty members likely to serve on your RAC (3), the  Director of Comparative Literature , and the  DGS of Comparative Literature . During this meeting, faculty will review the expectations, goals and procedures of the examinations, discuss a time line for achieving these goals, and review your bibliography. The bibliography contains the content that The RAC will base their questions on for in the examinations.  This preliminary step is REQUIRED before the comprehensive examinations can commence. 

All those present will receive a brief summary of this meeting in writing, and the summary will be kept on file should you for any reason have to find different examiners over the course of the comprehensives.  

Comprehensive Examination #1

(Approximately 4 months after Preliminaries)

The first comprehensive is an examination in your primary comparatist field. It has four purposes: 1) to enable you to think about and become familiar with how a “field” of comparatist inquiry is defined and shaped; 2) to enable you to identify and familiarize yourself with the historical debates and recent criticism that has shaped comparatist inquiry in this field; 3) to provide you with the occasion to work closely on some of the most important works of criticism pertinent to this field; and 4) to re/familiarize yourself with some exemplary primary works in this field.

The definition of the “field” is flexible, but should have identifiable historical limits and specificity. Additional attributes of a field might include some of the following: important phases or modes of cultural contact; identifiable literary movements such as naturalism, realism, or modernism; transcultural, transnational, and/or translinguistic reach (drawing on your language training); technological developments (the invention of photography, cinema, digital technologies, etc); a set of questions, issues or concerns, etc. A field should be conceived broadly enough to be well populated with primary work and secondary literature. Your dissertation project should fall within the field broadly conceived. Examples of a field include, but are not limited to, comparative modernism, twentieth-century transnational poetics, early modern comparative theater and performance studies, medieval media theory (orality, manuscript culture, etc.), transnational feminist or queer literary studies, postcolonial literature, Sinophone literature, comparative ethnic literatures, etc. Such comparative fields might well be anchored in expertise in one or two areas (transnational poetics with an emphasis on Latin American poetry, comparative modernism with an emphasis in Chinese modernism, etc). You might also work in a “traditional field” such as Victorian British literature or German Romanticism, in which case we encourage you to think creatively about this field as a comparatist. 

Written Examination #1

Student Name: Comprehensive Examination No. 1   (Field) Committee Members:

This written examination consists of three questions that address the annotated bibliography that you submitted to your RAC for this examination. These questions will be made available to you at a specific  TIME  on  DATE . You will have exactly one week to complete your responses and return your completed work to all the members of your committee, as well as The Coordinator at the exact TIME one week from the DATE . Make sure that you answer all the parts of a given question unless the question gives you license to do otherwise. 

Oral Examination #1

The 1-hour oral examination #1 will follow the written examination #1 in approximately two weeks. Proceeding to the oral examination does NOT indicate a passing performance on the written.

Comprehensive Examination #2

(Approximately 2 months after Exam 1)

Your second comprehensive tests your familiarity with and ability to talk about methodologies and theories critical to comparatist analysis and asks you to position yourself within the broad discipline of Comparative Literature by specifying particularly methodologies/theories that will likely inform your future teaching and scholarship. For this examination, in consultation with your advisors, you will create a bibliography of key works from three methodologies/theories in which you wish to prove competence. These should pertain to at least two of the four areas of the core requirements and, where possible, be pertinent to your projected dissertation topic. You should be able to demonstrate knowledge of the origins of these methodologies and theories and key debates and practices and you should also be prepared to give examples of applications. Methodologies/theories might include postcolonial theory, performance theory, queer theory, affect theory, comparative performance study, cultural geography, theories of sound, media theory, philology, translation theory, etc. 

Written Examination #2

Student Name: Comprehensive Examination No. 2   (Theory/Methods) Committee Members:

This written examination consists of three questions that address the annotated bibliography that you submitted to your committee for this examination. These questions will be made available to you at a specific  TIME  on  DATE . You will have exactly one week to complete your responses and return your completed work to all the members of your RAC, as well as The Coordinator at the exact TIME one week from the DATE . Make sure that you answer all the parts of a given question unless the question gives you license to do otherwise. 

Oral Examination #2

The oral examination #2 will follow the written examination #2 in approximately two weeks. Proceeding to the oral does not indicate a passing performance on the written.

Comprehensive Examination #3 (aka "Proposal")

(Approximately 2 months after Exam 2)

Your third comprehensive explicitly prepares you to write your dissertation. It consists of a 20-25 page dissertation proposal, including detailed prospectus, primary texts, and critical sources, followed by a defense of the proposal. You will work with your Primary Research Advisor to prepare the proposal. Once you and your Primary Research Advisor are satisfied with your draft, you will circulate it to your RAC. The 1-hour oral defense will follow approximately two weeks later.

Written Examination #3/Proposal

A 20-25 page dissertation proposal challenges you to generate a blueprint of your project. It is usually composed of the following or most of the following elements:

• Abstract: a two to three sentence summary.
• Introduction: The introduction paints the "scholarly landscape." It addresses the following such questions: what is the issue or problem you mean to address, how does your inquiry relate to the (sub)field, and how does it fit into the current scholarly conversation?
• Review of scholarship (literature review): A review of scholarship addresses the following such questions: what have been the major developments relating to your topic, what are some questions that have been left open, and how do these lacunae bring you to your topic?
• The question: What is the problem or issue your dissertation will address, and what do you foresee as its contribution to the field?
• Methodology: This section outlines the conceptual/theoretical framework. Which theorists or school/s of thought do you expect to be using and why?  What is comparatist about your study?
• Research to date: Summarize what you have already done.
• Preliminary Outline: This section should include preliminary chapter divisions with brief explanations of what is in each (and even how one leads to the next).
• Timeline for Completion
• Selected Preliminary Bibliography

Oral Examination #3/Proposal Defense

In the 1-hour oral defense, your examiners will be trying to make the following judgments about your proposal: Is the topic viable? Is it original? Is the central question significant? Do you have the knowledge and skills needed to address the problem? Are the methods sound? Will the theory and methods enable you to make an argument? Are you likely to finish in a timely manner? The proposal generally serves as the basis for your introductory chapter and serves to guide you through the process of researching and writing your dissertation.

Title, Scope, and Procedure (TSP)

(Before starting 5th year of graduate study)

Although usually linked with the Dissertation Phase, the Student may want to bring work on their Title, Scope and Procedure (TSP) form as part of their prospectus. You must file your TSP form before starting your fifth year of graduate study.

Your project's "scope" defines its limits—what you intend to cover and what you intend not to cover. Your "procedure" describes the manner in which you intend to conduct your research. By defining the scope and procedure of your dissertation, you provide an initial outline or model for yourself as you research your topic.

You may file your  Title, Scope, and Procedure Form  as soon as your Research Advisory Committee (RAC) has signed it. The form also serves as a contract between you and your RAC. RACs normally consist of three tenured or tenure-track Washington University faculty members from within your degree program. These three members normally continue to become the core of the larger five-member Dissertation Defense Committee. 

Your dissertation's title, scope, and procedure may change in the course of your research. You are not required to file an amended form with the Graduate School, although getting your committee’s written approval of the changes may be advisable.

More information on the TSP can be found at  Dissertation Guidelines

Questions from students may be addressed to The Coordinator or [email protected] , including for a copy of the explicit examination procedures and regulations including time frame and approximate numbers of works included on each examination. The Coordinator will work with you and your committee to schedule all of the steps in the examination process.

Problems arising during the process that for whatever reason require intervention or mediation should be directed to the Director of Comparative Literature.

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Phd comprehensive exams.

Information on exam requirements for the PhD degree in mathematics can be found in the General Information on Graduate Programs (GIOGP) under Degree Requirements .

GIOGP information:

"The student’s Ph.D. Supervisory Committee will determine the timing and the content of the Ph.D. Comprehensive Exam. The Supervisory Committee is required to follow Graduate College rules regarding the Comprehensive Exam, which may be found online in the Graduate Catalog . In particular, the Comprehensive Exam must include a written portion and may, at the discretion of the Supervisory Committee, include an oral portion.

Typical Comprehensive Exams in the Mathematics Department consist of two parts; common formats for components of the exam include a written exam, an oral exam, or a research proposal. Comprehensive Exams are usually administered by the end of the third year of graduate study.

The decision as to whether the student has passed the Comprehensive Exam, and if not, which part(s) of the exam must be repeated, rests with the Supervisory Committee."

Answers to some FAQs:

The exam contents and formats are both determined by the supervisory committee, and this is often done in discussion with the student. The comprehensive exams do not need to be from courses in the department; frequently the exams are not based on a course sequence nor on specific individual courses.

The exam timing/proctoring is arranged by supervisory committees. Any supervisory committee that wishes to make use of the proctoring structure set up by the department for the qualifying exams each winter and summer has traditionally been welcome to do so, and so some comprehensive exams may be taken at that same time, organized by the supervisory committees, but most comprehensive exams take place at other times.

Forms to be filled out:

• The UNL Department of Mathematics Comprehensive Exam Progress Form:
• This form is available at https://math.unl.edu/graduate/forms/comprehensive_exam_progress_form.pdf . The information for each of the three parts of the form should be sent by the chair of the supervisory committee to the Graduate Programs Coordinator in the Department of Mathematics. In the semester that the supervisory committee is formed, the advisor sends information on the supervisory committee's decision on the content and format for the exams. Separately, each time a student takes a component of the Comprehensive Exam, the advisor should (promptly) transmit the supervisory committee's decision on whether the student has passed the exam.
• The UNL Admission to Candidacy Form:
• This form is available from a link in the Graduate Catalog . The form should be filled out by the student, signed by the supervisory committee, and sent to both the Graduate Programs Coordinator in the Department of Mathematics and the Doctoral Programs Coordinator in the Office of Graduate Studies, after the student has passed all components of the PhD Comprehensive Examination.

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Oral Exams & Defenses

There are 3 milestone exams required by the University for all graduate students: the Master’s Final Exam/Thesis Defense if you are a master's degree student, and the Oral Comprehensive Exam and Final PhD Exam/Dissertation Defense if you are a doctoral student.  These exams require pre-approval from the COGA at least two weeks prior to the exam date.  Your department will request this pre-approval on your behalf after the exam date is scheduled, so you should work with your department as early as possible to schedule your exam

Final Exams/Defenses must occur before the graduation deadline. If you are defending a dissertation or thesis, we recommend holding the defense at least 1 week prior to the deadline so you have time to complete post-exam edits to the manuscript.

Oral Comprehensive Exams for doctoral students must be completed within the following time periods in order for credit hours taken during that term to count toward your post-comprehensive enrollment : 

Fall = Aug 1 - Dec 31

Spring = Jan 1 - May 31

Summer = June 1- July 31

When you and your department seek approval to schedule one of these exams, COGA checks to ensure you have fulfilled certain requirements: 

Enrolled in the degree plan for which the exam is being completed 

GPA of 3.0 or above 

Completed close to or over 30 hours 

Enrolled for the current term (unless the exam is completed prior to the early graduation deadline) 

No waiting or incomplete grades 

Not exceeded the time limit for degree completion 

If the exam is a thesis or dissertation exam, I complete at least 1 thesis or dissertation hour 

For doctoral exams, COGA also checks to see that you have: 

Completed two semesters at full time enrollment as defined by the full-time enrollment policy OR at least 18 hours over multiple semesters 

Completed the Research Skills and Responsible Scholarship requirement 

Successfully passed the Comprehensive Oral Exam within the last 5 years (Final Exam only) 

Maintained appropriate post-comprehensive enrollment (Final Exam only) 

Finally, COGA will verify that the composition of exam committees is in accordance with Graduate Studies policies on Master's exam committee composition and Doctoral exam committee composition . Mediated attendance (teleconference or videoconference) by other members is allowable only if the student agrees to such arrangements. 

Related Policies

• Master's Final Exams
• Doctoral Comprehensive Exams
• Doctoral Final Exams
• Master's Oral Exam Committee Composition
• Doctoral Oral Exam Committee Composition
• Exam Attendance
• Graduate Faculty Appointments
• Research Skills & Responsible Scholarship

Exam Requirements

You must be enrolled in a minimum of 1 hour the semester in which you graduate (but not necessarily the semester in which you complete an exam, if the two are different).

The only exception: If all graduation requirements are completed within the first two weeks of the Fall or Spring semester, or the first week of the Summer session. In that case, you may graduate in that semester and are not obligated to enroll.

Additionally, you will not be allowed to take oral comprehensive or final examinations, or to go forward with a thesis or dissertation defense, if a waiting grade (WG) placeholder or an incomplete (I) grade is listed on your transcript.

For students submitting a thesis or dissertation:

When your department submits your exam date and information for pre-approval, your "My Graduation Checklist" Canvas site will be activated.

“My Graduation Checklist” is what you will use to submit all of your graduation documents to KU and to verify when your graduation checklist is complete.

Virtual Exam Frequently Asked Questions

Does my exam have to be done in-person.

No. The Graduate Student Oral Exam Attendance policy permits all students and/or committee members to participate in milestone exams remotely (e.g. video conferencing).  Milestone exams include: Milestone exams include: 

Oral or written comprehensive exams 

Preliminary exams 

Dissertation or thesis defenses 

Prospectus defenses 

NOTE: All participants in an exam involving remote participation must be fully aware of what is transpiring and fully able to participate in all components of the discussion with you and each other. Any material presented during the examination, orally or in writing, shall be seen and heard by all members. If a committee member has not arrived, the exam may not begin; if a committee member leaves, the exam may not proceed. Oral examinations that do not meet these participation requirements are not valid. 

I’d rather complete my exam/defense in person, but other members of my committee want to do it via video conferencing. Does my exam have to be remote?

Departments do their best to honor students’ wishes regarding in-person or remote exams; however, in cases where you prefer for committee members to be physically present, this preference may require delaying the exam.

If your preference for an in-person exam delays the exam long enough to impact your overall progress to degree, your department may require a remote.

How do I go about setting up an exam/defense via video conferencing?

You are encouraged to use Zoom. Zoom platform provides all of the features that will best support oral exams, including the “breakout room” feature that will allow the student to “step out” for the committee to confer, without ending the call. The University has a license with Zoom that allows you and faculty to use extended features for free. The following guide is a helpful resources: 

• Student General Guide to Using Zoom

What if a committee member doesn’t show up or their technology fails during the exam?

If a committee member does not arrive or appear, the exam may not begin.  If a committee member leaves or their technology fails, the exam may not proceed. Oral examinations that do not meet requirements in the Oral Exam Attendance policy are not valid.

Does my dissertation defense still have to be open to the public if conducted remotely?

Yes. Dissertation defense should be conducted via an online platform that allows other participants to join or observe for free via a computer or mobile device. The Zoom Guide to Final Defenses, found in your "My Graduation Checklist" Canvas course, provides instructions on setting up a link to the defense that anyone can use to join/participate. Your COGA Advisor or graduate support staff member will share the link and announce the defense with others in the department, as they would an in-person exam. 

How do I get my committee members to sign my required graduation documents if the exam is remote?

We accept electronic signatures from committee members on all required graduation documents. To collect them simultaneously, we suggest using an online electronic signature tool, such as PandaDoc. Detailed instructions for correctly setting up a free PandaDoc account for personal use can be found in your "My Graduation Checklist" Canvas course.

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Oral Comprehensive Exam

Every doctoral student in mathematics shall pass their oral comprehensive exam within 3 years of first enrolling in the doctoral program.

Purpose:  The Oral Comprehensive Exam is designed to allow a student to show they are ready to work on their PhD thesis and receive input from a committee of experts on the direction of their work. Some key components of the exam are:

• The students will demonstrate that they have mastered enough material in a specialized area of mathematics to begin working on their thesis.
• The students will demonstrate that they can synthesize and critically evaluate research literature in their area of specialization.
• The students will demonstrate that they can formulate and discuss interesting open problems and/or areas in need of development in their area of specialization.
• The students will demonstrate their ability to communicate mathematics ideas orally. This will include providing background, context and motivation for the problems considered as well as being able to express mathematical arguments or ideas in a cogent manner.
• The student will demonstrate their ability to communicate mathematical ideas in a written form through the oral exam proposal.
• The students will receive feedback from the committee members about potential directions their proposed work can take and connections with other parts of mathematics.

Format:  The oral exam involves a 40 to 45 minute talk by the students on their area of research making sure to address the above issues. This will be followed by 10 to 15 minutes of questions and comments from the audience that will hopefully include constructive ideas about the work and/or their presentation. The exam committee will consist of at least 4 faculty members: the dissertation advisor, two more members chosen by the student and his or her advisor, and an additional member appointed by the graduate director or the graduate committee. The general public is allowed in oral exams during the talk portion and can ask questions, but there should be some time for the committee to ask questions and make comments to the student in private. Lastly the committee will meet privately for a few minutes to discuss the performance, vote on whether the student passes, and fill out the appropriate forms.

Exam proposal:  The oral exam proposal must be completed at least one week before the exam, and submitted to all committee members. The proposal should be between one and three pages, preferably typeset with TeX or LaTeX, consisting of the following elements:

• List of the committee members for the exam.
• A brief, but careful and precise, discussion of area and direction of the student's research.
• A list or discussion of the literature read to prepare for the exam.

This material will help the committee provide better feedback to the student, allow the student to practice mathematical exposition, and provide a record of the student's direction of research at one point in time (but this is not meant to limit the direction a student's research ultimately takes).

Required Forms:  The committee chair will complete and sign the  Oral Comp Form  (by following the instructions here ) at the conclusion of the exam. It is the student's responsibility to print this form, take it to the exam, gather all the required signatures, and then submit the form to the graduate director.  The student will also need to contact the committee members to individually complete the  Oral Survey Form . The student's advisor will then collect these forms and hand them to the graduate director. The student should provide the committee members with a link to this website and the survey form prior to the exam, so that they are fully aware of the parameters of the exam. The survey forms may also be filled out online and emailed to the graduate director, in case some committee members were participating in the exam via remote video conferencing.

Department of Comparative Literature

You are here, qualifying examination for the doctoral degree (“orals”).

Qualifying Examination for the Doctoral Degree (“Orals”)

Candidates for the Ph.D. must take a qualifying oral examination in the fifth term of study. Orals assess students’ knowledge and understanding of their disciplines . The exam includes topics from areas in which the student has gained some expertise (through course work or teaching) and from areas in which he/she wants to acquire expertise, notably, to think ahead for possible dissertation topics.

The exam will consist of six topics examined for fifteen minutes each for a total length of two hours. Topics must cover three national literatures, several historical periods (at least one modern and one pre-Renaissance topic), and three literary genres (poetry, narrative fiction, drama). These fields and accompanying reading lists will be selected in consultation with the examiners and the director of graduate studies in order to allow the student to demonstrate knowledge and command of a range of topics.

Attendance at Exams

The oral exam is conducted in the presence of several professors (at least two from Comparative Literature), each responsible for one or more questions; the DGS may also attend.  

Scheduling of the Exam

All qualifying exams will typically take place in the first two weeks of December of each academic year and  scheduled by the Graduate Registrar in the late spring or early summer to ensure sufficient time for preparation. Selection of the date and time of the exam will focus on the availability of the examiners and the student. Other schedules are possible in certain circumstances; please consult the DGS about these details.

Preparation of Topics/Lists

Students preparing to take their exams in December should complete the preparation of the six initial lists of proposed topics by April 15. Each list should consist of a mix of primary and secondary works.

Conception and preparation of these lists, as well as the questions about them that will be asked at the exam, should focus on a specific problem or problems for literary study, but should also demonstrate chronological, theoretical and geographical range. One useful measure might be to think of each reading list as the equivalent of a seminar course of assigned readings in terms of depth, range, and volume.

The student will find professors who would agree to examine him/her on each topic, based on a bibliography compiled in advance, prepared by the student and approved and signed by both the professor and the DGS . After obtaining the signature of approval of the individual examining faculty member on each of these lists, copies should be submitted to the department office. They will also be signed by the DGS and kept in the student’s file.

Submission and Distribution of Final Lists Prior to Exam

When each examining faculty member has approved and signed the final list of readings—usually two weeks before the exam date—the student will submit that final list to the department office as above. These lists will be distributed to all three examiners and the DGS , with copies on file for other faculty members who may wish to inspect them. If the student and an examiner subsequently agree to changes in any one of the three lists, a revised list may be submitted, but no such revisions shall be accepted less than two weeks prior to the scheduled date of the exam.

The examination will last for two hours, with 15 minutes for each of the prepared topics. Students should come prepared with a brief statement about the proposed area of dissertation research or the questions that might lead to a dissertation: the exam will open with the candidate being asked about the proposed direction for future research. Often, this initial description can help shape the exam itself. Candidates should not only be prepared to demonstrate specialized knowledge of their examination subjects, but also a capacity for conveying this knowledge in accessible terms.

“Distinction”

The Graduate School provides departments with the opportunity to indicate that a student has passed the qualifying exam “with distinction” when it deems this to be the case. This commendation is only very rarely extended. The faculty must recommend “distinction” unanimously, and will consider this designation only at its own discretion.

Sample Orals Topics and Lists [ PDF ]

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Dept. of Department of Mathematics

Earn admissions to a nationally ranked program.

Incoming Ph.D. students are expected to pass  qualifying examinations  by the end of their third semester in the Ph.D. program.

After passing the qualifying examinations, students are expected to select a thesis adviser and form a doctoral committee. The committee administers the comprehensive examination (no later than the end of the sixth semester of study) and offers counsel to the student as his research progresses.

• No credit will be given for any course in which a grade of less than B is received.
• A minimum grade point average of 3.0 is required for graduation for all advanced degrees.

Requirements

• American English Oral Communicative Proficiency Test (AEOCPT)-International students only  ( Graduate School requirement) This exam must be taken upon arrival during the week of orientation. Students who pass the exam may teach without restrictions; marginal or failing students must register for the appropriate ESL course .  
• SARI/CITI (Scholarship and Research Integrity/Collaborative Institutional Training Initiative) ( Graduate School requirement ) The  SARI@PSU program is composed of two parts: an online course, and an interactive, discussion-based component; and encompasses content that is both interdisciplinary and discipline-specific. The online portion Part 1 ), offered through the Collaborative Institutional Training Initiative (CITI), provides a common language and understanding of the history and principles of the responsible conduct of research. This requirement must be completed within the first two weeks of the semester of arrival. The discussion-based component Part 2)provides an opportunity for in-depth exploration of important issues unique to each field of study. Part 2 is completed by attendance at the Graduate Student Seminar (see below).  
• Qualifying Examinations  ( Departmental requirement ) Ph.D. students are expected to pass four qualifying examinations out of the following areas: real analysis, linear algebra, abstract algebra, complex analysis, functional analysis, topology.  All students are required to pass real analysis and complex analysis. Students may then choose between linear and abstract algebra and functional analysis and topology.  Exams must be completed by the end of their third semester in the Ph.D. program. The system of qualifying examinations is explained in detail  here:  Qualifying Exams .  

Colloquium Attendance Requirement  ( Departmental requirement ) Students year one (1) through the semester of the Ph.D. Oral Comprehensive Examination are required to attend at least 12 colloquium talks each academic year. Four (4) of the talks may be substituted by Departmental Seminars. First-year students (only) may substitute Student Colloquium talks for some of the required Departmental Colloquium talks. Students post-comprehensive are required to attend six (6) colloquium talks with NO substitutions.  

• Graduate Teaching Assistant Training (Department Requirement) -The Graduate Teaching Assistant Training Program is offered every fall semester. This program provides training in teaching for all new graduate students. Attendance is mandatory for ALL sessions for ALL new graduate students!  
• Graduate Student Seminar Requirement ( Departmental requirement ) This is a three credit course offered every spring. It is a requirement that every student successfully completes the seminar before his or her third year of study.  
• Ph.D. Candidacy  ( Graduate School requirement ) The Department of Mathematics will recommend Ph.D. candidacy after a student has passed all qualifying examinations and successfully completed 18 credits of Mathematics courses. Admission to candidacy is conferred by the Graduate School.  
• Oral and Written English Competency  ( Graduate School and Departmental requirement ) A candidate for the degree of Doctor of Philosophy is required to demonstrate high-level competence in the use of the English language, including reading, writing, and speaking, as part of the language and communication requirements for the Ph.D. Oral competency is assessed by the GTA (Graduate Teaching Assistant) Oversight Committee. Written competency is evaluated by the students' advisor. For additional detail, please see  Oral and Written English Competency .  
• Advisers and Doctoral Committees  ( Graduate School requirement ) Consultation or arrangement of the details of the student's semester-by-semester schedule is the function of the adviser. General guidance of a doctoral candidate is the responsibility of a doctoral committee consisting of four or more active members of the Graduate Faculty, which normally includes at least two faculty in the major field and is chaired by the student's adviser. This committee is appointed by the Graduate Dean through the Office of Graduate Programs, upon recommendation of the Director of Graduate Studies. A student should have an adviser by the end of their fourth semester and must have an adviser by the end of their fifth semester in the Ph.D. program.  
• Course Requirements  ( Departmental requirement ) Students must receive a minimum grade of B in at least eleven 3-credit 500-level mathematics courses. Students must take the Graduate Student Seminar before the third year of study.  
• Starting 5/8/23:  All Modes Allowed The comprehensive examination may be held fully in-person, fully remote, or hybrid with some individuals participating in-person while others participate remotely. Student preference for delivery mode should be strongly considered, but the student and adviser must agree on the mode. If the student and adviser cannot agree on the mode, the Graduate Program Head will make the final decision. Either the student or adviser can appeal the decision of the Graduate Program Head to the ( insert appropriate graduate education administration role for the unit role, e.g. Associate Dean for Graduate Education, Director of Academic Affairs, etc. ).
• Ph.D. Thesis  ( Graduate School requirement ) The ability to do independent research and competence in scholarly exposition must be demonstrated by the preparation of a thesis on some topic related to the major subject. It should represent a significant contribution to knowledge, be presented in a scholarly manner, reveal an ability on the part of the candidate to do independent research of high quality, and indicate considerable experience in using a variety of research techniques. The contents and conclusions of the thesis must be defended at the time of the final oral examination. A draft of the thesis must be submitted to the doctoral committee a month before the final oral examination.  

Starting 5/8/23:  All Modes Allowed

The final oral examination (dissertation defense) may be held fully in-person, fully remote, or hybrid with some individuals participating in-person while others participate remotely. Student preference for delivery mode should be strongly considered, but the student and adviser must agree on the mode. If the student and adviser cannot agree on the mode, the Graduate Program Head will make the final decision. Either the student or adviser can appeal the decision of the Graduate Program Head to the ( insert appropriate graduate education administration role for the unit role, e.g. Associate Dean for Graduate Education, Director of Academic Affairs, etc. ).

• Residency Requirement  ( Graduate School requirement ) After being admitted to candidacy, the student must be a full-time graduate student as defined by the Graduate Bulletin for two consecutive semesters (excluding summers) before comprehensive examinations can be scheduled.  
• Continuous Registration  ( Graduate School requirement ) After a Ph.D. candidate has passed the comprehensive examination and has met the two-semester full-time residency requirement (above), the student must register continuously for each fall and spring semester (beginning with the first semester after both of the above requirements have been met) until the Ph.D. thesis is accepted and approved by the doctoral committee.

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Comprehensive Exams

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Comprehensive exams are a mandatory component of doctoral programs at McGill. The purpose of comprehensive examinations is to determine whether the student demonstrates the necessary research skills and academic achievements to continue in the Ph.D. program.

The comprehensive examination (or its equivalents, such as qualifying examination, core area examination, preliminary examination, candidacy paper, comprehensive evaluation, thesis proposal, etc.) is program-specific. Units must provide their students with detailed information regarding timing, format, and assessment parameters in advance of the examination.

Please refer to the PhD Comprehensives Policy for the university-wide framework for comprehensive exams.

Best practices

There can be no more than two comprehensive exams (a retrospective and/or a prospective comprehensive exam). Retrospective comprehensives assess foundational knowledge of the discipline, while prospective comprehensives assess the student’s ability to conduct independent and original research. Depending on the format(s) they choose, units must respect the following guidelines when establishing their comprehensives:

• Guidelines for retrospective comprehensive exams
• Guidelines for prospective comprehensive exams

Additional resources

For practical advice on preparing for comprehensive exams, consult the Graduate Supervision website .

This work is licensed under a Creative Commons Attribution Non-Commercial 4.0 International License . Graduate and Postdoctoral Studies, McGill University .

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Comprehensive Examination

As outlined in the graduate catalog , the comprehensive exam consists of 3 parts: a written breadth exam, a written depth exam, and an oral exam.

Applying for Comps

For full-time students who enter the Ph.D. program already holding an MS degree in an IT-related area, the DPC expects that comprehensive examination would typically occur in the 4th or 5th semester of study (excluding summers).

Students must apply to take their comprehensive examination one semester in advance. In order to apply students, must:

• Have an approved plan of study on file with Graduate Studies
• Have completed all IT Ph.D. Core Coursework prior to the semester of the exam
• Have identified a committee of depth-examiners made up of at least 3 IS&T graduate faculty members with relevant expertise in the student's research area.

Students should complete the application for the comprehensive examination , indicating members of the depth-examining committee and the selected breadth examination areas. Applications should be returned to the IS&T graduate advising office.

Applications will be reviewed and approved by the DPC during regularly scheduled meetings. Students are encouraged to submit their applications at least one month prior to the end of the term to ensure sufficient review time.

Written Breadth Exam (Part 1)

The breadth examination consists of two essay-style questions from each of two areas of interest within the field of information technology (ie, 4 questions total). Passing the breadth exam requires satisfactorily answering questions from both areas.

The list of possible examination areas of interest is specified by groups of IS&T graduate faculty members in advance, and these groups publish reading lists that constitute preparatory materials in that area. When applying for the comprehensive examination, students must select two areas in which to be tested.

The currently available breadth exam areas of interest are given below and link to the current reading list.

• Artificial Intelligence
• Computing Systems
• Digital Development
• Human-Centered Computing
• Project Management

Written Depth Exam (Part 2)

The written examination assesses students' ability to knowledgeably answer questions that are closely related to their current and future research goals. The depth-examining committee is selected by the student during the application for the comprehensive exam and must consist of the current faculty research advisor and two additional graduate faculty members from IS&T. All members of the committee are expected to have relevant prior experience in the student's research area.

The student and their faculty advisor will prepare a personal reading list of publications aligned with the student's intended dissertation research specialization. This reading list should be finalized no later than when the student applies to take the comprehensive exam.

The faculty advisor works with the other members of the depth-examining committee to prepare will prepare a minimum of two essay questions that assess the student's depth of knowledge in their individual research trajectory.

Pre-Proposal Document and the Oral Exam (Part 3)

Two weeks prior to the written comprehensive examination, students must submit a research pre-proposal document to their depth examining committee which outlines the intended dissertation research focus. This document must be formatted using the ACM Standard Conference Proceedings format. The pre-proposal should be between 5 and 10 pages in length, containing the following sections.

• Context: Describe the motivation and/or overarching context for the research you aim to conduct for your dissertation
• Background: Provide an original literature review of key work that frames the specific research you aim to conduct
• Goals: Clearly describe the primary research objectives and goals for your work. This will often include a proposed thesis statement, research questions, and/or specific hypotheses.
• Approach: Detail and justify the methods/approach you plan to use. If some of your research has already been completed, make it clear which methods correspond to work that is done and which are for future work.
• Contributions: Describe the current and expected contributions of your intended dissertation research.
• References: A complete list of all references cited in the pre-proposal should be given using the standard ACM citation format .

The pre-proposal document should be provided to all depth examining committee members prior to the written exam. Within two weeks of successfully passing the written exam elements, the student will give an oral presentation of the pre-proposal to the depth examining committee.

Passing the oral examination to the satisfaction of the depth examining committee will conclude the comprehensive exams. Students will then advance to candidacy, be allowed to enroll in dissertation hours and work towards a formal dissertation proposal to be defended at a later date as a separate program milestone.

For Students Admitted Prior to Fall 2019

NOTE: This content above provides details about the comprehensive examination procedures for the PhD in IT which took effect in the 2019-2020 graduate catalog. These procedures apply to all students who began their doctoral program in Fall 2019 or later. For those who started the program prior to Fall 2019, you may select to be evaluated under the old comprehensive exam procedures described in your applicable graduate catalog year OR under these new procedures. This selection must be made in writing at the time of initial application for comps and will apply uniformly to all three parts of the examination. The doctoral program committee strongly recommends evaluation under the new procedures, and its members are happy to discuss the differences with students considering this choice.

For completeness, below are additional details about how comps are administered under the old model, addressing any necessary adjustments due to other related procedures in the graduate program.

• Application for Comps : As described above in the new model, students must apply to take the comprehensive exam one semester prior to the written exam. The same application form is used for both models, just be sure to fill out the correct side of the form.
• Scheduling of Comps: The comprehensive exams for all students will take place on the same days, regardless of which model the exam is conducted under.
• Breadth Exam: Under the old model, students select 4 potential topic areas on which to be tested from the list of all research topics introduced during CIST9080 in the semester it was taken. When the application form is reviewed by the DPC, 2 of these areas will be selected for the breadth exam. In order to bring ensure the written breadth exam serves as a meaningful and uniform benchmark for students, DPC provides the additional details here to clarify the intent of prior graduate catalog descriptions. Faculty members who took part in the associated CIST9080 discussions will be asked to confirm any necessary preparatory materials with you by the end of the semester you filed your application for comps. Faculty may supplement reading materials discussed during that CIST9080 session in order to better help you understand that area or provide you with updated research since the course was taken; however, the overall topic must remain the same and students must be given sufficient notice of the preparatory materials. Passing the breadth exam requires satisfactorily answering both sets of questions.
• Depth Exam: If you already have an approved doctoral supervisory committee, this group of faculty will be responsible for setting the written depth exam as described in the graduate catalog. They will also work with students to recommend necessary preparation material. If you have not yet formed a full supervisory committee due to the new graduate studies timelines, you must identify a depth examining committee made of at least 3 IS&T faculty members at the time of application (see above). Faculty names should be clearly listed on your application for the comprehensive exam in both cases.
• Oral Exam: Under the old procedures, your formal dissertation proposal comprises the oral examination for comps. However, the DPC recognizes that proposals are often completed in a later semester than the written exams and that prior catalog policies prohibited enrolling in dissertation hours prior to completion of all parts of comps. To resolve this timing issue, the DPC will approve a limited number of dissertation hours pre-candidacy as students prepare the formal proposal provided that they have passed both the breadth and depth written exam. The expectation is that the oral examination will occur within 1 year of passing the written exams. The outcome of the oral exam should be documented on the appropriate form . Those passing the oral exam are then eligible to advance to candidacy.

Retaking Elements of The Exam

Guidance related to retaking exam elements apply consistently for all students, regardless of which comprehensive exam model is applied. Written breadth and depth exam elements are assessed on a strict pass/fail basis. Students may not be asked to revise answers submitted for these components of the exam.

Should a student fail any component of the examination (breadth, depth, or oral), the doctoral program committee will allow a second attempt in the subsequent academic term, excluding summer. A maximum of two attempts at comprehensive exams is allowed.

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Your Personal Program of Study

Advancing the body of knowledge through theory building and testing, our faculty work closely with each student to develop a program of study that is both interdisciplinary and tailored to meet the specific needs and interests of the student.

Required Credits

Our doctoral program requires full-time study on campus at UNC-Chapel Hill and completion of at least 48 graduate credits:

Program Requirements

Our Ph.D. program can be completed in as little as three years, and many students choose this path. With four years of guaranteed funding, others elect to stay longer to compete more effectively for research-intensive positions at Research 1 universities or to pursue more ambitious dissertations.

Students typically complete 10.5 credits (three, 3-credit courses, plus MEJO 801 for 1.5 credits) each semester their first year. They take 3-4 courses per semester in the second year. They then spend the remaining year or more enrolled in 3 credits per semester, focusing on completion of comprehensive exams and then the dissertation.

An example of how a student could progress through the program:

Credit breakdown

• 9 credits from three core courses
• 12 credits (four courses) in a substantive area
• 12 credits (four courses) of research methods
• 9 other course credits (three courses) selected in consultation with a faculty adviser
• 6 dissertation credits

Core courses

Our core courses ensure that students have a sufficiently broad base of understanding of the key areas of our field and are introduced to the academy. They equip you to talk intelligently with colleagues in various specialties, make connections between different areas of research, inform your teaching of undergraduates and develop strong relationships with your fellow doctoral students.

• MEJO 703: Mass Communication Research Methods
• MEJO 705: Theories of Mass Communication
• MEJO 801: Professional Seminar in Mass Communication

Additional courses

Each student takes four courses in the substantive area they choose and completes four courses in research methods that align with the student’s area of study and/or dissertation.

A student may earn up to 21 of the required course credits in courses taken outside our school, either in other UNC-Chapel Hill units or at neighboring universities, such as Duke, North Carolina Central or North Carolina State. A student may request up to 3 transfer credits for a relevant graduate course taken previously.

For course descriptions, please visit the UNC-Chapel Hill  course catalog . To review a course syllabus from a previous semester, please visit the Park Library’s syllabus archive .

Comprehensive exams and dissertation

As students finish coursework in their second year, they are also working toward finalizing the five-person committee (three school faculty members, two external members) that will help guide them through written and oral comprehensive exams, the dissertation proposal and defense, and the completion and defense of the final dissertation. Each Ph.D. student is on an individualized timeline, determined in collaboration with the student’s permanent adviser/dissertation chair.

Upon entering the Ph.D. program, each student is assigned an initial adviser to help acquaint the student with our program, culture and faculty. The student then seeks to identify a permanent adviser, who could be the initial adviser or anther faculty member with compatible research interests, by the end of the first year. The permanent adviser provides academic guidance throughout the rest of the program and chairs the student’s dissertation committee.

Prospective students are welcome to contact faculty members whose research interests align with theirs to learn more about their work. But because we assign each incoming student an initial adviser based on both research fit and availability, you should not seek a faculty member’s agreement to advise you. There is an opportunity in the application for admission to list UNC Hussman faculty with whom you’re interested in working.

Substantive Areas of Study

We support the below substantive areas in our school with faculty and courses. Each student selects a primary area in which to conduct scholarly research, while also developing competency to teach and/or practice in that area.

Media processes and production +

Study of the economic, ethical, historical, sociological and technological influences on media. This includes analysis of decision-making and examination of how new ways of conceptualizing news and journalism are influencing management decisions. Current and recent research topics that fall under this heading include changing news values for changing media, work-culture change in an evolving media landscape, shifting conceptualizations of international, ethnic and alternative media, advertisers’ responses to converged and multimedia operations and the influence of ethical standards on media practice and performance.

Legal and regulatory issues in communication +

Study of the law and public policy affecting communication. Current and recent research topics that fall under this heading include First Amendment theory, the intersection of law and ethics, regulation of online media, censorship, intellectual property and government regulation of commercial and corporate speech.

We offer a  dual-degree program  with the UNC School of Law, enabling students to earn Ph.D. and J.D. degrees in about five years, depending on their individual programs of study and progress.

Media uses and effects +

Study of how audiences process media messages and the effects of communication on audiences, often influenced by theoretical frameworks in cognitive, social and developmental psychology. Current and recent research topics that fall under this heading include media impact on health, media and identity, audience uses of media and the effects of news and message design elements on cognitions, affect and behavior.

Health communication +

Study of mediated communication and how it affects health-related attitudes, behaviors and health status. This includes the theory-based study of health messages, campaigns and social marketing, as well as the Internet and emerging communication technologies. Current and recent projects have focused on improving healthy diet, reducing tobacco use, preventing skin cancer, promoting HPV vaccination and increasing safer sexual behavior.

Political, social and strategic communication +

Study of the ways in which organizations, governments and members of social and political groups create and disseminate messages designed to persuade and inform. Current and recent research topics that fall under this heading include the impact of media on the political process and public opinion, the role of media in sociocultural identities, advertising effectiveness and brand communication, crisis communication, ethical transparency in strategic communication, the role of networks in public relations and advocacy, and social media and network analytics.

Doctoral Oral Exams for August 26, 2024 – September 6, 2024

The Graduate Dean invites all graduate faculty to attend the final oral examinations for the doctoral candidates scheduled as follows:

Ritabrita Goswami , PhD., Chemistry Monday, August 26, 2024, 2:00PM, ISB 321 and via Zoom.  Dissertation: “Designing Polymer-Based Nanomaterials for Enhanced Intracellular Therapeutic Delivery.” Vincent Rotello, Chair. 

Thomas Tran , PhD., Chemistry Monday, August 26, 2024, 11:00AM, Lederle 1681.  Dissertation: “Identifying Regulatory Mechanisms that Activate the CheA Kinase for Bacterial Chemotaxis.” Lynmarie K. Thompson, Chair. 

Chuyen Nguyen , PhD., Civil and Environmental Engineering Monday, August 26, 2024, 9:00AM, Engineering Lab II 118.  Dissertation: “Evaluating the Impacts of Pre-Oxidation and Intermediate Oxidation on Dual Media Filtration.” John E. Tobiason, Chair. 

Pedro Matos Llavona , PhD., Earth, Geographic, and Climate Sciences Tuesday, August 27, 2024, 1:00PM, Morrill Science Center 129 and via Zoom.  Dissertation: “Role of Hurricanes in Sediment Mobilization, Conveyance, and Deposition at Reservoirs and Mangrove Forests in Puerto Rico.” Jonathan Woodruff, Chair. 

Faith Umit Cetin , PhD., Political Science Tuesday, August 27, 2024, 10:00AM, via Zoom.  Dissertation: “Regime Contestation and Racial Enfranchisement in the United States: From the Progressive Era to the Voting Rights Act of 1965.” Amel Ahmed, Chair. 

Jorge Quesada Velazco , PhD., Economics Tuesday, August 27, 2024, 10:00AM, Crotty Hall 308 and via Zoom.  Dissertation: “Networks of Value and Power: Corporate Behavior, Diversity, and the Value of Elite Ties in the United States, 2016-2021.” Kevin L. Young, Chair. 

Aleksa Deric , PhD., Electrical and Computer Engineering Thursday, August 29, 2024, 1:00PM, Knowles Engineering Building 109.  Dissertation: “Evaluation of Defense and Attack Strategies for Chiplet-Based Systems.” Daniel Holcomb, Chair. 

Yingying Wang , PhD., Physics Thursday, September 5, 2024, 12:00PM, Lederle 1033 and via Zoom.  Dissertation: “Tunable Nonreciprocal Coupling Between Two Quantum Modules.” Chen Wang, Chair.

Rico Angell , PhD., Computer Science Friday, September 6, 2024, 9:00AM, via Zoom.  Dissertation: “Fast, Scalable, Warm-Start Semidefinite Programming with Application to Knowledge Editing and Mixedinteger Semidefinite Optimization.” Andrew McCallum, Chair. 

Yen-Chieh Lien , PhD., Computer Science Friday, September 6, 2024, 1:00PM, Computer Science 203.  Dissertation: “Data Generation for Weakly Supervised Neural Retrieval.” W. Bruce Croft, Chair. 

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