phd student exams

PhD Qualifying Exams

The requirements for the PhD program in Mathematics have changed for students who enter the program starting in Autumn 2023 and later. 

Requirements for the Qualifying Exams

Students who entered the program prior to autumn 2023.

To qualify for the Ph.D. in Mathematics, students must pass two examinations: one in algebra and one in real analysis. 

Students who entered the program in Autumn 2023 or later

To qualify for the Ph.D. in Mathematics, students must choose and pass examinations in two of the following four areas: 

• real analysis
• geometry and topology
• applied mathematics

The exams each consist of two parts. Students are given three hours for each part.

Topics Covered on the Exams:

• Algebra Syllabus
• Real Analysis Syllabus
• Geometry and Topology Syllabus
• Applied Mathematics Syllabus

Check out some Past and Practice Qualifying Exams to assist your studying.

Because some students have already taken graduate courses as undergraduates, incoming graduate students are allowed to take either or both of the exams in the autumn. If they pass either or both of the exams, they thereby fulfill the requirement in those subjects. However, they are in no way penalized for failing either of the exams.

Students must pass both qualifying exams by the autumn of their second year. Ordinarily first-year students take courses in algebra and real analysis throughout the year to prepare them for the exams. The exams are then taken at the beginning of Spring Quarter. A student who does not pass one or more of the exams at that time is given a second chance in Autumn. 

Students who started in Autumn 2023 and later

Students must choose and pass two out of the four qualifying exams by the autumn of their second year. Students take courses in algebra, real analysis, geometry and topology, and applied math in the autumn and winter quarters of their first year to prepare them for the exams. The exams are taken during the first week of Spring Quarter. A student who does not pass one or more of the exams at that time is given a second chance in Autumn. 

Exam Schedule

Unless otherwise noted, the exams will be held each year according to the following schedule:

Autumn Quarter:  The exams are held during the week prior to the first week of the quarter. Spring Quarter:  The exams are held during the first week of the quarter.

The exams are held over two three-hour blocks. The morning block is 9:30am-12:30pm and the afternoon block is 2:00-5:00pm.

For the start date of the current or future years’ quarters please see the  Academic Calendar

Upcoming Exam Dates

Spring 2024.

The exams will be held on the following dates:

Monday, April 1st

Analysis Exam, Room 384H

Wednesday, April 3rd

Algebra Exam, Room 384I

Thursday, April 4th 

Geometry & Topology Exam, Room 384I

Friday, April 5th

Applied Math Exam, Room 384I

PhD Qualifying Exam

Quals form :  application for qualifying examination, guidelines for conducting the phd qualifying exam via zoom:  zoom qualifying exam guidelines.

All PhD students need to complete and pass the qualifying exam, prior to the end of winter quarter of their second year of study (last day of class).  You must be registered in the quarter you take the qualifying exam.

The qualifying exam is an oral examination intended to provide the examination committee with evidence of your research preparedness and capabilities and allow the committee to give you useful feedback on your research direction.

Examination Committee

Your committee consists of 3 members, your advisor and two others. All committee members must be on the Academic Council, and at least two must be EE faculty (not courtesy).

You will be responsible for forming your exam committee and scheduling the exam date and room. Once the details of your event are finalized, bring the  Application for Qualifying Examination  form to the Degree Progress Officer. 

Room Scheduling

You are responsible for reserving a room for your exam. After you have located a room, if it is in the Packard Building or Allen/AllenX building, contact either Kara Marquez (for rooms in the Packard building) or Douglas Chaffee (for rooms in the Allen/AllenX building).

To schedule a room in another building on campus, please use Stanford 25live . View the Stanford 25live quick reference guide (PDF) .

Examination Format

• 15 minutes for the student to present background and proposed research.
• 15 minutes for the committee to ask questions. Question topics can include the presented research or related general topics.
• (Optional) 15 minutes for committee members to make suggestions.
• The Faculty committee will then deliberate. 

Final Reporting Procedures

After the qualifying exam, students must remind their committee to submit their vote at  gradapps.stanford.edu/QualsVote . 

If there is a split vote (2-1 for or against), the Degree Progress Officer will give the results to the Associate Chair for Graduate Education, who will make the final decision.

Exam results will be sent to you via email within 1 week.

QUESTIONS? 

Feel free to contact the Degree Progress Officer, Laura Wuethrich, Packard 165 or email  [email protected] .

Email forwarding for @cs.stanford.edu is changing. Updates and details here . CS Commencement Ceremony June 16, 2024.  Learn More .

PhD | Qualifying Examination

Main navigation.

The qualifying examination tests a student's depth of knowledge and familiarity in their area of specialization. Qualifying exams are generally offered in all areas covered by the written comprehensive exam. It is possible for a student to request a qualifying exam in an area not already offered, such as one that cuts across current divisions. The feasibility of this request is determined on a case-by-case basis by the PhD program committee. A student should pass a qualifying exam no later than the end of their third year.

A student may take the qualifying exams only twice. In some cases a conditional pass is awarded. When the designated conditions have been met (such as CAing for a certain class, taking a course, or reading additional material in a specific area), the student is credited with the pass. If a student fails the qualifying exam a second time, the PhD program committee is contacted because its an indication that the student is not "making reasonable progress". This is cause for dismissal by default from the PhD program. The qualifying exams are a University requirement and are taken very seriously. Therefore, sufficient time and in-depth preparation must be given to the quals area that the student chooses, to ensure success.

The format of the qualifying exams varies from year-to-year and area-to-area, depending on the faculty member or quals chair in charge of each specific exam. Examples are in-class written exams, "take-home" written exams, oral exams, written assignments and/or a combination of the above. The quals chair administers the exams and the results must be submitted to the PhD program officer, as they will enter the information into the University's Axess (PeopleSoft) and Departmental database systems. Passing the qualifying exam certifies that the student is ready to begin dissertation work in the chosen area. If a student wishes to do dissertation work in an area other than their qualifying exam area, the student's advisor and/or the faculty in the new area will determine whether an additional exam is required.

Information about the Qualifying Examination

The student's advisor needs to email [email protected] (and cc faculty who were on the Quals committee) the qual results.

• The candidate student must form a committee of 3 faculty members.  A committee needs to have (at least) 2 core AI faculty on it.  Upon request, we can consider having 1 core AI and (at least) 1 AI-affiliated faculty.  In all cases, at least 1 core AI faculty must be present.
• The student is asked to prepare a 30-minute presentation on a research project the student is working on.
• The student supplies to each committee member a short report summarizing the student’s research project and a list of references that is related to such a project. Report and list of references are due to the committee members 3 days before the exam.
• During the first half hour the student presents the research project.
• The second half hour comprises a 30min QA session related to the research project by the committee. During such sessions committee members can (but are not necessarily committed to) ask questions related to any of the papers in the list of references. This gives the opportunity to committee members to assess general mastery of the area the student is working on.
• Statistical Machine Learning (Percy Liang)
• Natural Language Processing (Dan Jurafsky)
• The candidate’s advisor/s should be a member/s.
• At least one member must be a Stanford CS faculty.
• Two members must be working in Computational Biology.
• One member will be non-computational from an affected field of biomedicine.
• At least two members must be doing work directly relevant to the candidate’s work.
• 30 minutes presentation on their research.
• 30 minutes presentation on 3 papers which are jointly picked by the quals committee and the student, relating to the student’s current and future research directions.
• After the exam has been taken, the candidate will email the CS PhD Student Services Admin, cc’ing all members of their quals committee, with the exam’s outcome.
• HCI (Michael Bernstein)
• InfoQual (Jure Leskovec)
• The physiqual will now consist of exams with faculty in 5 areas:  vision, geometry, math, graphics and robotics .
• The second part of the physiqual (which consists of a talk on a few selected papers) will no longer be part of the physiqual, given that there is requisites for the thesis proposal .
• For students who have already taken the second oral portion of the physiqual, we  suggest that their advisors exempt them through the thesis proposal requirement. As the current language of the thesis proposal requirement would seem to allow this.
• Form a panel of 3 professors (CS systems faculty). Select 3-4 papers, in consultation with the panel, in an area not identical to your thesis work for you to read, review and synthesize over a period of 3 weeks. Depending on the panel's advice, you may need to execute a small implementation project. For example, a project might answer a related research question, reproduce or compare results in a novel setting, or quantitatively investigate the implications of certain design decisions.
• The exam has a written and an oral component. Three weeks after selecting the papers, turn in a 5-10 page report (not counting references) as well as pointers to any software or hardware artifacts created as part of the project (if any). Approximately one week after submitting the report, make an oral presentation to the panel, followed by questions.
• Analysis of Algorithms
• Form a panel of three professors, select 3-4 papers in an area related (but usually not identical) to your thesis work for you to read, review and synthesize over a period of a month (30 days). Write a report on your review/synthesis, give it to the committee, and also make an oral presentation to the committee, followed by questions.
• The candidate student must form a committee of 2-3 faculty members, where at least one is a Visual Computing faculty member.
• The student and the committee agree on a list of at least 5 papers in the student’s research area of interest.
• During the first half hour, the student presents a lecture on the topics in the said papers and any relevant background.
• The second half hour comprises a 30min Q&A session where committee members can ask questions related to the lecture and any of the said papers. This gives the committee an opportunity to assess the general mastery of the research area the student is working on.

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How the PhD Program Works

Program Overview

Completing your doctorate at Wharton requires 5 years of full-time study. The first 2 years in the program prepare you for admission to candidacy by taking courses, qualifying exams, and starting research projects. In the last few years, you are primarily conducting research full-time including writing and defending your doctoral dissertation.

Admission to candidacy.

You begin by taking courses required for your program of study. All programs requires a preliminary exam, which may be either oral or written.

Some programs may have further requirements, such as an additional exam or research paper. If you enter with a master’s degree or other transfer credit, you may satisfy the formal course requirements more quickly.

Beginning the Wharton PhD Curriculum How the first two years of the Wharton program helped students discover their interests, learn the tools of the profession, and fuel their passion for teaching.

The Doctoral Dissertation

Upon successful completion of coursework and passing a preliminary examination, you are admitted to candidacy for the dissertation phase of your studies.

Your doctoral dissertation should contain original research that meets standards for published scholarship in your field. You are expected to be an expert in the topic you choose to research.

You are admitted to candidacy for the dissertation phase of your studies upon successful completion of coursework and passing a preliminary examination, but you can start thinking about and working on research of relevance at any time.

The dissertation process culminates with a “defense,” in which you defend the proposal orally before your dissertation committee.

While working on your dissertation, you interact extensively with Wharton faculty. Together with interested faculty, you create your own research community that includes your dissertation advisor and dissertation committee.

Policies and Procedures

Get more detailed explanation of course requirements, academic standards, the Teacher Development Program, time limits, and dissertation procedures and requirements.

Sample Program Sequence

Years 1 & 2.

Coursework Examination Research Papers Research Activities Field-Specific Requirements

Directed Reading & Research Admission to Candidacy Formulation of Research Topic

Years 4 & 5

Continued Research Oral Examination Dissertation

Hear From Our Doctoral Community

From undergrad to phd, from phd student to colleague, how wharton makes it easy to be successful.

Ph.D. Qualifying Examination

The Qualifying Examination is an important checkpoint meant to show that you are on a promising research track toward the Ph.D. degree. It is a University examination, administered by the Graduate Council, with the specific purpose of demonstrating that “the student is clearly an expert in those areas of the discipline that have been specified for the examination, and that they can, in all likelihood, design and produce an acceptable dissertation.” Despite such rigid criteria, faculty examiners recognize that the level of expertise expected is that appropriate for a 3rd year graduate student who may be only in the early stages of a research project.

See campus policies about the Qualifying Exam.

Professor Ana Arias and Professor John Wawrzynek have made available useful information for students planning to take the Qualifying Exam.  See slides  (Calnet authentication is required).

• For students entering Fall 2003 or later, the Qualifying Examination must be taken within 6 semesters of starting the program
• you need a total of at least four members on your committee
• at least three of the members must be regular UC Berkeley faculty that are member of the Academic Senate
• your advisor(s) cannot be the Chair
• One member must be from outside the EECS Department (As of spring 2020, the outside member can be a UCB faculty member with no more than 0% appointment in EECS, or a faculty member or distinguished researcher from another institution.  To request an off-campus person to be the outside member, students must request an exception by submitting a general petition , including the person’s CV, to their staff advisor for review with the Head Graduate Advisor. )
• Apply online through  Calcentral  under your “Dashboard”. On the right hand side for “Student Resources”, students will see an option to Submit a Form for Higher Degree committees. Choose the option for the Qualifying exam application.
• Department Qualifying Exam Application
• Completed and advisor approved White Card
• You must be registered the semester the exam is given. Summer quals are OK if you are registered the previous Spring or the following Fall semester.
• The prelim requirements (which include passing the oral exam and completing the prelim breadth course requirements) must be completed before a student is eligible to take the Qualifying exam. However, it is not required that all the coursework (e.g., the courses listed in the major and minors) be completed before taking the Qualifying exam.
• Students take quals, format A or B , within 6 semesters of starting the EECS graduate program. Format A : Research area survey, directions, evidence of research ability. Format B : Research area survey, directions, thesis proposal defense.
• Students passing only Format A for quals must also do a satisfactory thesis proposal defense within 10 semesters after matriculation.
• In the unfortunate case that a student does fail the qualifying exam twice, per the Graduate Division’s policy, a third attempt is not permissible. The student will not be eligible to continue in the doctoral program and may be dismissed.

In This Section

• Qual Eligibility
• Qual Deadlines
• Qual Committee
• Qual Format
• Applications for the Qualifying Exam
• Advancement to Candidacy
• Thesis Proposal Defense and Application

Ph.D. Student Guide

• Ph.D. Coursework
• Ph.D. Oral Exam
• Ph.D. Breadth Requirement
• Ph.D. Blue Card
• Ph.D. Applications for the Qualifying Exam
• Ph.D. White Card
• Ph.D. Advancement to Candidacy
• Ph.D. Thesis Proposal Defense and Application
• Ph.D. Qual Eligibility
• Ph.D. Qual Committee
• Ph.D. Qual Format
• Ph.D. Teaching Requirement
• Ph.D. Dissertation Filing Fee
• Giving the Ph.D. Dissertation Talk
• Ph.D. Dissertation Filing Procedure
• Ph.D. Technical Report Submission
• Ph.D. Graduate Division Surveys
• Ph.D. Commencement
• Ph.D. Diploma and Transcript
• Ph.D. Student Review Instructions
• Ph.D. Student Review Forms
• Ph.D. Student Review Frequently Asked Questions

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Qualifying Examination (Q Exam)

The following is a set of guidelines to govern the administration of the School of Electrical and Computer Engineering (ECE) Graduate Field’s Qualifying Examination. The purpose of these guidelines is to create a uniform, rigorous standard by which the ECE Graduate Field can assess the qualifications and preparation of students to continue in the ECE Ph.D. Program.

Format of the Qualifying Examination

The Qualifying Examination is an assessment of the qualification of incoming graduate students for a graduate program in the Field of Electrical and Computer Engineering. The overall outcome of the Qualifying Examination is determined during the Gradate Annual Review (GAR) by the entire ECE Field Faculty and holistically considers the following components to aware one of two possible outcomes.

• Results for a Set of Subject Area Examinations
• Grades for all Graduate Level Coursework taken at Cornell to date
• Direct input from the Student’s Advisor / Committee Chair describing the Student’s Research Progress
• Direct input from the members of the ECE Graduate Field Faculty describing the Student’s Progress and Demeanor as an ECE Ph.D. Student

Outcomes of the Qualifying Examination

• PASS - Based on the above points of criteria, the Student will have demonstrated the necessary ability and aptitude to continue in the ECE Ph.D. Program.
• FAIL – Based on the above points of criteria, the Student has not demonstrated the necessary ability to effectively continue in the ECE Ph.D. Program. The Student will be instructed to meet with the Director of Graduate Studies and his/her Advisor / Committee Chair to discuss the proper course of action.

Timing of the Qualifying Examination

• The Student’s Qualifying Examination results will be considered during the Graduate Annual Review (GAR) which usually takes place soon after the Subject Area Examinations are completed.
• The Qualifying Examination is offered once a year, at the end of the Spring Semester.
• Students are eligible to participate in the Qualifying Examination at any time during their first Four (4) Semesters of Enrollment of graduate study.
• Students must successfully complete the Qualifying Examination by the end of their Fourth Semester of enrollment of graduate study in order to remain in good academic standing as determined by the Field of Electrical and Computer Engineering.

Subject Area Examinations

Format of the subject area examinations.

• Subject Area Examinations are oral examinations with a duration of 20 – 30 minutes each.
• Random Processes and Probability
• Computer Architecture
• Computer Systems
• Circuits and Devices
• Solid State and Quantum
• Electromagnetics and Optics
• Digital VLSI
• Linear Systems  
• Each Subject Area Examination will focus on material covered in a reasonable undergraduate curriculum on Electrical and Computer Engineering. Subject Area Examinations will have an associate syllabus to act as a study guide.
• Subject Area Examinations are administered by a Two (2) Person Committee consisting of ECE Graduate Field Faculty Members that are well-versed in the corresponding subject.
• The Subject Area Examination Committee must not include a Student’s Advisor / Committee Chair.

Subject Area Examination Outcomes

For each Subject Area Examination, the Subject Area Examination Committee will aware One of Three Possible Outcomes:

• EXCELLENT – Student has demonstrated an excellent understanding of the corresponding Subject Areas that exceeds the expectations of a reasonable Ph.D. candidate within the ECE Graduate Field.
• SATISFACTORY – Student has demonstrated a satisfactory understanding of the corresponding Subject Areas that meets the expectations of a reasonable Ph.D. candidate within the ECE Graduate field.
• UNSATISFACTORY – Student has demonstrated an unsatisfactory understanding of the corresponding Subject Areas that is beneath the expectations of a reasonable Ph.D. candidate within the ECE Graduate Field.

The Subject Area Examination Committee will provide a written review of the Student’s performance on the Examination(s) and the justification for the awarded outcome.

Achieving an outcome of either EXCELLENT or SATISFACTORY on Two (2) or more of the Subject Area Examinations covering at least Two (2) separate Subjects is sufficient to complete the exam criteria of the Qualifying Examination.

Timing of the Subject Area Examinations

• Subject Area Examination are administered annually during a one-week period near the end of the Spring Semester.
• The scheduled dates of the Subject Area Examinations are determined by the ECE Director of Graduate Studies and will be announced in advance.
• Subject Area Examinations may potentially be administered at other times due to family, medical emergency or other exceptional circumstances only, as determined by the ECE Director of Graduate Studies.
• Students are encouraged to take Two (2) Subject Area Examinations on Two (2) Separate Subjects in their first year of graduate study.

Appeals of Subject Area Examination Results

• Students may appeal the results of a Subject Area Examination if he/she believes that an error has been made in his/her case.
• The Student must file a written appeal to the ECE Director of Graduate Studies within One (1) Week of receiving the results of the Subject Area Examination.
• The written appeal must be in the form of a formal, signed letter detailing the specific reasons why the Student believes the outcome of the Subject Area Examination should be changed.
• A finalized decision regarding the written appeal will be rendered by the ECE Director of Graduate Studies in consultation with the Graduate Committee.

Requests for Accommodations for Students With Disabilities

In compliance with Cornell University's policy and equal access laws, the School of Electrical and Computer Engineering are happy to discuss appropriate academic accommodations that students with disabilities may require in order to participate in the Subject Area Exams as part of the Qualifying Examination.

Requests for academic accommodations should occur at least One (1) Month in advance of the Qualifying Examination and Subject Area Exams, in order to make any and all necessary arrangements beforehand. ECE encourages students to register with  Student Disability Services to verify their eligibility for suitable accommodations.

Syllabi for ECE Qualifying Examination

Students may review details regarding each Subject Area in order to effectively prepare for the Subject Area Examinations.

01 Subject Area: Random Processes and Probability

Probability, Statistics, and Random Processes for Electrical Engineering by Alberto Leon-Garcia.

Basic Concepts:

Sample spaces, probability measures, outcomes, events, combinatorial approaches to computing probabilities, conditioning, total probability, independence, Bayes’ rule.

Random Variables:

Definition of, probability mass functions (PMFs), probability density functions (PDFs), cumulative distribution functions (CDFs), commonly used distributions, expectations, characteristic functions, moment inequalities.

Random Vectors:

Definition of, joint PMFs, PDFs, and CDFs, joint characteristic functions, conditional distributions and conditional expectation, joint moments, covariance matrices and their properties, jointly Gaussian random variables.

Limit Theorems:

Law of large numbers, central limit theorem.

Estimation:

LLSE and MMSE estimators.

MAP and ML detectors. 

Second-Order Random Processes:

Stationarity and wide-sense stationarity, autocorrelation, power spectral density, white noise, filtered random processes. 

Discrete-Time Markov Chains:

Definition, conditions for stationarity, n-step transition probabilities, stationary distributions, occupancy rates. 

Continuous-Time Markov Chains: 

Definition, conditions for stationarity, the forward and backward equations, Poisson processes, the M/M/1 queue, occupancy rates. 

02 Subject Area: Computer Architecture

Helpful resources:.

The area exam will cover the topics listed below. The following resources may be helpful in studying the topics. 

• Cornell Undergraduate Courses: ECE2300, ECE4750 
• References: “Digital Design and Computer Architecture” by Harris & Harris, “Computer Architecture: A Quantitative Approach” by Hennessy & Patterson, “On-Chip Networks (Synthesis Lectures on Computer Architecture)” by Peh and Jerger. 

Boolean Algebra: 

Axioms and main theorems of Boolean algebra; combinational logic minimization: Algebraic simplification, Karnaugh maps, don’t-cares, races. 

Combinational Blocks: 

Mux, demux, decoder, encoder; carry-propagate adder, carry-save adder, carry- lookahead adder; integer multiplication. 

Sequential Logic:  

D-latch and SR-latch; master-slave D-flip-flop; timing of latches and flip-flops (setup/hold times); timing analysis (max. clock frequency, critical path, clock skew); race conditions; FSMs, communicating FSMs; Mealy and Moore automata; sequential logic design; registers, counters, timers. 

Processors (basic): 

Instruction set architectures; single-cycle processor datapath and control unit; hardwired vs. microcoded processors; pipelined processors; resolving structural, data, control, and name hazards; handling exceptions; analyzing processor performance (iron law of processor perf.); transition from CISC to RISC. 

Memories:  

Memory technology (registers, register files, SRAM, DRAM); spatial vs. temporal locality; direct-mapped vs. associative caches; write-through vs. write-back caches; replacement policies; parallel-read, pipelined-write caches; integrating processors and caches; analyzing memory performance (avg. memory access latency); virtual memory, page table, TLB; virtually vs. physically addressed/tagged caches; cache coherence, MSI; memory consistency; locks, barriers. 

Networks: 

Integrating processors, caches, and networks; analyzing network performance (ideal throughput, zero-load latency). 

Processors (advanced):  

Superscalar execution; out-of-order execution: scoreboard, issue queue, reorder buffer, handling exceptions; register renaming: pointer-based, value-based schemes; memory disambiguation: finished-store buffer, finished-load buffer, load/store queues, in-order vs. out-of-order load/store issue; branch prediction: software-based, predication, one-level and two-level branch-history tables, tournament predictors, branch-target buffer, return address stack; speculative execution; VLIW processors: loop unrolling, software pipelining; SIMD processors: subword-SIMD, vector-SIMD; multithreaded processors: vertical multithreading, simultaneous multithreading. 

Note: 

It is not enough just to be able to describe concepts; you will need to be able to apply concepts in new contexts, and also be able to evaluate design alternatives. 

03 Subject Area: Computer Systems

Helpful resources: .

• Cornell Undergraduate Courses:  ECE2400, ECE3140, CS4410, [CS4450]
• References:  “All of Programming”, Hilton & Bracy, “Hard Real-Time Computing Systems” by Buttazzo (available online through Cornell Library), “Operating Systems: Three Easy Pieces” by Arpaci-Dusseau & Arpaci-Dusseau. 

Programs: 

Instruction set architectures: instruction encoding, register organization, endianness, control flow; compiling, linking, and loading. 

Calling Conventions and Stack: 

Parameter-passing conventions; stack structure; stack frame. 

Interrupts and Exceptions: 

Polling; interrupts; exceptions; software traps; system calls. 

Process Management: 

Time-sharing; context switching; scheduling: FCFS, round-robin, priority, SJF; aperiodic real-time: EDD/EDF; periodic real-time; rate-monotonic scheduling; inter-process communication. 

Memory Management and Storage:  

Program layout, stack, heap; Memory protection, translation, and virtualization: base/bound, paging, segmentation; TLB; virtual memory; memory allocation; basic I/O; storage. 

Concurrency: 

Critical sections; atomicity; mutual exclusion, progress, fairness; locks and monitors; RMW operations, t&s; ticket lock; semaphores; wait/signal; Hoare vs. Mesa semantics; readers and writers; producers and consumers; priority inversion, PIP, PCP. 

Networking:  

End-to-End argument, Physical networking: wireless, circuit-and packet-switched, mobile networks; data link: MAC addresses, error correcting codes; medium access: ethernet, wireless LANs, bridging; network layer: routing, congestion control, QoS; transport layer: sockets, UDP, TCP; application layer: remote procedure calls, DNS; security: basic crypto, symmetric key algorithms, public key, digital signatures, key management, firewalls/IPSec, authentication protocols, web security (SSL). 

Note:  

It is not enough just to be able to describe concepts; you will need to be able to apply concepts in new contexts, and also be able to evaluate design alternatives. 

04 Subject Area: Circuits and Devices

The Circuits and Device area Subject Area Exam tests for the physical understanding of the behavior of semiconductor electronic devices and the principles underlying the behavior, and the ability and understanding of the design, analysis, and limitations of fundamental circuits. 

This therefore includes the breadth of the behavior of electrons and holes and their transport in devices; modeling of that behavior in static, low frequency and high frequency conditions; and the application of such devices to circuits. Students are expected to demonstrate an understanding of devices (diodes, transistors and memories), transfer functions, feedback, and the limitations to the analysis of the physical behavior and models and the limits this places on their applicability. 

A list of Topical Areas in Circuits includes: 

• Derive transfer functions of RLC circuits in Laplace and Fourier domains and be able to sketch the Bode plot of a transfer function. 
• Apply Millers theorem to an amplifier with feedback (This includes real amplifiers such as common-source, common drain, etc). 
• Analyze basic op-amp circuits assuming an ideal op-amp. 
• Draw complete (with capacitors) small-signal model of a MOSFET or BJT. 
• Bias and Analyze a i) common source/common emitter amplifier, ii) common drain/common collector amplifier, and iii) common gate/common base amplifier for small signal gain, Zin and Zout for both low- and high-frequency cases (ie with and without including capacitors) 
• Analyze a CMOS inverter in large signal, low frequency behavior, both single and multi-stage 
• Analyze a cascode amplifier at low frequency for small signal gain, Zin and Zout. 
• Analyze a differential pair at low frequency for small signal gain, Zin and Zout. 
• Perform small-signal high-frequency analysis of an active current mirror. 
• Calculate common-mode gain of a differential pair biased with a current mirror. 
• Calculate the gain and transfer function of a simple op-amp. 
• Be able to estimate the input impedance of an op-amp or other large amplifier. 
• Common mode feedback 
• Improve linearity 
• Stabilize unstable systems 
• Understand noise sources due to pn-junctions, BJTs, MOSFETs, and flicker. 

A list of Topical of Areas in Devices includes: 

• Electrons and holes in semiconductors (donors, acceptors, carrier populations, thermal equilibrium, electrostatic potential, Fermi energy, quasi-Fermi energy, temperature dependences, transport by drift and diffusion, generation and recombination). 
• Energy description of device structures via band diagrams (conduction and valence band edges, quasi-Fermi energy and heterostructures). 
• Junctions and diodes (metal-semiconductor junctions, ohmic contacts based on tunneling and interface recombination, p/n junction) in static, quasistatic, dynamic, and at high frequencies and their models. 
• MOS junction (charge analysis, low-frequency, high frequency, deep depletion behavior, inversion layers, quantum-confinement effects). 
• MOSFET (sheet charge modeling of MOSFET, gradual channel approximation, characteristics in sub-threshold and supra-threshold conditions with drift and diffusive flow, quasistatic and small-signal models). 
• MOSFET at small scale (scaling, short channel effects, parasitic bipolars, gate tunneling, drain-induced barrier lowering, gate-induce drain leakage, hot electron effects, Instabilities and stress-induced leakage currents, and transistors based on SOI, double-gate, strain, high-permittivity and fins). 
• Memories (static and dynamic random access memories, non-volatile FLASH memories) 
• Bipolar transistors (Design, polysilicon emitters, Ebers-Moll models, breakdown, Gummel plots, graded heterostructure bases, SiGe, IIIV, high frequency and digital models). 
• Noise (Thermal, shot and 1/f noise, and such noise in MOSFETs and bipolar transistors) 

A reasonable text that tackles much of this breadth is Y. Taur and T. H. Ning, “ Fundamentals of modern vlsi devices ,” Cambridge, ISBN 978-0-521-83294-6 

05 Subject Area: Solid State and Quantum

The Material covered in ECE 4070 (Solid State Physics of Semiconductors and Nanostructures) and material on introductory quantum mechanics. 

Material covered in ECE 4070 can be found at the following course website: 

• https://courses.cit.cornell.edu/ece407/ (all lecture handouts) 

Material on introductory quantum mechanics can be found in the following book: 

• Title: Introduction to Quantum Mechanics (Chapters 1 through 9)
• Author: David J. Griffiths
• Publisher: Pearson Prentice Hall

06 Subject Area: Electromagnetics and Optics

There are five general areas in E&M that you are expected to understand with sufficient depth to be able to describe the physics and limitations of a simple device or process. 

Electrostatics

• Coulomb’s law 
• Poisson, Laplace equations 
• Gauss’s law of electrostatics 
• Potential energy 
• Image charges 
• Boundary value problems
• Energy stored in the electric field

Magnetostatics 

• Biot-Savart law
• Ampere’s law of magnetostatics
• Vector potential 
• Lorentz force and torque 
• Energy stored in the magnetic field

Maxwell’s equations

• Faraday’s law, induction
• Displacement current
• Constitutive relations 
• Solutions with rectilinear, cylindrical, and spherical boundary conditions 
• Plane electromagnetic waves, wave propagation, and evanescent waves 
• Polarization
• Reflection, refraction, interference 
• Energy conservation and Poynting’s vector

Waveguides, Resonant cavities, and Modes

• Electromagnetic boundary conditions 
• TE, TM, TEM waveguide modes 
• Fabry-Perot resonators
• Electric dipole fields and radiation
• Magnetic dipole fields and radiation
• Simple dipole arrays, and image dipoles 

07 Subject Area: Digital VLSI

• Cornell Undergraduate Courses: ECE2300, ECE4740 
• References: “Digital Design and Computer Architecture” by Harris & Harris, “CMOS VLSI Design: A Circuits and Systems Perspective” by Weste & Harris. 

VLSI General: 

Moore’s Law; Kryder’s Law; Koomey’s Law. 

MOSFET: 

P-N junction and diodes; operation regimes; body effect; short-channel effects; parasitic capacitances; switch model; pass transistors and transmission gates. 

CMOS Inverter: 

Voltage transfer characteristics; operation regimes; regenerative property and noise margins; latch-up; dynamic behavior; propagation delay; sizing (logical effort). 

Static CMOS: 

Pull-up and pull-down networks; CMOS gate synthesis and analysis; standard-cell design; stick diagrams and Euler path; timing characteristic (worst/best case delay, rise/fall times); gate sizing (logical effort); pass-transistor (PT) logic; transmission-gate (TG) logic. 

Dynamic Logic: 

Dynamic CMOS; domino logic; np-CMOS, zipper, and NORA logic. 

Sequential Logic: 

D-latch and SR-latch; master-slave D-flip-flop; timing of latches and flip-flops (setup/hold times); timing analysis (max. clock frequency, critical path, clock skew); race conditions. 

Wire Models:  

RC model; fringing capacitance; wire parasitics and crosstalk; Elmore delay; IR drop. 

Energy/Power Consumption: 

Static CMOS power consumption; dynamic CMOS power consumption; statistical power analysis; low-power design techniques; voltage-frequency scaling; leakage reduction. 

Architecture Transforms:  

Area/delay trade-off; coarse- and fine-grain pipelining; retiming; replication; iterative decomposition; time sharing.  

Adder Circuits:  

Full adder (various designs); ripple-carry adder; Manchester-carry chain; carry-skip adder; carry-select adder; carry-save adder (CSA); carry-lookahead adder (CLA). 

Arithmetic/Logic Circuits:  

Two’s complement/sign magnitude numbers; shifters and rotator circuits; comparator circuits; n-input multiplexers; array and CSA multipliers. 

Memories and ROMs:

NAND and NOR ROM; SRAM (design and sizing of 6T cells); DRAM (3T and 1T cells); NAND/NOR row decoders; precharge circuitry; sense amplifiers. 

08 Subject Area: Linear Algebra, Signals, and Systems

References: .

Linear algebra at the level of Gilbert Strang’s Introduction to Linear Algebra (see also the MIT couseware http://web.mit.edu/18.06/www/ ) or Sheldon Axler’s Linear Algebra Done Right . Signals and systems concepts at the level of A. V. Oppenheim and A. S Wilsky’s Signals and Systems . 

Linear Algebra: 

Vector spaces, linear mappings, spanning sets, bases and dimension of finite-dimensional vector spaces; nullspace, range, and rank of arbitrary real and complex matrices; determinant, trace, invertibility, eigenvalues, and eigenvectors of square real and complex matrices; inner-product spaces and orthogonal/unitary diagonalizability of Hermitian matrices; singular-value decomposition of arbitrary real and complex matrices; condition number of invertible square matrices. 

Signals Basics: 

Real- and complex-valued continuous- and discrete-time signals; convolution in continuous and discrete time. 

Systems Basics:  

Single-input single-output LTI systems in continuous and discrete time; impulse response; causality and BIBO stability of SISO LTI systems (definitions and impulse-response criteria). 

Spectral Concepts in Continuous Time: 

Fourier series of continuous-time periodic signals; Fourier transforms of continuous-time signals; the idea of frequency content and bandwidth of continuous-time signals; frequency response of continuous-time LTI systems; ideal filters. 

Spectral Concepts in Discrete Time: 

The discrete-time Fourier transform and the Sampling Theorem; frequency response of discrete-time LTI systems; The DFT and the FFT for N-point signals. 

Other Transforms and Applications:  

The two-sided z-transform and two-sided Laplace transform; transfer functions of continuous - and discrete-time SISO LTI systems; criteria for BIBO stability in terms of transfer functions. 

Doctoral Program - Qualifying Exams

Qualifying examinations in the statistics department are intended to test the students' level of knowledge when the first-year program, common to all students, has been completed. There are separate examinations in the three core subjects of (1) applied statistics, (2) probability theory, and (3) theoretical statistics.  Exams are typically taken during the summer between the students' first and second years, after the students have completed Stats 302, Qualifying Exams Workshop. Students are expected to attempt all three examinations and show acceptable performance in at least two of them. Letter grades are not given. Qualifying exams may be taken only once. After passing the qualifying exams, students must file for Ph.D. Candidacy, a university milestone.

What is a PhD Test / PhD qualifying exam?

Embarking on a PhD journey is a significant milestone in an academic career, and the PhD qualifying exam plays a crucial role in determining a student’s ability to progress in their program.

This exam, which tests a candidate’s understanding of their chosen field and their capacity to conduct high-level research, typically includes both written and oral components.

Success in this exam depends on thorough preparation, consistent study, and maintaining a balanced lifestyle.

The PhD qualifying exam serves as an assessment of a doctoral student’s comprehension of their chosen field and their ability to conduct high-level research. Passing this exam is a prerequisite for advancing to the next stage of their graduate program and commencing their dissertation research.

Here’s everything you need to know about it!

What is a PhD Qualifying Exam?

A PhD qualifying exam, a critical milestone in a doctoral student’s journey, serves as an assessment of a student’s comprehension of their chosen field and their ability to conduct high-level research.

Passing this exam is a prerequisite for advancing to the next stage of their graduate program and commencing their dissertation research.

Usually taken after completing coursework and before starting dissertation research, the qualifying exam’s format can differ by field of study.

Generally, students are required to answer questions posed by a committee of professors who are experts in their research area.

Success in this exam depends on demonstrating a deep understanding and command of their field.

The process reveals various tips and strategies for preparing for and succeeding in a qualifying exam.

Early preparation is essential, and students should allocate consistent study time, create a study schedule, and break their materials into digestible sections. They should also practice answering questions, ideally by simulating the exam with mock calls or committees.

During the exam, students should remember that they are in control of the conversation and steer it in their preferred direction. Instead of apologizing for not knowing an answer, they should use logical reasoning to provide educated guesses.

Taking time to answer questions and limiting responses to precise, succinct answers can also lead to success.

Finally, showing excitement about their project and viewing the exam as an opportunity for an engaging conversation with experts can make a significant difference.

Key Takeaways:

• The PhD qualifying exam is a critical milestone that assesses a student’s understanding of their chosen field and their ability to conduct research. Passing this exam allows students to progress to the next stage of their graduate program and begin their dissertation research.
• Adequate preparation is crucial for success in the qualifying exam. This includes allocating consistent study time, creating a study schedule, breaking materials into digestible sections, and practicing answering questions through simulations or mock committees.
• During the exam, students should remain confident and in control of the conversation, providing logical reasoning for educated guesses when unsure of an answer. Embracing the exam as an opportunity for engaging discussion with experts and learning from any mistakes will ultimately aid in academic advancement.

Failure is not the end of the journey; many students fail and later succeed after regrouping and learning from their mistakes.

With determination and the right strategies, students can conquer the PhD qualifying exam and advance in their academic careers.

What is the Format of the PhD Qualifying Exam? Oral, Written?

The format typically includes both a written and an oral component. The written exam involves answering questions related to the student’s research area and the surrounding literature.

The oral exam usually comprises a discussion of the student’s research proposal and the interpretation of research data.

Conducted by a committee of faculty members who are experts in the student’s research area, the qualifying examination evaluates the student’s performance on the written and oral components to determine their eligibility for moving forward with their PhD research.

The exam is taken at the end of the student’s second year or after the completion of their coursework.

In the case of an unsuccessful first attempt, a retake or second attempt may be granted, although a unanimous decision is often required from the committee members.

The PhD qualifying exam is an integral part of the graduate program admission process, ensuring that only the most qualified students are granted the opportunity to pursue a doctoral degree.

The PhD qualifying exam is a vital step in a student’s journey towards earning their doctorate, requiring dedication, preparation, and a deep understanding of their area of research to achieve success.

How Long Is the PhD Qualifying Exam?

Typically consisting of a written or oral examination, this comprehensive exam tests a student’s understanding of fundamental concepts in their chosen field.

Ranging from several hours to even days, the exam comprises multiple questions or tasks, assessing the candidate’s ability to apply their knowledge to complex problems.

The duration of the exam may differ across institutions, faculty expectations, and subject matter, but the importance of thorough preparation and mastering the subject matter remains constant.

With helpful tips and guidance from many schools and advisors, students can navigate this rigorous process, ultimately paving the way for their PhD candidacy and dissertation defence.

How Do You Prepare for the PhD / Doctoral Qualifying Exam? Tips to ace the test!

Preparing for the PhD qualifying exam can be an intimidating process, but with the right approach, it is manageable. As a crucial milestone in the PhD journey, this exam determines whether a student is qualified to continue their studies. To excel, consider the following steps and insider tips:

• Understand the exam format and requirements: Start by reviewing guidelines and past papers provided by your university to understand what to expect. Familiarizing yourself with the format helps to reduce anxiety and focus on the content.
• Create a study schedule : Allocate sufficient time to review course materials and research papers related to your field of study. A well-structured study schedule ensures that you cover all necessary material and stay on track.
• Form a study group: Collaborate with fellow PhD students to discuss and review material together. Sharing insights and learning from each other can strengthen your understanding and address any gaps in your knowledge.
• Practice with past exam papers: Working through past papers and taking self-assessment tests regularly will help you gauge your progress and identify areas that need improvement.
• Maintain physical and mental health: Don’t underestimate the importance of self-care during the preparation phase. Prioritize good sleep, healthy eating habits, and regular exercise to improve focus and concentration.
• Seek guidance: Consult your advisor or committee members for tips and insights on how to approach the exam. Their experience can provide invaluable guidance and help you avoid potential pitfalls.

Thorough preparation and discipline are crucial to succeeding in the PhD qualifying exam. By following these steps and maintaining a balanced lifestyle, you will be well-equipped to face this critical academic challenge.

What other entry tests and requirements are there for PhDs?

When pursuing a PhD, applicants must navigate a complex admission process that often goes beyond submitting academic transcripts and letters of recommendation. Various entry tests are required to assess a candidate’s suitability for doctoral study. One of the most common exams is the GRE (Graduate Record Examination), which measures a candidate’s aptitude for graduate-level work.

However, some universities and colleges may require subject-specific exams, such as the GRE Subject Tests, to evaluate an applicant’s knowledge in a particular discipline. These tests can be particularly important for PhD programs that demand a high level of specialization in a specific field.

In addition to these standardized tests, some PhD programs require applicants to have completed a Master’s degree in a relevant field before being considered for admission.

This prerequisite ensures that candidates possess a solid foundation in their chosen discipline and are prepared for the rigorous demands of doctoral research.

Another important aspect of the PhD application process is the submission of a research proposal, personal statement, or other supporting documentation.

These materials demonstrate the applicant’s interest, expertise, and ability to specialize in a particular area of study.

Lastly, international students may need to take an English proficiency test, such as the TOEFL or IELTS, to demonstrate their language skills if the program is conducted in English.

Entry tests and requirements for PhDs can vary significantly depending on the subject area and the institution. Prospective students should carefully research their options and ensure they meet all necessary criteria for the doctorate they wish to pursue.

Wrapping up – PhD/Doctoral Entrance examinations

The PhD qualifying exam plays a crucial role in a doctoral student’s academic journey, testing their understanding of their chosen field and their ability to conduct high-level research.

This comprehensive exam, which typically consists of both written and oral components, determines a student’s eligibility to progress in their PhD program.

To succeed in this exam, students must engage in thorough preparation, create a study schedule, form study groups, and maintain a balanced lifestyle that prioritizes physical and mental health.

In addition to the PhD qualifying exam, various entry tests and requirements, such as the GRE, subject-specific exams, and research proposals, may be necessary to assess a candidate’s suitability for doctoral study.

By understanding these requirements and dedicating the necessary time and effort to prepare, aspiring PhD students can navigate this challenging process and work toward achieving their academic goals.

Dr Andrew Stapleton has a Masters and PhD in Chemistry from the UK and Australia. He has many years of research experience and has worked as a Postdoctoral Fellow and Associate at a number of Universities. Although having secured funding for his own research, he left academia to help others with his YouTube channel all about the inner workings of academia and how to make it work for you.

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Advancing to doctoral candidacy.

The A exam is also known as the examination for admission to candidacy. This oral exam may include a written component, as determined by your special committee. You can take the exam after completing two registered semesters in your program, but before beginning your seventh semester—unless special permission is obtained from the dean.

Passing the A exam means the graduate faculty believes that you are ready to proceed into the dissertation phase of your degree program.

Some fields may offer a special master’s degree after a doctoral candidate has completed four semesters of registration and either passed the A exam or performed at the level of an A exam. This is a master’s degree awarded to a student who is continuing on for the Ph.D., and is awarded without completion of a thesis.

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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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6 Effective Tips on How to Ace Your PhD Qualifying Exam

It’s probably not your first day at the university and you are still exploring the campus, determining which place would be your “nook”. Just as you do, you find a place to sit and it then feels surreal as you reminisce, “How did I get here?”—from determining your areas of interest for research to finding the university that offers a suitable program, from drafting personal statements to finally receiving the acceptance letter. And as you are looking into oblivion surrounded by these thoughts, you feel content and just as you breathe a sigh of relief, you hear muttering sounds from some students passing by. What do you hear? — “…something…something…Qualifying exam!”. And that’s when reality strikes you! Although you are in the program now, you must prove your candidacy for it by passing the PhD qualifying exam.

Table of Contents

What is a PhD Qualifying Exam?

In simpler words, a PhD qualifying exam is one of the requirements that determine whether or not the PhD student has successfully completed the first phase of the program and if they should be recommended for admission to candidacy for PhD. It is also referred to as the PhD candidacy exam and is probably one of the most arduous times for doctoral students. Furthermore, it is imperative for all doctoral students to prove their preparedness and capabilities to apply and synthesize the skills and knowledge during the graduate program by appearing for the qualifying exam. An integral part of the qualifying examination is a research proposal submitted to the examining committee at least two weeks before the examination.

What is the Purpose of a PhD Qualifying Exam?

A PhD student is someone who enrolls in a doctoral degree program. Typically, a PhD program requires students to complete a certain number of credits in coursework and successfully pass qualifying exams, which is followed by the dissertation writing and defense. The purpose of a PhD qualifying exam is to evaluate whether the student has adequate knowledge of the discipline and whether the student is eligible of conducting original research .

This qualifying exam is a bridge that transforms a PhD student into a PhD candidate. The difference between a PhD student and a PhD candidate is that the student is still working through the coursework and is yet to begin the dissertation process, and thus do not qualify to present and defend their dissertation to receive their doctorate. This period of transition means there is no more coursework to complete or classes to take; it is a self-defined structure of work from now with guidance from your supervisors at regular intervals.

What is the Format of the PhD Qualifying Exam?

Just as no two research projects can be alike, so cannot the qualifying exams for two different students. Thus, rather than asking your seniors about the questions that they were asked, a better approach is to understand the format and the process of the qualifying exam.

Typically, a PhD qualifying exam is conducted in two phases: a written exam and an oral exam.

1. Written Qualifying Exam

After completing your coursework, the written qualifying exam is the first one that you must take. The aim of this exam is to assess your ability to incorporate your learnings from all of the different classes you took in the program to formulate research questions and solve your research problems. Ideally, each of your committee members will test you separately on this.

2. Oral Qualifying Exam

The oral qualifying exam is undertaken after completion of the written part. Its purpose is to evaluate your thought process and ability to conduct the research required to complete a PhD . Additionally, some universities require you to present your research proposal and defend it during your oral qualifying exam.

During the oral exam, each professor from your committee will ask few questions related to your research proposal and your answers from the written exam. Sometimes, the committee members may also ask you to draw your answers on the board, especially if it’s an equation, a molecular structure, mechanism, or a diagram.

4 Possible Outcomes of the Qualifying Exam

“what if i fail my qualifying exam”- the petrifying thought.

Though this is the rarest situation that PhD students face,  its possibility cannot be neglected. While the final result is based on what your committee members decide, they often give you a chance to retake the exam and meet certain conditions. However, if you fail the exam by unanimous decision of all committee members who oppose you from taking the reexam, you may have to leave the program and opt for another field of study or university.

But why should you be worried? You’ve got these nifty tips to crack your PhD qualifying exam!

Tips to Ace the PhD Qualifying Exam

Don’t you want to excel at your qualifying exam? Here are some things you should know!

1. Know Your Qualifying Exam Committee

• Identify the area of expertise of each committee member.
• Consult your seniors and other grad students who have worked with them and are currently working with them or have taken classes from them, or best—have had them for their own qualifying exam.
• Try to anticipate the pattern of their questions they are likely to follow and prepare your answers accordingly. However, do not spend too much time on this. It is likely, that your research proposal may give rise to a different line of questioning.

2. Know Your Subject

• Hit the library and stay updated with recent research in your field.
• Acquaint yourself with knowledge of your subject matter, as that’s what you’ll be tested on the most.

3. Know What is Expected of You

• Schedule a meeting with your committee members in advance, at least twice before appearing for your qualifying exam.
• Initiate a conversation about what you are expected to cover for the exam.
• Be an attentive listener and make note of their points as they speak.
• Ask them relevant questions so that you don’t get back to your room with doubts.

4. Know Your Plan

• Start with managing your time
• Organize your data and start writing the research proposal .
• Do not overcommit. Allot yourself 1–2 months of intense studying prior to the exam to master all the background and general knowledge you may need.
• Make your notes including textual as well as graphical content for quick revision.
• Request your supervisor or seniors to quiz you and critique your presentation. Work optimistically on their constructive suggestions.

5. Know the Challenges

• Presenting your proposal may at times be quite daunting. Hence, practice giving mock presentations during lab meetings or even in front of your mirror.
• Be prepared for technical as well as analytical questions.

  6. Know the Do’s and Avoid the Don’ts

• While presenting, follow a narrative approach to keep the committee interested in your research.
• Explain your research briefly and add details as you are asked.
• Don’t overwhelm the examining committee with irrelevant details.
• Ensure that it’s a stimulating discussion among peers.
• Dress professionally and stay composed.
• More importantly, take a good night’s sleep before your exam day.

Final Thoughts

As my research advisor would say, “There’s only one step that keeps you away or brings you closer to your goal. It’s for you to choose the direction!” Similarly, the PhD qualifying exam is that one step you take to reach closer to the hallowed status of “Doctor”. So follow these nifty tips and share them with your friends and colleagues for we know what the future of research holds for us. Let us know the challenges you faced while preparing for your qualifying exam. How was it different from the experiences of your colleagues? You can also visit our  Q&A forum  for frequently asked questions related to different aspects of research writing and publishing answered by our team that comprises subject-matter experts, eminent researchers, and publication experts.

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Participants gather for a group photo at the ODU Graduate Program in International Studies’ Annual Graduate Research Conference. College of Arts and Letters

Student Guide: The Ph.D. Comprehensive Examination

Introduction.

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.

TECHNICAL INSTRUCTIONS

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

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.

~Honor Pledge

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.

Guidelines to Answering Questions

(These are the instructions that come with the exam)

• There will be five questions. You must answer two.
• The exam lasts a total of eight hours. Allocate your time accordingly and make sure that each question has a concluding section.
• answer the questions as they are raised and not as you wish they had been raised b. illustrate your answer with appropriate empirical examples c. cite relevant sources d. make proper references to important interpretative debates, when appropriate
• how effectively you address each of the questions b. how well you know and manage your facts c. how soundly you handle and cite the literature d. how well you have developed and organized your argument e. the quality of your writing
• errors of fact b. misattribution of arguments in text and/or citation c. spurious citation of literature d. presentation of answer in bullet point format e. 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.

INTERNATIONAL CULTURAL STUDIES

• Explain the social construction of culture(s) and its significance to current political economic realities.
• Cite a case study of a post-colonial critique of nationalism. Explain the role of the imperial power and how that is legitimized or not.
• How is the concept of "nation" constructed in Modernity? How is this construction relevant to issues in international studies? Cite case studies where appropriate.
• Explain how cultural studies theories are important to the study and practice of international relations.
• Explain the importance of the media in the construction or reflection of the identity of immigrant, multicultural or diaspora communities.
• Graduate Program in International Studies (GPIS)
• 7045 Batten Arts & Letters
• Norfolk, VA 23529

Program Director

Regina Karp

• NORFOLK, VA 23529
• [email protected]

NATO Accreditation

NATO, a military alliance of 31 North American and European countries, accredited the ODU GPIS degree program as a "Selected Program" for alliance members' education and training. Currently, no other civilian academic institutions have been awarded the "Selected Program" designation by NATO.

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PhD Candidate vs Student: What’s the Difference?

Many people use the terms “PhD student” and “PhD candidate” interchangeably. However, these terms actually mean something quite different, including a different status level at universities.

We’re here to define the differences between a PhD candidate vs student, as well as other essential information, before you continue your educational journey.

Table of Contents

What I s a PhD student?

A doctoral student is anyone who is enrolled in a doctorate degree, also referred to as a Doctor of Philosophy (PhD) program. PhD students are typically required to complete a certain number of course credits and sit qualifying exams. Next, they can move on to conduct research and present it in the form of a dissertation.

A PhD is centered around self-directed research and possibly teaching/running tutorials, but they typically also involve a substantial amount of coursework and require attending classes, either online or in person.

Unlike candidates, PhD students are in the process of completing the required coursework for the degree. They haven’t passed the relevant qualifying exams yet.

What Is a PhD Candidate?

A PhD candidate has completed the required coursework and passed the qualifying exams for their doctorate program. They are currently working on their dissertation.

Most PhD students need to go through an application process  and show they meet certain requirements such as a relevant master’s degree . To become a PhD candidate, doctoral students need to pass an internal application process, typically involving a set of exams.

This stage involves significant research usually in innovative areas and incorporating this into a dissertation (this stage is sometimes referred to as “all but dissertation” [ABD]), as they’ve completed all other aspects of the program and satisfied these requirements. To complete their doctoral journey, a PhD candidate must defend their dissertation. Once they’ve successfully done this, they will be awarded their degree and move from PhD candidate to doctor of their chosen field.

PhD Candidate vs Student: 6 Key Differences

There are a number of key differences between a PhD student vs PhD candidate, from their status to the structure and nature of study.

Note: Some universities have recently started adopting hybrid approaches (where there is no clear difference between PhD students and PhD candidates). These programs don’t involve any qualifying exams and students typically begin the dissertation as part of their coursework. Most schools, however, continue with the traditional distinction between a PhD candidate and PhD student.

1. Program Stage

A PhD student could be at any stage of the doctoral program . Coursework still needs to be completed and qualifying exams must be passed. Students may be in the initial stage of the program or about to complete the coursework (before beginning their research).

On the other hand, a PhD candidate has completed all coursework and has at least started their research. They may have completed their dissertation and are preparing to defend it.

2. Research Progress

A PhD student may not have selected their research topic or settled on a particular research question. A candidate’s research is in progress and they should already have a clear research question.

3. Relationship with Advisors

A PhD student may not yet have an advisor. A candidate has an established working relationship with their advisor and works closely with them to complete their research and dissertation.

4. Level of Support

Although they work closely with an advisor, a PhD candidate is generally expected to work more independently than a student enrolled in a doctoral student. Once candidates reach this stage of their doctorate, they typically won’t receive as much direction or supervision.

5. Flexibility and Structure

Understandably, PhD candidates have more freedom and flexibility in their work. Most candidates choose their area of research, as well as the methods used to conduct their work. As part of their coursework, PhD students usually have to work within a set structure (e.g., completing core subjects, meeting deadlines).

Being a PhD candidate comes with a certain degree of status. If they’ve demonstrated a degree of expertise through completing qualifying exams, candidates can put the letters PhD(c) after their name.

Tips for PhD Candidates

A PhD is an advanced degree designed to demonstrate expertise in a given field, as well as high-level skills and abilities in various areas (including research and writing). As such, earning a doctorate can be a challenging process.

The following tips for doctoral candidates will help you put your best foot forward and set yourself up for success.

Stay Organized

Because PhD candidates have to balance many competing priorities, organization is essential. Using organizational tools such as calendars,  note-taking apps , and project management software can help you keep track of deadlines and meet your targets.

Focus on Your Research

PhD candidates likely have busy schedules with plenty of demands (such as teaching commitments and crafting a dissertation). As it’s the backbone of any doctoral program, be sure to prioritize this part of your work and monitor progress to stay on track.

Actively Seek Out Feedback

Because PhD candidates often work independently, there’s a risk of feeling isolated. Ask your advisors, mentors, and fellow candidates for feedback and advice. This will help ensure that you’re considering all aspects of your research question and multiple solutions, rather than focusing too intensely on a single area.

Take Advantage of Networking Opportunities

Networking is one of the biggest benefits for PhD candidates, so take full advantage of these events. Use this time to build a strong network of professors, advisors, fellow candidates, and other professionals you meet at conferences and events.

Take Care of Yourself

A PhD program can be taxing, and it’s easy for your mental and physical health to take a backseat. Make sure you exercise, eat well, and get enough sleep . Remember: Resting and recharging is crucial for working on your dissertation.

How Long Is a Typical PhD Candidacy?

Most PhD students require 1-2 years to complete their coursework and pass their qualifying exams. However, the length of a PhD candidacy is much more open. In most cases, programs take between two and five years, depending on:

• the complexity of the field of research
• the candidate’s other commitments, such as teaching load
• other abilities, such as a candidate’s level of organization.

Once a PhD candidate has completed their dissertation, they have to defend it successfully before a panel of faculty members before they can earn their doctorate degree. This process of defending a PhD dissertation can take several months.

Some universities specify a maximum length for PhD candidacy duration. For example, Carnegie Mellon University limits this to six years .

Benefits of Being a PhD Candidate

Being a PhD candidate can be rewarding for several reasons:

1. Research Opportunities

You’ll be exposed to vast research opportunities in your field. You may contribute to valuable discoveries while developing advanced knowledge and skills.

2. Networking

Through your PhD candidacy, you’ll also be in a great position to build gain a stronger network of fellow professionals.

3. Critical Thinking

A PhD candidacy can help you develop high intellectual independence and critical thinking skills.

4. Career Opportunitie s

A PhD is an advanced degree that allows you to build a rewarding career in the academic, government, and private sectors. PhD-holders can also expect to earn more than other graduates and are most likely to find a job.

5. Salaries

According to Northeastern University , professionals with a doctorate degree earn an average annual salary of $99,290 on average (and much more for the highest-paid PhDs ) and have a 1.5% unemployment rate. For master’s degree holders, the average annual salary is $81,867 average annual salary and a 2.6% unemployment rate.

6. Personal Fulfillment

Being a PhD candidate can help you pursue your passions. This advanced qualification will allow you to become a specialist in your chosen field, allowing you to hone in on the exact subject thatl fulfills you the most.

Qualifying Exams to Become a PhD Candidate

While requirements vary by program, to become a PhD candidate, most students will need to pass a set of exams. These will test students’ knowledge in the field, measure their research skills, and ensure they’re ready to start their dissertation research.

Traditionally, qualifying exams for PhD candidates involved a written test and an oral exam. These will cover a range of topics related to your field of study, with the oral component designed to demonstrate your level of understanding.

Some universities have recently started to issue doctoral students with a set of questions and have them submit the answers within a set timeframe (usually around two weeks). Other schools ask prospective doctoral candidates to submit a dissertation proposal instead of an exam.

Frequently Asked Questions

Can a phd candidate be called a doctor.

In most cases, a doctoral candidate cannot be called a doctor until after they successfully defend their dissertation and receive their doctorate.

Can I Put ‘PhD Candidate’ after My Name?

Once you’ve passed qualifying exams and embarked on dissertation research, you’re technically entitled to put “PhD candidate” or “PhD (c)” after your name. However, this is uncommon and not always recommended. It is generally more acceptable to mention that you are pursuing a doctorate (along with the field of research and university) or that you expect to complete your PhD in a certain year (on your CV and online profiles).

How Long Can You Be a PhD Candidate?

There isn’t a set length of time that a person can be a PhD candidate. The length of candidacy depends on a range of factors, including the subject of research and program requirements. Most PhD candidates complete this phase in around 3-5 years (where some university programs have set limits).

Do PhD Students Take Classes?

Yes, most PhD students must take classes and complete coursework as part of the first 1-2 years of their doctorate program. Once they’ve completed this coursework and passed qualifying exams, they move on to work on their research dissertation. At this stage, they’ll be considered a PhD candidate.

Key Takeaways

Now that you know the differences between PhD candidates vs. students, you’ve got a deeper understanding of how to obtain a doctorate. However you slice it, both will help you build your knowledge and skills to become an expert in your field.

However the program is structured, a PhD is a highly valuable degree that allows you to become a high-level professional and build a successful career.

If you know a PhD candidate who’s celebrating their accomplishments soon? Take a look at this guide to the best PhD graduation gifts .

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Lisa Marlin

Lisa is a full-time writer specializing in career advice, further education, and personal development. She works from all over the world, and when not writing you'll find her hiking, practicing yoga, or enjoying a glass of Malbec.

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What is a comprehensive exam?

March 12, 2019

A comprehensive exam is an evaluation that measures a student’s competency and mastery of concepts in the field of an academic discipline.

Passing a comprehensive exam, which may be in written, verbal, or some other format, indicates that a student is prepared to move into the dissertation phase of the degree.

Many graduate programs, especially PhD programs, require students to take comprehensive exams (which are also known as preliminary exams, general exams, or major field exams) as part of their program. The purpose of the comprehensive exam is to ensure the student is knowledgeable enough with his or her area of research to make an original contribution.

What should you expect from comprehensive exams—or “comps,” as they’re commonly called?

The nature of the exams will vary from school to school, and program to program, but here are a few of the most common formats, requirements, and expectations.

Comps formats

The formats for comps vary widely. You may find yourself doing any of these:

• Submission of an academic paper as a basis for the dissertation.
• Formal oral exam.
• Review of your academic portfolio.
• A series of proctored, or supervised, exams.

Your school and program will dictate the required format, and in some cases, you may need to take multiple types.

Comps requirements

Again, these will vary across schools and programs, with some requiring all, and others requiring some.

• Minimum GPA (at Capella University, a 3.0 GPA is required before taking the comps).
• Completion of all coursework.
• Completion of doctoral residency, if relevant to the program.
• Paperwork, such as the Comprehensive Exam request form.
• Possible additional requirements for students in licensure or practicum programs.

What the exams involve

Faculty are verifying that students grasp the key elements of research and the current state of their field enough to position their research to add to the collection of knowledge in the field. To that end, comps exam questions are usually focused around:

• Knowledge of the research methodologies and how to apply them in the student’s areas of specialization
• Theories and concepts that contribute to the body of knowledge in the student’s area of specialization
• Theory and research that can solve problems in the field

Your coursework prior to the comps should prepare you to thoroughly and knowledgeably discuss these questions. The comps are a mechanism for ensuring that students don’t begin dissertation work until they’re fully prepared to do so.

Many schools (including Capella) will allow you to re-take the comps if you don’t pass the first time.

If at any time you’re in doubt about your level of preparation for the comps, be sure to work with your advisors and mentors to address those concerns before scheduling them.

Capella University offers professional doctorate degree and PhD programs ranging from business to education and health to technology. Learn more about Capella’s doctoral programs .

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November 25, 2019

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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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Department of Agricultural and Applied Economics

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6.0. Doctor of Philosophy Degree Program

The doctoral program in Agricultural and Applied Economics is designed to develop a broad based competence in economic theory and in techniques of quantitative analysis. Dissertation research of students in our department usually addresses applied problems using contemporary economic theory and analytical methods. Students completing our program have demonstrated a high degree of success in academics, business, and government.

Two options are offered for the Doctor of Philosophy in the Agricultural and Applied Economics program. The first option does not require a minor. The second option includes a minor in Family Financial Planning—a joint Ph.D. program between the Department of Agricultural and Applied Economics and the College of Human Sciences. Completion of the Doctoral program in Agricultural and Applied Economics with a minor in Family Financial Planning qualifies graduates to take an exam administered by the Certified Financial Planning Board of Standards to become Certified Financial Planners.

6.1. Prerequisites

Most students will have completed the requirements for an M.S. degree or its equivalent before admission to the doctoral program. If the Master's degree does not meet the prerequisite requirements for entering our Master of Science program (see Section 5.1) then those requirements must be met in order to enter the Ph.D. program. Some exceptional students will be offered the opportunity to pursue a Ph.D. directly from a Bachelor's program. In this case, see the Graduate Coordinator for course and program requirements.

Background in algebra, partial and total differentiation, integration and basic matrix or linear algebra operations are very useful to perform well in coursework and research work.

6.2. Credit Hour Requirements

The doctoral program requires a minimum of 60 credit hours of course work beyond the baccalaureate degree and at least 12 credit hours of dissertation research (AAEC 8000).

6.3. Transfer of Credit

Transfer of graduate credit from other academic institutions may be allowed. The request for transfer must be initiated by the student and supported by the student's committee chair. Transfer decisions are made by the department Graduate Coordinator and must be approved by the Graduate School . Information required in support of transfer requests includes academic transcripts and course catalogue descriptions of each course proposed for transfer. Course syllabi may also be requested to support transfer decisions.

6.4. Substitution for Core Courses

Substitutions for core courses are allowed only under unusual circumstances. Requests for substitutions for core courses must be initiated by the student and his or her committee chair, to the department Graduate Coordinator and must be approved by the Graduate School . Final decisions on substitutions for core courses taught outside our department are made by the department Graduate Coordinator . Decisions on core courses taught in the department are made by the current instructor of the core course being replaced.

6.5. Ph.D. Comprehensive Examination

The purpose of the Ph.D. comprehensive examination is to test the student's ability to integrate knowledge from various subject matter areas and apply appropriate concepts and tools to issues and problems relevant to the discipline. The comprehensive exam is administered by a departmental committee twice each year (usually in May and August) and is normally taken at the end of the first full year of coursework. The exam has two parts which are taken separately. Part 1 of the exam focuses econometric methods and Part 2 covers microeconomic theory. Students have two opportunities to pass both parts of the exam. If both parts of the exam are passed on the first attempt then the student has successfully completed this degree requirement. If one or both parts of the exam are failed on the first attempt (usually in May), the student must retake the failed part(s) at the next offering (in the following August). A second failure of either part of the comprehensive exam will result in dismissal from the student's Ph.D. program.

6.6. Qualifying Examination and Admission to Candidacy

Graduate school rules require that all doctoral students successfully complete a Qualifying Examination for admission to candidacy for the doctor's degree. In the Department of Agricultural and Applied Economics the Dissertation Proposal Defense serves as the Qualifying Exam. Students are allowed two attempts to satisfactorily complete this examination. Failure to satisfactorily complete the examination on a second attempt will result in dismissal from the Ph.D. program. Further information on the Dissertation Proposal and Proposal Defense is provided in Section 9.0 of this Handbook.

6.7. Final Examination

All doctoral candidates are required to pass a public final oral examination which is usually over the general field of the dissertation. Candidates should consult the Graduate School for details regarding scheduling of the final examination. After the final examination, the professor conducting comprehensive exams will send a written notification of the results to the Graduate Secretary for the student's graduate file.

Doctoral candidates, with their major advisor, are required to find their own Dean's Representative for the Graduate School for their defense, preferably someone outside of the department.

Public announcement of exams will be done through the department Graduate Secretary. Exams must be announced at least four weeks prior to the exam date, without exception.

6.9. Degree Program Course Requirements

Listed below are the course requirements for the Ph.D. program options. Courses listed specifically by number are core courses. Note that the option II course requirements have been revised in consultation with the Department of Personal Financial Planning.

Ph.D in Agricultural and Applied Economics - No Minor Required (option1) 1

Course number / course title / credit hours.

• AAEC 5303 / Advanced Production Economics / 3
• AAEC 5307 / Applied Econometrics I / 3
• AAEC 6316 / Advanced International Trade and Policy / 3
• AAEC 5321 / Research Methodology in Economics/ 3
• AAEC 6302 / Food, Ag., and Nat. Resource Policy Analysis / 3
• AAEC 6305 / Economic Optimization / 3
• AAEC 6308 / Advanced Natural Resource Economics / 3
• AAEC 6310 / Demand and Price Analysis / 3
• AAEC 6311 / Applied Econometrics II / 3
• AAEC 6301 / Microeconomic Theory II / 3
• AAEC 6315 / Applied Microeconomics I / 3
• ECO 5311 / Macroeconomic Theory and Policy / 3
• Committee Approved Field Courses / / 24
• AAEC 8000 / Doctor's Dissertation / 12

Total Credit Hours 72

Ph.D. in Agricultural and Applied Economics - Minor in Family Financial Planning (option 2) 1,2

• AAEC 8000 / Doctor's Dissertation / 21
• PFP 5371 / Fundamentals of Personal Financial Planning / 3
• PFP 5372 / Asset Management II / 3
• PFP 5373 / Personal Financial Planning Cpstn. / 3
• PFP 5394 / Retirement Planning / 3
• PFP 5497 / Risk Management and Insurance Planning / 4
• PFP 5398 / Estate Planning / 3
• PFP 5362 / Asset Management I / 3
• PFP 5377 / Client Communication and Counseling / 3
• ACCT 5311 / Individual Study in Accounting / 3

total credit hours 85

1 Numbered courses are core courses. 2 Draft revisions pending review and approval of AAEC faculty.

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Electrical Engineering PhD

The Electrical Engineering PhD program studies systems that sense, analyze, and interact with the world. You will learn how this practice is based on fundamental science and mathematics, creating opportunities for both theoretical and experimental research. Electrical engineers invent devices for sensing and actuation, designing physical substrates for computation, creating algorithms for analysis and control, and expanding the theory of information processing. You will get to choose from a wide range of research areas such as circuits and VLSI, computer engineering and architecture, robotics and control, and signal processing.

Electrical engineers at SEAS are pursuing work on integrated circuits for cellular biotechnology, millimeter-scale robots, and the optimization of smart power groups. Examples of projects current and past students have worked on include developing methods to trace methane emissions and improving models for hurricane predictions.

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PhD in Electrical Engineering Degree

Harvard School of Engineering offers a  Doctor of Philosophy (Ph.D.)   degree in Engineering Sciences: Electrical Engineering , conferred through the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences (Harvard Griffin GSAS). Prospective students apply through the Harvard Griffin GSAS. In the online application, select  “Engineering and Applied Sciences” as your program choice and select " PhD Engineering Sciences: Electrical Engineering ​."

The Electrical Engineering program does not offer an independent Masters Degree.

Electrical Engineering PhD Career Paths

Graduates of the program have gone on to a range of careers in industry in companies such as Tesla, Microsoft HoloLens, and IBM. Others have positions in academia at the University of Maryland, University of Michigan, and University of Colorado.

Admissions & Academic Requirements

Prospective students apply through the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences (Harvard Griffin GSAS). In the online application, select  “Engineering and Applied Sciences” as your program choice and select "PhD Engineering Sciences: Electrical Engineering​." Please review the  admissions requirements and other information  before applying. Our website also provides  admissions guidance ,   program-specific requirements , and a  PhD program academic timeline .

Academic Background

Applicants typically have bachelor’s degrees in the natural sciences, mathematics, computer science, or engineering. In the application for admission, select “Engineering and Applied Sciences” as your degree program choice and your degree and area of interest from the “Area of Study“ drop-down. PhD applicants must complete the Supplemental SEAS Application Form as part of the online application process.

Standardized Tests

GRE General: Not Accepted

Electrical Engineering Faculty & Research Areas

View a list of our electrical engineering  faculty  and electrical engineering  affiliated research areas , Please note that faculty members listed as “Affiliates" or "Lecturers" cannot serve as the primary research advisor.  

Electrical Engineering Centers & Initiatives

View a list of the research  centers & initiatives  at SEAS and the  electrical engineering faculty engagement with these entities .

Graduate Student Clubs

Graduate student clubs and organizations bring students together to share topics of mutual interest. These clubs often serve as an important adjunct to course work by sponsoring social events and lectures. Graduate student clubs are supported by the Harvard Kenneth C. Griffin School of Arts and Sciences. Explore the list of active clubs and organizations .

Funding and Scholarship

Learn more about financial support for PhD students.

• How to Apply

Learn more about how to apply  or review frequently asked questions for prospective graduate students.

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Graduate Admissions

Apply now and waive the gre requirement.

Florida State University is waiving the GRE requirement for most Master's and Specialists programs.  Apply Now>

The Graduate Application Process

Step 1: Submit Your Application

Once you have decided on a desired start term and program, complete and submit your application online here . 

Many academic programs only accept applications for a specific admit term. Contact your academic department to determine which admit term to apply. It is recommended that you submit your application as soon as the admit term opens. This will allow you ample time to complete all of your departmental application materials and requirements. Please see university deadline information below. 

Step 2: Receive Email Invite to Status Page

After you have submitted your application, you will be routed to your Application Status Page . The Status Page is where you will pay your application fee, add recommenders to your application, and upload required application materials.

We recommend checking this page often for updates on your application, important university updates, and contact information for your department. 

Step 3: Complete your Application: the Status Page

Required application materials vary by department and will be reflected on your Status Page within one day. 

If your application requires letters of recommendation, you will be prompted to input recommenders' information. Be sure to notify your recommenders in advance that they will receive an email from FSU with instructions for uploading their letters directly to your application. 

The application fee is  30.00USD . You will be able to pay by credit card, debit card, or e-check.  Unfortunately, the Office of Graduate Admissions is unable to waive the application fee payment for graduate applicants.  

University Admission Requirements

Admission to graduate study is a two-fold evaluation process. The Office of Admissions determines eligibility for admission to the University, and the academic department or college determines admissibility to the degree program. Final admission to the University is subject to approval by the Office of Admissions. Please contact your department for program requirements.  

In order to meet university admission requirements, applicants must meet the minimum requirements listed below:

Previous Degree Earned Requirements

A bachelor's degree from a regionally accredited U.S. institution, or a comparable degree from an international institution, with a minimum 3.0 (on a 4.0 scale) grade point average (GPA) in all coursework attempted while registered as an upper-division undergraduate student working towards a bachelor's degree; OR

A graduate degree from a regionally accredited U.S. institution, or a comparable degree from an international institution; AND  Test Scores. (See below)

Test Score Requirements

Test scores from a nationally standardized graduate admission test that are acceptable for the academic program to which the applicant is applying.

Official test results are required from a nationally standardized graduate admission test. Use the following institution codes when requesting the official scores:

• The Graduate Record Examination revised General Test (GRE) FSU Institution code:  5219 ,
• The Graduate Management Admission Test (GMAT) FSU Institution code: PN8K567 ,
• The Miller Analogies Test (MAT) FSU Institution code: 5219 ,
• or an equivalent test that is acceptable for the program to which the applicant is applying. These scores are considered official only when they are sent directly to the Office of Admissions from the testing agency. Examinee copies are not considered official.

Although official scores are required, most departments will begin to review your application with self-reported scores, while they are waiting for the official scores to arrive.

Some programs offer an option to waive the GRE requirement. A list of these programs can be found here . In addition, FSU is currently waiving standardized entrance exam score requirements for all Masters and Specialists programs excluding The College of Business.

Transcript Requirements

Applicants  must  submit an official transcript (in a sealed envelope) from each college and/or university attended to the Office of Graduate Admissions. Transfer credit posted on the records of other institutions is not accepted in lieu of transcripts from the original institutions. Official transcripts for these credits must also be submitted. Applicants from U.S. institutions must submit an official transcript (in a sealed envelope) from each college and/or university attended to the Office of Graduate Admissions.  FSU transcripts or official transcripts already on file will be obtained by the Office of Admissions.

Florida State University now requires a course-by-course credential evaluation for all applicants that have degrees from a non-U.S. institution. International and domestic applicants with degrees earned from international institutions must submit their official transcripts through a NACES approved evaluator for transcripts from a non-U.S. institution. SpanTran has created a custom application for Florida State University that will make sure you select the right kind of evaluation at a discounted rate. The pathway will appear on checklist after submitting part 1 of the application.   Unofficial Transcripts   To upload unofficial transcripts, go to your Application Status Page under the "upload materials" section, and select "Unofficial College Transcript".  Be sure to upload transcripts from any university you have earned credits from.   Florida State University only allows for application review with unofficial transcripts from U.S. institutions. If an applicant has a transcript from a non-U.S. and U.S. institution then, we must wait for the credential evaluation to be received for the non-U.S. institution before the application can be reviewed.

The university policy allows for application review based on unofficial transcripts. Then, if admitted, you must submit official transcripts within your first semester. However, your department may have additional requirements regarding transcripts. Please contact your department for additional information.    Official Transcripts   We recommend that you have official transcripts sent to FSU electronically to  [email protected] . If this is not an option, you may submit an official transcript (in a sealed envelope) from each college and/or university attended directly to the Office of Graduate Admissions. Please note that there may be a delay in processing transcripts that are send via mail.     Office of Graduate Admissions address for submitting Official Transcripts:    

Office of Graduate Admissions

222 South Copeland St

Westcott Building Room 314

Tallahassee FL 32306-1410

How long will it take to receive a decision?

You will be notified via email as your application progresses through the review process and when you may check your status page to review a decision. For an exact estimate of when you will receive a decision, please reach out to your department. 

When should I apply?

You may apply any time before your department’s application deadline, however, we encourage you to submit your application as early as possible to have ample time to complete required application materials such as: transcripts, letters of recommendation, statement of purposes, etc.  

When are application materials due?

The graduate application, application materials, and application fee should be submitted no later than the program’s deadline. However, some departments accept materials later than the department deadline date. Prospective applicants must contact the academic program for program application and material deadlines. You are welcome to submit your application materials earlier than the deadline as many departments will begin reviewing applications as soon as they are complete. 

What is the cost of tuition?

Information on current tuition costs can be found on the Student Business Services website . Additionally, you may learn more about graduate funding opportunities here .

Can my application fee be waived?

The Office of Graduate Admissions is unable to waive the application fee payment for graduate applicants*.  In order to complete your application for review, you must submit the application fee payment by logging in to your Application Status Check, along with any other documents required by the department. 

*Exceptions may exist for applicants that have completed the FAMU Feeder program, McNair Scholars, or McKnight Scholars. For eligibility for these exceptions, please contact [email protected] . 

What forms of payment can I use to pay my application fee?

The application payment system only accepts payments from 16-digit credit cards or e-check.  Please note that paying with an e-check can take 8-10 business days to be received and processed. If you need additional assistance with payments, you may contact  Student Business Services  at 850.644.9452. 

Do you accept unofficial transcripts and test scores?

Florida State University only allows for application review with unofficial transcripts from U.S. institutions. If an applicant has a transcript from a non-U.S. and U.S. institution then, we must wait for the credential evaluation to be received for the non-U.S. institution before the application can be reviewed.  However, some departments may have additional requirements for review and you should speak to the department regarding those requirements. Official transcripts are required prior to completion of the term in which you have been admitted.  Failure to turn in official documents will result in a registration hold. 

The University policy allows for applicants to self-report their test scores on the Application Status Page after submission. However, some departments may have additional requirements for review and you should speak to the department regarding those requirements. Official test scores are required prior to completion of the term in which you have been admitted.  

Can I defer my admission for another term?

Admission to a graduate program is term specific.  Therefore, if you are unable to attend the term in which you were admitted, you will need to reapply for a future term. 

What is the institution code for test scores?

The institution code for the GRE and TOEFL is 5219. 

The code to send GMAT scores to FSU is PN8K567.

How can I calculate my upper-division undergraduate GPA?

The Upper-division undergraduate GPA includes the entire term in which you attempted your 60th credit hour and continues until completion of the baccalaureate degree. If you are experiencing difficulties reporting your upper-division undergraduate GPA, you may input your cumulative undergraduate GPA in that space in the meantime. Additionally, your graduate representative will calculate the Upper-Division GPA upon review of your application. Here is a tool you can use to calculate your upper-division Undergraduate GPA.

How do I submit application materials and request recommendation letters?

The graduate application at FSU is a 2-step process. In order to have a complete application, you must first submit your online application,  here .  

Adding Materials:

Once you’ve submitted your application, you will receive an email with information to access your Application Status Page. The Status Page is where you will pay your application fee, add recommenders to your application, and upload required* application materials.   

Please note that required application materials vary by department and will be reflected on your Status Page checklist within one day. Check with your department for questions regarding specific requirements and check back often for updates.      Adding Recommenders:  On your Application Status page, click the "recommenders" link and input the names and contact information of your recommenders. Recommenders will then receive an email from FSU with instructions for uploading their letters directly to your application. 

How can I make changes to my Application?

Please be sure that all of the information on your application was entered accurately as your academic records are established from the admissions application. You may make changes to your name, sex, gender identity, preferred pronouns, and more on the  Graduate Applicant Change Form . You may learn about making additional changes to your application on the  Enrollment Information Page . 

How do I appeal a decision?

Applicants to graduate programs who meet minimum University requirements for admission and who are denied admission or readmission to a graduate program, or as a non-degree student, may request reconsideration of their applications. The following procedures apply for all applicants who seek review of an admission or readmission decision:

• Written requests for reconsideration must be received by the Graduate School within thirty days of the notification of denial. Specific reasons for the request and all supporting evidence should be included with the appeal.
• The Graduate School shall forward the appeal to the appropriate academic department within three working days.
• The appeal shall be reviewed by a standing committee of the appropriate academic department. This committee shall be composed of members of the graduate faculty and at least one graduate student. The committee has thirty days to review the appeal.
• Decisions by the committee shall be immediately forwarded to the Graduate School who will notify the applicant of the decision within fifteen business days. This decision shall be final, and there shall be no further appeals.

Applicants who are denied admission or readmission to the University for judicial and/or conduct reasons may appeal by filing a written petition to the Admissions Committee through the Director of Admissions.

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Doctoral Oral Exams for May 27, 2024 – May 31, 2024

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

Paulina Ochoa-Figueroa , PhD., Hispanic Literature and Linguistics Wednesday, May 29, 2024, 11:00AM, Herter Hall 017 Dissertation: “Translation as an Activist Effort in Women’s Writing from the Early Twentieth Century to the Present: The Literary Production of Victoria Kent, Aurora Correa, and Valeria Luiselli.” Regina Galasso, Chair.

Trina Harmon , PhD., Psychology Wednesday, May 29, 2024, 9:30AM, Tobin Hall 423 and via Zoom Dissertation: “Parents’ Expectations, Rules and Management Strategies for Children’s Mobile Device Use.” David Arnold, Chair.

Stephen Rondthaler , PhD., Chemical Engineering Wednesday, May 29, 2024, 1:00PM, Life Science Laboratories N610 and via Zoom Dissertation: “A Targeted genome-wide Approach to Elucidate and Control Bacterial Adhesion to Physiochemically Diverse Biomaterials.” Lauren Andrews, Chair.

Zimo Chai , PhD., Computer Science Thursday, May 30, 2024, 10:00AM, via Zoom Dissertation: “Tracking, Exposing, and Understanding the Network Middleboxes.” Amir Houmansadr, Chair.

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RIT graduate pursues Ph.D. across time zones

Nastaran Nagshineh, center, defended her Ph.D. thesis at RIT in April. Faculty from RIT’s Rochester and Dubai campuses served on her thesis committee and include, from left to right, Kathleen Lamkin-Kennard, Steven Weinstein, Nathaniel Barlow, and David Kofke (a professor at the University at Buffalo). Mohamed Samaha participated remotely and appears on the video screen behind the group and alongside Nagshineh’s picture.

Nastaran Nagshineh is one of the first Ph.D. candidates to bridge RIT’s Rochester and Dubai campuses. Her accomplishment creates a path for future students at the university’s international campuses.

Nagshineh completed her Ph.D. in mathematical modeling while working full time as a mathematics lecturer at RIT Dubai in the United Arab Emirates, teaching as many as five classes a semester. She described her Ph.D. journey as “an exercise in perseverance” due to competing demands and long days. Rochester is eight hours behind Dubai, and the time difference meant many late-night classes and meetings.

“I saw this collaboration as an opportunity, rather than as a challenge, because my primary adviser, Dr. Steven Weinstein (RIT professor of chemical engineering), and my co-adviser, Dr. Mohamed Samaha (RIT Dubai associate professor of mechanical engineering), both have the same area of research interest,” she said. “They both worked toward my success.”

Nagshineh is one of 67 RIT Ph.D. students who defended their thesis this academic year and who will earn their doctorate. RIT awarded 63 Ph.D. degrees in 2023.

In 2020-2021, RIT’s Graduate School met and surpassed the university’s goal of conferring 50 Ph.D. degrees during an academic year. That number will continue to grow as students cycle through the seven new Ph.D. programs that RIT has added since 2017, said Diane Slusarski , dean of RIT’s Graduate School.

Meeting these goals puts RIT on a path toward achieving an “R1,” or research-intensive designation, from the Carnegie Classification of Institutions of Higher Learning. RIT is currently ranked as an R2 institution . Many factors go into changing a university’s status, including research investment and maintaining a three-year average of 70 Ph.D. degrees awarded per year, according to Slusarski.

“We have met the goals of the strategic plan, and now we look forward to contributing to the research innovation in the future,” Slusarski said. “We want to help the new programs thrive and win national research awards.”

RIT’s emphasis on high-level research is seen in Nagshineh’s Ph.D. work. She applies mathematical modeling to the field of fluid dynamics. Her research has been published in top-tier journals and has gained notice, said Weinstein, her thesis adviser.

Weinstein describes Nagshineh’s accomplishments as “a testament to a fantastic work ethic and commitment” and is inspirational to younger students at Rochester and Dubai.

“The collaboration between RIT Dubai/Rochester has continued,” he said. “Another paper was submitted a few weeks ago with Mohamed Samaha and Nate Barlow (RIT associate professor in the School of Mathematics and Statistics) as co-authors, as well as Cade Reinberger, a younger Ph.D. student in my research group.”

Mathematical modeling is one of RIT’s newer Ph.D. degree programs, and Nagshineh is among its earliest graduates. The program has doubled in size since it began accepting students in 2017, Slusarski said. This past fall, the mathematical modeling program had 35 students, with two graduating this year.

Altogether, RIT has 13 Ph.D. degree programs currently enrolling 438 students, with computing and information sciences accounting for the largest with 117 students. RIT’s other Ph.D. programs include astrophysical sciences and technology , biomedical and chemical engineering , business administration , color science , electrical and computer engineering, imaging science , mechanical and industrial engineering , microsystems engineering , and sustainability .

New programs in cognitive science and physics will launch in the fall.

The growth in RIT graduate education—with more than 3,000 master’s and doctoral students—reflects a demographic change in the student population, Slusarski said. “We have a higher percentage of women in the graduate programs than we have for RIT undergraduate programs.”

RIT’s graduate programs enroll 42 percent women, according to Christie Leone , assistant dean for the Graduate School.

Nagshineh, who also holds an MS in electrical engineering from RIT Dubai, welcomes her role as a mentor to other women students on both campuses.

“As a young woman in an Arabic country, the power of women is often underestimated and undervalued, and I hope to serve as a role model to female students, especially those that question their path,” Nagshineh said.

She plans to continue in her career as a professor and a researcher. “I would like to pursue a research program where I can advise my own students and teach them more deeply.”

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Illinois high school juniors must take the ACT to fulfill graduation requirements starting next spring

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Illinois high school juniors will take the ACT instead of the SAT to graduate starting next school year.

The Illinois State Board of Education was updated on the switch during its monthly meeting on Wednesday. A spokesperson for the school board says the ACT was awarded a $53 million contract over the course of six years. The state requires students to take a college entrance exam in order to graduate.

“At the end of the day, it came down to price,” said Stephen Isoye, chairman of the State Board of Education, noting that state law requires assessment vendors to go through a competitive procurement process.

State Superintendent Tony Sanders wrote in a weekly message to school administrators on Tuesday that the ACT “aligns with the Illinois Learning Standards, provides a secure online testing experience for students, reduces administrative burden on districts,” and will give “actionable reporting for educators and families.”

The procurement office evaluated bids from the College Board, which administers the SAT, and ACT Inc. on “technical specifications, commitment to diversity, and price.” Overall, the ACT received more points.

School districts in the state have given high school juniors the SAT for almost a decade. Illinois switched from ACT to the SAT in 2016 and has renewed the contract with the College Board several times.

However, Sanders said the state board will work with ACT to support schools through the transition.

“We will help you prepare teachers for the transition and help you communicate with students and families, so you can continue doing your best work in teaching and learning,” Sanders wrote in his weekly message.

Many colleges and universities stopped requiring entrance exams during the pandemic but are moving back to requiring the tests for admissions.

The state board’s contract with the College Board to administer the SAT for 11th graders and the PSAT for 9th and 10th grades will expire on June 30. Illinois, like all states, is required by federal law to administer accountability assessment to high school students. State law says the exam must be a nationally recognized college entrance exam, leaving the state with two choices: the ACT or SAT.

Samantha Smylie is the state education reporter for Chalkbeat Chicago covering school districts across the state, legislation, special education and the state board of education. Contact Samantha at [email protected] .

Becky Vevea is the bureau chief for Chalkbeat Chicago. Contact Becky at [email protected] .

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Mayor Eric Adams has insisted all families who want spots in the city’s preschool programs would receive them, despite budget cuts to early childhood education.