Ask Doctoral Advising

At the end of both group and individual advising sessions with learners prior to the beginning of the comprehensive exam, I am frequently asked if I have any final tips for success. The following three tips summarize what I and many of my doctoral advising colleagues say as we prepare learners for the exam.

1. CLEAR THE CALENDAR.

   Trying to complete the exam while working fulltime is difficult enough, and we advisors strongly recommend that learners make arrangements that allow them to write daily, even if only for a couple of hours on weekdays.Spending entire weekend days (at least 12 hours) on the exam is a given. Taking a day or two off from work each week of the exam allows for extra writing time and, if possible, a week or two of vacation during which learners can focus on the exam is even better. Some learners think they can work 60+ hours a week and still have time for the exam, but it takes extraordinary energy. I have had learners who received their questions and began the four-week exam time frame knowing that they would have an interruption for a planned event such as a wedding, class reunion, one-week trip or a cruise. It seems to me that taking time away from the exam during the four-week writing period is a recipe for failure.

2. READ THE QUESTIONS CAREFULLY AND THOROUGHLY ANSWER ALL THE PARTS OF EACH QUESTION.

   The questions are complex and require careful thought and planning. It is important at the outset to implement an overall strategy for answering each question.

   “The purpose of the comprehensive examination is to provide learners with the opportunity to demonstrate their ability to integrate and synthesize the competencies in the theoretical, research, and best practice literature in their specializations. These competencies represent program outcomes from the areas of specialization that learners have developed through their doctoral course work and can be specifically applied to the areas of their dissertation research.” Comprehensive Examination Manual, version 5.03, p. 4.

   The first section of the exam grading rubric is devoted to content and focus. The extent to which learners fully answer all parts of each question clearly can affect learner scores. Not fully answering a question can cost a learner points. The same is true for the degree to which learners review relevant literature and apply Bloom’s cognitive levels of evaluation, synthesis, analysis, application, comprehension, and knowledge.

   Low exam scores are definitely preventable and, in order to achieve acceptable scores, learners need to plan their responses, think in a clear and focused manner, concentrate on the exam and proofread.

3. PROOFREAD. PROOFREAD. AND PROOFREAD SOME MORE.

   Did I say proofread? You betcha…as we say in Minnesota.

   Another frequent critical comment I see in faculty evaluations of learners’ exams concerns poor organization, substandard or inappropriate grammar, numerous misspellings and/or APA formatting problems. Frankly, there is no excuse at the doctoral level to submit work containing numerous, flagrant errors. Sufficient time must be allowed following completion of drafts of question responses so that thorough review can take place. Because this is an exam and only the learner is allowed to proofread and edit it, the old adage of “the more eyes, the better..” does not apply. Learners are themselves fully responsible for the work they submit and must be able to objectively proofread and critique their own work.

   While these suggestions sound a bit preachy, they do work. Many learners, after completing the exam, have told me they were relieved to be done and grateful that they followed their doctoral advisor’s advice.