Outline for Comprehensive Exam Process
Ph.D. Program in Giftedness, Creativity, and Talent Development
Doctoral students are required to take general examinations. The examinations shall be taken before the proposal defense and not later than eight months prior to conferral of the degree. Ph.D. students are required to complete three components for their comprehensive examination: students must pass the M.A. level content examination within two attempts (unless previously passed as part of an M.A. degree); students must pass a program-required statistics examination within two attempts; and students must prepare a portfolio and sit for an oral examination with program faculty addressing how their portfolio demonstrates competence in the field and coherence toward further positions. Students must pass the oral examination within two attempts.
Ph.D. students will complete a comprehensive portfolio that includes demonstration of competence in the three key areas of responsibility for academic positions (i.e., scholarship, teaching, and service). Students will work with their advisor to determine what evidence will be presented in each of the three major areas, with some guidelines provided below. Once students have assembled evidence in all three areas, they will present the documentation as a portfolio to their advisory committee. The portfolio should demonstrate growth the candidate has made during the Ph.D. program; therefore, the components selected for the portfolio should have been developed after the student was accepted into the Ph.D. program. Students will schedule an oral exam with their committee, at least 2 weeks after the date of submission of the portfolio of evidence. The oral exam will include discussion of the materials in the portfolio as well as questions related to key aspects of expertise in the field of study.
Most students will be expected to complete their comprehensive exam after most coursework has been completed, usually approximately 2 years into the program. The statistics exam may be completed separately at whatever stage the student and advisor determine the student to be ready.
The statistics exam is intended to provide the candidate with an opportunity to demonstrate the following research skills:
- Code and enter data into statistical software of the students’ choosing
- Conduct a simple bi-variate correlation, a paired and an independent t test, and a one- and two-way Analysis of Variance (ANOVA) analysis
- Report statistical results using APA guidelines for correlations, t tests, and ANOVAs
The exam is open note and involves analyzing simulated data provided by the program.
Scholarship – (a) brief statement of intended line of/approach to research (1-2 pages), and (b) samples of written work completed after admission to Ph.D. program, demonstrating the student’s content knowledge and ability to apply to appropriate written context. Examples might include the following:
- Grant proposal (actual or mock)
- First authorship on a paper submitted for publication
Teaching – (a) brief statement (1-2 pages) of teaching philosophy, and (b) samples to demonstrate student capacity for teaching/preparing courses at the undergraduate or graduate level. These experiences should have occurred after admission to the Ph.D. program. Samples should incorporate multiple aspects of teaching, including planning, delivering instruction, and assessment. Examples might include the following:
- Syllabus for a course (possibly for an experimental/new topic beyond standard courses in our/similar programs)
- Teach a course/guest lecture
- Evidence of working with other educators to implement course innovations, such as efforts to infuse creative thinking, critical thinking, etc. through social media
Service – samples to demonstrate involvement within the university or larger professional community, beyond the level of membership only in an organization. Service examples should represent work conducted after admission to the Ph.D. program. Examples might include the following:
- National/regional presentation
- Committee service within organizations or university
- Consulting with schools
- Evidence of working with other educators to implement course innovations/differentiation for advanced populations
At the oral exam, students will be expected to explain how the portfolio evidence demonstrates competence in the field and coherence toward future positions. The committee may ask questions on any aspect of the portfolio, including the teaching and research statements, and may also ask questions reflecting the types of circumstances with which a scholar/expert in the field may be presented (e.g., questions that might emerge from an unexpected phone call or in a faculty meeting). The committee may also ask questions about content covered in coursework. Only the committee and the student will be present for the oral exam.
MA Level Content Examination
The MA Level Content Examination (i.e., SuperComp) is a 90 to 100 question computerized exam covering the following topics in gifted education: curriculum modifications, historical/eminent individuals, identification practices, program service options, conceptions of giftedness, SEM programming, creativity development, thinking skills, and theories, and social/emotional issues. The exam consists of multiple-choice and short answer questions.