Preparing for your graduate school comprehensive experience

To demonstrate proficiency in program of study, all graduate students are required to participate in a comprehensive experience near the end of the graduate degree program. Requirements for all doctoral and master’s degree programs may include: comprehensive examinations (written and oral), theses, written projects, capstone courses, culminating activities, fieldwork, field projects, and internships. These experiences do not have to be a source of worry, if you plan early. Some departments have study material to help you prepare for comprehensive examinations. Speaking with your graduate Program Coordinator at the beginning of (and throughout) your studies to determine options for fulfilling your comprehensive experience requirement is highly recommended. You can find your Graduate Program Coordinator by visiting http://www.montclair.edu/GradSchool/new/gpcs.shtml.

Interviews with MSU graduate students, past and present, revealed that the best way to approach these ‘degree determining events’ is to consider them as opportunities to have your expertise tested. After all, that is the purpose of a comprehensive experience. The first half of your graduate program is generally when you’ll begin to acquire theoretical knowledge and this is a good time to begin taking active steps, such as applying for exams or registering for classes, to prepare for your comprehensive experience. By this time, you’ll be able to take into account all of the classes, research and professional experience you’ve encountered and apply it to one of the following comprehensive experiences:

(Clicking on the links below will bring you to specific study techniques for your particular comprehensive experience)

• Comprehensive Examination/Project - an examination/project intended to evaluate the student’s ability to integrate all of the course work and knowledge of developments in the profession, ultimately demonstrating understanding of the breadth of work. Nearing completion of the program, students register for the comprehensive examination/project given in the fall or spring semester. To obtain the form required to take the graduate comprehensive examination/project, visit: http://www.montclair.edu/GradSchool/current/procedures.shtml
  
  
• Thesis – A permanent record of a significant contribution made by a student to a particular field of knowledge. It demonstrates that the writer has the capacity for research, the ability to draw logical conclusions, and make interpretative claims. In the process of developing the thesis, students will be required to accomplish extensive readings and to demonstrate a significant knowledge of their discipline’s methodological approach to research. Students’ selecting the thesis option should register for their appropriate course and section, based on degree. For more information visit: http://www.montclair.edu/graduate/pdf/thesesProcedures.pdf
  
  
• Dissertation – Doctoral students demonstrate mastery of a body of existing literature and theory and its application to an educational problem through a dissertation. It is intended to provide candidates with the opportunity to explore an important applied issue in a scholarly fashion and investigate the ways teaching and learning may benefit from that exploration. For more information visit: http://www.montclair.edu/graduate/pdf/thesesProcedures.pdf
  
  
• Research Project- A small scope investigation of a research problem. Students define their research question, develop a research design and methodology, collect, analyze and interpret data. The results of the research are documented in a written work.
   
• Capstone Course - For MBA degree programs, the focus of this course is on actual business situations and their impact on the total organization including the role of top management in dealing with these problems. Students must complete the business core courses and a minimum of 15 semester hours of advanced courses prior to enrolling in the capstone course. For more information, visit: http://sbus.montclair.edu/
  
  
• Culminating Activity Course - Some programs require you to take a culminating activity course, among them are:
  • Master of Education
  • Master of Education with a Concentration in Critical Thinking
  • Master of Arts in Reading

Be sure to check with your department for specific requirements.
For procedures and guidelines on preparing a doctoral dissertation, thesis or for applying for the graduate comprehensive examination, visit: http://www.montclair.edu/graduate/procguide.shtml

Questions about the above procedures or comprehensive experience should be directed to your Graduate Program Coordinator or the Office of Graduate Admissions & Support Services at (973) 655-5147 or gradstudentservices@montclair.edu.

Resources to get you started on your Comprehensive Experience

• Be sure to check with your department for specific information and the Office of Graduate Admissions & Support Services website at http://www.montclair.edu/graduate
   
• Students are required to be fully matriculated and in good academic standing in their graduate degree program before being allowed to register for the thesis course or comprehensive activity or apply to take the comprehensive examination.

• Read the Procedures and Guidelines preparation manuals available on the Office of Graduate Admissions & Support Services website to determine compliance with Graduate School standards at http://www.montclair.edu/graduate/programs.shtml.

• To obtain an application to take the graduate comprehensive examination, submission forms and other forms related to culminating activities, go to “Forms” at the Graduate website: http://www.montclair.edu/graduate/current/forms.shtml Forms require Graduate Program Coordinator approval.

• University Microfilms International (UMI) is a publishing company that makes your dissertation available to other researchers. You can go online and order any dissertation for a fee. Contact authors and they’ll share research instruments. Simplify your work by using what’s already out there. Be sure to get the author’s permission in advance.
  

Words of wisdom from your peers on how to prepare for your comprehensive experience…

Planning - Beware!!! It’s easy to get sidetracked.

• It is your responsibility to “break the ice” with the librarians. Develop a good relationship with the librarians and take advantage of the one-on-one appointments that are available to graduate students. They can also help with citations, setting up internet searches, etc. Use inter-library services and be sure to plan ahead to allow enough time to receive the material requested. Keep in mind that there may be fees attached to such services.

• Use time and space constructively. Find a space that’s yours and that works well with your work style. Create a realistic schedule and stick to it. For example, 2 hours per evening, 4 hours on the weekend, but no work on Sunday. Don’t give up your personal time and take breaks when you need them or you could lose focus.

• Institutional Review Board (IRB) must approve any proposed studies using human subjects before commencement of research. For more information, go to www.montclair.edu/pages/vpbpit/ir.htm

• Organizing documents that support your thesis or to study is important, so using index cards might help you get your work and your thoughts in order.

Networking - Make the most of living resources

• Network with people in your field. Go to conferences or request materials from conferences for your topic(s)

• Form a study group

Preparing to take the comprehensive exam for the second time, one student said, “I think the most important thing that I have done this time that I really didn’t do last time was meet with someone else.”

A graduate of Legal Studies believes some things you should consider when choosing people for the group are: their philosophy and character, working hard should be the anthem, intelligence, diversity of thought and background, understanding what needs to be done and the scope of work.

When selecting a study group…

• Choose people who have had different professors so that you can compare learning experiences
• Don’t include more than 4 people
• Establish meeting times
• Play to the strengths of group members, because everyone will be comfortable with their portion of the work
• Be sure it consists of members who are good in at least one area that you’ll be tested on
• Choose people who have had different professors so that you can compare learning experiences

Be Advised - Working with your Graduate Program Coordinator

       Tips on how to get the support you’ll need.

• Communication is essential
• Speak with your Graduate Program Coordinator to determine what is required, for example, a timeline and available resources
• Be sure to speak with your Program Coordinator so that you understand his/her philosophy
• Don’t be “too” independent. You must stay aligned with Program Coordinator’s recommendations
• Ask questions to determine what will be required of you. (For instance, What do you expect from me?)
• Talk to your Program Coordinator before you start to write and keep in touch as you write. It will save a lot of writing time because he/she can help you stay on track and include what is needed in your project
• Meet with your thesis Program Coordinator at least once per week, this will enable you to write. Meet with other committee members every 2 or 3 weeks and send them weekly drafts. Try to get them together in one meeting. This ‘meeting of the minds’ can help create consensus when there might otherwise be differences of opinion
• One former student said, “Don’t be afraid to be direct and say, I need more.” Even faculty and Program Coordinators who seem reluctant to help must be held to task. Conversely, A.J. Faas cautions students to remember the old adage, ‘Failure to plan on your part does not constitute an emergency on my part.’ Hence, demands should be made on others only after adequate initiative, preparation and planning have been utilized on your part
• If your comprehensive experience requires a faculty committee review, selecting committee members is important and should be done wisely, as you will need their support and guidance throughout the process. The department Chair is usually your Program Coordinator, along with two others, preferably one inside the department and one outside. Be sure both have similar mindsets with regard to theory and application

The Comprehensive Examination

One Counseling Student learned that taking the comprehensive examination, “is not a regurgitation of facts which I think a lot of people are used to these days. It’s taking what you know and using it”… “Knowing the basic theories is most important because they will be used to answer all of the questions.”

Knowing yourself is crucial – If you know you have test anxiety, keep your studying techniques simple.

• Download departmental study guide, if one exists for your department. Read it to find gaps in your knowledge of the subject
• Review notes and textbooks, outline salient points
• Consider going to Amazon.com or a bookstore to find a book that meets your learning style
• Practice writing essays; it will be helpful in formulating ideas and in physically preparing your hand for the task of writing for 3 hours, or six, depending on the program
• Explain theories to a friend or pretend to apply theories to hypothetical situations
• Be sure to include ethical and multicultural considerations when responding to questions
• Do a Google search for PowerPoint presentations for specific theories/principles
• Find case studies and write essays about them based on relevant theories

When it’s time to take the exam, be sure to:

• Have a good night’s sleep the night before
• Arrive early for the exam
• Use the restroom before the examination begins
• Give yourself an hour to answer each question
• Take 15 minutes to outline your answer on a separate piece of paper after reading the question in full; 30 minutes to write your essay; 15 minutes to edit and review your answer
• Take an extra blue book to use as scratch paper

Bring:

• A watch/time piece
• Water/drink
• A snack
• Extra pens

Written Work

One master’s graduate highly recommends presenting your results, she says, “Everybody should be comfortable presenting their work...” It’s good practice for future presentations and since you’ll put so much of yourself into the project, why not use the opportunity to demonstrate your mastery.

• Early on in your program of study, consider a topic that truly interests you. Be prepared to work on your thesis as you pursue your degree; you can then gear your course work towards supporting your thesis. For example, create sections and chapters as you go, this will make writing in the final semester much “easier.” Keep in mind that research can be used later for doctoral research
• Apply for grants, early and often through departments, the field and conferences. Apply every year that you can for the maximum amount available. Consider costs of incidentals, such as, photocopying, postage and travel
• Learn how to write a research proposal and to use an annotated bibliography
• The two longest parts are developing a proposal and collecting data, so it’s important to create timelines for each outline and for each chapter. In developing your proposal, keep it specific. This is the foundation of your work and will make your work more manageable if you organize well from the onset
• Don’t be discouraged by revisions, there will be many which will hopefully lead to a published work
• Strategic planning, drafting and outlining are essential to a well written work
• Be flexible. Research can take you in unplanned directions, be willing to go with it
• Write constantly; get it all on paper and “polish” it later. There’s a lot to do, don’t waste time being stuck
• Know your deadlines. Working on a thesis means working independently, so it’s probably a good idea to set committee meetings early on to help structure your work and to create deadlines for yourself that will help you stay on track
• Use living sources (reference librarian)
• Have someone from outside of your committee read your draft. This will provide you with an unbiased opinion
• Look for publishing opportunities by writing journal articles, research papers, etc

When asked about writing a thesis, one student says, “writing a thesis entails hard work, lots of reading, and 5 times more editing than actual writing but, most important is the relationship you form with your committee members.”

Another student believes that writing a thesis “is a learning process, one that originates from your own motivation and what you make of it.”

Research Project

• Choose a topic that has not been extensively researched. Be sure to search for all previously related research on the topic
• After meeting with your Program Coordinator, make corrections as quickly as possible to eliminate wasted time on forgotten corrections, later
• Expect to spend at least 10 hours per week in the lab
• For the materials, methods and results sections do not include your opinions; instead, focus on the facts and about what you actually did
• One biology student found The National Center of Biotechnology Information (NCBI) website useful, http://www.ncbi.nlm.nih.gov/, for literary research. It provides abstracts from online science journals, in addition to useful links

Capstone

“The ‘Capstone Course Experience’ is not how much you can memorize to get a good grade; it’s more of how to apply what you “learned” throughout the program.”

• Reading assignments ahead of class and keeping up with current events (i.e., reading newspapers) will encourage participation and make course work more applicable
• Use timelines and keep to them; there is a lot of work to do and this will make the work manageable
• Do not read off of the slides during a presentation. If you are well prepared, elaborating on bullet points will be easy
• Keep research materials from past classes; there will likely be crossover in topics from one class to the next
• If your class uses Blackboard, use it as a resource when you need something. Someone in the class will have it or know where to find it
• Ask teachers for guidance and areas of focus to study. Familiarize yourself with the teachers who participate in exam preparation and take their classes. Do NOT avoid them. Knowing their style of teaching, test making and what they emphasize in class will only help to prepare you. Having insight into what questions will be asked is ‘half the battle’ of studying
• The course is labor intensive and requires extensive group interaction
• The capstone course looks at an organization from the CEO’s perspective and requires knowledge of all disciplines
• Research and use of the internet were integral parts of the class and were required to complete the assignments