Ph.D. Comprehensive Exam

These requirements are effective for all SPED doctoral students who begin their program of studies in or after September, 2002. SPED doctoral students whose programs began before that date have the option of adopting these requirements or following the former requirements. All SPED doctoral students should make an appointment with their advisors to discuss their programs.

The purpose of the comprehensive exams at the doctoral level is to help the student develop and display those competencies expected of a recent Ph.D. graduate and required of a beginning academic. These competencies cover a broad range of areas within Special Education, including teaching, research, and service. SPED doctoral students will be expected to show evidence of the competencies specified below within two years of entering the program. Each competency must be (a) approved by the student and at least one other faculty member agreed upon by the advisor and the student well in advance of submitting it as a part of comprehensives; and (b) be evaluated by the student's advisor and at least one other faculty member agreed upon the advisor and the student. The student's progress in completion of these requirements will be documented in a checklist to be kept in the student's file, and it will be reviewed annually when the student's advisor reviews the Annual Academic Report. The student will be responsible for keeping a portfolio of completed comprehensive projects.

In consultation with the PGS committee, each SPED doctoral student will be expected to complete ONE activity from Section A and TWO activities from Section B within the first two years of the doctoral program, in order to advance to candidacy.

Section A

1. The generation of publishable research that makes a contribution to the field. This should be independently peer-reviewed by the student's PGS or research committee. Examples of products include an article or a chapter in an edited book.
2. A paper presentation of the quality expected at a peer-reviewed conference. In the case of collaborative presentations, the student must make a substantive contribution as judged by the student's PGS or research committee.

Section B

1. Involvement in a teaching-related activity at a professional level. This activity must be approved by the student's PGS or research committee. Examples of teaching-related activities include teaching a course or involvement in curriculum revision of a UBC course. Although it is not a formal requirement for completion of comprehensive exams, all SPED doctoral students are strongly encouraged to take EPSE 506, which is designed to help them develop the skills required for post-secondary teaching.
2. The preparation of an application form for research and/or fellowship support (to be adjudicated by the student's advisor and at least one other member of the student's PGS or research committee). The student must declare that he or she intends to use this application as a comprehensive requirement well in advance of submission. The advisor provides mentorship throughout the application development process. Faculty must be willing to state that the application will not meet comprehensive requirements if it is not timely, if feedback is not incorporated, or if it does not achieve a standard of excellence.
3. Demonstration of service to the community at a professional level. This could include, for example, consultation with teachers or families, leadership in a professional organization, or presentation of a workshop for teachers and/or families. The activity should be approved by the student's PGS or research committee beforehand and be selected with a view to expanding the student's repertoire of professional experiences.