Preparation for the Research Doctoral Degree
By Helen K. Ezell (adapted for the Web from
Guide to Success in Doctoral Study and Faculty Work
(2002).
The Rigors of PhD Study
Universities within the United States are very similar in how
they structure their doctoral programs in communication sciences
and disorders (CSD). In fact, PhD programs in other disciplines
follow basically the same format. The tradition of combining
coursework, examinations, and original research is viewed as
accepted practice for preparing scientists and scholars.
Doctoral study is viewed as a time to learn scientific
principles and methods for conducting research. Such preparation
puts you, the graduate, in a unique position to advance the
knowledge of the discipline through basic and/or clinical
research and to prepare the next generation of professionals.
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Overview
Plan of study.
When you first enter your doctoral program, you will be asked to
develop a plan of study while beginning coursework during the
first year.
- The plan is developed in writing and usually requires the
approval of a guidance committee that may be composed of your
advisor and two or more faculty.
- The plan may be based, in part, on results of a preliminary
examination that assesses your strengths and needs.
- The plan includes a year-by-year schedule of proposed
classes and areas of study with a timeline for completion.
Comprehensive examination.
On completion of your coursework, an evaluation takes place in
the form of a comprehensive examination that determines the
extent of your current knowledge and/or readiness for conducting
a dissertation research project.
- The comprehensive examination is often completed on a
strict timeline and may include both written and oral phases,
depending on the requirements of the program.
- Passing the comprehensive examination is required before
you may begin a dissertation research project.
Dissertation.
The dissertation project is a research study that is designed,
conducted, and written by you, the PhD student. Guidance is
provided by your advisor and a dissertation committee. This
committee is usually composed of several faculty from your
program plus an outside representative from another
department.
The process includes the following steps:
- Conduct a thorough review of the relevant literature, pose
appropriate research questions to be addressed, and develop a
detailed plan for conducting the study.
- Prepare a dissertation proposal and distribute this to your
dissertation committee members for their review.
- Convene the committee to present the research plan orally
and to address any questions the committee has.
- Revise the plan to incorporate any suggestions made by the
committee during the oral presentation.
- Get written approval of the plan and proceed with the
study.
- Upon completing the plan, prepare the final report for the
committee to read and review.
- Participate in an oral defense of the dissertation project
The oral defense may be held in an open forum or in a closed
meeting with only your committee in attendance, depending on
the custom of the university.
- Final approval of the dissertation may be contingent on
specified revisions in the written dissertation following the
oral defense.
- A majority vote of the dissertation committee is usually
required for final approval of the project.
Timelines.
The entire process from starting the PhD program to finishing the
dissertation revisions after the oral defense usually takes
students 3 to 5 years of full-time study.
- The primary focus of doctoral work is learning the
scientific method for conducting research.
- In the best circumstances, you will become involved in
research
early
in your program so that when the time comes to conduct the
dissertation, you will be skilled and relatively practiced at
conducting research.
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Selecting a Doctoral Program
Programs do some "gate keeping" in the form of test
scores, acceptable letters of recommendation, and submission of
personal statements, but programs
are
seeking students. When selecting a doctoral program, consider the
factors discussed below.
Standing of the program and/or university
The relative standing of a program or university with regard
to research productivity can be an important factor in
determining its potential for providing you with quality
education and experience. Studying at a university that gives
research a high priority is desirable when obtaining a doctorate
because you will likely be surrounded by many faculty who are
involved in research.
- ASHA's list of
Doctoral Programs in Communication Sciences and
Disorders
provides an overview of the universities that are currently
accepting students into PhD education programs.
- The Carnegie Foundation for the Advancement of Teaching
provides a listing of universities for baccalaureate,
master's and doctoral training according to published
criteria.
A
Research University I
is an institution that receives at least $40 million or more in
federal support and awards at least 50 doctoral degrees
annually. A
Research University II
receives $15.5 to $40 million in federal support and awards at
least 50 doctoral degrees annually.
http://www.carnegiefoundation.org
- Researcher productivity within departments is another way
to determine relative research standing. Checking university
Web sites for faculty listings will allow you to determine
where different researchers are located. By looking up these
names in peer reviewed journals, you will see which individuals
are productive researchers. When a program has several
productive faculty, that program likely promotes research and
may be a fertile environment in which to study.
Suitability of the program to meet your needs
- Sufficient support to study your research topic. For
example, if your research interest is in voice disorders, then
you need to be sure that there is someone on the faculty who
conducts research on that topic and is available to mentor you.
If no one conducts research on that topic, or if the faculty
member is unavailable for mentoring, then it would be wise to
look elsewhere.
- Knowledge of program and program requirements. Review the
description of the doctoral program in the university's
graduate catalog. Also, programs often publish doctoral
guidelines that are to be followed once students are admitted.
Request a copy of these guidelines when applying so that you
become informed of all program requirements ahead of time.
- Need or desire to be a part-time student during a portion
of your training. Some programs require that you study as a
full-time student only; others will permit some part-time
study. Graduate catalogs usually provide this information under
"residency requirement."
Academic climate
The academic climate of a program depends on the attitude of
the faculty and its leadership. As an incoming PhD student, you
should seek a program that actively promotes scholarly activity
for both faculty and students.
- How many grant awards have students have sought and
received?
- How many doctoral student publications and presentations
are typical in a year?
- Are master's students and undergraduates also involved
in research?
- How often do faculty and students meet for regularly
scheduled research discussions, and do these discussions
include individuals from other disciplines?
Financial support and opportunities for varied work
experiences
PhD programs will differ in the amount of financial support
provided and in the number and variety of work opportunities that
are offered through stipends. If financial assistance is provided
for incoming students, it is typically offered to full-time
students only, and it may be offered in three forms:
- Stipend. This usually includes a payment plus a tuition
waiver. Stipends are typically earned, which means that you
will be required to work in some capacity for a certain number
of hours each week. Sometimes a tuition waiver may be offered
without a stipend. In that case, your tuition will be covered
but you will not receive any payment.
- Research assistantship. This is referred to as "soft
money support." Soft money positions are not long-term;
their funding ends when the research grant closes unless the
grant is renewed or a new grant is awarded. Typically these
positions also include a tuition waiver or reduced tuition
benefit.
- Scholarships or fellowships that are awarded by the
university. The office of graduate studies is a good place to
ask about such awards when you begin your program.
Other considerations
-
Handbook of Research Education in Communication Sciences
and Disorders
(Research and Scientific Affairs Committee, ASHA, 1994)
suggests questions to ask that relate to resources and
facilities, financial considerations, mentorship,
research-relevant training experiences offered, your expected
peer group at the program, and the program's track record
in producing scientists.
- Pannbacker, Lass, and Middleton (1996) article that
presents several potential factors to consider when comparing
doctoral programs.
-
ASHA-sponsored workshops
or presentations about PhD study. Check the published schedule
of educational programs to learn when sessions are offered, see
a description of their content, and obtain registration
information.
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Selecting a Doctoral Mentor
As a PhD student, you will work very closely with your mentor
throughout your program to learn about research. Considering the
influence that your mentor will have over your learning
experiences for the next several years, it is important to be
selective when choosing this person.
- Consider names of individuals who have written research
articles or books on your topic of interest.
- Determine which ones are working at universities you are
considering.
- Select two or three names of possible mentors and make
contact with them in person or via telephone or electronic
mail. Be prepared to discuss the mentor's research and your
interest in doctoral study.
- If the conversation goes well, plan to visit the
mentor's university.
Ultimately, your goal should be to find both an excellent
program and an excellent mentor (in the same place!). If you are
unable to do so, then in many cases going with the excellent
mentor may be the best choice. If you make your decision based on
attending a specific program rather than working with a
particular mentor, it is likely that a mentor will be assigned to
you.
It is recommended that you visit the schools and talk to your
prospective mentor and other doctoral students before making a
final decision. It is advisable to get information about the
following:
- Mentor's ongoing and future research projects and the
number of PhD students under his/her direction.
- Mentor's research laboratory and available
workspace.
- Opinions and experiences of other PhD students. You should
be observant, listen carefully, and be subtle in any inquiries
about the mentor or program.
After your visit, it is recommended that you follow up with
either a thank you note or a telephone call to show your
appreciation and continued interest. This is not only common
courtesy, it is a necessity. After all, you may be establishing
one of the most important relationships in your career.
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Preparing Your Course of Study
When you enter your PhD program some planning will be required
to determine what you will study, how you will demonstrate
mastery of the material, and when you expect to complete the
various phases of your program.
A plan of study is typically developed in the first or second
term of your first year. You will receive guidelines to follow in
creating your plan and usually your mentor will provide
assistance. The plan is then presented to your academic guidance
committee for feedback and ultimate approval. In some programs
you may be required to complete preliminary examinations to
determine your strengths and needs before finalizing your
plan.
Keep the following suggestions in mind when selecting courses
to include in your plan:
- Place a heavy focus on your desired area of expertise. For
example, if your research interest is in dysphagia, then you
would benefit from several courses on this topic and on related
topics such as anatomy, dietary planning, or
instrumentation.
- Consider courses outside your immediate departments in
order to study a topic in depth.
- Use independent studies to provide greater exposure to
various aspects of a topic when only survey courses are
offered.
One last piece of advice - take your statistics courses early
in your doctoral study and avoid taking only the minimum number
required. Taking these courses early is important for several
reasons.
- From the very beginning of your program you will be
expected to read and understand research articles, and you will
have a difficult time interpreting the statistical procedures
without prior knowledge of statistics.
- You will need this information to select the proper
procedures when you become involved in doing your own
research.
- Taking these courses early will allow you to practice using
this knowledge prior to planning your dissertation. Just like
other skills, mastering statistics takes practice. Resolve to
practice so that you become comfortable with statistical
procedures early in your program rather than waiting to the
end.
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Establishing a Research Focus
Your research career begins in your PhD program, so it is
important to be thoughtful when selecting a topic for research
beginning with your first study. The PhD degree is viewed as a
time for specialization. Although you will need to acquire
knowledge of various research methodologies so that you can
address your research area from different perspectives, you will
likely be encouraged to keep your research focus more narrow than
broad.
- Select a topic that interests you. You will find the
journey of research, grant writing, and publication much more
pleasurable when you have a genuine interest in the topic.
- Select a topic that is important. When the topic of your
research has importance, either from a basic or clinical
standpoint, it stands a greater chance of being accepted by the
research or clinical communities and by the public.
- Select a topic that has potential for thematic research.
When you can study an area through a series of research
projects without exhausting the topic, it has greater potential
for thematic research. In thematic research you may find the
answer to one research question in a study, but this finding
leads you to ask subsequent research questions resulting in
further studies. In this way you build your scientific findings
through systematic testing of hypotheses.
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Obtaining Experiences That Are Important for Your Career
Most students consider that their PhD program is intended to
prepare them for their future career in teaching and research.
When learning how to conduct research, you will be exposed to
many activities that will be useful to you in the future. For
example, you will learn how to prepare an IRB (Institutional
Review Board) application, how to plan statistical procedures,
and how to write your results for publication.
There are at least four additional activities that would be
significantly beneficial to your future work.
Experience writing research grants
When you begin conducting research you will quickly find that
quality research costs money. If a grant-writing course or
seminar is offered at the university, it is recommended that you
begin with this. However, taking a class and actually writing and
submitting a proposal are not the same experience, so avoid the
temptation to replace an actual grant experience with a class
alone.
- To fund your research you will be required to prepare grant
applications, and the best time to learn about grant writing is
in your doctoral program.
- Many universities have internal funding mechanisms for
student research and these are often less competitive than the
external funding you will be expected to pursue when you are
employed.
- Learning to write grants in your PhD program allows you to
take advantage of the assistance and guidance that your mentor
can provide. Your mentor will help you refine your writing
skills, help you explain complicated concepts so that reviewers
can follow your arguments, and may show you a few tricks of the
trade in grant preparation.
- Students who have an established grant record when they
complete their doctoral degree are more competitive in the job
market.
One reference on grant writing that provides excellent
introductory information and a list of potential funding sources
is a chapter by Minghetti titled "Research needs and
grant-seeking" (see Lubinski & Fratalli, 1994). Also,
search the ASHA Web site for
resources on
grantwriting and funding opportunities.
Experience teaching courses in your area of expertise
In some departments, PhD students are expected to teach
undergraduate courses to earn their stipend support. Although it
is sometimes difficult to feel prepared to teach a class while
still a student yourself, it will be a valuable experience for at
least three reasons.
- It will give you an opportunity to evaluate how much you
enjoy teaching before you begin a career in academia. If
students find they do not enjoy teaching as much as they
thought they would, they may choose to devote their career to
research and seek positions with research institutes instead of
with universities.
- Doing class preparation for one or more courses will result
in significant time savings when you teach these courses in
your future job. Although you may change your syllabi,
examinations, and lectures later, you will still have a great
deal already accomplished.
- When students teach, they become better learners
themselves. Teaching shifts your perspective from learning
material for some future application to understanding the
material well enough to explain it to others and to show its
relevance.
If your department does not require PhD students to teach or
if teaching is not an option, there may still be an opportunity
for you to gain this experience. Perhaps you could request an
assignment as a teaching assistant for a term or approach your
mentor or another faculty member to voluntarily assist with
teaching a class, seminar, or brief workshop.
Experience writing critiques for journals
In the journal peer review process, a manuscript is sent to
two or more researchers who are familiar with the content area of
the paper.
- These researchers serve as reviewers. They are asked to
read the manuscript thoroughly and to provide their feedback
and comments in the form of a written critique. Based on these
critiques, the journal editor makes a decision about the
manuscript's prospect for publication.
- Being involved in the journal reviewing process during your
PhD study and under the guidance of your mentor will help you
learn the process. Your mentor can help you set the appropriate
tone and will assist you in focusing on important points. And,
as always, the more you read research, the better you will
understand it.
Experience with new technology
It is recommended that you gain as much experience as possible
using all the newest technology while in your PhD program because
you will be expected to have working knowledge of it when you
begin your first job. Staying abreast of technological
innovations is vital to your future efficiency and
competence.
References
American Speech-Language-Hearing Association. (1994).
Selecting a doctoral research education proÂgram in
communication sciences and disorders. Rockville , MD : Author.
Minghetti, N. J. (1994). Research needs and grant-seeking. In
R. Lubinski & C. Fratalli (Eds.),
Professional issues in speech-language pathology and
audiology
(pp. 321-333). San Diego , CA : Singular.
Pannbacker, M., Lass, N. J., & Middleton, G. F. (1996).
Selecting a doctoral program in communication sciences and
disorders.
National Student Speech, Language, Hearing Association
Journal, 23, 59-62.
This information is adapted from
Guide to Success in Doctoral Study and Faculty Work
(2002), by Helen K. Ezell. The complete guide is available
for purchase from ASHA's
Product Sales.
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