Comprehensive Exams

The purpose of the comprehensive examinations is to demonstrate an understanding of the core research and theory in the planning discipline and in one’s chosen specialized field of study as well as critical thinking skills necessary to begin working on independent research and to instruct and mentor college students.

The comprehensive exams typically take place soon after coursework is completed, but before(or in conjunction with) their dissertation proposal defense. During their last semester of coursework, the student should make an appointment with the GPD to review the course record worksheet (see Appendix A) to ensure that all coursework requirements have been met.

Students must take comprehensive field exams in three areas:

• Planning Theory and History: Planning theory and history is what unites all scholars of planning and provides us a shared identity as a discipline. This exam covers the common body of knowledge that transcends and unties all sub-disciplines of planning.To pass the exam, the student must demonstrate a general cultural literacy of the discipline and how their specific interests fit within the broader whole. Note: this exam must be given by an appointed member of the RP faculty.
• Substantive Area: This exam covers the student’s primary area (and subareas) of research. A student passing their substantive area exam must have the depth and scope of knowledge necessary to teach a graduate level seminar within their chosen specialization.
• Method: This exam covers philosophical as well as pragmatic concerns regarding research design, the choice of appropriate methods, implementation, and interpretation of findings. A successful exam should demonstrate a capacity to conduct independent research on the types of questions central to one’s field of investigation.

The general focus area of each exam is determined by the student and the examiner together, but the examiner has final authority for designing the exam questions. In all cases the exams must be demonstrably relevant to the central concerns of the field of urban and regional planning.

The exact format, timing, and duration of the comprehensive exams are determined collaboratively by the student, advisor, and exam committee members, with approval from the graduate program director. Two major formats are typical:

• The single-day exam where the student brings only their notes--no original texts--and answers the questions to the best of their memory of the literature in relatively short essays completed during the exam hours. Or,
• Take-home exams, which may stretch up to three weeks. In this format the studentreceives her/his questions usually on a Monday and returns a completed essay eitherthree or five days later.

The advisor and student may choose an alternate format to satisfy the comprehensive exams requirement – with approval of the Graduate Program Director. For instance, the student may draft a scholarly article that will be submitted to a peer reviewed journal in place of one or more of the traditional exams, or write a substantive funding proposal. The article or funding proposal might be the result of collaborative research; however, the student must be the primary author on the submitted paper and the faculty advisor must attest that paper predominantly reflects the original work of the student. A comprehensive exam paper can not be used to directly satisfy other milestone degree requirements (such as a stand-alone chapter used in the student’s dissertation).

Expectations regarding the length and polish of the exam answers will naturally vary based on the type of exam, but in all cases the answers must demonstrate mastery of the literature in the topic, the ability to think originally and critically about the field, and the ability to effectively organize and communicate those findings.

Prior to approval to sit for their exams, the student develops reading lists that are approved by their examiners for the three areas that reflect their particular interests and research plans. The student should also develop a dissertation prospectus that addresses the topic and methods of their anticipated dissertation proposal – in effect, a draft dissertation proposal. The committee must be satisfied that the prospectus is sufficiently developed to provide meaningful guidance on the topics of the examinations, and a relatively speedy oral proposal defense after the examinations.

Following the written comps, students undertake an oral examination that builds from the topics explored in their comps. At least one week prior to oral exams, the student must provide all committee members with copies of their examination answers. Committee members and the GPD may request extensions or clarifications of examination answers. The scheduling of the oral exam is coordinated by the student amongst all members of the examining and dissertation committees.

Oral examination: Shortly after completion of the written exams, the student takes an oral examination. In the oral examination, the examining committee members may question the student on any remaining issues not well covered in the written exams, as well as any other questions the committee may have for the student. Typically, committees expect the student to do a presentation of their exam answers, but this is up to the committee chair and members. After the oral examination, the committee determines whether the student has passed, failed,or needs to revise any portion of their examinations. Student may pass, fail, or be asked to undertake revisions to their written or oral work before a second defense. At a second defense,they will either pass or fail.

Committees may choose to combine the dissertation proposal defense with the comprehensive oral examination or hold them separately. If they are combined, all members of the examination as well as of the dissertation committee must attend the oral defense.