On the role of qualifying exams in the transition from classroom-based learning to working on a dissertation

Thomas M. Menino Convention & Exhibition Center 

Arguably, the most important aspect of PhD training is the transition from "classroom-based learning", where material is organized and synthesized by an instructor in a structured manner and where problems posed have known solutions (indeed, there is a solution), to "self-directed learning", which requires the individual to organize and synthesize a typically large body of existing work, and then contend with problems for which there is no known solution (indeed, there may not be a solution). Key to success in this transition is a shift in mindset, the development of new time management skills, and increased comfort with uncertainty, setbacks and responsibility. Since all of these are both highly personal and cannot be taught in a classroom, PhD training programs need to provide experiential mechanisms through which students are initially exposed to what self-directed learning entails, and though which they begin to develop the corresponding skills. Simultaneously, as with all aspects of training, programs need mechanisms through which student progress can be assessed. I will argue that qualifying exams provide such a mechanism, providing a means to balance programmatic responsibilities of: (i) giving students avenues for growth and development, (ii) ensuring appropriate progress towards timely completion; and (iii) setting students up for successful long-term careers.