Several deadlines are involved in requesting permission to take comprehensive examinations students should meet with their advisors in order to make sure all deadlines and requirements are met. The request to take comps can also include a request to take the exam on a secure computer.

Policies and procedures for Ph.D. comprehensive examinations are described in the CRSD Student handbook under comprehensive examinations--Doctor of Philosophy Degree.

Students are required to take a departmental examination as well as an examination in their major and minor program areas of study.  These are described below:

COUNSELING, REHABILITATION AND STUDENT DEVELOPMENT  

Each candidate for the Ph.D. is required to write a 3-hour Departmental Examination. The examination is designed to evaluate the student's knowledge in issues related to the Departmental Core Requirements. These courses include Theory, Research Tools, and practical Applications and Ethics. Students can expect evaluation of their knowledge in theories to include several systems in counseling, group counseling and career development. Research can include appraising and interpreting clinical and statistical information as well as the design of research and evaluation projects. In addition, ethics, supervision, and consultation may be included.

Each Ph.D. candidate in the Counselor Education Program is required to write a three-hour program comprehensive examination. The examination contains questions about both counseling theories and research, and teaching counseling skills and knowledge. Following is a description of general content that will aid candidates as they prepare for the examination.

The program examination is designed to evaluate the student's knowledge in several topical areas distributed about equally across questions about theory, research, and teaching. This knowledge may be acquired through Division Ph.D. core courses, program courses, and supplementary readings. The exam will include questions from the following topics:

1. Theoretical systems of counseling, relevant research findings, and their application to teaching and supervision of counselors.

2. Theoretical systems of group counseling, relevant research findings, and their application to teaching and supervision of counselors.

3. Theoretical systems of consultation, relevant research findings, and their application to teaching and supervision of counselors.

4. Theoretical systems and relevant research about career development.

5. Theories and methods for collecting and interpreting appraisal data about individuals and groups.

6. Gender, cultural, legal and ethical issues in counseling, consultation and supervision.

7. Quantitative and qualitative methods of disciplined inquiry (research) and evaluation.

8. Professional development of counselors.

9. Theory, practice and research in counselor education and supervision.

REHABILITATION COUNSELOR EDUCATION 

Each Rehabilitation Counselor Education Ph.D. candidate in the Department of Counseling, Rehabilitation and Student Development is required to write a 3-hour Rehabilitation Comprehensive Examination in addition to the Division Comprehensive Examination and a minor area examination.

The Examination is designed to evaluate the student's knowledge in eight topical areas distributed across questions about theory, practice and research. This knowledge may be acquired through the Rehabilitation Counselor Education Ph.D. courses and Division Ph.D. core courses and supplementary reading and study.

1. The service delivery system in rehabilitation as well as the role and functions of the rehabilitation counselor and its other personnel.

2. The social and psychological implications of disability.

3. The philosophical and theoretical underpinnings of rehabilitation and their implications for education, practice, and research.

4. The application of counseling theories, practice, and supervision with persons with disability.

5. The design, implementation and evaluation of research in the field of rehabilitation.

6. Professional issues and concerns within rehabilitation counseling.

7. Knowledge of instructional strategies and clinical supervision relevant to rehabilitation counselor education.

Questions will require the examinee to demonstrate knowledge of (a) systems of ideas (Theories) and (b) applications methods and techniques (Practice), and (c) research methods and results (Research).

The Comprehensive Examination Committee, designated by the student on the Comp Exam Request Form, will evaluate the written answers on the basis of accuracy, thoroughness, depth, and organization. Statements, conclusions, and citations should be factually accurate. Answers should cover a broad range of relevant information. Ideas, concepts, and assumptions should reflect skill in synthesizing information at a complex level. The logic and flow should be orderly.

Doctoral students in the Student Development in Postsecondary Education (SDP) program must write, and pass, three three-hour comprehensive examinations following completion of their academic coursework. One examination is in Student Development. The content and emphasis of the second and third examinations are determined by the student's program of study. Students who have elected to focus their core courses in counseling practice will take the second exam in Counselor Education and the third in a minor area of study outside the Division of Counseling, Rehabilitation and Student Development. Students who have focused their coursework on administrative practice will take the second (administration) and third (minor) exams outside the Department of Counseling, Rehabilitation and Student Development,

The SDP Ph.D. comprehensive exams are designed to give students an opportunity to demonstrate, synthesize and integrate what they have learned in their graduate program, in academic courses as well as supplementary reading, study, and experience. Evaluation of each student's performance on the exams is based on evidence of knowledge about applicable research and other writing, organization and clarity of writing and thinking, and integration of theory and practice. Answers are expected to cover a broad range of relevant information and to reflect complex analyses and understanding. Topics and areas of knowledge that students can expect to be responsible for on the SDP component of the examinations include the following:

1. History, theory, and philosophy of student development concepts and applications.

2. History, philosophy, and organization of American higher education and student affairs administration.

4. Characteristics of, and research, writing, and issues relevant to, students in postsecondary education.

5. Research and evaluation design, strategies, and assessment techniques.