Professional Seminar Slides Winter 2016
The degree requirements consist of courses, research apprenticeship, two comprehensive exams, dissertation proposal, professional seminar, and dissertation.
In September of each year, students are expected to develop a plan with the graduate chair indicating how and when they will meet the requirements of their program. This plan includes timing for all course work and other requirements. While the graduate chair has the formal role of establishing the student's program of study, students are encouraged to speak to various faculty members for advice on courses and on their program.
PhD candidates are normally required to take 8 courses, including:
The Research Apprenticeship Milestone (formerly Sociology 9689) consists of roughly 60 to 100 hours spent working closely with a faculty member on a research project (either paid work on a grant-funded project or an unpaid research collaboration) and is designed to mentor students in the research process and provide hands-on research skills in preparation for dissertation work. This Milestone should be completed during the first or second year of the program.
Candidates are required to pass two comprehensive examinations, normally within the first two years of study. Comprehensive examinations require students to demonstrate a broad understanding of the literature and debates within two substantive areas. The comprehensive examination process provides students with the opportunity to immerse themselves in literatures that will inform their dissertation work. Further, they help students with the degree-level learning outcomes, including those related to depth and breadth of knowledge, communication skills, research and scholarship, and professional capacity. Reading for the comprehensive examinations allows students to engage with a field in greater depth (and breadth) than ordinary coursework. It provides an opportunity for students to demonstrate an ability to understand and critically evaluate current research and scholarship within sociology and their area of specialization. The process helps to develop an ability to present and discuss ideas clearly and articulately and engage in scholarly discussion and debate. In addition, the comprehensive exams provide the opportunity for doctoral students to develop transferable skills. For students who work in academia post-degree the comprehensive exams foster intellectual independence and are ideal training for teaching and research. For students who will work in non-academic settings (as well as those in academic settings), the comprehensive examinations provide skills in working with large amounts of complex information, synthesizing, analyzing, and identifying gaps and solutions – ideal skills for a variety of jobs.
Comprehensive exams may be written in the following 5 core areas, which align with the department’s strengths in research and graduate teaching:
Comprehensive exams may also be written in:
Core Sociology faculty in these areas from which committee members are typically drawn include:
|Aging and the Life Course||Connidis, Côté, Davies, Margolis, McMullin, Shuey, Willson, Zajacova|
|Health and Health Inequality||Adams, Davies, Margolis, Shuey, White, Willson, Zajacova|
|Inequality, Power, and Social Regulation||Adams, Allahar, Côté, Gardiner, Holm, Huey, Lehmann, Schaffer, White|
|Social Demography||Abada, Choi, Haan, Margolis, Willson|
|Work, Occupations, and Professions||Adams, Lehmann, McMullin, Shuey|
|Sociological Theory||Gardiner, Levine, Schaffer|
|Quantitative Methods and Statistics||Choi, Haan, Margolis, Willson|
|Qualitative Methods||Adams, Connidis, Davies, Huey, Lehmann, White|
|Migration and Ethnic Relations (collaborative program members only)||Abada, Allahar, Choi, Haan|
|Transitional Justice (collaborative program members only)||Allahar, Schaffer, White|
The appropriate examination committee will distribute a reading list not later than four months preceding a given examination. Each area has an associated core reading list that is reviewed annually by the faculty members who make up the research area. Past reading lists may be viewed in OWL (SOCGRADS INFO site, under Resources).
In the 5 core research areas (Aging and the Life Course; Health and Health Inequality; Inequality, Power, and Social Regulation; Social Demography; Work, Occupations, and Professions), the core list represents a portion of the readings and will be followed by supplemental readings (representing a more specialized area of study and comprising up to ¼ of the reading list OR the comparable expansion of the core list). Each student must consult with the graduate chair to determine whether a specialized area will be declared. When there is a specialized area, the composition of the comp committee may be altered (usually by one member) in accordance with a student’s specialized area and the student is encouraged to indicate to the designated committee member any readings that they think are pivotal to their area of interest and should be included as part of the ¼.
The comprehensive examination typically takes the form of a three-day take-home examination; however some areas are offered as a closed-book sit-down examination typically 6 hours in length. The precise nature of the format to be employed will be at the discretion of the comprehensive examining committee.
Examination committees develop and evaluate the examinations and are composed of a Chair and at least two other members of faculty nominated by the graduate chair. The committee decision is based on a majority vote.
The exams are viewed as a test of competency in the area. Passing an area exam requires: 1) a coherent, concise and accurate synthesis and discussion of relevant literature that reflects specificity and depth and 2) the display of an intelligent and critical perspective on pertinent readings in response to a given exam question (and which explicitly addresses all parts of the question asked). Committee members need to see that the student comprehends the key issues and can think coherently about them. The objective of the exams is for students to master a body of knowledge in order to develop and demonstrate an ability to integrate key readings in an area (show connections and points of contrast), to think analytically about them, and to understand and engage in central debates in the field. Answers must do more than summarize the arguments of all who have written on a given topic. They must utilize the works contained in the reading list to make an argument that is directly relevant to the question being asked. Students are asked to be critical when appropriate. Again, the goal is not simply to summarize the works read, but to harness others’ arguments to make a point. A good comprehensive examination answer demonstrates not only comprehensive knowledge of a field, but understanding of the key issues and debates, and generally, the ability to think critically about these issues and debates.
Exam answers, including answers to fulfill a conditional pass, will be subject to submission for textual similarity review to the commercial plagiarism detection software under license to the University for the detection of plagiarism.
Students can receive either a pass, pass with distinction (those who demonstrate both competence and excellence), conditional pass, or fail. Exams with one failing answer in the presence of an otherwise passable exam can be awarded a “conditional pass”. Students who receive a conditional pass will be given one opportunity to rewrite the failed question in the form of a written essay of no longer than 15 pages, to be submitted to the committee within two weeks of the exam decision.
Students who fail an examination will be given a written explanation, and they may seek further information and advice from Committee members. Students who fail an examination may appeal the decision in accordance with the department’s appeal procedures. Make-up examinations for those who have failed must be written during the next exam sitting. Students who fail an examination for a second time will normally be asked to withdraw from the program.
Relationship with coursework:
Students should think about their potential comprehensive exam areas upon entering the doctoral program and plan their coursework accordingly. Courses related to each of the comprehensive exam areas are typically taught every year, and students are expected to take these courses as partial preparation for a comprehensive exam. The intention is that the comprehensive examinations build upon the knowledge base established in the coursework.
The linkages between coursework, comps, and the dissertation are as follows. Coursework exposes students to a variety of research areas, and they may choose to write comprehensive examinations in two of the areas in which they wish to acquire further depth and breadth. The comprehensive examinations expose students to key debates within a particular field of sociological study and helps identify areas requiring further analysis, which in turn informs the dissertation proposal and thesis research.
Ideally, the comprehensive examinations follow the completion of course work, and are to be written in the second year of the program, before the completion of the dissertation proposal.
Comprehensive examinations will be written on (or, in the case of a three-day take-home exam, beginning on) the second Tuesday of February and June, and the first Tuesday in October. Students must declare their intention to write, and the area in which they plan to write, at least six months prior to the proposed writing date (students will receive an email reminder prior to the declaration deadline). Those who declare their intention by the respective deadline will be provided with a reading list at least four months prior to the proposed writing date. Those who do not declare their intention (exam date and area in which they plan to write) by the respective deadline (see table, below) must wait for the next writing date.
Summary of timing
|Proposed writing date|
(second Tues of month)
|Deadline for student |
to declare intention
|Reading list to be provided |
to student by
|February||August 1||October 1|
|June||December 1||February 1|
|October||April 1||June 1|
By the end of the first year of study, the student must have chosen a supervisor. To serve as a PhD supervisor, the faculty member must be a member of the School of Graduate and Postdoctoral Studies (SGPS) and be approved to supervise PhD dissertations. That faculty member must also be a member of the main campus Sociology Department at Western. Click here for the Finding A Supervisor web page. The student and the supervisor sign the Dissertation Supervisory Committee form and submit it to the graduate program assistant.
The purpose of the dissertation proposal milestone is for the candidate to demonstrate the requisite theoretical and methodological background as well as the necessary writing skills to proceed to concentrated thesis work. The dissertation proposal provides an opportunity for the student to interact with their thesis supervisor and supervisory committee member in a focused way. The submission of the proposal represents a commitment by the student to pursue the thesis upon completion of the thesis proposal. Typically the proposal would be completed and approved in the summer (at the end of year 2) or the fall (beginning of year 3), following the completion of year 2 comprehensive exams.
PhD students are required to complete the proposal under the supervision of the faculty member selected to be the thesis supervisor. The proposal requires:
1) The selection of a supervisory committee member. The expectation is that the supervisory committee member will serve as a "reader," providing feedback beginning at the proposal stage and throughout the writing process, and will read the thesis in its entirety before preliminary submission. A supervisory committee member must be a member of SGPS with at least non-core limited membership status (see the graduate program assistant for further details).
2) Approval of the proposal by both the supervisor and the supervisory committee member.
3) An informal oral presentation of the approved proposal to which faculty and students are invited to attend.
4) Completion of the Dissertation Proposal Report.
Points to consider:
Students may submit their dissertation in either monograph or integrated-article format. Listed below are components required in the main body of the thesis. Students should consult Section 8.3 of the School of Graduate and Postdoctoral Studies' (SGPS) Thesis Regulation Guide for a complete list of components and formatting details.
Following SGPS guidelines, it is expected that a thesis following an integrated article format will include the following components in the body of the thesis:
An introductory chapter that introduces and establishes the relevance of the broader dissertation topic that is addressed by the separate articles; A literature review chapter that sets the broader theoretical, conceptual, and methodological context for the separate articles to follow; A minimum of three articles; A concluding chapter that relates the separate articles to each other and integrates and discusses the findings within the context of the broader field of study; A separate bibliography should be included at the end of each chapter and article.
Further, following the SGPS guidelines, it is expected that a thesis following a monograph format will usually include the following components in the body of the thesis:
An introductory chapter that introduces and establishes the relevance of the broader dissertation topic; A literature review chapter that sets the broader theoretical, conceptual, and methodological context for the dissertation; A methodology chapter that describes the analyses conducted; One or more results chapters; A concluding chapter that discusses the findings within the context of the broader field of study; A bibliography.
The Professional Seminar Series is designed to introduce students to aspects of the professional life of the Sociologist. Our purpose is to add to students' professional training in practical ways that will help them successfully compete for both academic and non-academic positions, adjust to academic life in new departments, and be productive scholars that secure tenure. The seminar series is a required Milestone for PhD candidates. Check the graduate course listing for availability each year.
|Miniumum number of credit courses||6 half-courses|
|Mandatory courses*||9002, 9003, 9005, 9007
plus 4 other courses including 2 in specialization
|Maximum Registration Period
|For students who have entered the program after completion of their MA: 6 calendar years from initial registration in PhD program
For students who have transferred from MA to PhD without completion of their MA: 7 calendar years from initial registration in MA program
*Any of Soc. 9002, 9003, 9005, or 9007 may be waived if they or their equivalent have been taken previously. The requirement for a total of 6 half-courses still remains, however.
While the MA and PhD programs define a minimum number of courses, students may take more than the minimum, possibly in other areas or possibly as audits. Students are also encouraged to take part in the various colloquia and professional occasions that occur in the Department, in the University, and in professional associations.