Qualifying for doctoral candidacy is a multi-faceted process.  Required core area courses (which include comprehensive examinations) are an integral part of your qualifying process, as is the other coursework you have completed, your annual student review, and any requirements your area of specialization may have.
 

Required Coursework

All doctoral students must register for two semesters of EDP 395R (Qualifying Process Research) before the end of the semester in which they go through the qualifying process. Summer registration is contingent on approval of the qualifying adviser and the adviser’s ability to supervise the student’s work during the summer.

Students must have successfully completed at least five of the six required foundation courses during the semester prior to the one in which they go through the qualifying process. With supervisor permission, the sixth foundation course may be completed during the same semester the student is going through the qualifying process. Careful planning is required to get these courses completed on time, and it is recommended these courses be taken as soon as possible (summer offerings are not guaranteed). 

Once the date for turning in the qualifying document has been officially determined, it cannot be moved to a subsequent semester. If the deadline is not met, this usually constitutes a failure in the process. For this reason, students sometimes officially choose to turn in the qualifying document one semester later than the one in which they actually hope to turn it in - just in case a courseload causes a problem in completion of the core area courses, etc. If no problem arises (and if all other requirements will be met on time) the student can, with approval of the qualifying process adviser, turn in the document a semester early. To do so, the adviser must email approval to the Graduate Coordinator with enough advance notice for the student to be sent the new deadline information and to be able to meet the deadlines.

Qualifying Process

1. The purpose of the qualifying process is to allow students to demonstrate they are ready to advance to candidacy. This process is part of a comprehensive evaluation that also includes successful completion of core area courses (which include comprehensive exams) and certain area of specialization courses, as well as good standing in the area of specialization as determined by annual student reviews.
2. In line with the department requirements for the qualifying process, students will produce a qualifying document, have an oral exam and a written exam (School Psychology students do not have a written exam), and be evaluated no later than their 7th semester. (On very rare occasion and due to extreme circumstances, a petition for an extension of any part of the QP process may be granted if it is approved by the GSC Executive Committee with the support of the area of specialization and the Graduate Adviser.) Students must have completed the qualifying process in time to be evaluated at the regularly scheduled fall or spring GSC meetings.
3. Students should contact the Program Director or Area Chair no later than their 4th semester to discuss the selection of their qualifying process adviser, as the Areas/Programs have slightly varying processes.
4. In exceptional cases, it is permissible for students to seek advisers outside of their areas of specialization. The process for obtaining approval for this would begin with the student’s faculty adviser. The adviser must always be an EDP GSC faculty member.
5. Each student will have an officially assigned qualifying process adviser (chosen in accordance with the process developed by the student’s area of specialization) and turn-in date. Once the date for turning in the qualifying document has been officially determined, it cannot be moved to a subsequent semester. For this reason, students sometimes officially choose to turn in the qualifying document one semester later than the one in which they actually hope to turn it in - just in case a courseload causes a problem in completion of the core area courses, etc. If no problem arises (and if all other requirements will be met on time) the student can, with approval of the qualifying process adviser, turn in the document a semester early. To do so, the adviser must email approval to the Graduate Coordinator with enough advance notice for the student to be sent the new deadline information and to be able to meet the deadlines.
6. In accordance with the Department’s timeline, faculty will meet to determine the two remaining committee members. Usually, one member will be from the student’s area and the other member will be from another area. Such decisions will be made based on the student's qualifying document topic summary, and members will be assigned based on their expertise with respect to the student’s topic and faculty workload considerations. (You should give your committee members access to your program of work in UTBox so they know which courses you have completed and with what level of competency.)
7. The written product that students submit can vary, depending on the area/program. In all cases, the document must be the student’s own work to the degree that it would deserve first or sole authorship, and must be prepared under the supervision of a UT-Austin EDP faculty person. “First authorship is based on work to which individuals have substantially contributed (APA Ethics Code Standard 8.12a, Publication Credit).” “Substantial contributions may include formulating the problem or hypothesis, structuring the experimental design, organizing and conducting the statistical analysis, interpreting the results, or writing a major portion of the paper.” (Publication Manual of the APA, 6th Edition, p. 18).
8. Recommendation for advancement to candidacy will be made to the GSC from the student’s qualifying process committee and area/program.

The schedule for submission of the qualifying document through oral examination:

Title & Summaries Due Date: First non-holiday Tuesday of January for the spring semester and Tuesday of the week prior to the beginning of classes for the fall semester. The summary is a 115-word (including data analytic method) statement about what your document will be about, just enough to give committee members a good idea of what you’re doing.

Qualifying Document Due Date: Monday of the second full week of the semester in which the qualifying document is due. 

Qualifying Written Examination (for those areas and programs requiring a written exam): To be held on Friday of the third full week of classes.

Qualifying Oral Examination: To be held by Wednesday of the sixth full week of the semester.

Evaluation Committee Report and Recommendation: To be delivered by the qualifying process adviser to the Graduate Adviser's office immediately following the oral examination. The student will be informed of the recommendation after the oral exam, but it is not final until the GSC vote.

GSC Vote: The Report and Recommendation of the evaluation committee is presented and acted on by the GSC on Friday of the sixth full week of the semester.

Advisement Guidelines

During the two semesters of 395R: Qualifying Process Research registration, the qualifying process adviser should assist the student with the basic tasks involved in preparing the document. The adviser will guide the student by providing general information and criticism, including selecting a suitable topic, sampling the pertinent literature, and preparing a proper review. When the initial work is complete, the qualifying process adviser’s role will change to helping the student to analyze issues and problems and to develop an appropriate research study derived from this knowledge base.

The help provided should not be particularly specific and detailed; the document should be the student’s own product. The adviser should not evaluate the specifics of the student’s product but rather guide the student to attempt the full range of conceptualization and analyses called for in the document. This is done, in part, through the following: serving as a resource; asking questions that allow the student to reason about the knowledge base that has been developed for the topic; confronting the student with possibilities for construction or application of a theory (how to test theory and what the properties of such a study would be); and encouraging the student to state hypotheses appropriately and link these with statistical analyses.

Qualifying process advisers are available (by appointment) to advisees about one hour per week on average (not including the time it takes to review the document).  

Students needing assistance with research design and quantitative methods should read appropriate texts and seek free consultation from the Department of Statistics and Data Sciences. One hour of consulting per week is provided free of charge to UT students who need assistance with experimental design, survey design, model design, or data analysis.

Qualifying process advisers agree to be available, in the final two weeks before the document is due, to read and give final feedback if the student requests it (students who have made little or no effort to seek adviser consultation in the two semesters of 395R may not expect more time than one hour per week during the two weeks before the document is due).

Advisers may conduct a final meeting with the student (shortly before or after the document is turned in) to discuss the logistics and procedures of the two exams. Students may not consult with any EDP faculty regarding the qualifying document after it is turned in.

Students who are beginning the qualifying process in the fall are required to work with their qualifying adviser to complete the Qualifying Process Student/Faculty Adviser Agreement. After completion, the student is to upload a copy of the signed Agreement to his/her UTBox Program of Work folder (either scanned or photo’d).

Developing the Qualifying Document

Guidelines

Developing the qualifying document encompasses a process and a product. That is, it involves the acquisition of knowledge and skills as well as the reporting of them. Acceptability, therefore, is a matter of whether the student has gained a sufficient degree of mastery of the subject and whether the reporting of the results of these intellectual activities is adequately done. Along with a copy of the document, each member of the qualifying process evaluation committee receives an evaluation data sheet upon which he/she will independently rate the acceptability of the document.

Criteria that reflect desirable characteristics or qualities of the qualifying document include:

Integrative Analysis and Interpretation 

• Identifies the issues that have been investigated
• Attempts to clarify
• Illuminates new problems 
• Speaks to the central problems concerning the subject
• Deals with conceptual clarification
• Outlines implications for future work

Proposed Research Study

• Is competently planned, well related to other relevant work, and addresses the stated question well
• Uses appropriate analytical procedures, presents antici­pated results and their implications clearly
• Is easily understood and well-written

Although these are ends toward which the student’s effort should be directed, and the achievement of many of these goals would be welcome and pleasing to the QP adviser, the qualifying document is the student’s product and responsibility. QP advisers conduct a final meeting with the student, before (or soon after) the QP document is turned in, to discuss the logistics and procedures of the two exams.

Preparing the Qualifying Document

Completion of the qualifying document occurs during the two-semester EDP 395R course sequence. In general, the first semester may be viewed as a reading semester, in which the student explores the literature for a suitable topic, and the second semester may be viewed as a writing semester, in which the student develops the qualifying document, including the research design.

1. Select a Suitable Topic:  One that reflects a dis­tinctly delimited sphere of psychological knowledge and intellectual activity. The topic covered may fall within a sub-area of one of the domains, or may be a subject in a professional or applied area. The purpose of the qualifying document is to display in-depth knowledge about an important topic.  It should not be merely a subsequent add-on to a paper in a particular course, but should be explicitly devel­oped in the process of probing facts, issues, and ideas that might have been encountered in various courses.
2. Essential Features of the qualifying document: The core of the document is the knowledge base of the topic selected. It is important that students not only find, organize, and master the knowledge, but, also, that they develop skills in the application of that knowledge. This objective is appropriately embraced in the formulation of a research study derived from that knowledge base. These two kinds of scholarly/scientific activity are not only closely interrelated, but doing the latter depends strongly on how well the former is done.
3. Main Sections of the Qualifying Document 
   1. Introduction – serves as a preface that briefly explains the topic address (1-3 pages).
   2. The Integrative Analysis and Interpretation section is a review and evaluation of theoretical, empirical, and methodological developments, as well as suggested directions for future research and recommendations for practice or policy (18-27 pages). This section of the document should present an extensive review of the topic. Despite this emphasis on both breadth and depth, it is expected that the discourse will be more exploratory and investigative than definitive.
   3. The Proposed Research Study should be written using the form of a journal article, following the practice of APA research journals (such as the Journal of Educational Psychology), with the exception that no actual results will be reported, although the discussion may include anticipated outcomes (10-15 pages). The problem should be derived from the knowledge base that was developed earlier in the integrative analysis.  It is essential that you obtain and follow closely the Publication Manual of the American Psychological Association .
   4. Summary and Implication should relate the study’s projected findings to the Integrative Analysis and extend the Interpretation (1-2 pages).

Qualifying document text sections must not exceed 50 pages.

Written Examination 

Note: students may reference their QP document for both the written and oral Qualifying Process examinations. The EDP Graduate Coordinator will provide you a hard copy of your QP document at the beginning of the exam.

After the qualifying document is turned in, faculty are not to advise the student about the document or possible questions that may be asked on exams. However, the adviser should have one meeting with the student about the general exam process. 

The focus and purpose of the written examination is to obtain evidence that the student has gained a thorough knowledge of the topic, along with powers of critical anal­ysis in interpretation of that knowledge, and skills of in­vestigation or experimentation. You may be asked about any topic that you should have learned in one of the courses you have taken that a committee member is somehow reminded of by reading your qualifying document, even if you did not write about it directly. 

1. Examiners. The student's three-member committee serves as the qualifying process evaluators for each student, with the student’s qualifying process adviser as one of these members and serving as chair. 
2. Format. The written examination will consist of six essay questions, two submitted by each committee member. The student is to answer three questions, one from each examiner, to be weighted equally.  Each question is labeled with the name of the submitting faculty person. All three members of the committee evaluate the entire exam. 
   1. Note: School and Counseling Psychology doctoral students will have a choice between two questions regarding methodological issues, two questions about the substance of their document, and two questions that demonstrate their ability to integrate two or more core areas of educational psychology (affective, biological, cognitive, social, developmental). 
3. Administration. A group administration of each student’s written examination is scheduled in a Sanchez Building classroom on the Friday of the second week following submission of the qualifying document. Students are not allowed to have any materials with them during the written examination.
4. Evaluation. Each member of the student’s evaluation committee independently evaluates the student’s entire written examination. 

Oral Examination 

After the qualifying document is turned in, faculty are not to advise the student about the document or possible questions that may be asked on exams.  However, the adviser should have one meeting with the student about the general exam process. 

The qualifying oral examination will pursue the designated topic and research study, your answers on the written examination (if applicable), and any other matters relevant to determining your readiness for admission to candidacy.  You may be asked about any topic that you should have learned in one of the courses you have taken that a committee member is somehow reminded of by reading your qualifying document, even if you did not write about it directly.  

1. Timing. The oral examination must be taken as soon as possible after the committee has evaluated the written examination, and is scheduled by the qualifying process adviser.
2. Administration. The members of the qualifying evaluation committee also serve as examiners for the oral examination. It is the qualifying process adviser’s responsibility to schedule the oral exam. Students are allowed to have a copy of the written exam, the qualifying document, and brief notes during the oral exam (other materials may be allowed by the qualifying process adviser).
3. Evaluation. When the oral exam is concluded, the student is excused and each committee member makes a rating of the exam, using the evaluation form provided for this purpose.

The qualifying process adviser will inform the student of the committee recommendation to be made to the GSC. No final determination is made about the student’s status until the GSC meeting. 

Note: Students are strongly encouraged to discuss with their qualifying advisers the procedures for the oral exam. Lengthy or formal presentations are strongly discouraged.

The process for the qualifying oral exam: 

• Everyone arrives.
• Student leaves room during preliminary committee discussion.
• Committee reviews the information from the student’s academic record (if needed) and existing scores from all committee members. 
• Committee discusses any problem areas, etc.
• Student returns to the room and completes the oral exam.
• Student leaves after exam.
• Committee members rate the student separately, share ratings, and arrive at a group recommendation, considering all qualifying process ratings and other relevant matters. 
• Student is advised of the committee’s recommendation to the GSC.

Committee Evaluation Documents

The qualifying process committee members use Rubrics and the Qualifying Process Ratings Report to evaluate students’ documents and examinations. 

Evaluation for Advancement to Candidacy 

The qualifying process adviser serves as chair and coordinator of the qualifying process committee. Each committee member reviews coursework the student has completed. 

After evaluating all necessary evidence and discussing the case, the committee votes on the recommendation to the GSC regarding the student’s suitability for advancement to candidacy. The recommendation of the evaluation committee is by majority vote. If the vote is not unanimous, the evaluation committee will report the contrasting recommendations, and the reasons for them, to the GSC.  

The four options available to the student’s evaluation committee and to the GSC members in making a final decision about the student are as follows:

1. Continuation in the doctoral program with the rec­ommendation for admission to candidacy when the required 6 core area courses have been satisfactorily completed (check with your area of specialization regarding any other pre-candidacy requirements).
2. Continuation in the doctoral program with the rec­ommendation for admission to doctoral candidacy only after certain specified conditions made by the committee have been met within a specified amount of time - usually one or two long semesters. The required 6 core area courses must also have been satisfactorily completed as well as any other area-specific pre-candidacy requirements.
3. Termination, with permission to take a terminal master’s degree: These students may register only for courses counted toward the master’s degree. 
4. Termination: These students may not register for future semesters.

Evaluation committees’ recommendations are presented to the GSC for discussion and voting. The GSC members take into consideration the committee's recommendation as well as the student's academic record in making a final decision. Final decisions are made by majority vote of the GSC for each student. It is the responsibility of the student’s qualifying process adviser to convey this decision to the student at the earliest opportunity. Notification will also be sent directly to the student regarding the GSC’s decision.

Effects of Area/Program Probation on Qualifying Process

Program-Specific Processes