qualadvice
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| - | Think about exam content | + | |
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| - | ....... 6-12 months ahead of time | + | |
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| - | Exam Preparation | + | |
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| - | < | + | Below is a also a list of suggestions from students and faculty. Suggestions may differ between the Applied and Pure Exam but the timeline should still be the same. Also, if you want more advice beyond this department, check out the [[http://gradstudies.ucdavis.edu/students/qualifying_exam.html|Grad Studies Qualifying Exam suggestions]]. |
| - | <LI> <a href="# | + | |
| - | Take the exam | + | |
| - | </a> (plan on 3 hours) | + | |
| - | <LI> <a href="# | + | |
| - | </a> | + | |
| - | </UL></p> | + | |
| - | < | + | |
| - | Here is a sample <a href=" | + | ===== NOTE ===== |
| + | Each individual qualifying oral exam is different. There are many [[# | ||
| + | |||
| + | ===== Timeline for all qual exams: ===== | ||
| + | |||
| + | - [[# | ||
| + | - [[# | ||
| + | - [[# | ||
| + | - [[# | ||
| + | - [[# | ||
| + | - [[# | ||
| + | - Submit all required paperwork to < | ||
| + | - [[# | ||
| + | - [[# | ||
| + | |||
| + | Some other useful resources: | ||
| + | |||
| + | Here is a sample [[http:// | ||
| + | |||
| + | ===== Think about exam content (6-12 months ahead of time) ===== | ||
| + | {{anchor: | ||
| + | |||
| + | For applied math students, this means finding a problem and knowing background for this problem. You will be evaluated on how well you can explain the problem, how well you know what directions you will take, what other people have done, and how fluent you are on the background material. | ||
| + | |||
| + | For pure math students, this means finding a research specialty and knowing what prerequisites it has. You will be evaluated on how well you know the prerequisite material. (This advice is for the post-presentation section of the quals. Presentation advice in the [[# | ||
| + | |||
| + | To get an idea of how ambitious (or not) the exam content needs to be, browse through the quals syllabi binder in the grad computer lab and consult your advisor. | ||
| + | |||
| + | ===== Create an exam syllabus or proposal (3-4 months ahead of time) ===== | ||
| + | {{anchor: | ||
| + | |||
| + | Qual Proposal: Draft a qual topic proposal. Previous proposals are available in a binder in the grad lab. Circulate the draft among your committee, get their approval, then forward it to < | ||
| + | |||
| + | Send a finalized copy to all members of your committee to have available to peruse prior to the exam. | ||
| + | |||
| + | Don't be overambitious with your list. There' | ||
| + | |||
| + | Don't put anything on your syllabus unless you are sure that you will know the material very very well by 2 months before the exam. (We mean it. Really.) | ||
| + | |||
| + | ===== Decide on your committee (2-3 months ahead of time) ===== | ||
| + | {{anchor: | ||
| + | |||
| + | You will need four professors if in pure math (five professors if in applied math), and one of them to serve as your committee chair. Try to choose professors who already have a good impression of you. Also, talk with your adviser to find out if he/she/they plan on being on your committee. Some professors have strong opinions about being on their students' | ||
| - | < | ||
| - | < | ||
| - | < | ||
| - | For applied math students, this means finding a problem and | ||
| - | knowing background for this problem. | ||
| - | evaluated on how well you can explain the problem, how well | ||
| - | you know what directions you will take, what other people | ||
| - | have done, and how fluent you are on the background material. | ||
| - | </p> | ||
| - | <p> | ||
| - | For pure math students, this means finding a research specialty | ||
| - | and knowing what prerequisites it has. You will be evaluated | ||
| - | on how well you know the prerequisite material. | ||
| - | is for the post-presentation section of the quals. | ||
| - | advice in the <a href="# | ||
| - | </p> | ||
| - | <p> | ||
| - | To get an idea of how ambitious (or not) the exam content | ||
| - | needs to be, browse through the quals syllabi binder in the | ||
| - | grad computer lab and consult your advisor. | ||
| - | </ | ||
| - | < | ||
| - | (3-4 months ahead of time) | ||
| - | </ | ||
| - | < | ||
| - | Qual Proposal: Draft a qual topic proposal. | ||
| - | Previous proposals are available in a binder in the grad lab. | ||
| - | Circulate the draft among your committee, get their | ||
| - | approval, then forward it to gradadvisor@math.ucdavis.edu for approval in | ||
| - | the proper channels. | ||
| - | Send a finalized copy to all members of your committee | ||
| - | to have available to peruse prior to the exam. | ||
| - | </ | ||
| - | < | ||
| - | plenty of post-qual time to learn more of what you need to write | ||
| - | your thesis.</ | ||
| - | < | ||
| - | sure that you will know the material very very well by 2 months before the exam. (We mean it. Really.)</ | ||
| - | < | ||
| - | (2-3 months ahead of time) | ||
| - | </h2> | ||
| - | <p> | ||
| - | You will need four professors if in pure math (five professors if in applied math), and one of them to serve as your committee chair. | ||
| - | impression of you. Also, talk with your adviser to find out | ||
| - | if he/she/they plan on being on your committee. Some professors have | ||
| - | strong opinions about being on their students' | ||
| - | (some will, some won' | ||
| - | </p> | ||
| - | <p> | ||
| For Mathematics majors, one member of your committee must be external to the Department, and the Chair must be a member of the Department. | For Mathematics majors, one member of your committee must be external to the Department, and the Chair must be a member of the Department. | ||
| - | </ | + | |
| - | <p> | + | |
| For Applied Mathematics majors, one member of your committee must be external to GGAM, and the Chair must be a GGAM member. | For Applied Mathematics majors, one member of your committee must be external to GGAM, and the Chair must be a GGAM member. | ||
| - | </p> | ||
| - | <p> | ||
| - | Later you will need three members for your dissertation | ||
| - | committee; these three don't have to be on your qual exam | ||
| - | committee but it can be convenient if the groups overlap so | ||
| - | keep this in mind when choosing. | ||
| - | </ | ||
| - | < | ||
| - | (2-3 months ahead of time) </ | ||
| - | < | ||
| - | Exam Scheduling (this can be the most stressful part): | ||
| - | When everyone is satisfied with the proposal, | ||
| - | arrange a qual date that everyone can make. | ||
| - | Reserve a room for the qual through <a href = " | ||
| - | reserve 3 hours. | ||
| - | </ | ||
| - | < | ||
| - | One of the hardest part of the exams is getting a | ||
| - | committee of five very busy professors to not only agree | ||
| - | on a meeting time but also to actually all show up at | ||
| - | the same time for your exam. The best time to send an email asking about availability (after professors have said they will be on your committee) is about 1 week before the start of a quarter, when they are planning their schedule for that quarter. | ||
| - | Summer can be hit or miss; some professors travel during the summer and are unavailable, | + | Later you will need three members for your dissertation committee; these three don't have to be on your qual exam committee but it can be convenient if the groups overlap so keep this in mind when choosing. |
| - | </ | + | |
| - | < | + | ===== Pick a date, time, and location (2-3 months ahead of time) ===== |
| - | <h2>Deliverable Deadlines | + | {{anchor: |
| - | </ | + | |
| - | <p>Make sure you pay attention to the following deadlines. The above are good recommendations for timing your exam, but these deadlines are established by Graduate Studies and cannot be moved (easily): | + | Exam Scheduling (this can be the most stressful part): When everyone is satisfied with the proposal, arrange a qual date that everyone can make. Reserve a room for the qual through < |
| - | < | + | |
| - | <li>Complete Syllabus - 8 Weeks Ahead of Exam | + | One of the hardest part of the exams is getting a committee of five very busy professors to not only agree on a meeting time but also to actually all show up at the same time for your exam. The best time to send an email asking about availability (after professors have said they will be on your committee) is about 1 week before the start of a quarter, when they are planning their schedule for that quarter. |
| - | </ | + | |
| - | <li>Finalize Committee - 6 Weeks Ahead of Exam | + | Summer can be hit or miss; some professors travel during the summer and are unavailable, |
| - | </ | + | |
| - | <li>Submit Application and Syllabus to Program Chair - 6 Weeks Ahead of Exam | + | ===== Deliverable Deadlines |
| - | </ | + | {{anchor: |
| - | <li>Last Corrections and final approval from Grad Studies - 4 Weeks Ahead of Exam | + | |
| - | </li> | + | Make sure you pay attention to the following deadlines. The above are good recommendations for timing your exam, but these deadlines are established by Graduate Studies and cannot be moved (easily): |
| - | </ | + | |
| + | | ||
| + | | ||
| + | | ||
| + | | ||
| + | |||
| + | ===== Exam Preparation (minimum at least 3 months ahead of time) ===== | ||
| + | {{anchor: | ||
| + | |||
| + | * [[# | ||
| + | * [[# | ||
| + | * [[# | ||
| + | * [[# | ||
| + | * [[# | ||
| + | * [[# | ||
| + | |||
| + | ==== Talk to people ==== | ||
| + | {{anchor: | ||
| + | |||
| + | Talk or email former students of your advisor to get their advice and ask what questions came up. Talk to other students who have shared the same committee members to find out what questions they were asked. Talk to your committee members to find out their expectations -- they may or may not tell you point blank what they intend to ask you and what they will not. | ||
| + | |||
| + | ==== Study ==== | ||
| + | {{anchor: | ||
| + | |||
| + | Study hard enough in advance that you can give yourself time to relax and watch a movie or have a glass of wine the night beforehand. You probably wouldn' | ||
| + | |||
| + | Review statements of theorems and definitions, | ||
| + | |||
| + | For GGAM students: know your problem, inside and out. Know the rigorous mathematics as well as intuitive explanations of all the specifics of your problem, including the variables, expected outcomes, etc. | ||
| + | |||
| + | ==== Prepare your Talk ==== | ||
| + | {{anchor: | ||
| - | < | ||
| - | < | ||
| - | </ | ||
| - | < | ||
| - | < | ||
| - | </li> | ||
| - | < | ||
| - | </li> | ||
| - | < | ||
| - | </li> | ||
| - | < | ||
| - | </li> | ||
| - | < | ||
| - | </li> | ||
| - | < | ||
| - | </li> | ||
| - | </ | ||
| - | < | ||
| - | <p> | ||
| - | Talk or email former students of your advisor to get | ||
| - | their advice and ask what questions came up. Talk to other | ||
| - | students who have shared the same committee members to find | ||
| - | out what questions they were asked. | ||
| - | members to find out their expectations -- they may or may not | ||
| - | tell you point blank what they intend to ask you and what they will not.</ | ||
| - | < | ||
| - | < | ||
| - | < | ||
| - | time to relax and watch a movie or have a glass of wine the | ||
| - | night beforehand. | ||
| - | when you are if your professors didn't feel you were ready.</ | ||
| - | < | ||
| - | Review statements of theorems and definitions, | ||
| - | the main ideas of the proofs. | ||
| - | should know these statements cold. | ||
| - | </ | ||
| - | < | ||
| - | For GGAM students: know your problem, inside and out. | ||
| - | Know the rigorous mathematics as well as intuitive explanations | ||
| - | of all the specifics of your problem, including | ||
| - | the variables, expected outcomes, etc. | ||
| - | </ | ||
| - | < | ||
| - | < | ||
| Plan your talk to be 40 minutes without questions. | Plan your talk to be 40 minutes without questions. | ||
| - | </ | + | |
| - | < | + | If you have a computer presentation: |
| - | If you have a computer presentation: | + | |
| - | staff know the date and time of your exam so that | + | **DO NOT EDIT YOUR TALK THE NIGHT BEFORE.** (Trust us.) |
| - | they can be "on call" to help with anything that breaks (knock on wood). | + | |
| - | </ | + | Try to practice/ |
| - | < | + | |
| - | <b>DO NOT EDIT YOUR TALK THE NIGHT BEFORE.</ | + | Talk to your advisor and your committee about whether or not they allow you to bring notes with you for your talk. (This goes for any sort of talk, powerpoint or chalk.) |
| - | </ | + | |
| - | < | + | With respect to giving a talk during the exam (and this goes for any talk): Work on building on large pile of coherently connected knowledge and not just many small piles of knowledge. Not only will your talk be easier to follow, but you will also be implicitly demonstrating your ability to plan and perform research. |
| - | Try to practice/ | + | |
| - | you could deliver the talk without notes.</p> | + | Do NOT bring up any lingo/ |
| - | < | + | |
| - | < | + | If you choose to give an expository talk, here's the advice I was given for how to choose a topic: pick something that you can finish with some detail in about 40 minutes. Your examiner' |
| - | Talk to your advisor and your committee about whether or | + | |
| - | not they allow you to bring notes with you for your talk. | + | Don't pick something too famous; every professor will have a pet version of it, and you'll invite more questions than you want. On the other hand, don't pick something too obscure; the examiners might have trouble judging the weight of the theorem. |
| - | (This goes for any sort of talk, powerpoint or chalk.) | + | |
| - | </ | + | A couple of professors said they were impressed by a particular research talk, because it conveyed to them that the student knew where they were going. But if you don't have a research result that can be explained in some detail in 40 minutes, or you don't have a research result, it's okay if your qual talk isn't on research. I gave an expository talk on an theorem related my field, and I passed. (All I'm saying is: if you have some spiffy research result that you can present in under an hour, by all means, do so! But the world won't end if you don' |
| - | < | + | |
| - | With respect to giving a talk during the exam | + | |
| - | (and this goes for any talk): Work on building on large pile | + | |
| - | of coherently connected knowledge and not just many small piles | + | |
| - | of knowledge. Not only will your talk be easier to follow, but | + | |
| - | you will also be implicitly demonstrating your | + | |
| - | ability to plan and perform research. | + | |
| - | </ | + | |
| - | < | + | |
| - | < | + | |
| - | I was given for how to choose a topic: pick something that you can | + | |
| - | finish with some detail in about 40 minutes. | + | |
| - | questions will add about twenty minutes. | + | |
| - | </ | + | |
| - | <p> | + | |
| - | Don't pick something | + | |
| - | too famous; every professor will have a pet version of it, and | + | |
| - | you'll invite more questions than you want. On the other hand, | + | |
| - | don't pick something too obscure; the examiners might have trouble | + | |
| - | judging the weight of the theorem.</p> | + | |
| - | < | + | |
| - | < | + | |
| - | A couple of professors said they were impressed by a particular | + | |
| - | research talk, because it conveyed to them that the student | + | |
| - | knew where they were going. | + | |
| - | result that can be explained in some detail in 40 minutes, | + | |
| - | or you don't have a research result, | + | |
| - | isn't on research. | + | |
| - | related my field, and I passed. | + | |
| - | (All I'm saying is: if you have some spiffy research result | + | |
| - | that you can present in under an hour, by all means, do so! | + | |
| - | But the world won't end if you don' | + | |
| - | < | + | |
| Don't forget to backup your presentation! | Don't forget to backup your presentation! | ||
| - | </ | + | |
| - | < | + | ==== Mock Exam ==== |
| - | < | + | {{anchor: |
| - | understand your talk.</ | + | |
| - | < | + | Practice your talk in front of advanced students who will understand your talk. |
| - | If you advisor has a lab group (or many students), | + | |
| - | practice your talk in front of them after your mock exam. | + | If you advisor has a lab group (or many students), practice your talk in front of them after your mock exam. |
| - | </ | + | |
| - | < | + | Take a mock qual: arrange for senior students to give you a practice exam. Whether or not you've taken an oral math exam or not, it's good to practice thinking extemporaneously at the blackboard in front of examiners. Take the mock qual soon after you've studied a bit. You may discover that you want to revise the way you've been studying -- for some, an oral exam is a very different experience than a written exam, and studying techniques may need to reflect this difference. |
| - | Take a mock qual: arrange for senior students to give | + | |
| - | you a practice exam. Whether or not you've taken an oral | + | ==== Remind your committee |
| - | math exam or not, it's good to practice | + | {{anchor: |
| - | thinking extemporaneously at the blackboard in front of | + | |
| - | examiners. | + | ... that you exist and that they exist. Professors can be absent-minded. |
| - | a bit. You may discover that you | + | |
| - | want to revise the way you've been studying -- for some, an | + | Remind your committee of the date, time, location 1 month, 1 week, and 1 day prior. It may not hurt to send out an email the day of. |
| - | oral exam is a very different experience than a written exam, | + | |
| - | and studying techniques | + | ==== Relax ==== |
| - | may need to reflect this difference. | + | {{anchor:Relax}} |
| - | </ | + | |
| - | < | + | Try to relax the day before and day of the qual. You've done all you can. Now show' |
| - | <p> | + | |
| - | ... that you exist and that they exist. | + | ===== Take the exam (plan on 3 hours) |
| - | be absent-minded. | + | {{anchor: |
| - | Remind your committee of the date, time, location 1 month, | + | |
| - | 1 week, and 1 day prior. | + | ==== Exam Format: |
| - | the day of. | + | |
| - | </ | + | You will be asked to leave the room so the committee can come to agreement on the format, then you will give a 40 minute presentation (either expository or research-related), |
| - | < | + | |
| - | < | + | Then you will be asked to leave the room, and return for more questions about your qual topics. Then you will be asked to leave again and you will finally hear your answer after the last pause. |
| - | Now show' | + | |
| - | < | + | Most exams take under three hours, and over two, though there are exceptions. Don't forget that when you are sent out of the room, it's so the examiners can take a break too. If you hear them laughing, they may just be sharing the latest spherical cow joke. It may have nothing to do with you at all. |
| - | < | + | |
| - | <p> | + | Try to present yourself with confidence during the test, even when you are unsure of an answer. Your examiners can be swayed by your attitude. |
| - | You will be asked to leave the room so the committee can come to | + | |
| - | agreement on the format, then you will give a 40 minute presentation | + | One should tell oneself that not knowing an answer to a question is not an automatic fail and instead concentrate on getting some future questions right and improvise by discussing related topics that you know better. |
| - | (either expository or research-related), | + | |
| - | an hour an a half by interruptions. | + | Also, if you're not completely sure of an answer, but have some vague idea of how to start, don't just remain silent and try to think through the whole solution before answering. It's better to state your initial idea and usually the committee members will nudge you on from that point. They often only wan't to see if you can start out in the right direction. |
| - | </p> | + | |
| - | Then you will be asked to leave the room, and return for more | + | When discussing work that you've done make sure to discuss "your results" |
| - | questions about your qual topics. Then you will be asked to leave | + | |
| - | again and you will finally hear your answer after the last pause. | + | From students: |
| - | </ | + | |
| - | < | + | |
| - | <p>Most exams take under three hours, and over two, though there are | + | |
| - | exceptions. | + | |
| - | it's so the examiners can take a break too. If you hear them laughing, they may just be sharing the latest spherical cow joke. It may have nothing | + | |
| - | to do with you at all. | + | Bring to the exam: |
| - | </ | + | |
| - | < | + | |
| - | < | + | |
| - | < | + | |
| - | the whole solution before answering. It's better to state your initial idea and usually the committee members will nudge you on from that point. | + | |
| - | They often only wan't to see if you can start out in the right direction.</ | + | ==== Don' |
| - | < | + | |
| - | < | + | |
| - | < | + | |
| - | < | + | |
| - | < | + | |
| - | </ | + | |
| - | < | + | ===== Candidate Paperwork |
| - | </ | + | {{anchor: |
| - | < | + | |
| - | <ol> | + | Now that you've passed your works isn't done. You must scrape together both the right mixture of signatures as well as the fee ($90 as of Spring 2017) to officially file for candidacy once you've finally passed the exam. (It personally took me two months to get this done!). |
| - | < | + | |
| - | </ | + | ===== Exam Philosophies |
| - | < | + | {{anchor: |
| - | Whiteboard pens/ chalk, eraser. | + | |
| - | </ | + | * Here's my 2c worth : It helps if the student realizes that the committee is usually looking for reasons to pass her rather than reasons to fail her (I think most faculty who've been on qual committees would agree). So, when preparing psychologically for the qual experience, one should tell oneself that not knowing an answer to a question is not an automatic fail and instead concentrate on getting some future questions right. Also, if you're not completely sure of an answer, but have some vague idea of how to start, don't just remain silent and try to think through the whole solution before answering. It's better to state your initial idea and usually the committee members will nudge you on from that point. They often only want to see if you can start out in the right direction. |
| - | <li> | + | |
| - | Backup presentation. | + | |
| - | </li> | + | |
| - | </ | + | |
| - | < | + | |
| - | < | + | |
| - | < | + | |
| - | < | + | |
| - | < | + | |
| - | < | + | |
| - | </ | + | |
| - | < | + | |
| - | < | + | |
| - | together both the right mixture of signatures as well as the | + | |
| - | fee ($90 as of Spring 2017) to officially file for candidacy once you've finally | + | |
| - | passed the exam. (It personally took me two months to get this done!).</ | + | |
| - | < | + | |
| - | < | + | |
| - | <li>Here's my 2c worth : It helps if the student realizes that the committee is usually looking for reasons to pass her rather than reasons to fail her | + | |
| - | (I think most faculty who've been on qual committees would agree). So, when preparing psychologically for the qual experience, one should tell | + | |
| - | oneself that not knowing an answer to a question is not an automatic fail and instead concentrate on getting some future questions right. | + | |
| - | Also, if you're not completely sure of an answer, but have some vague idea of how to start, don't just remain silent and try to think through | + | |
| - | the whole solution before answering. It's better to state your initial idea and usually the committee members will nudge you on from that point. | + | |
| - | They often only want to see if you can start out in the right direction. | + | |
| - | </ | + | |
| - | < | + | |
| - | It is okay that you do not know the answer of the question at the beginning. The important thing is to show that you have enough knowledge and the | + | |
| - | ability of mathematical thinking. Speaking out your thinking and showing your work clearly on the board help a lot. | + | |
| - | </ | + | |
| - | < | + | |
| - | No matter what anyone else tells you, you must keep the following quasi-ubiquitous piece of advice in mind throughout the entire process. | + | |
| - | The hardest part of the whole process will be one of two things: | + | |
| - | < | + | |
| - | < | + | |
| - | your exam. | + | |
| - | </ | + | |
| - | < | + | |
| - | | + | |
| - | | + | |
| - | | + | |
| - | </ | + | |
| - | </ | + | |
| - | < | + | |
| - | While the exam is in some ways a test of knowledge, it is much | + | |
| - | more than that. The official purpose of the exam is to assess | + | |
| - | the student' | + | |
| - | which bears a subtle difference | + | |
| - | In the hints sheet that Grad | + | |
| - | Studies | + | |
| - | possible, | + | |
| - | discuss these topics with you and the rest of the committee. | + | |
| - | </ | + | |
| - | < | + | |
| - | I planned my qual about a year in advance. | + | |
| - | plan the courses I was taking around my quals including | + | |
| - | reading courses. | + | |
| - | because one of the reading courses I had planned got | + | |
| - | delayed for a term (professor was too busy). | + | |
| - | </ | + | |
| - | < | + | |
| - | It' | + | |
| - | said it' | + | |
| - | have a common experience with all the other Ph.D.' | + | |
| - | At a conference | + | |
| - | minutes that everyone is an idiot." | + | |
| - | </ | + | |
| - | < | + | |
| - | after. | + | |
| - | </ | + | |
| - | < | + | |
| - | the exam that were good directions to take for my research, | + | |
| - | and I pursued some of them afterwards. | + | |
| - | from my qualifying exam. | + | |
| - | </ | + | |
| - | < | + | |
| - | bickering about math, stay out of it. The moment you | + | |
| - | open your mouth, the spotlight shines back on you and your | + | |
| - | exam continues. | + | |
| - | </ | + | |
| - | <li>Every exam will be different.</ | + | |
| - | <li> | + | |
| - | My own take was to use it as an opportunity to go back and focus on the basic math that I left out in my race to start doing research. I | + | |
| - | had picked | + | |
| - | background | + | |
| - | these gaps would remain unfilled indefinitely. So, it was very nice to have a good excuse for slacking off on research, and instead reading a | + | |
| - | few hundred pages of good books. | + | |
| - | </ | + | |
| - | <li>The qual exam can be trying. | + | |
| - | of theorems cold (or as cold as reasonable). | + | |
| - | </ | + | |
| - | <li>Don't study too hard; you'll forget everything as soon as you walk in, anyway. (To put it a different way, the exam doesn' | + | |
| - | </ | + | |
| - | </ | + | |
| - | </ | + | |
| - | </ | + | |
qualadvice.txt · Last modified: by lnor