Student: "During lunch we were talking about the surprise Harry got during his oral exam. Professor Brown asked him, 'Now that you've done all this work, what does it mean?' Harry didn't know what to say. What should he have said?"

Advisor: "Yes, that happens a lot. But don't fault the professor. It's a proper question. Your friend Harry seems to have been so busy with the details of his study that he hadn't come to a clear decision about the significance--or lack of significance--of what he's done.

"Here's one way to answer 'What does it mean?' First, you explain various kinds of meaning that can derive from--or be attributed to--a piece of research. Explaining various kinds shows you have a broad understanding of meaning. For example, meaning can be causal, providing a new or revised explanation of why events occurred as they did. Meaning can be evaluative, a test or appraisal of something. Meaning can assume the form of practical application, showing a better way--or at least an alternative way--to carry out some task. Meaning can portray relationship or correspondence, showing how one thing is similar to (compared) and different from (contrasted) another. Meaning can be predictive, indicating what future results can be expected from earlier conditions. So there are many kinds of meanings that you could mention.

 "After recounting different meanings of 'meaning,' you can tell which of those you believe apply to your project, and then explain that variety in some detail. Therefore, to prepare yourself ahead of time for such a question, you can do a bit of role playing. Try explaining the meaning of your work to some of your fellow graduate students who assume the role of committee members trying to poke holes in your reasoning.

"But you shouldn't wait till the oral defense before you describe what your project means. That description should be part of the final chapter of the thesis itself."

WHO'S IN CHARGE?

Student. "In the oral exam, what can I expect to happen first?"

Advisor. "You can't be sure, but usually the committee chairman will ask you to give a brief summary of the study--its purpose, the method used, and the outcome. The intent is to give you a chance to explain something that you are intimately acquainted with and, in doing so, you conquer your initial nervousness. But as you summarize, some committee members won't seem to be listening to you. They may be inspecting the copy of the dissertation you gave them. Don't let that upset you. There are several reasons that they may be inattentive. Those members who have already studied your work carefully don't need your summary, so they may be checking on specific passages in your document. Others who haven't studied your dissertation before coming to the meeting may be hurriedly trying to catch up with their homework. So if they seem distracted, just plow ahead as if everyone were enthralled with your summary."

Student: "But that's so rude. Why couldn't I just stop and politely ask them to pay attention?"

Advisor: "One of my advisees tried that, and it was nearly a disaster. You need to remember that you're not in charge. The professors are. You're at their mercy. My advisee had told the committee, 'I'm not going to continue until I have your attention.' So I asked her to step out of the room while I talked to the committee. I apologized to the committee members for the young woman's behavior and asked their forbearance. I then went into the hall and cautioned her not to treat the committee members as if they were recalcitrant fourth-graders but just to answer their questions as concisely as possible. When the meeting continued, the young woman obviously felt threatened by the frigid social atmosphere she had generated by admonishing the professors, so she didn't perform as well as she might have. Fortunately, the committee did approve her dissertation."

THE INTRUSIVE ADVISOR

Student: "I'd like to ask your opinion about a problem I may face. I have the same thesis advisor as Ed Sturdlee. Ed told me that he was embarrassed during the defense of his thesis yesterday when his advisor interrupted by answering questions the committee members had directed at Ed. If that happens to me, how should I handle it?"

Friendly Faculty Member: "Advisors are always anxious that their students perform well in the oral exam. But an advisor who isn't confident in the student's ability to handle the questions may feel compelled to do the answering. Committee members may openly object to such intrusions--and rightfully so. But that may damage the meeting's social climate. Advisors who are wise will apologize to the committee, or at least back off and not intrude again. You, as the candidate, should just keep quiet. Any intervention on your part would simply do greater harm."

INSISTING ON A DIFFERENT APPROACH

Student: "My friend Jennifer was shocked in her oral exam when one of the committee members told Jennifer that she had used the wrong investigative method in her study. That started a big argument between the professor and Jennifer's major advisor about whether she should pass. She did pass, but just barely. How can I avoid getting into such a fix?"

Advisor: "I've seen that happen. Sometimes it's the fault of a faculty member who forgot what was agreed on early in the dissertation process when the committee had first met to review the proposed study. But there are ways to protect yourself. First, be sure that the committee members are all present during the earlier meeting when an agreement is reached about an acceptable research approach. If any members aren't present, be sure to inform them about the agreement reached during the meeting. Do this politely and in written form, not just orally. Then, as you complete a draft of each chapter of the dissertation, provide a copy to every committee member and include an invitation for them to respond to the contents of the chapter. Some may not want to see your work chapter-by-chapter, but put it in their mailboxes anyway so you will later have evidence that they had a chance early in the game to register complaints or suggest improvements."

Student: "But what if they're off campus?"

Advisor: "Send them each chapter by mail. Include a self-addressed stamped envelope in which they can send a reply. In effect, you do everything you can to make sure all committee members have a chance to express their opinions prior to the final defense."

Student. "But what if somebody at the defense still says I've done it wrong."