I Failed Orals: Let's Be Honest about the PhD Process

Tom Mullaney
24 Aug 202017:59
EducationalLearning
32 Likes 10 Comments

TLDRThe speaker candidly shares their experience of failing their oral examination during graduate school and the lessons they learned from it. They emphasize that the oral exam is not merely a test of knowledge but a performance under pressure, similar to a job interview's Q&A session. The speaker regrets not understanding the true nature of the exam and not practicing under realistic conditions. They advise students to prepare by practicing with a timer, pen and paper, and to simulate the stress and time constraints of the actual exam. They also caution against the common misconception that the exam is an informal conversation and stress the importance of taking it seriously. The speaker concludes by sharing their successful retake of the exam after proper preparation and encourages students and advisors to approach the oral examination with the right mindset and preparation.

Takeaways
  • 🎓 The orals examination is not a test of knowledge retention but a performance under pressure.
  • 🕒 It's crucial to understand that the exam is a test of knowledge delivery within a limited time frame.
  • 📚 Reading extensively is important, but it's not the sole determinant of success in orals.
  • 🤔 The speaker initially misunderstood the nature of the orals, thinking it was purely about the breadth of knowledge.
  • 🗣️ The orals are similar to the Q&A session during a job talk, requiring quick, structured responses.
  • 🏋️ Practicing the exam in a manner that mirrors the actual conditions is essential for success.
  • 🕰️ Setting a timer and using pen and paper can mimic the time constraints and environment of the real exam.
  • 🤯 The cognitive dissonance between the stress of the exam and the reassurances from others can be confusing.
  • 🙅‍♂️ Advisors should not downplay the seriousness of the orals by describing it as 'just a conversation'.
  • 📈 The preparation process should include both studying and practicing the performative aspect of the exam.
  • 📈 The speaker's experience underscores the importance of realistic preparation and understanding the true nature of the orals examination.
Q & A

  • What is the speaker's secret that they have been ashamed of?

    -The speaker failed their oral examination during their graduate studies, which they had not shared with anyone except their closest friends and family.

  • Why does the speaker believe sharing their failure can do some good?

    -The speaker believes that by sharing their experience, they can provide insight and advice to current graduate students and their advisors, potentially helping them avoid the same pitfalls.

  • What was the speaker's misconception about the oral examination?

    -The speaker initially thought the oral examination was a test of knowledge and retention of the material they had read, rather than a test of knowledge under pressure and a performance scenario.

  • How does the speaker describe the actual purpose of the oral examination?

    -The speaker describes the oral examination as a test of knowledge under pressure, similar to the Q&A period during a job talk, where one must answer questions substantively but briefly within a short time frame.

  • What is the main advice the speaker has for students preparing for the oral examination?

    -The main advice is to understand the performative quality of the examination and to practice under conditions that simulate the actual exam, including time constraints and the stress of performing.

  • Why does the speaker say that the oral examination is not just a conversation?

    -The speaker emphasizes that the oral examination is a high-stakes event with power asymmetry, where students are expected to perform under stress, which is different from the informality of a casual conversation.

  • What kind of cognitive dissonance did the speaker experience before their first attempt at the oral examination?

    -The speaker experienced cognitive dissonance due to the conflicting messages they received: their own anxiety about the importance of the exam and the reassurances from others that they would pass without much worry.

  • How did the speaker's failure of the oral examination affect their immediate actions and emotions?

    -The speaker felt despondent and embarrassed, canceling a planned celebration with friends and spending the evening in isolation, feeling a deep sense of disappointment and self-reproach.

  • What is the speaker's opinion on the advice given by senior students and professors that 'everyone passes the oral examination'?

    -The speaker finds this advice misleading and harmful, as it can lead to a lack of proper preparation and unrealistic expectations, ultimately resulting in a higher chance of failure.

  • What is the speaker's recommendation for practice sessions with faculty members?

    -The speaker recommends requesting mock exams from faculty members, setting a timer, using pen and paper if allowed, and staying in character as much as possible to simulate the actual exam conditions.

  • What resources does the speaker provide to help others prepare for the oral examination?

    -The speaker has created a series of videos discussing the oral exam process, which cover topics such as the initial words to say in responses, common question archetypes, and a training regimen for effective preparation.

  • How did the speaker's approach to the oral examination change after their initial failure?

    -After their initial failure, the speaker retook the exam with a better understanding of what the examination entailed, preparing thoroughly for the performative aspect and the stress involved, which led to a successful outcome.

Outlines
00:00
🤓 The Secret to Oral Exam Success

The speaker shares a personal story of failing their oral examination and the lessons learned from it. They emphasize that the oral exam is not just a test of knowledge but a performance under pressure, similar to a job interview's Q&A session. The speaker advises students to understand the performative aspect of the exam and to practice accordingly, rather than just focusing on reading and note-taking.

05:02
😔 The Reality of Oral Exams and Job Talks

The speaker discusses the stress and structure of oral exams, comparing them to the Q&A portion of a job talk. They explain that the ability to answer questions concisely and under stress is crucial. The speaker also talks about the cognitive dissonance created by well-meaning but misleading advice from peers and professors, which can lead to underestimating the exam's difficulty.

10:04
📚 Practice Makes Perfect for Oral Exams

The speaker admits their failure in the first attempt due to not practicing the exam under realistic conditions. They stress the importance of mock exams and practicing the actual performance required during the oral exam. The speaker encourages students to communicate their concerns to their advisors and examiners to ensure they receive the proper guidance and practice for the exam.

15:05
🎓 Overcoming Failure and Achieving Success

The speaker concludes by sharing their eventual success after re-taking the exam, highlighting the importance of understanding the true nature of the oral exam and the preparation required. They provide resources in the form of videos to help students prepare more effectively. The speaker also encourages viewers to share the video with others who might benefit from this insight.

Mindmap
Keywords
💡Orals Examination
The orals examination is a critical milestone in graduate school, which the speaker failed initially. It is a test of a student's ability to demonstrate knowledge and understanding of their field under pressure. In the video, the speaker emphasizes that it is not merely a test of knowledge retention but a performance that simulates the stress and time constraints similar to a job interview Q&A session. The speaker's failure and subsequent success highlight the importance of understanding the nature of the exam and preparing accordingly.
💡Performance
In the context of the video, 'performance' refers to the act of demonstrating knowledge and understanding under specific conditions, such as time constraints and stress. The speaker clarifies that the orals examination is not just about knowing the material but about how one can perform under the unique conditions of the exam. This concept is central to the video's message, as it shifts the focus from rote memorization to the application and presentation of knowledge.
💡Cognitive Dissonance
Cognitive dissonance is the psychological conflict experienced by the speaker due to contradictory messages received from peers and advisors about the orals examination. The speaker felt anxiety about the exam's importance, yet was consistently told not to worry, leading to confusion. This internal conflict contributed to the speaker's initial failure, as it affected their preparation strategy and mindset.
💡Practice
Practice, as discussed in the video, is essential for preparing for the orals examination. The speaker advises that students should practice under conditions that mimic the actual exam, including time constraints and the use of materials like pen and paper. This practice helps students to develop the ability to quickly organize and deliver their thoughts under pressure, which is a key aspect of performing well in the orals.
💡Mock Exams
Mock exams are simulated versions of the orals examination that can be conducted by faculty members or mentors. The speaker recommends seeking mock exams as a form of practice to better prepare for the real exam. These mock exams provide students with a realistic experience of the exam environment and help them to understand what to expect, thus reducing anxiety and improving performance.
💡Stress Management
Stress management is a crucial aspect of preparing for and performing well in the orals examination. The speaker discusses the high-stress nature of the exam and the importance of managing this stress to effectively convey knowledge. Techniques for managing stress could include deep breathing, visualization, and mental rehearsal, all of which can help students remain calm and focused during the exam.
💡Knowledge Under Pressure
This concept refers to the ability to access and articulate one's knowledge and understanding when faced with time constraints and the pressure of being examined. The speaker's initial failure was partly due to an underestimation of this aspect of the orals examination. The video emphasizes that success in the orals requires not just knowledge but the ability to apply and communicate that knowledge effectively under pressure.
💡Graduate School
Graduate school is the academic context in which the orals examination takes place. It is a period of intense study and research, culminating in various assessments, including the orals. The video discusses the challenges faced by graduate students, particularly in relation to the orals examination, and offers advice on how to navigate this critical phase of academic life.
💡Advisors
Advisors in the context of the video are faculty members who guide graduate students through their academic journey. The speaker criticizes some advisors for downplaying the rigor of the orals examination, which can lead to ill-prepared students. The video suggests that advisors should provide more realistic and helpful guidance to students preparing for the orals.
💡Job Talk Q&A
The job talk Q&A is a part of the academic job interview process where the candidate presents their research and then answers questions from the audience. The speaker draws a parallel between the orals examination and the job talk Q&A, highlighting the need to perform under similar conditions of stress and time constraints. This comparison underscores the practical relevance of the orals examination in preparing students for their future careers.
💡Responsibility
Responsibility, in the video, is the acknowledgment that the outcome of the orals examination is primarily the student's own responsibility. While the speaker recognizes the role of advisors and peers, they emphasize the importance of personal accountability. This concept is important as it encourages students to take charge of their preparation and performance in the orals examination.
Highlights

The speaker shares a personal story of failing their orals examination and the lessons learned from that experience.

Misunderstanding the nature of the orals examination as solely a test of knowledge rather than a performance under pressure led to failure.

The importance of practicing for the orals examination in a manner that simulates the actual conditions of the test.

The orals examination is compared to the Q&A period during a job talk, emphasizing the need for quick, substantive responses.

The detrimental effects of well-intentioned but misleading advice from peers and advisors that downplays the rigor of the orals examination.

The need for students to understand that not everyone passes the orals examination and that it requires serious preparation.

The speaker's experience of feeling shame and confusion after failing the orals, and the lack of support from a fellow student.

The realization that the orals examination is not a conversation and requires a specific kind of performance.

The advice to seek mock exams from faculty members to better prepare for the actual conditions of the orals examination.

The importance of setting realistic expectations and not relying on the false reassurance that 'everyone passes'.

The strategy of using a timer and staying in character during practice sessions to simulate the actual exam experience.

The recommendation to distance oneself from relationships that provide unhelpful advice during the preparation period.

The emphasis on the necessity of not only reading and note-taking but also practicing the performative aspect of the exam.

The speaker's successful retake of the orals examination after understanding its true nature and preparing accordingly.

The transformative effect of proper preparation on the orals examination, making it a valuable and unique educational experience.

The availability of additional resources, including videos, to help students prepare more effectively for the orals examination.

The encouragement for viewers to share the video with others who may benefit from the insights on preparing for the orals examination.

Transcripts

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Graduate SchoolOrals ExamPerformance TestAcademic AdviceExam PreparationStress ManagementKnowledge RetentionTeaching SkillsResearch MethodsCareer DevelopmentEducational Insights