Search | Directory | SHSU

Adapted from course material developed and presented by Dr. Patricia M. Shields, Masters of Public Administration Program, Southwest Texas State University, San Marcos, Texas (512) 245-2143.

* Note: These are suggestions from one student. This particular method may not work for you. If you have another plan you would like to see posted please contact the Criminal Justic Center webmaster at icc_www@shsu.edu.

The preparation for comprehensive examinations includes the following seven stages.

1. Scoping
2. Overview
3. Supplement/Update
4. Crystallize
5. Summarize - Part One
6. Summarize - Part Two
7. Review/Assesment
8. Final Preparation

• During your preparation you should learn the material as if you are learning it for a lifetime and not just for the test.
• The preparation for comprehensive examinations is neither a team nor a spectator sport.
• With the exception of the qualified faculty, no one is more capable of assessing your level or preparation or deciding whether or not you are ready for the comprehensive exam than you are.
• Choose your 'experts' very wisely.
• Do not underestimate the value of faculty guidance during your preparation.
• On the day of the test you should be so prepared that if the Associate Dean for Graduate Studies offered you the opportunity to waive the comprehensive test requirement you would look at him and say, "Give me the damn test!"
• Other students' notes are of limited value. There is substantial value in developing your own notes.
• Studying out loud and arguing with yourself as you study are acceptable. However, if you consistently interrupt yourself you should consider taking a break from the books.

Meet individually with each faculty member responsible for writing and grading the comprehensive examination you are planning to take. Tell them you are beginning to prepare for the comprehensive exam and ask them for advice. Take notes. The following questions might be helpful.

1. I am preparing to take the (name) comprehensive exam in (month). Can you give me any guidance on how I should prepare?
2. Are there any current general textbooks or sources that cover the content area broadly with extensive bibliographies including primary or original sources?
3. What periodicals and journals are important to this content area?
4. Is there a logical way to outline or organize the content area (e.g., by concept, school, perspective, or chronologically)?
5. As I review the material what kinds of elements should I pay particular attention to (e.g., concepts, definitions, historical context, results of texts, key or major theorists, etc.)?
6. Can you offer me any ideas on how to respond well to the questions?

1. Get, read, and dissect copies of comprehensive exam questions from the last four years (eight sets). Pay particular attention to exactly what each question is asking you for (e.g., define, discuss, evaluate, apply, etc.). Look for patterns within each question. Reviewing these questions will, at this point, give you a general ideal of the level of knowledge of the content area necessary to respond appropriately. Reviewing well-written answers ("3's" and "4's") is also extremely important. However, you should never assume that you are prepared to sit for the exam by simply knowing how to answer these particular questions. For now, put these questions away in your notebook (see below) after reviewing them.
2. Buy a three-inch, three-ring binder and several packages of write-on tabbed dividers. Inside pockets and a clear vinyl 'drop in' cover are useful. Make a title page for the front cover and spine of the notebook. Be sure to include the name of the content area and your name. Organize your notebook as follows.
   1. Task List
      (see attached example) One of the most difficult parts of preparing for the comprehensive exam is keeping up with where you are in the process. You are probably not able to prepare without interruption. All of us must manage multiple priorities. Therefore you need a mechanism for both keeping up with what you've done and, more importantly, what you have to do next. This is the function of the task list. At the end of each working session, before you put the notebook away, write down on your task list everything that you would do if you could continue working at that time. Be sure to estimate how much time each task might require. Then, when you have a set amount of time to study you can at least select a task that you can complete. The value of this list lies in its ability to keep you focused over an extended period of time. Otherwise you will be forced to start over from the beginning each time you return to study just to find your place. This is an unnecessary waste of time.
   2. General Information
      In this section keep all information relating to the administration of the test. The following items are good examples:
      • Copies of previous exams
      • Rules/regulations for taking the comprehensive exam
      • Comprehensive Examination Request Form
      • Notes from meetings with faculty
      • Telephone numbers of study partners and key sources of information
   3. Sources to Locate
      As you identify primary sources (articles, books, etc.) that you want to locate, list them in this section. As you list them make sure to note where the information from them will be incorporated in your general outline. Listing sources to locate in this section as you go study substantially speeds up your progress and helps you maintain your focus. The alternative is to stop what you are doing every time you come across a primary source and go look it up. Considering how many primary sources you will encounter this would be chaotic at best. Listing your primary sources on one sheet, especially by journal, greatly increases your efficiency at the library.
   4. Outline/Study Plane
      In this section you should keep the following two outlines:
      1. Develop a broad outline that includes all the subjects or perspectives that are necessary for a comprehensive understanding of the content areas. This may be by topic (logistical analysis, criminal procedure, leadership, etc.) or by theoretical tradition or school (social disorganization, organizational behavior, theory of law, etc.), or both. It is often necessary to review several 'overview' texts and consults with the faculty before attempting this outline. You should anticipate changing this outline several times as you progress through the material and become more familiar with the content area. Ultimate, this outline will be your personal framework (paradigm) upon which you will develop a comprehensive(professional) understanding of the content area.
      2. Develop a model study sheet to be used for each section in your broad outline. Include in this model study sheet all the elements that are necessary for you to develop an indepth understanding of each section. These elements should have been identified during your interviews with the faculty or after a review of the 'overview' texts. For example, a thorough understanding of each criminological theory or perspective requires the knowledge of the following elements:
         • Name of theory, school, or perspective
         • Brief propositional statement of the theory
         • Beginning assumptions
         • Historical, social or theoretical context
         • Original and major authors and publications
         • Key concepts, definitions, and constructs
         • Significant extensions, elaborations and integrations
         • Results of significant tests (tests based on your previously-developed idea of what makes 'good' theory.)

      These outlines work together to keep you on track throughout your preparation, ensure you have covered the content area broadly and comprehensively, and facilitate the summarization that is critical later in the process.

   5. Overviews/Summaries
      In this section you will keep the overviews and summaries you eventually will make from the information in your notebook.
   6. The remaining tabs are used for the sections of your broad outline.
   Overview
   1. Get copies of the textbooks and other materials (sources) recommended by the faculty or order them from the library and bookstore.
   2. Write summaries from the textbooks and include them in the appropriate section of your notebook. Remember that your broad outline may arrange and group information differently than the authors of the general textbooks.
   3. Within your broad outline include references to the primary sources used by the authors. These will be looked up later and used to supplement your broad outline. Be sure to list these primary sources in the Sources to Locate section of your notebook.
   4. Contine this process until you have exhausted all of your original 'overview' textbooks and sources and completed study sheets for each section of your notebook.
   Supplement/Update
   1. Locate, read and make notes from the primary sources you identified in the previous step.
   2. Incorproate your notes into the appropriate sections of your notebook.
   3. Be sure to include any significant sources used by the authors of the primary sources.
   4. As you find current materials, incorporate them into the appropriate sections of your notebook.
   Crystallize
   1. Meet again with faculty members, show them your notebook, and ask them for any suggestions on how to proceed from this point. Specifically, you are looking for any omissions or illogical relationships in your material.
   2. Go through your notebook, read your study sheets carefully, and correct any obvious errors.
   3. By now you should feel as if you have a cursory understanding of the content area. Test yourself by attempting to answer a few of the previous examination questions. However, do not be alarmed at this point if you are not able to respond comprehensively from memory.
   4. Read, read, and read again your study sheets. Continue to look for additional sources. It is best to find enough time to review the entire notebook at one sitting.
   5. Make notes in the margins as you read.
   6. Make up little acronyms to assist you with memorizing the material. For example, my favorite red wine is Pinot Nior. NOIR is Nominal, Ordinal, Interval and Ratio–the levels of measurement.
   7. Study aloud. Pretend you are teaching a class from your notes. Do not be concerned about your mental health if you study aloud by yourself. It is even acceptable to argue with yourself. However, if you consistently interrupt yourself then you might consider a brief vacation from the books!
   8. When you can discuss the material comprehensively without referring to your notes then you have crystallized the information in your mind.
   Summarize - Part One
   1. Write a summary of each section of your notebook. As a general rule of thumb, this summary should be no more than roughly half as long as the original section.
   2. Your summaries should be organized similar to your model study sheets.
   3. The overall objective is to develop brief sentence outlines that act as labels for the paragraphs in the first outline. For example, your original outline might contain two pages describing Braithwaite's theory of reintegrative shaming. Your summary should be no longer than one page and include briefer definitions, propositions, summaries of tests, etc.
   4. You should be able to recall all of the information from your original outline using only the information in the summary.
   5. Read, read, and read again. Study aloud. "Teach" from the outline. Make notes in the margin. Make up acronyms to help you memorize information.
   6. Continue to read current periodicals, magazines and newspaper articles on the subject, journals, and new books. Almost every set of comprehensive exams includes a 'current events' question. Incorporate new information into your summaries.
   Summarize - Part Two
   1. About one month before the scheduled date of the exam write another summary from the previous summary.
   2. Follow the same pattern and organization of the previous summary, but reduce the size of each summary to half. For example, the one page Braithwaite summary should now be about half a page.
   3. Here again, the overall objective is to develop brief phrase outlines that act as labels for the paragraphs in the first outline. Eventually, you should be able to respond comprehensively to a name or one word prompt.
   4. Read, read and read again. Study aloud. "Teach" from the outline. make notes in the margins. Make up acronyms to help you memorize information.
   5. Continue to read current periodicals, magazines and newspaper articles on the subject, journals, and new books.
   6. Almost every set of comprehensive exams includes a 'current events' question. Incorporate new information into your summaries.
   7. At this point you may find in helpful to tansfer your summaries to notecards.
   8. Do not forget that you are required to apply to take the comprehensive examination one month prior to the scheduled date.
   9. Go by and visit with faculty members. Show them what you have done and ask them for any final guidance.
   Review/Assessment
   1. Continue to regularly review and update your second summary. By now you should begin to feel really comfortable with the material.
   2. Try to answer, or at least outline, a few questions from previous tests. If you are not able to respond easily and comprehensively then you are not ready to take the test. Seek faculty guidance.
   3. When everything you encounter is related to the content area, that is a good indicator that you are ready to sit for the exam. For example, if you start counting the raisins in your cereal every morning for a week just to see whether or not the Central Limit Theorem works then you are hopelessly prepared for the exam.
   Final Preparation - The Last Things
   1. If you have prepared correctly then the last few days before the exam should be spent preparing yourself mentally.
   2. It may sound trite but you should enlist the power of positive thinking. Do not take on any new or difficult task. For example, don't break up with your significant other, figure your income taxes, buy a new house, or spend time chatting with other students in the dungeon. Instead spend some time with yourself. Quiet time is extremely important.
   3. Some people find prayer or casual reading relaxing.
   4. Take care of yourself. Get plenty of rest. Eat right. Exercise.
   5. Decide on a time to stop reviewing the material. For example, if you are taking the Criminological Theory Comprehensive on Monday then stop studying at 4:00 pm on Saturday afternoon. Force yourself to leave the material alone on the day before the test. Commit the day before to quiet time, and don't feel guilty about pampering yourself.
   6. The day before the comprehensive,get ready to take the test—psychologically. Buy yourself a new pen, press your clothes, pick out a tie to wear, wash your car. Make the morning of the test as stress free as possible by preparing the night before.
   7. Get up a little early on the day of the test. Spend a little extra time grooming yourself. Eat a good breakfast. Plan on getting to the test room about fifteen minutes early.
   8. Remember that comprehensive exams are neither a team nor a spectator sport. Even your good friends can inadvertently discourage you. So limit your conversations. Immediately prior to taking the exam you are extremely vulnerable to negative information. Avoid it at all costs.
   A Few Final Thoughts
   • You may notice that, with few exceptions, there is no timeline associated with this method. Every person prepares at his own pace. The time necessary for you to prepare depends on several factors:
     1. How many comprehensive exams you are planning to sit for at one time.
     2. Your learning pace.
     3. The extent of your other commitments (e.g., teaching, taking classes, family, work, etc.)
     4. How well you did in the courses specific to the content area you are preparing for.
     5. Your access to a quality library.
   • Ultimately, your competence as a professor will be determined by how well you prepared for the comprehensive exam. The material you learn should be retained for a lifetime. Your notebook should be the paradigm upon which you begin your career as a scholar.
   • Beware of those around you that scoff at the comprehensive process. It is a credible exercise and should not be taken lightly. There are degrees of passing. Do not be satisfied with just passing the test. Your goal should be to pass with distinction. It does make a difference.