Graduate Student Perspectives of Written Qualifying Exams

Relatively little research in physics education focuses on graduate student experiences and program elements. This study examines the impact and perceptions of written qualifying exams (QEs) from a student perspective, following recent research which questions the role and utility of such exams. We first explored the experiences and viewpoints of two physics doctoral students before and after taking their QEs using semi-structured interviews, capturing their expectations, preparedness levels, and apprehensions regarding the exam. We also conducted a broader survey in the same department the following year to gain insights into their pre-exam reflections, challenges faced, and overall satisfaction with the examination process. This provided an understanding of the students' experiences, revealing a mix of relief, continued anxiety, and diverse opinions on the exam's relevance to their future research. Additionally, post-QE interviews revealed common themes and sentiments among the student body. Our findings suggest that while students recognize the role of QEs in their academic journey, there is a clear need for better alignment of the exams with the skills and knowledge essential for successful research in physics. The study highlights the discrepancies between student expectations and the actual examination experience, calling for a reevaluation of the structure and content of QEs to better serve doctoral students in physics.