Stephen Nash coaches PhD students on writing their dissertation proposals in a course offered every semester.
Every semester I teach a dissertation proposal course for doctoral students. Actually, “coach” might be a better word because not much traditional teaching occurs. We have our first session on Friday, January 26.
There are students in the class from four of our PhD programs, with many disciplines represented. Civil engineers mix with statisticians and computer scientists, leading to a rich swirl of ideas.
The course aims to help students put together a dissertation proposal and, more generally, to give them a better understanding of what it means to conduct research.
The classes are structured around short presentations by individual students. This gives us a chance to talk about how to put together a literature review or how to structure a research hypothesis, all the in context of specific examples. The presentations often lead to extended discussions about each student’s research.
The presentations also help develop the students’ ability to talk about their research to a broad audience. This is a skill that should serve them well in their proposal defense but also at conferences, in job interviews, and when making a pitch to a funding agency.
I consider our doctoral students to be important ambassadors of Mason Engineering. If they can make a compelling argument for their research, it will not only help them, but it will also enhance our school’s reputation. This is one of the many reasons I have for teaching this course.
Another is that it is a great way for me to learn about the research going on in our school. The research is conducted quietly in our labs and offices. Occasionally there will be news of a grant or a patent, but those announcements are just glimpses at a broader activity.
When I can listen to the students working on their proposals, I get a richer, multifaceted view of a research project. I can ask questions about the context and applications of the work and help the students make connections that might enrich their dissertations.
For all these reasons, I look forward every semester to a new edition of this course, and the chance to coach a new set of doctoral students.
Stephen Nash is Senior Associate Dean of Mason Engineering. This column appeared in his weekly newsletter for the school.