Ph.D. in Occupational Science: Curriculum and Requirements
The doctoral degree requires 60 units of coursework, including 12 units taken outside the Division but related to the dissertation topic and referred to as “cognates.” Also required is acceptance of a research dissertation by both the student’s dissertation committee and the USC Graduate School. The program is full-time and graduate students are expected to complete the coursework and pass their qualifying examination (at which their dissertation proposal must be approved) by the completion of the fifth or sixth semester. Dissertation research begins in the sixth semester, with the final submission of the dissertation expected between the end of the eighth and the eleventh semesters. In general, students are expected to graduate within 5 years of their entry date, but some students will do so as early as the end of their 4th year in the program. Students must maintain a minimum 3.0 GPA.
Summary of Ph.D. in Occupational Science Program Requirements for AY 2012-2013 (PDF)
Summary of Ph.D. in Occupational Science Program Requirements for AY 2013-2014 (PDF)
Since our aim is to produce career scientists and highly competent faculty members for research-intensive universities, our program is tailored to provide students with sufficient depth in a chosen area of interest. We recognize that to accomplish this goal, each doctoral student must have intensive mentoring, take appropriate coursework, be involved in interdisciplinary research immersion apprenticeships, have opportunities to hone teaching skills and present at professional conferences. Therefore, we have refined the curriculum to enhance each of these elements.
At the time that students enter into the program, they decide in conjunction with the faculty which faculty member will act as adviser/mentor. This individual typically serves as the student’s primary mentor and guidance committee chair throughout her or his graduate studies. The chair assists students in designing the correct combination of coursework to equip them with the knowledge and skills needed to accomplish their future aims as an academic. The mentor also guides students in taking the necessary extracurricular steps that will best position them as a career scientist in their area of concentration. Such advisement may include recommending attendance at a particular conference, suggesting contact with specific funding agencies, guiding pursuit of external funding opportunities, aiding in curriculum vitae and manuscript preparation, and assisting the student in locating an appropriate postdoctoral fellowship or in his or her job search. Because the goal of our program is to position students to become extramurally funded researchers, mentors are faculty members who have conducted or currently are conducting grant supported programs. View our PhD Faculty in the Faculty Directory by selecting “Research” from the drop-down menu.
Becoming a career scientist requires developing expertise in both an area of research and specific methodological approaches, possessing the knowledge to critique occupational science research and scholarship in particular core conceptual areas, demonstrating the ability to produce publishable papers, synthesizing interdisciplinary knowledge and communicating a theoretically-driven understanding of occupational science. Students will be able to develop these capacities through their programs of study, which will cover: 1) methodological approaches, 2) occupational science core content, 3) specialty emphases linked to the ongoing research programs in the Division, and 4) content addressed in the interdisciplinary cognate selected. As part of the course requirements within each occupational science class, students are mentored in the process of producing publications by the faculty member who teaches the course.
The Interdisciplinary Immersion Experience
The hallmark of our restructured Ph.D. program is immersion for 20 hours per week in an interdisciplinary, extramurally funded research group during the first six semesters of study. Within these groups, doctoral students gain experience in interdisciplinary research and grantsmanship that include work related to publications, data collection, data analysis and theory building. An intensive immersion model can be thought of as a learner-centered research apprenticeship. We believe that the wide-ranging content of our research programs prepares our Ph.D. students as career scientists who can confidently make a valued contribution to interdisciplinary research groups. It also places the student squarely at the center of translational research that is at the forefront of health-related research.
We anticipate that after graduation and postdoctoral study, many of our graduates will secure faculty positions which include the expectation for teaching courses. For this reason, students will be given the opportunity to gain teaching experience in one of the courses the Division offers for undergraduates or graduate students in our Masters of Arts program. In this practicum, Ph.D. students have the chance to develop pedagogical skills with extensive assistance provided by a faculty mentor.
Scientific Meeting Attendance and Other Supports
Becoming a career scientist involves attending meetings and networking to learn about the latest advances in the field. The Division provides some funding for Ph.D. student attendance at such meetings when they are of relevance to the student’s research program, although funding is more likely to be awarded if the student is presenting a paper or poster at such meetings. To maximize this possibility, Ph.D. students are given informal support in conference proposal development. Intense tutorials in publication development and submissions are also provided, as well as support for data analysis. The Division also hosts an annual Occupational Science Symposium, attracting interdisciplinary scholars from all over the world, which is widely attended by our Ph.D. students.
The Ph.D. in Occupational Science does not require demonstration of competence in a foreign language. However, the Division expects each student to demonstrate skills acceptable to his or her Guidance Committee in either quantitative or qualitative research methodologies or a mix of both as it applies to the Division’s Blueprint for Translational Research. Students gain these skills through a combination of coursework focused on methodology and immersion experiences on interdisciplinary research teams.
Format for the Dissertation Proposal
It was decided that the structure and content of the proposal be tailored to whether the dissertation follows a three discrete studies model or a more traditional dissertation/book model. On the former model, the proposal should include an introduction that talks about the 3 studies and any overarching themes that tie them together. It then should include for each study a literature review and a methodology section (the completed dissertation would thus include the addition of a results and discussion sections based on the completed research). For the latter, more traditional dissertation model, the proposal should include an introductory chapter, a review of literature, and a methodology chapter.