Academic Requirements

3.1 Program of Study (see Appendix)

3.1.1 Core Coursework

All students must take 9 required core courses (total of 33 credits) and pass each course with C or higher grade. Students must maintain a cumulative B (3.0) average in the Core Courses and Supplemental Coursework (see Section 3.2.2). The core courses include a survey/introductory course on basic concepts in rehabilitation science, three courses on research design and statistics, a course on the use and interpretation of measurement approaches, and a course on basic principles of education as applied to teaching for the health professions. In addition, students are required to register in each of the first 6 terms (Fall, Winter, Spring; first 2 years) for an Interdisciplinary Seminar in Rehabilitation Sciences in which ongoing research (by current students, faculty, and invited speakers), trends related to rehabilitation research, and professional development topics will be presented and discussed. Students are also required to complete 2 full-time mentored research experiences (3 credits each) in each of the first two summers to total 6 credits. During these summer mentored research experiences, students will focus on conducting research under the direction of their Research Mentor. Lastly, students will enroll for one term in a 3-credit mentored Teaching Practicum connected to a graduate course in their clinical specialty, typically at the IHP. Following Year 2, students are encouraged to continue to attend Interdisciplinary Seminar as part of the RS 997 and RS 998 Continuing Student courses. In addition to attendance and active participation, all students are required to introduce an invited speaker and present their current research 1x/year.

3.1.1.1 Waivers of Required Courses

In general, required courses may not be waived or transferred in from courses previously taken at other institutions. However, students may petition to waive a course if they can document that they have met the objectives of a required course in prior experiences or coursework (that was not taken as part of another acquired degree).  For example, the Teaching Practicum course may be waived by petitioning and providing documentation showing the student has met all the course objectives in prior teaching practice or experience. Students must submit a Course Replacement Petition Form typically within the first semester of the program. The decision to accept or deny the waiver petition will be made by the PhD Program Executive Committee. 

3.1.1.2 Interdisciplinary Research Seminar (HRS-960)

Interdisciplinary Research Seminar is a one-hour weekly seminar held throughout the duration of the program. Seminars will include professional development topics and research presentations from IHP faculty, rehabilitation researchers based outside of the IHP, and IHP PhD students. The aims of the seminar are: 1) to expose students to a variety of current research topics and research designs in rehabilitation sciences; 2) to provide an opportunity for students to share their research with the IHP community; 3) to support and provide feedback to students as they develop their own research; 4) to provide a supportive environment for students to hone dissemination/presentation skills; 5) to provide a forum for and model respectful scholarly discussions, and 6) to provide training in professional development. Students must demonstrate consistent performance in each of the requirements including regular attendance, presenting an update on their own research on an annual basis, introducing guest speakers & facilitating discussions as assigned, and asking questions/ participating in discussions. Student presentations are intended to be research/training progress updates and could include a review of the current state-of-the-art in a research area, proposed research questions and designs (including potential grant proposals), status of their ongoing research, and/or preliminary or final results of an investigation. Seminar course is graded on a pass/fail basis.

During the first two years of the program, students are required to register, attend, and actively participate in the Interdisciplinary Research Seminar (HRS 960).

Following Year 2, students are strongly encouraged to regularly participate in Seminar as part of their ongoing training, and as part of RS 997 and RS 998 Continuing Student courses. Seminar is a key forum for building knowledge and skills central to the role of a researcher: thinking critically about interdiscplinary rehabilitation science, asking informed questions, engaging in professional scholarly dialog, recognizing and applying effective presentation skills, embracing opportunities for collaboration, and applying learned skills to advance scholarly work. The expectation is that 3rd and 4th year students will continue to engage in and enrich our scholarly community to remain committed to professional development as scholars. 

3.1.1.3 Mentored Experience in Research (RS-970)

During each of the summers of Years 1 and 2, all students complete a Mentored Experience in Research (RS-970, 3 credits), which involves working on research project(s) under the direction of a Research Mentor. In preparation for the summer term, students and Research Mentors develop Mentored Experience in Research objectives (goals) and expected deliverables and submit these to the Associate Director/Director via Formstack. It is expected that the objectives will reflect or be aligned with the general research area/direction that the student is planning to pursue for their dissertation. The summer work schedule should be negotiated with the Research Mentor. The expectation is for students to participate in mentored research related to goals 15 hours per week across the 14-week term and meet regularly with the Research Mentor to set interim goals and evaluate progress. At the end of the summer term, Research Mentors are asked to report the students’ progress toward research objectives and provide a grade (Pass/Fail) to the Associate Director/Director. Mentored Experience in Research objectives and the work associated with meeting objectives are distinct from Independent Studies (RS-990). Objectives for these two credit courses do not overlap. 

3.1.1.4 Teaching Practicum (RS-951)

Following completion of Foundations of the Craft of Teaching (RS-950), students complete a 3-credit Teaching Practicum for PhD RS students (RS-951). This course provides a semester-long mentored teaching experience. Students are paired with an experienced teaching mentor in their field of expertise (typically an IHP faculty member) and participate in their mentor’s course in activities such as developing the syllabus and instructional materials, teaching selected session(s) of the course, and preparing and grading assessments and discussions. The RS-951 Practicum Coordinator (typically the Associate Director) supports students in identifying an appropriate course/mentor and guides the development of the Teaching Practicum Contract, which outlines the practicum plan and objectives. RS-951 has two types of objectives: 1) objectives relevant to every student, and 2) individualized objectives unique to each student. Each student, in consultation with the practicum mentor, the RS-951 Practicum Coordinator, and the faculty/research advisors, develops 4-5 individualized objectives to be met in the teaching practicum. During the Craft of Teaching course, the Practicum Coordinator will connect with students to begin planning for Practicum. Students should be in contact with the Practicum Coordinator after completing HRS-950 to solidify a plan. Students typically complete Teaching Practicum within a year of finishing HRS-950. Students are expected to attend course sessions across the semester (at least two hours per week over a 14-week semester onsite or the equivalent commitment for a shorter, intensive or online course). To ensure adequate time for research, the time commitment for Teaching Practicum should not exceed the equivalent of 6 hours per week across a 14-week semester (84 hours). RS-951 is managed through D2L. Please see the course syllabus for additional information. 

3.1.2 Supplemental Coursework

Each student will work closely with their Research Mentor to create a customized plan of study that will enable the student to acquire the additional skills and knowledge to conduct research in their area of interest. The PhD RS department keeps a working list of common courses used by past students. The equivalent of 9 credits (3 regular term courses) is the minimum requirement for the supplemental coursework, but the actual number of courses/credits can exceed this minimum and will be determined for each individual student in consultation with their advising team. Supplemental coursework may include selected courses at other institutions in the Boston area, as well as specifically designed/focused Independent Studies (RS-990, see next section) with faculty members who have expertise in the area(s) of interest. Independent studies can comprise up to 3 credits of supplemental coursework; at least 6 credits should be from graduate level courses at outside institutions or within the IHP. Typical graduate level coursework from outside institutions includes higher level statistics, research design, and methods courses with content that builds on or complements core PhD RS coursework. An introductory scientific writing course or similar level course may not be used toward supplemental coursework. Approval of the Executive Committee is needed for more than 3 credits of independent study to be used toward supplemental coursework. An initial Supplemental Coursework Form (template available on the PhD in Rehabilitation Sciences Teams) is completed in collaboration with the Research Mentor and submitted to the Program for review and feedback, typically before the end of the second semester of study (Spring of Year 1). All supplemental coursework can be taken for letter grade or as Pass/Fail. Revisions to the initial supplemental coursework plan draft with resubmission may be requested by the Program to ensure a robust training plan. Once approved, the Plan can be updated as needed in collaboration with the advising team and the Associate Director/Director. A revised Supplemental Coursework Plan detailing changes from the original plan and the rationale for changes should be submitted via the Supplemental Course Plan Submission Form. If courses are taken outside of institutions with which the IHP has course sharing agreements, the cost of tuition will be the responsibility of the student (see 3.1.2.2 Transfer courses). A final, approved Supplemental Coursework Form should be submitted with the Qualifying Exam Preparation Form to support readiness for completing the Qualifying Exam. If a student has a Faculty Advisor, they may be helpful in suggesting appropriate coursework. 

3.1.2.1 Independent study courses (RS-990): Supplemental coursework may include up to 3 credits of Independent Study course(s) of variable credit (1-3 credits). Credits will be determined based on IHP standards: 1 credit = 1 hr/wk (15 hours per term) personal contact time, with an additional 2 hours/wk (30 hours per term) out of class time; 2 credits = 2 hrs/wk (30 hours per term) personal contact time, with an additional 4 hours/wk (60 hrs/term) out of class time; 3 credits = 3 hrs/wk (45 hours per term) personal contact time, with an additional 6 hrs/wk (90 hrs per term) out of class time. Courses can be taken either for a letter grade or Pass/Fail. Independent Study courses are approved work with a mentor on a project outside of a regularly scheduled course or program of research. If you plan to complete an Independent Study as part of your approved supplemental coursework, you must first submit an Independent Study Agreement Form for Director/Associate Director approval. This Form includes the faculty member who will supervise, the title, rationale, description, objectives, plan of approach, resource materials required, evaluation methods and number of credits of the Independent Study. Once approved, the IHP Registrar will register you for a section of RS-990. Note: the supervising faculty for an Independent Study must be a faculty member within the IHP PhD program (generally the Research Mentor). Students may work with a secondary research mentor or faculty member outside of the IHP for an Independent Study, but the supervision and grading of the Independent Study will be completed by the Associate Director. When completing the Independent Study Agreement Form, please list an IHP PhD Faculty member (either your Research Mentor, Faculty Advisor, or the Associate Director) under ‘Faculty Name’. This person will be responsible for entering a grade at the end of the term. A course taken at an outside institution is NOT considered an Independent Study (see section on Transfer Courses).

3.1.2.2 Transfer courses: Supplemental coursework may include transfer courses taken at an outside institution. Use of transfer courses requires approval by the Research Mentor, Faculty Advisor (if assigned), and the Associate Director/Executive Committee. If you plan to take a transfer course, you must register for IHP transfer credits for the semester in which the course will be taken and complete a PhD Transfer Course Request Form for Associate Director approval before the course begins. The PhD Transfer Course Request Form requires a recent syllabus to be uploaded. Transfer courses may be taken for a letter grade or as Pass/Fail. At the completion of the coursework, you must have the grade sent directly to the IHP Registrar for recording on your official transcript. Transfer courses are distinct from Independent Study courses (see section on Independent Study Courses). The IHP Rehabilitation Sciences PhD Program has formal course sharing agreements with the Harvard School of Public Health (Fall and Spring terms) and the Harvard Graduate School of Education which enable IHP PhD RS students to take pre-approved courses at these institutions without paying tuition. Professional Education courses are not included in tuition-waived programs. Please refer to the PhD RS Teams page for additional instructions about registration. 

Upon completion of a transfer course, students must communicate with the outside institution at which the course was taken to ensure a formal transcript or grade report is delivered to the IHP Registrar. For courses taken at the Harvard School of Public Health, their registrar will send grades directly to the IHP Registrar (as they do not provide transcripts to cross-registrants). In this case, students must follow up with the IHP Registrar to confirm the grade has been received and update the Associate Director that a grade has been filed. 

Students may petition that up to 6 credits of previously completed, relevant coursework be transferred in as supplemental coursework, provided: 1) the coursework did not count toward another degree; and 2) the coursework was completed within the preceding 5 years. The petition for transfer credit must first be approved by the Program’s Executive Committee and then filed through the Registrar’s Office - it must include a transcript showing the completed course(s) with a grade of “Pass” or B or higher. Submit a Course Replacement Form to transfer in course credits as supplemental coursework or to replace core curriculum. 

3.1.3 Ongoing Involvement in Research 

In addition to the 2 full-time mentored research experiences (3 credits each) in each of the first two summers, students are also expected to be continuously involved in discussing, planning, and conducting research with their Research Mentor throughout the entire program. Such ongoing participation in research should begin as soon as the student starts the program and will serve as the basis for their required presentation each year at the weekly Research Seminar. Ultimately this ongoing involvement in research will lead to planning and conducting the studies comprising the student’s dissertation.  Students typically engage with their Research Mentor weekly/biweekly to fully engage in the student’s emerging area of research/Research Mentor’s program of research.

As students consider offers from other IHP faculty to engage in additional opportunities (e.g. teaching, part-time work, etc.), students should consult with their Research Mentor and Faculty Advisor (if assigned) to ensure that they are able to balance the workload, and be fully committed to their existing coursework and research obligations. 

3.1.4 Qualifying Examination for Candidacy for the Doctoral Degree: After completing the Core Curriculum (including Supplemental Coursework), each student must pass a Qualifying Examination before being considered a candidate for the doctoral degree and being permitted to complete the dissertation phase of the program. The Qualifying Examination is administered individually to each PhD student by a committee (Qualifying Examination Committee) comprised of Program Faculty members, with content or methodological expert members as needed. It is expected that students will complete the Qualifying Examination process by the end of the Fall term of their third year in the program. If the exam is not completed by the end of Spring term of their 3rd year the student must petition the Executive Committee to delay the exam using the Request to Delay Qualifying Exam Form. The petition should indicate the reason for the delay, plan and timeline for achieving the milestone, and confirmation that the  research mentor approves the delay plan. Submitted petitions will be copied to the Research Mentor and Faculty Advisor.  

3.1.4.1 Purpose of the Qualifying Examination

The purpose of the Qualifying Examination is for the PhD student to demonstrate that they have adequate knowledge and research skills to complete a high-quality dissertation project in their chosen area of interest. The examination process will assess a student’s: 1) ability to integrate and apply concepts covered in the program’s core courses; 2) depth of knowledge in their chosen area of research interest; and 3) ability to justify study design choices, and 4) readiness to complete the design and execution of a novel dissertation project that has the potential to produce useful new information. Successful completion of the Qualifying Exam indicates the student is ready to move on to the dissertation phase of the program.

The topics covered in the Qualifying Examination may overlap with the student’s dissertation (this is expected), but the exam does not replace the need for the student to prepare the dissertation prospectus, and obtain approval for it, from their Dissertation Committee (see 3.1.6. Dissertation). The focus of the examination should not be on specifics of improving the project, as this is not the student’s dissertation plan, but rather on the student’s ability to defend the logic behind decisions. 

3.1.4.2 Qualifying Examination Committee

3.1.4.3 Scheduling the Qualifying Examination

Students should work with their Research Mentor to determine when they are ready to proceed with their qualifying examination. The Research Mentor and student identify potential Qualifying Exam committee members, and the student (or mentor) asks potential members if willing and able to serve, The Research Mentor then completes the Qualifying Examination Preparation Form to notify the Executive Committee and propose committee members who have agreed to serve on the examination committee. This submission includes a status report on the student’s supplemental coursework (courses planned and completed with brief descriptions and names of instructors) and an abstract that describes/summarizes the written component of the examination. The abstract is based on the format for the Project Summary that is provided as part of an NIH grant application (see below). The Executive Committee will use this information to finalize the examination committee. After the Qualifying Examination Committee is confirmed, the student coordinates examination scheduling with the committee. A 3-hour time block should be scheduled to allow time for student presentation, Q&A, committee deliberation, and student feedback. The Program Manager can assist with room reservations once a date/time have been identified. The student should send calendar invites to committee members, copying the PhD RS Program calendar (phd@mghihp.edu). The committee Chair should communicate exam procedures and expectations to the committee via email ahead of the Exam (send Qualifying Exam sections of this manual for reference).

The written part of the examination must be distributed to the members of the Examination Committee a minimum of two weeks prior to the date for the oral part of the examination, or on a timeline agreed to by the student and committee members. The examination should not exceed three hours.

3.1.4.5 Evaluation of Qualifying Examination Performance

Both the written and oral components of the examination will be assessed in determining the student’s performance. It is acknowledged that the student may have received considerable assistance from research mentors/advisors with the written part of the exam because of the program’s emphasis on having students submit proposals for funding to support their research. Both the written and oral components must be passed for successful completion of the examination.

The examination outcome/result is based on the committee majority vote and will be one of the following: 1) pass with no contingencies, 2) conditional pass with contingencies or 3) fail. Students who receive a conditional pass with contingencies will receive written communication from the committee chair detailing the required contingencies (e.g., additional coursework, assignments, etc.) and due date. Should the student require an extension on the deadline to submit contingency requirements, the student must submit a petition to the exam committee detailing the rationale for the extension and a proposed alternative due date. The exam committee chair will respond in writing to note if the petition is approved or denied. Students who fail the examination will receive written communication from the committee chair detailing the rationale for the grade and can petition the Executive Committee for permission to retake the exam. 

The Chair of the Examination Committee is responsible for communicating in writing the outcome of the examination via the Exam Result Report Form, which will distribute copies of the report to the Executive Committee and the student’s Research Mentor. The report should also include any feedback (concerns, suggestions, etc.) about the research presented by the student that could potentially be useful in improving the student’s dissertation.  

3.1.5 Compliance with Regulations on the Use of Human Subjects

Oversight of human studies is provided by the Institutional Review Board (IRB) at Mass General Brigham (MGB) Healthcare.  All research studies involving human subjects must be reviewed by the Institutional Review Board (IRB) of MGB Healthcare. 

Human subject research training must be completed prior to submitting an IRB application. This training must be renewed every three years. The IRB will require documentation that the training has been completed before approval of projects can be obtained. All training will be administered through HealthStream. Instructions for completing training can be found here.

3.1.6 Prospectus and Dissertation Phase

Once the student has passed the Qualifying Exam, they become a doctoral candidate. Doctoral candidates should continue to use their previous credentials and avoid use of PhD(c) in signatures, presentations, or publications. The dissertation must represent novel research by the doctoral candidate that is carried out during their doctoral program and designed to advance knowledge in a topic area. It is organized around a series of manuscripts (a minimum of three) that have been submitted to peer-reviewed journals for publication prior to the Dissertation Defense. The manuscripts do not have to be accepted for publication to be included in the dissertation. A complete version of the dissertation must be successfully presented and defended orally before a Dissertation Committee comprised of faculty with expertise in areas related to the dissertation topic. Dissertation Defenses are open presentations for the public and the PhD RS community; PhD RS students are expected to attend. 

3.1.6.1 Dissertation Committee

The Dissertation Committee is responsible for overseeing the student’s completion of the dissertation process including approving the prospectus (including decisions about which manuscripts to include in the dissertation), periodic review of progress, and final approval/acceptance of the dissertation following the oral defense. The Committee is comprised of: 1) a Chairperson (generally a senior Rehab Science faculty member),  who is responsible for facilitating meetings, periodically informing the Executive Committee of the student’s progress/performance, and ensuring that all policies and procedures are followed; 2) the student’s Research Mentor, who bears primary responsibility for overseeing and mentoring/advising the student during the dissertation process but does not serve as Dissertation Committee Chair; and 3) at least one other member with expertise related to the dissertation research topic. Except for the Committee Chair, the Dissertation Committee can include members who do not have an affiliation with MGH-IHP and can have more than three members when additional expertise is needed. However, a majority of the Committee members should hold regular or adjunct faculty appointments at the IHP.

See Dissertation Chair Expectations below in 3.1.6.2 Prospectus and Dissertation Processes

3.1.6.2.1 Preparation of the Prospectus document: The Prospectus Meeting should occur as soon as possible after passing the Qualifying Examination, typically within one semester and no later than the end of the 3rd year of study. Delay in prospectus meeting can be petitioned to the Executive Committee. 

Students are encouraged to publish their research throughout their program, even before the prospectus meetings. Inclusion of a maximum of two previously published manuscripts in the dissertation is permitted, contingent on their approval during the Prospectus Meeting by the Dissertation Committee. Dissertations manuscripts are held to a high standard and, in some cases, may not be approved by the Dissertation Committee. Therefore, it is strongly advised that students discuss their dissertation manuscript strategies and advancements during their regular progress update meetings with the PhD RS Executive Committee. By the time of the Prospectus Meeting, the third dissertation manuscript should only be in its initial planning stages. This strategic timing allows the Committee to offer meaningful input and feedback on the study design.

The student, in consultation with their Research Mentor, prepares the Prospectus document. This document features the initial draft of Chapter 1 (please see Dissertation Format guidelines provided below), copies of completed or currently submitted manuscripts that are planned to be integrated into the dissertation, as well as a comprehensive description of the research methods proposed for the forthcoming studies.

3.1.6.2.2 Prospectus Meeting with the dissertation committee and candidate: The goal of the prospectus meeting is to assess the student's ability to develop a research question, defend/support the background, purpose, methods, and potential interpretation of the presented projects, and their knowledge of relevant literature. Ultimately, the committee's purpose is to help optimize the projects, keeping in mind appropriate rigor and scale. The prospectus meeting provides an opportunity for the student to receive feedback about both conceptual and methodological issues involved in the proposed research prior to completing the studies to ultimately improve the research and ensure appropriate scope. The approved prospectus becomes an agreement between the student and the committee on the work that will be performed. There are semesterly updates on project progress.

The student distributes the prospectus document to their Dissertation Committee. Then the Chair of the Dissertation Committee schedules the Prospectus Meeting with the entire Committee (a 3-hour block) to occur at least two weeks after the distribution of the prospectus document. The Program should be copied on the Prospectus Meeting calendar invite (phd@mghihp.edu) for tracking purposes. 

At the Prospectus Meeting the student gives an oral presentation based on the prospectus document and answers questions raised by the Committee about the proposed work. Typically, the presentation is 30-40 minutes, followed by ample time for questions and discussion (1-1.5 hr). After the questions and discussion period, the committee dismisses the student to collate feedback and deliberate on the prospectus meeting outcome. 

3.1.6.2.3 The Dissertation Defense: When the student has completed or is in the final stage of completion of Dissertation Requirements (see 3.1.6.3 Format and Requirements for the Dissertation), the Chair of the Dissertation Committee initiates scheduling of the Dissertation Defense by submitting the Dissertation Defense Plan Form. This form will trigger a room request and date/time confirmation. The Chair and Research Mentor are responsible for ensuring that the 3 manuscripts have been submitted for publication prior to the Dissertation Defense. In some cases, the Research Mentor may petition the Executive Committee that one of the manuscripts be completed but not submitted to a journal prior to the Dissertation Defense. The petition should include a strong rationale for the exception and expected timeline for completion. The complete dissertation document should be distributed to the Committee at least two weeks before the scheduled oral defense. 

The Dissertation Defense includes a public and private session. The public session is open to the community and consists of the student giving an oral presentation (typically 40-45 minutes) about the dissertation and a brief period for community questions (typically 15 minutes). The private session occurs after the public session and involves the student fielding questions from the Dissertation Committee in a closed meeting (typically 60-90 minutes).

CHAPTER 1: Chapter 1 consists of an introduction to the entire scope of the dissertation. The introduction should contain a clear and precise statement of the purpose of the entire group of manuscripts in relation to a theoretically based overarching area of research. A description of the significance and need for the research conducted for the dissertation should be included in this chapter. A table that outlines the purpose of each manuscript “chapter”, and its contribution to new knowledge should be included. Example dissertation documents are available in the Student and Faculty Teams channel files. 

CHAPTERS 2, 3, 4: The core of the dissertation is a series of three data-based manuscripts (one manuscript per chapter) that represent work completed during the student’s PhD program. Each manuscript chapter should stand alone as a significant contribution that has been submitted to a peer-reviewed research journal with a review process that includes responding to reviewers’ critiques. Each manuscript chapter must have a cover page that includes the paper title, a statement of each author’s contributions, funding acknowledgements, submission history (dates for initial submission, revision/resubmission, final disposition, etc. as applicable), and full citation (including DOI and PMID if applicable) if the manuscript has been published. Reprints of papers that have already been published should not be included in the dissertation document.

Chapter 5: In this final chapter, the student should succinctly summarize and integrate all the findings from all of the studies that were conducted for the dissertation, including overall strengths and weaknesses/limitations of the research. This section should end with specific conclusions based on the entire body of work that was carried out and provide suggestions for future research. 

REFERENCES 

References to the literature should be confined to those sources cited in the prior chapters (all references in the manuscripts do not need to be listed). The purpose of listing references is to make it possible for readers, especially committee members, to locate the references to determine accuracy. .

APPENDICES 

Appendices should include copies of consent forms for human subjects research, pertinent communications, copies of interview guides, protocols, measurement instruments, pre-registrations, and other documents directly relevant to the study that is the basis for the dissertation. If it seems desirable to present tabulated raw data or detailed descriptions or techniques or methodologies that are additional to the chapters in the dissertation, these materials should be included as an appendix.

FINAL SUBMISSION 

An electronic version of the final dissertation document, including a signature page, must be submitted to the PhD Program using the Dissertation Document Submission Form. Copies of the final title, abstract and signature pages must be submitted to the IHP Registrar.  

3.1.7 Curriculum Outline 

Additional information about the curriculum and the Program of Study for the first two 

years are in the Appendix.

3.2 Degree Requirements

3.2.1 Timeline for Completion

All work, including completion and successful defense of the dissertation, must

be completed within five years of entry into the program.

3.2.1.1. Request for Extension

Students may request an extension of the program beyond this five-year limit by petitioning the Executive Committee.  Students should follow the petition procedure as outlined in section 11.1 of this Manual.  A majority vote by the Program Executive Committee is required for extension approval.  The student will receive an email from the registrar about approval/denial of the extension petition.

3.2.1.2. Master of Science Degree Option

A student may be considered for a master’s degree in Rehabilitation Sciences without passing the Qualifying Examination.  A student has the option to withdraw from the qualifying process and request consideration for a terminal master’s degree via written requests to the Program Director. Terminating the program and receiving a master’s degree is a possible option only after satisfactory completion of all coursework, teaching practicum, and research experiences that are required in the first two years of the program.

3.2.2 Academic Standing Policies

3.2.2.1 Required minimum GPA: Students must maintain a cumulative B (3.0) average in the Core Courses and Supplemental Coursework.  If this standard is not met, the student will be issued an academic warning in writing by the Program Director and placed on academic probation.  A student given an academic warning must regain a cumulative 3.0 GPA within the next semester, or s/he will be subject to dismissal.  For more information, see the Institute Catalog for “Satisfactory Academic Progress/Academic Standing” under the Grading Policy.

3.2.2.2 Pass/Fail: The weekly Research Seminar and all mentored experiences in teaching and research will be assessed on a pass-fail basis. Some supplemental courses may also be assessed on a pass-fail basis if agreed to by the course instructor and approved as part of the student’s Supplemental Coursework Plan. 

3.2.2.3 Qualifying Examination: Students must pass the Qualifying Examination to be eligible to continue to the Dissertation phase. See Section 3.1.4

3.2.2.4 Incompletes

A student who does not complete all requirements for a course may arrange with the instructor(s) for a temporary grade of incomplete. Students must complete all course requirements to change an incomplete grade according to the timeline agreed upon by the instructor(s), which is usually within a few days or weeks.  The time to finish an incomplete may not exceed two calendar years from the date of the request. If a student does not complete the required work within the stipulated time period, the grade will automatically change to a "Fail". Permission from the instructor(s) will be required for extension of time for completion.

For more information, see the Institute Catalog for “Incompletes” under the Grading Policy.

3.3 Grade Equivalents

See the MGH Institute Catalog for more information on grades.

3.4   Commencement 

Students who have completed all degree requirements during a given academic year or will complete during the summer term following the Institute’s May ceremony are eligible to participate in Commencement, provided:

1. There is agreement between the student, the Research Mentor, and the Dissertation Committee Chairperson that all degree requirements will be met by the Institute’s August deadline for completion of dissertation requirements for September diploma, found in the published Academic Calendars.

2. They have received approval to participate from the Executive Committee. Official graduation dates can be found here: https://www.mghihp.edu/graduation-dates.

3. A summer dissertation defense date has been scheduled. The date must be scheduled in the Program calendar by May 1st and planned to occur at least one week before the August degree completion deadline to allow time for final document filing. 

Students slated for graduation will be asked to provide the title of their dissertations to the PhD RS Program (for publication in the Commencement Program), typically by the first month of the calendar year (January) in which they will graduate. The Program Award Ceremony, which honors graduates, is typically held the week prior to Commencement. Students who have completed all degree requirements before the May Awards Ceremony will be honored at the ceremony; students who plan to defend and complete degree requirements the subsequent summer will be recognized for “nearly complete” status and honored at the Awards Ceremony the following Academic Year.