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The Interdisciplinary Approaches to Hispanic Studies Colloquium is an integral and defining part of the program; its aim is to foster collegiality and promote rich conversations, and promote critical debates among students, as well as with faculty and visiting speakers.

During the first year of their doctoral studies, students attend all sessions of the colloquium (approximately thirteen per year). From Year 2 to Year 4, students are required to maintain an attendance of 75% per year.

Failure to comply with attendance would translate into the non-completion of this program requirement.

The two required course designs and oral defenses replace traditional comprehensive examinations. The objectives of the course design and defense requirement are for the student to demonstrate depth and breadth of knowledge as an emerging specialist in the field, and for the student to develop their teaching capacities through the development of unique courses and materials that can be useful tools towards professionalization and the job market.

Completion of this requirement is an essential program milestone, and successful completion of the course design, examination, and defense requirement in a timely manner may be used to determine the candidate’s eligibility to continue in the program.

The first course is examined and defended towards the beginning of Year 2, Term 4 (with the specific date to be determined by the department). The second course is examined and defended towards the completion of Year 2, Term 6 (with the specific date to be determined by the department).

Both courses are developed under the supervision of a professor. At the end of Year 1, Term 2, the student selects a supervisor for the first course and a Ph.D. thesis supervisor. The supervisor for the first course must be someone other than the proposed supervisor for the Ph.D. thesis. The Ph.D. thesis supervisor will direct the second course design and defense.

The first course should be developed at the introductory level. While related to the student's research interests, the focus of the course is broad and panoramic, and the student must demonstrate the breadth of their knowledge, alongside their creativity, innovation, and unique contribution to the course of study.

The second course should be developed at the advanced level. The course topic should be directly related to the Ph.D. thesis and the student must demonstrate the depth of their knowledge, alongside their creativity, innovation, and unique contribution to the course of study.

Each course design must include:

a) Detailed Syllabus: course description, objectives and outcomes, reading list, grading scale and methods of evaluation, calendar of readings and activities, and relevant university policies. The calendar must cover twenty-five to twenty-six classes, taught over a period of thirteen weeks.

b) Teaching Philosophy: a written statement expressing views on teaching and learning, and which methods or approaches the instructor proposes to practice. The best statements are specific and unique (avoid overgeneralizations and empty declarations). Discuss how you propose to put your beliefs on teaching into practice and give concrete examples of what you anticipate doing and achieving in the classroom. Please note that there are many resources both online and in print on how to write an effective Teaching Philosophy Statement. The Centre for Teaching and Learning at °ÄÃÅÁùºÏ²Ê¿ª½±Ô¤²â is also invaluable.

c) Justification or Proposed Contribution and Relevance of Course. Some questions you may choose to address in this statement are: What is the connection between the teaching of the course and other areas, such as your research or community engagement? How does this course “fill a gap” in how Hispanic literature and culture or linguistics is currently taught? Why is this course “needed”? How is your course original, innovative, creative, and unique? What is the relationship between course objectives and course content? What is the relationship between course content and assessment? 

d) Ten Detailed Class Lesson Plans: with well-developed objectives, discussion points, activities, lists of materials and required class readings, audiovisual materials, and presentations for each of the ten classes. The expectation is one PowerPoint per class with an accompanying explanation of the lesson plan.

e) Online Teaching Platform (OWL) with audio-visual material and ten lectures for the course.

f)  Reading List or Works Consulted: A detailed bibliography in correct bibliographic style that shows the complete and comprehensive list of readings the PhD student used to prepare their knowledge base for the course.

g) Sample Materials for review, such as exams, essay topics and instructions, creative assignments, rubrics etc.

*Please note that it is up to the supervisor to determine if any further materials are required.

Course Design Defenses
Course design defenses are open to the public.  The minimum number of people for a course defense to take place is five (5): the student, the course supervisor, two examiners and the chair of the defense.

The defense will be structured as follows:

• Presentation of the participants by the chair
• Student’s presentation of the course (+/- 15 minutes)
• Two rounds of questions per examiner: first one slightly longer (15 to 20 minutes) than the second one (5 to 10 minutes)
• Students are advised to prepare for questions on content and on pedagogy. Generally, during the first round, questions will be focused on the student’s breadth of knowledge in their field, and questions concerning teaching capabilities will be addressed during the second round. However, as each defense follows its own particular dynamic, and because of the inevitable slippage between both components (content and pedagogy), students should bear in mind that examiners might ask them to reflect precisely on the intersections between discipline-specific matters and their didactic implementation/communication.
• Upon the completion of the two rounds of questions by the examiners, the chair will invite questions from the public (this should last a maximum of 15 minutes approx.)
• Following the round of questions from the public, the student and the public will be asked to leave the room.
• The supervisor will speak to the work carried out by the student, after which the discussion about the course defense with the examiners will begin.
• The student and the public are invited back in the room; the chair communicates the conclusions and recommendations of the examination panel.

*An option for the second course is that a student develops a unique project of his or her own design. Some examples may be a database that could complement an archival system of a research center, an app or computer software designed to help perform a specific activity, or a creative project. A qualifying paper may also be an option. Please note that the student must seek approval from 1) his or her supervisor and 2) the graduate committee to proceed with this option. A project description and justification are required as part of the approval process. Decisions will be made on a case-by-case basis. Specific requirements will be drawn up in consultation with the graduate committee. The project would proceed to oral defense just as the course design.

Students must work closely with their supervisors throughout the entire process of developing the courses (or course + project) and prepare all materials in a timely manner in accordance with the dates set by their supervisor and the department. Failure to progress and proceed in the course design and defense may be grounds to withdraw the student from the program.

Once the supervisor approves the materials, the student must submit the course to the designated examiners at least two weeks before the date of defense.

At the public defense, the student will first be asked to present a brief ten-minute overview of his or her course or project. After the presentation, the examination will proceed and the student will be expected to successfully answer examiners’ questions related to both pedagogy and content.

After completion of the questioning rounds, the committee will determine whether the student 1) passes 2) passes with revisions, 3) fails the course design or defense. Through the examination process, students may be asked to revise any or all course materials, write clarifying essays, and/or repeat the defense. The chair of the exam will determine the dates and timelines for any changes, revisions, further work, or re-examinations (typically two-four weeks for revisions). The examiners will review the revisions and submit their final report no later than four weeks after the re-submission. If a student fails a second time, they may be asked to withdraw from the program.

Applicants whose first language is not English and who have not obtained a degree at an English-language institution must furnish evidence of their proficiency in the use of the English language.  In the Hispanic Studies Graduate Program this is an exit requirement, and must be completed in order to graduate.

The following English-language proficiency tests are currently accepted:

• The (TOEFL). The minimum acceptable score is 86, with no individual score below 20 for the Internet-based version; 213 for the standard electronic version; or 550 for the paper and pencil version.
• The (IELTS) of the British Council. The minimum acceptable score is 6 out of 9.
• The (MELAB) of the University of Michigan. Students must have at least 80 on each of the sections and an overall average score of at least 85.
• The (CAEL Assessment). The minimum acceptable score is 60.
• Program at °ÄÃÅÁùºÏ²Ê¿ª½±Ô¤²â. The requirement is successful completion of the High-Advanced level.
• . The requirement is graduation from Level 10, English for Academic Purposes, with a minimum 80% in all components.
  
  

In exceptional cases, the Graduate Committee may allow students to take university courses offered in English to complete this requirement. The recommendation is that these courses have Canadian content.

The objective of the third language requirement is to obtain a reading knowledge of another language. This third language may prove useful for consulting texts for research and teaching purposes. Here are four options to complete this requirement:

Option 1. Language Classes at °ÄÃÅÁùºÏ²Ê¿ª½±Ô¤²â: Students who are interested in learning in a structured class setting are directed to review the undergraduate language offerings. Students must consult with the Graduate Chair and/or the Graduate Committee prior to enrolling in any course.

Option 2: Coding Classes at °ÄÃÅÁùºÏ²Ê¿ª½±Ô¤²â: Students can opt to learn coding instead of a third language. If this is their choice, students must decide the courses that they will take in consultation with the Graduate Chair and/or the Graduate Committee, as well as with their Supervisor prior to enrollment.

The undergraduate course registration form can be found at this link:

Option 3. Proven Background in or Experience with Another Language: Students must provide the department with documentation that certifies that they have extensive background or experience with an additional language or language or one that includes a considerable knowledge of coding and have achieved and maintained a reading knowledge of the language, for example a degree or program of studies in the language or that includes a considerable knowledge of coding. Acceptance of this option is at the discretion of the Graduate Chair and/or the Graduate Committee. 

Option 4. Translation Exam: Students who have undocumented background or experience in another language may opt to take a translation exam given by the department. The department will select a text and the student will translate it into English or Spanish. Dictionaries may be used for the translation exam. The Graduate Chair, Graduate Committee, and/or an outside expert in the language will evaluate the results of the exam.

Publication is an important component of academic life. As a requirement of our Ph.D. program, students develop and apply this essential professional skill. In order to complete this requirement, students must publish at least one, single-authored research article or make a significant contribution on a multi-authored research article in a peer-reviewed venue. Please consult with your supervisor on appropriate publication venues. [Entrehojas, the Hispanic Studies graduate student journal will not count towards this requirement.] Collaborators on a multi-authored research article may be asked to provide percentages that indicate individual contributions to the publication. Acceptance of completion of this requirement is up to the discretion of the Graduate Chair + Committee in consultation with the student’s supervisor.

Please note that in cases where the timing of the peer-review process is unduly protracted and waiting for a decision might delay the student's completion of the program, the Graduate Committee may rely on the advice of experts in the student's field (other than the Supervisor) to evaluate the “publishable quality” of a submitted article. The outcome of this evaluation process should be "publishable with no revisions" or "publishable with minor revisions".

Students are highly encouraged to plan and write their coursework essays with an eye to future publication, where pertinent. Students must ensure that they have reviewed ethics and copyright regulations when looking to publish.  If they are uncertain, then they should consult with their supervisor or the Graduate Chair.

A useful resource for revising a classroom essay into a publication manuscript, and for looking for suitable venues for publication is Writing Your Journal Article in 12 Weeks: A Guide to Academic Publishing Success by Wendy Laura Belcher.

Once your manuscript has been accepted, it is your responsibility to submit proof of publication acceptance and a copy of the published article.

The Graduate Chair, in consultation with the Graduate Committee and the student's supervisor, may decide that the thesis proposal will not be assessed until receiving proof of the submission of the manuscript to a peer-reviewed venue.

The recommended time for completing Section 1 of the Pre-Proposal is the end of the first term.

Click here to access the Section 1 downloadable document.

The recommended time for completing Section 2 of the Pre-Proposal is the beginning of the third term (May). This section needs to include the signature of the student's supervisor and, once completed and signed (signaling approval), it will be sent to the Graduate Chair and the Program Coordinator. At this point, the requirement will be fulfilled.

Click here to access the Section 2 downloadable document.

Every candidate for the Ph.D. must complete a thesis. At the end of Year 1, Term 2, students, with the help of the Graduate Committee, will choose a Thesis Supervisor and devise a Dissertation Topic. Working with the Supervisor and any other potential members of the , the student will then submit and present a Thesis Proposal.

For formatting guidelines, submission details, and examination procedures, please visit °ÄÃÅÁùºÏ²Ê¿ª½±Ô¤²â’s Office of Graduate and Postdoctoral Studies Thesis Index:

Thesis Regulations can be found at:  

Conferences: Conferences are an important opportunity for beginning research projects, drafting ideas, and writing with an eye towards publication. At conferences, students have the opportunity to receive feedback, share ideas, meet, and network with other students and colleagues. Students should continuously apply for and participate in a variety of conferences. Some funding is available to each student through the department.

Events: Our program is an intellectual community committed to unique and innovative approaches to Hispanic Studies. Throughout the year, students and faculty work hard to organize numerous events, such as guest speakers, conferences, performance, publications, debates, etc. It is the expectation of the department that all students will attend the majority of the events organized by and for the department.

Funding: Throughout the year, the university, SOGS and PSAC will communicate different granting opportunities, typically via email. All students are expected to apply for applicable funding opportunities, continuously and at all levels and stages of their program.  

Students are encouraged to start applications early and to consult with faculty on project and grant proposals. For English and Writing Support, please visit the Student Development Center’s Writing Support Center:

Student will periodically meet with the Graduate Chair at scheduled dates and times to review and update documentation related to progress in the program.

At the conclusion of each academic year, the Graduate Chair and Graduate Assistant will meet and jointly review student progress. A yearly progress report for each student will be issued. Please click here for a sample yearly progress report.

The Graduate Chair will check in with students at various times during the year to review progress.

Failure to progress and proceed in the program may be grounds to withdraw the student. Please consult SGPS regulation 4.07