Topic of Choice: The Defense

Topic of Choice: The Defense
Leslie Cermak

This class has been very helpful in learning more about developing a thesis or project in several ways. I think we all now know how important it is to have a committee that gets along. All in all, this one-hour class was composed of a lot of work and some helpful information.

Although I’d love to grow excited when I think about the end of December (when I can officially graduate), there is one looming obstacle that stands in my way: a successful defense. For me, the defense is that undefined event that I just really don’t know how to prepare for other than know my topic well and be prepared to answer anything and everything about it. Our class presentations in thesis seminar were a good primer, and we’ve learned some about the process here and there, but I still think I don’t know what to expect.

For me, this is unsettling. Considering that I’ve been a teacher for five years, the part about public speaking shouldn’t be terrifying. I also know my committee members well. However, when I taught, it was subject matter I knew very well and to people who wanted to learn more about English grammar. At my defense, I’ll be communicating about a topic I’ve learned a lot about but to people who will know it very well. This is a different type of rhetoric than I’m used to and likely to make me nervous. And when I get nervous, my ability to speak effectively disintegrates.

I realize that a good chair will not set you up for failure and that it is up to the student to determine how successful a defense can be, but even the name of the event does not sound pleasant.

So, how does a graduate student prepare for defense? Well, we’ve been told to know much about our topic and our study. Obviously answering “I don’t know” often is probably not a good marker for a successful defense. An essay written by Reckski (2005) likely lays out a more detailed how-to than these vague answers. But what else can we do to prepare? One thing I’ve learned is to consider attending a fellow graduate student’s defense before it’s your turn. Although I have always had either my job or classes that conflict with defense meetings, I intend to speak with professors about any that I might be able allowed to attend. In this case, I think experience or observation really may be the best way to prepare. Kuhlenschmidt (1992) writes in her article “Teaching Students to handle the Oral Defense,” (Available through Lora in the journal Teaching of Psychology) that a voluntary workshop held on her part helped students get over some of their anxiety.

Although we may not have a workshop at our disposal, we do have some very receptive faculty members who seem more than willing to speak with us and peers we can turn to for support. There are also numerous online articles including those by the American Psychological Association, universities, writing centers and blogs that offer guidance and information about what to expect. This may be the next best thing to having a good chair that will help us along the way.