College of Arts, Humanities, and Social Sciences 2015-2016 Catalog

61 As part of the graduation requirements, students must have an annual review at the end of each of the first 3 years. This annual review will consist of an evaluation of the student’s academic progress, clinical progress, student’s professional and ethical conduct, and level of attainment of the program’s student learning outcomes. The Annual Review is also utilized for collection of feedback from students about the program, support services by the institution, as well as the Program Director. This review is conducted in a manner needed for each individual student such as, but not limited to, a meeting with a faculty committee, program director, or via email. Students must register for the Annual Review during the summer of each of the first 3 years. Portfolios and Evaluations As a requirement for completing the Ph.D. program in family therapy, a student must submit for faculty evaluation two separate performance based portfolios which are considered capstone experiences. Each of these portfolios is designed to help assess how students met various aspects of the program’s learning objectives and outcomes. The portfolio requirements are also designed to help students become better able to present their work in professional contexts, such as seeking employment and academic exchange. Each of the two portfolios and their requirements are described in detail below. The two components of the Portfolio process are: 1. Clinical Portfolio 2. Academic/Research Portfolio Each portfolio is intended to address major training and academic goals of the program. The portfolio process represents a steppingstone experience for students as they prepare to undertake their internship or dissertation. Successful completion of each successive portfolio indicates that the student is able to plan, undertake, and complete increasingly sophisticated projects, requiring independence of both thought and motivation. 1. Clinical Portfolio The Clinical Portfolio is intended to provide an opportunity for students to demonstrate their clinical competence, creativity, and theoretical clarity, in a manner and setting similar to that which could be expected in a job interview situation. It is an assessment of the student learning outcome associated with advanced clinical theory and practice. It should be viewed as the culmination of the on-site clinical training aspect of the doctoral program, and it is designed to allow students to demonstrate the full range and depth of their clinical skills and theoretical knowledge. To submit a Clinical Portfolio for faculty review, a student must have successfully completed the minimum of four (4) required internal practicum courses, or be enrolled in the fourth. Student’s wishing to enhance their clinical skills or theoretical knowledge may do so with additional practicums, clinical work, or supervision before submitting their Clinical Portfolio. Clinical Portfolio Components The following are the 4 components to the Clinical Portfolio:  Statement of Treatment Philosophy (5-7 pages, double spaced; APA formatted)  Case Study (Written, single case from inception to treatment completion/ evaluation)  Video presentation (45 min–1 hour, professional audience)  Verbatim transcription of the video clips with identifying information removed