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Upon completion of successfully passing the public presentation, the faculty review
committee considers all of the materials presented in light of:
The evaluation rubrics attached to those materials;
The manner in which they were presented;
The overall professionalism of the presenter, including dress, manner, tone, etc.;
final defense, and
The manner and substance of the ways in which the presenter handled questions,
criticisms, theoretical disagreements, or ethical concerns raised by reviewers or
members of the audience during the course of the review.
2. Academic/Research Portfolio
The Academic/Research Portfolio is considered a capstone experience assessing the
student learning outcome associated with research, scholarship and academic
development.
As a matter of professional development and career building, students are
strongly encouraged to participate in a number of academic publishing and professional
presentations before local, statewide, national, and international audiences.
All students are required to demonstrate that they possess doctoral level competency in
both writing and professional presentation skills. There are 2 components to the
Academic/Research Portfolio: There are the presentation component and the written
component.
Presentation Component
In order to satisfy the presentation component of the Academic/Research Portfolio,
a student must be a part of one or more professional presentations before local,
statewide, or national audiences. To be considered as equivalent experiences, such
presentations should occur in settings where submission is subject to a peer review
process, and the length of the presentation is greater than 45 min Because of the
wide variety of professional presentation options available, students will need to
submit a description of their professional presentation experience(s), along with the
copies of all relevant presentation materials to a committee of full time family
therapy faculty reviewers. Any such presentations must be based on materials,
projects, or research that the student has been involved in since they were enrolled
in the family therapy program. Panel presentations will not be accepted. Students
must demonstrate they had significant input to the preparation of the presentation.
Alternate presentation: Many doctoral students obtain additional training or
experience in areas related to the field of Couples and Family Therapy. Students
with such knowledge and/or experience who are invited to present to a DFT class or
workshop on the topic, may petition to count that presentation as fulfilling the
presentation component of the Academic/Research portfolio. The petition would
need to include a letter from the professor who invited the student to present or
who attended the workshop stating that the presentation was equivalent of that
commonly seen at a professional conference.
Written Component
In order to fulfill the written component requirement, a student must submit for
review an article or chapter that they authored. This article or chapter must have
been accepted for publication in a peer reviewed, family therapy or other closely
related professional journal or edited book. A committee of full time family therapy
faculty will review the article or chapter to determine if it satisfies this requirement.
