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The six domains developed by the graduate student  outcomes committee are a good starting point for programs.

Developing Program Goals

Pilot Project: Commonalities among submissions

Programs may find it useful to consult the most prevalent outcomes identified by the ten programs that participated in the pilot project.

All of the submissions reflected the individual character of the particular pilot program; however, commonalities also emerged among the ten submissions and these often reflected the six draft principles/domains initially developed by the planning committee (see below).

The most prevalent outcomes, cited by most programs during the pilot phase, were:

Knowledge and scholarship

Research and methodological skills relevant to the field

Communication skills

Education for service, citizenship in the discipline, professionalism

Pedagogy/training for teaching

Collaboration/interdisciplinary skills

Practical application of knowledge

 

Domains of Graduate Student Outcomes in Ph.D., Ed. D. and Master's Education

The domains listed below represent areas that research programs may wish to consider when articulating their own graduate student outcomes.

The first, Scholarly Formation, has high priority for all graduate programs and represents the transformative aspect of graduate education. The relevance and importance of the other domains may vary from program to program, and, indeed, different or additional goals may be appropriate.

Descriptors associated with each domain below are illustrative of the kinds of graduate student outcomes that a program may associate with the domain.  They are neither prescriptive nor exhaustive of possible outcomes.

Scholarly Formation

Communication

Leadership & Collaborative Skills

Professional Responsibility

Personal & Professional Management Skills

Global Context

Scholarly Formation

May include:  knowledge of disciplinary core, in-depth knowledge of specific area of inquiry, competency in research and scholarly methods, demonstrated ability to conduct research or pursue scholarship in the field of study, adoption of a scholarly and professional identity

Communication

May include:  skill in written and oral communication, ability to communicate to audiences of experts within the field of study as well as broader audiences of non-experts, instructional competency

Leadership and Collaborative Skills

May include:  individual initiative, leadership experience, ability to work collaboratively

Professional Responsibility

May include:  commitment to conducting research and scholarship in ethical and responsible manner, awareness of societal implications of research and scholarship, professional integrity

Personal and Professional Management Skills

May include:  ability to manage projects and other aspects of research and scholarly work, persistence, adaptability, ability to work in self-directed and autonomous way

Global Context

May include:  ability to pursue research and scholarship in a global context appropriate to the field of study, ability to work collaboratively with others in a global context

 

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