The six domains developed by the graduate student outcomes committee are a good starting point for programs.
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
Education for service, citizenship in the discipline, professionalism
Pedagogy/training for teaching
Practical application of knowledge
The domains listed below represent areas that research programs may wish to consider when articulating their own graduate student outcomes. (The domains are broad categories under which more specific educational goals, or outcomes, might be grouped.)
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.
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
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
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
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