Assessment Plan

Human Development and Family Studies, PhD

Program Goal A: Disciplinary Knowledge

Student Learning Outcomes

  1. Students will demonstrate an understanding of individuals, families, and their relationships to larger social institutions. Students will use this understanding to analyze social, economic, and governmental policies as well as changing demographics and other trends and their implications for individuals and families.
  2. Students will demonstrate an understanding of the internal dynamics of the family including family strengths and weaknesses and how parenting behaviors and child characteristics influence child outcomes.
  3. Students will demonstrate an understanding of human development including individual characteristics and needs, multiple influences on development and learning including the family context, and how to promote development and learning across the life span.
  4. Students will demonstrate an understanding of how to support and empower individuals and families and communities through respectful, reciprocal relationships, and ethical and professional practice.

Direct Assessment

Core and Elective Coursework

Via discussion, writing assessments, literature reviews, research proposals, and passing classes with grade of B or better.

Indirect Assessment

Online survey of doctoral students to obtain feedback on courses, instructors, and experiences in HDFS.

Program Goal B: Research Productivity

Student Learning Outcomes

  1. Students will contribute to the research enterprise of the department by serving as research assistants for faculty.
  2. Students will present their research at conferences sponsored by professional societies in their developing area of expertise.
  3. Students will submit their research for publication is respected journals in their academic area.
  4. Students will apply for grants and contracts to support their emerging research agenda.

Direct Assessment

PhD Annual Review: Phase I

Doctoral students will document the number of (a) research assistantships undertaken, (b) scientific presentations given, (c) empirical manuscripts submitted and published, and (d) grants applied for and received.

Indirect Assessment

PhD Annual Review: Phases II and III

Student mentors and supervisory committee members will rate doctoral students on their productivity in research using a Likert scale ranging from 1 (very little progress) to 4 (significant progress); Mean scores of 3 or higher indicate that the student has achieved adequate productivity.

Program Goal C: Teaching Competency

Student Learning Outcomes

  1. Students will contribute to the teaching enterprise of the department by serving as teaching assistants for instructors-of-record.
  2. Students will deliver guest lectures at Utah State or in other academic settings.
  3. Students will serve as the instructor of record in HDFS or other related courses.
  4. Students will deliver lay audience presentations in an effort to translate research to those outside the university.
  5. Students will mentor undergraduate research assistants.

Direct Assessment

PhD Annual Review: Phase I

Doctoral students will document the number of (a) teaching assistantships undertaken, (b) guest lectures delivered, (c) courses for which they served as the instructor-of-record, (d) lay audience presentations delivered., and (e) undergraduate research assistants mentored.

Indirect Assessment

PhD Annual Review: Phases II and III

Student mentors and supervisory committee members will rate doctoral students on their teaching competency using a Likert scale ranging from 1 (very little progress) to 4 (significant progress); Mean scores of 3 or higher indicate that the student has achieved adequate teaching competency.

Program Goal D: Service Contributions

Student Learning Outcomes

  1. Students will engage in service opportunities to the department, college, or university.
  2. Students will engage in service opportunities to the profession
  3. Students will engage in service opportunities to the community.

Direct Assessment

PhD Annual Review: Phase I

Doctoral students will document the ways they contributed via service to (a) the department, college, or university, (b) the profession, and (c) the community.

Indirect Assessment

PhD Annual Review: Phases II and III

Student mentors and supervisory committee members will rate doctoral students on their service contributions using a Likert scale ranging from 1 (very little progress) to 4 (significant progress); Mean scores of 3 or higher indicate that the student has achieved adequate service contributions.

Program Goal E: Interpersonal Competencies

Student Learning Outcomes

  1. Students will engage in effective communication with faculty, staff, and students on campus.
  2. Students will be organized across the research, teaching, and service components of their doctoral training.
  3. Students will be dependable in their roles as researchers and teachers, and in their service to the department, college, university, profession, and community.
  4. Students will be responsive to faculty, staff, graduate student colleagues, and any students they might be teaching or mentoring.
  5. Students will engage in various components of the academic enterprise (dissertation and thesis meetings, colloquia, brown bags, social events, etc.).

Direct Assessment

PhD Annual Review: Phase I

Doctoral students will document the ways they’ve demonstrated interpersonal competencies across the core areas of (a) communication, (b) organization, (c) dependability, (d) responsiveness, and (e) engagement.

Indirect Assessment

PhD Annual Review: Phases II and III

Student mentors and supervisory committee members will rate doctoral students on their interpersonal competencies using a Likert scale ranging from 1 (very little progress) to 4 (significant progress); Mean scores of 3 or higher indicate that the student has achieved adequate interpersonal competencies.

Indirect Assessment

Master of Science (MS)

  • Students must maintain a 3.00 grade point average at all times while enrolled in the Graduate Program. Graduate students may earn no more than two “Cs.” Grades of C- or lower will not be counted toward program requirements.
  • Successful completion of thesis

Master of Human Development and Family Studies (MHDFS/MFHD)

  • Students must maintain a 3.00 grade point average at all times while enrolled in the Graduate Program. Graduate students may earn no more than two “Cs.” Grades of C- or lower will not be counted toward program requirements.
  • Pass Graduate Practicum
  • Successful completion of Capstone

Master of Marriage and Family Therapy (MS/MMFT) 

  • Students must maintain a 3.00 grade point average at all times while enrolled in the Graduate Program. Graduate students may earn no more than two “Cs.” Grades of C- or lower will not be counted toward program requirements.
  • Successful completion of thesis for MS students and culminating experience for MMFT students

Doctor of Philosophy in Family and Human Development (PhD)  

  • Students must maintain a 3.00 grade point average at all times while enrolled in the Graduate Program. Graduate students may earn no more than two “Cs.” Grades of C- or lower will not be counted toward program requirements.
  • Annual review prepared by student and reviewed by doctoral committee
  • Successful completion of Comprehensive Exam
  • Successful completion of dissertation