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Goals, Objectives and Competencies
Students in the School Psychology PhD program will work toward achieving the following goals, objectives and competencies:
Goal No. 1: Students will develop the professional knowledge, skills, and identity to be ethical practicing school psychologists
Objective 1 : Students will develop professional values, attitudes, and behaviors that promote positive outcomes for youth and families and facilitate psychological well-being and educational success.
- Competency 1: Engages in behaviors that are consistent with values, attitudes, and skills of competent health service psychologists
- Competency 2: Demonstrates effective oral and written communication and interpersonal skills in interactions with youth, families, colleagues, education professionals, and other professionals
Objective 2 : Students will develop an understanding of individual differences and the impact of societal inequities that negatively impact their psychological well-being and their educational experiences.
- Competency 3: Students will demonstrate an understanding of individual and cultural differences
- Competency 4: Students will demonstrate an understanding of how societal inequities, culture and individual differences impact psychological well-being and educational experiences
Objective 3 : Students will develop an understanding of professional ethics and legal standards relevant to the practice of school psychology.
- Competency 5: Students will be knowledgeable and behave in ways consistent with professional ethical principles and legal standards to the practice of school psychology
Goal No. 2: Students will learn and apply knowledge and skills of evidenced-based practices to inform data-based decision making across direct and indirect service delivery
Objective 1 : Students will develop knowledge and skills related to the practice of effective consultation with education professionals and other key stakeholders (e.g. parents, caregivers, community health care professionals).
- Competency 6: Students are able to effectively apply a model of consultation in practice that incorporates a cross cultural framework
Objective 2 : Students will develop knowledge and skills of evidence-based interventions to facilitate the psychological well-being and educational success of youth.
- Competency 7: Students will be able to identify evidence-based interventions that match the targeted need, implement the interventions, and evaluate the effectiveness of the interventions
Objective 3 : Students will develop knowledge and skills of evidenced-based assessment practices and tools.
- Competency 8: Students will demonstrate the ability to administer and interpret psychological and educational assessments
- Competency 9: Students will engage in targeting assessments that meet the individual needs of youth
Goal No. 3: Students will learn to be critical consumers of research and develop advanced knowledge and skills to conduct scientific inquiry and dissemination of research
Objective 1 : Students will develop knowledge for understanding research and interpreting data in applied settings.
- Competency 10: Students will demonstrate knowledge of research design and data analysis
Objective 2 : Students will conduct methodologically sound research.
- Competency 11: Students will conduct research that has the potential to contribute to the literature
Objective 3 : Students will disseminate research in a public forum or in a publication outlet.
- Competency 12: Students will present and/or publish research in a public forum (e.g. conference) or publication outlet
Goal No. 4: Students will learn the expanded role of the school psychologist
Objective 1 : Students will develop knowledge of supervision theories and models and skills to engage in supervisory activities.
- Competency 13: Students will demonstrate knowledge of supervision theories and models
- Competency 14: Students will effectively engage in supervisory activities that demonstrate an understanding and application of a supervision framework
Objective 2 : Students will be knowledgeable of school-wide practices to promote learning.
- Competency 15: Students will be knowledgeable of school-wide practices that influence academic, behavioral, and psychological variables
Objective 3 : Students will develop knowledge and skills in the promotion of family, school, and community collaboration.
- Competency 16: Students will demonstrate the knowledge and skills to successfully engage in collaboration across systems
Higher Education in India
Notes of an Educator
Recent Trends in PhDs Production Characteristics of a High Quality PhD program
Objectives and Graduate Attributes of a Quality PhD program
June 10, 2021
jalote Higher Education , PhD Program , PhD Program , Research , Research University 4 Comments
A PhD program is the backbone of a research university, its most important facet, one which clearly separates it from institutions which focus on teaching. In fact, the basic definition of a research university in the Carnegie Classification Framework for Universities in the US is based on the size of the PhD programs of these institutions. In many countries, including India, PhD students are the main human resources, besides the faculty, for research in a university – while research is driven by the faculty, much of the work is actually carried out by its PhD students, who also provide a source of fresh ideas.
The PhD is a unique degree. While the goal of other education programs is to build understanding and expertise in existing knowledge, the PhD program’s goal is to mould students into knowledge creators. And unlike the other education programs where many students are taught together in a course, it is fundamentally a program where each student is “taught” individually and progresses at an individual pace towards completion. It is more like an apprentice-model for education, rather than the class-room based model followed in other programs. Due to its special nature, the program often has a loosely defined structure.
While bachelor’s and master’s programs are subjects of intensive discussions and debates in faculty bodies, boards and senates, and attract central focus in university accreditations, PhD program often do not get such attention. In this post, I will discuss the goals or objectives of a modern PhD program, and what are the desired graduate attributes of a PhD. Program objectives and graduate attributes are standard formulations for undergraduate programs, but are unfortunately not commonly articulated for PhD programs. There are some implied goals, but the way the science and the world are changing, goals of a PhD program need to be revisited.
The main goal of the PhD program is to develop researchers who are well-equipped to undertake research challenges of the future for the benefit of the society. As it is almost impossible to claim that someone has become a researcher without a properly documented record of actual research, an important objective of the PhD program is to extend knowledge about some topic – this knowledge is generated by the PhD scholar with guidance of his/her supervisor.
To be a sound researcher, it is imperative that the researcher not only has research skills, but wide knowledge in the chosen area of research. Only with extensive awareness and deep understanding of the work done so far can a researcher claim that the work he/she has done is “new” (which is the basic premise for it to be considered research), “worthy” and “useful”. Hence, developing knowledge in the chosen area of research can be considered another objective of a PhD program. This skill of building the knowledge base and identifying the gaps in it is a fundamental research capability and is essential for a long career in research as a researcher will work in different areas during the course of her career.
These two objectives are sometimes stated as the two basic goals of a PhD program: to extend knowledge about an important topic through research, and to provide training to the PhD student to develop competencies needed to be an effective researcher. These together can be considered as research competencies .
Traditionally, PhD programs implicitly or explicitly tend to train the PhD scholars as if they are being prepared for an academic career. Perhaps this bias is natural given the supervisor of the student considers an academic career as the highest calling for a researcher. While earlier most PhDs may have joined academics, this has changed – a large fraction of PhDs in applied areas like computing and engineering, take up employment outside academia. And it is expected that this trend will continue and more and more PhDs will be employed in areas other than academia. As economies are becoming innovation-driven and new businesses emerge in newer areas that will be powered by R&D, they are likely to use more PhDs. Think tanks and policy bodies, which have traditionally employed research scholars for their work, will continue scouting for PhD graduates. PhDs are also expected to take more leadership roles in corporations, research groups, policy making bodies and other institutions.
Keeping these reasons in mind, besides cultivating their research capabilities, it is desirable that the PhD graduates also possess transferrable and translational competencies, to enable them to have a successful career outside academia, which often require skills beyond creating new knowledge in a chosen field of study. These are sometimes called professional competencies, and developing these can be considered as another basic objective of a contemporary PhD program.
Researchers have always viewed themselves as a global fraternity, with the output of research treated as quintessentially public property, available to all regardless of where the knowledge may have been produced. Research has been globalized, much before globalization became a buzz word – stories of researchers travelling and staying in different countries and collaborating with scholars of other nationalities are many. With the rise of globalization and global corporations, with the world shrinking through myriad forms of connectivity and ease of travel, this trend will only accelerate. PhD graduates are expected to be global researchers who can work in multinational teams on global challenges, staying in different countries for periods of time. To facilitate this, a PhD program should also develop suitable cultural competencies in its PhD graduates.
We can thus say that the basic objectives of a PhD program are to develop researchers who have wide knowledge about their area, strong research skills which have been demonstrated by generating new knowledge, are well equipped with translational competencies to undertake a range of careers, and have cultural competencies to work in different cultural contexts. In other words, a PhD program should aim to develop research competencies, professional competencies, and cultural competencies.
Graduate attributes of a program define the traits a graduate of the program is likely to have. In other words, they describe the characteristics of a graduate of the program. Often these outcomes are divided into general attributes regarding general capabilities and competencies of a graduate, and discipline specific attributes which specify competencies pertaining to a select field of knowledge. Some of the desired general graduate attributes for a quality PhD program are:
- Independence : A PhD graduate is expected to be an independent researcher in her own right, capable of forming her own teams and following her own research agenda. This, in some sense, is the most fundamental difference between a PhD scholar and a PhD graduate. As a scholar one conducts research under the guidance of the supervisor, but after the PhD degree is awarded, the researcher is expected to work independently, and even guide some junior researchers (other PhD students, interns, master’s dissertations, etc.).
- Innovation and creativity : This provides the ability to identify and formulate potential research problems as well as the approaches for addressing them. Identifying and formulating research problems are the core skills of a researcher – s/he has to be creative to identify research problems which are worthy of sustained effort and which may lead to good research outcomes and/or publication(s). Formulating research problems and pursuing them, particularly in the face of constraints and challenges, requires the ability to find innovative measures. Overall, having the creativity and imagination to spot potential research problems, which is one of the most important challenges for researchers in many disciplines, is a key capability, along with the ability to evolve efficient and effective approaches for addressing the problem. A PhD graduate must have this attribute.
- Ability to develop in-depth knowledge of the research area : A researcher may have to work on different topics at different times. He must have the ability to quickly build the knowledge base and ensure that he has in-depth knowledge of related research and results. Without this, it is easy to spend time exploring problems whose results have already been published. This also requires developing a broader perspective and understanding of the different sub-areas in the research topic, including connections between the sub-areas.
- Ability to critically read research papers : In-depth knowledge can be developed in a field by a researcher only if s/he has a strong ability to critically read research papers and understand the subtleties and nuances that may be involved in the work. For a researcher, the only way to be abreast of the latest developments in her area is to read research papers – text books are of no help here. Critical reading of papers also involves identifying the limitations of the work, how it can be applied or extended, what may be the related problems, among other critical concerns. It can be safely said that for many researchers reading of research papers is also a source of getting ideas for their work, besides, of course, gaining knowledge about latest developments.
- Ability to apply suitable research methods to rigorously explore a given problem : Once a research problem is identified, besides deciding on the approach for exploring it, a lot of effort has to be invested in applying recognized research techniques which can lead to robust scientific results eligible for publication in reputed platforms. Hence, a good understanding of research methods and the judicious discretion to apply them effectively is an essential capability of a researcher. This can also be considered as the ability to implement a high-level research goal – i.e. to convert it into a sound research project and then see it through to completion.
- Aspiration to do high-quality work and publish in highly reputed venues : Without the desire to do high-quality work and submit it for publication in reputed venues, average research is inevitable. All too often, PhD students are too focused on completing the thesis and acquiring the PhD degree, opting for an easy path of doing mediocre work of greater ease and lower risk, which are then published in low impact forums. A PhD program should try to develop high aspirations in the student.
- Ability to communicate effectively : This is a critical capability of a researcher – to be able to communicate her work in writing (technical papers) as well as in oral presentation. Writing research papers is absolutely essential – without it research cannot really be recognized. Often researchers are requested to give seminars on their work in conferences, university departments and other intellectual gatherings. Hence, effective written and oral technical communication is an indispensable capability. Besides technical communication, it is also highly desirable that the researcher has the capability to communicate the problem and the results to a non-technical audience also – this is now needed not only to explain to a wider target group, but also for collaborating across disciplines to address interdisciplinary challenges.
- Integration with the scientific community : Research is essentially done by one global fraternity of researchers in an area. The union is preserved through its conferences, regular meetings, journals and digital interfaces. It is important for a researcher to be integrated in this fraternity – this will help not only being updated of the latest developments, but engagement with the fraternity can help in refining existing ideas or collecting new ones.
- Ability to collaborate with other researchers : This is the essential cultural competency, as discussed above, as a researcher works in different contexts and with different collaborators who may often be of other nationalities and different cultural backgrounds.
These are general attributes, independent of the discipline, which a PhD graduate is expected to possess. It is expected that PhD graduates have some discipline-specific capabilities as well, which have to be developed by each discipline, and will depend on the nature of the specific subject.
In the next post, I will discuss some characteristics of a high quality PhD program.
4 comments ( +add yours ).
This is a superb post on the topic. On Quora, I review the topic from the perspective of a PhD student — all that s/he needs to do/accomplish during a PhD journey: https://qr.ae/pNKGYH
Why A Good PhD Supervisor Is Important – Online Phd Program Oct 23, 2022 @ 19:42:19
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Example Goals and Sub Goals For a PhD Researcher
In this post, I have outlined my overall PhD goal, my sub-goals and how these might map onto a monthly task list. I hope this example will help you in designing your own series of PhD goals.
It doesn't matter where you are on your PhD journey, setting goals, or having one eye on the bigger picture, are essential when it comes to getting to the end of your studies. Your PhD goals should focus on:
- The specialised knowledge and skills you want to develop and ensuring you have evidence to support them
- Developing advanced research skills and project management
- Your novel and unique contribution to the world of research, however small it may be
This is the final part of a three part series I have written around goal setting.
Here are the first two posts: 1. Why goals and plans end up being like an all you can eat buffet 2. Where, what, why and how about goal setting
What are my PhD goals?
Part of the reason I want to let you in on my PhD goals, is because it gives me accountability. Accountability is one of the strongest motivators of achieving what you have set out to do. Accountability is not a way to identify blame for why something didn't work, it's about ownership and having a sense of personal purpose.
These goals may inspire you to set similar or different ones. You may find them helpful to see what I am expecting, so it can help set realistic expectations for yourself. The field you are in may dictate a little about some aspects, such as how many papers you aim to publish and how many conferences you attend. You can completely plagiarise them if you wish, but do make sure they are personal to you.
My Main Goal
Firstly, my main goal. I wanted this one to both be specific and not specific at the same time. It needed to have 'finish my PhD' but it also needed something else;
"Complete my PhD to a level by which I am employable afterwards"My main PhD goal
I like this goal because it has a link to after my PhD. However, it doesn't say specifically what I want to do after a PhD because that may change. It's important to set goals that are challenging, but don't box you in too much. If I had said '…to get a postdoc', I may decide half way through that I no longer want to continue in academia. What then? I might wonder what the point of the PhD is. This way the PhD is a thing unto itself that may or may not link to the job I have afterwards. I'm simply doing my PhD as a means to some kind of future employment. If that means I decide on a different career path, then the PhD has still added to that. But I still need to finish the PhD and actually get a job, so it's still a challenge.
My Personal Sub Goals List
To set sub goals and help answer these questions, the first thing I considered was, in an ideal world, what are all the areas that I need or want experience in? Compared to almost all jobs, a PhD comes with few responsibilities. Most of these responsibilities, you will put on yourself. It can help at this point to look at a few job descriptions. For me, this broke my main goal down into 5 main areas; 'Papers, Writing and Impact'; 'Funding'; 'Social'; 'Leadership and Academia' and 'Teaching, Reading and Learning'. In a perfect PhD world, we'd have all the skills in everything, but the reality is, we'll never be able to be the best at everything. Feel free to prove me wrong of course! Personally though it helps to have some focus. Otherwise shiny object syndrome is a real and present danger. Like I mentioned at the beginning, a PhD can quickly overwhelm with all the directions you'll get pulled in. Down the line when you have a million things on your to do list, your goals will help you decide where to reign it in.
For me to meet these 5 skills areas at least to some degree, I set 12 goals. [Square brackets are the categories they fit into] and (I've put in curly brackets where I'm at on a scale of 0-100%). Some fulfil more than one:
- [Papers and Writing; Leadership and Academia; Teaching, Reading and Learning] Write 3 papers, min 1 high impact (8%)
- [Papers and Writing and Impact] Write 100 blogs relevant to my PhD (15%)
- [Funding] Get 4 alternative funding sources (0%) - I think I need to reign this in a bit as it's quite high
- [Papers, Writing and Impact; Social] Get 5000 Twitter followers (29%) - this may seem vain, but it's related to research impact, obviously engagement is a better metric, but this is simpler to track for now.
- [Papers, Writing and Impact] Get 500 monthly blog views, at a min 15 per day (achieved for July and on track so far for September! I'm literally over the moon at this as this was a 3 year goal!)
- [Teaching, Reading and Learning] Become a mentor to at least 1 person and supervise at least 2 undergraduate students (35%)
- [Leadership and Academia; Social] Have a position of responsibility e.g. society/journal (0%)
- [Leadership and Academia; Teaching, Reading and Learning] Develop specialist area in soil physics and grassland ecology aka 'soil ecophysics'!? (25%)
- [Leadership and Academia; Social] Attend and present at 4 subject-specific conferences with at least 1 talk (40%)
- [Teaching, Reading and Learning] Read and review to 'high' 2 papers per week - this is the tag I give papers in Obsidian to say that I've read them in detail. (40% likely…) - I've skimmed plenty of literature for the bits I need but not read one in detail for a few weeks…
- [Teaching, Reading and Learning] Read 2 non-fiction, soft-skills books per month (60% likely) - June and July yes, August nope
- [Papers, Writing and Impact] Take 1 competition-worthy or presentation worthy image per month (50% likely)
So as you can see progress is happening. Some not as fast as I'd like. I feel that if I achieve all this by the end of my PhD, I'll do OK!
My Monthly Goals For September 2022
I can then set a monthly priority list. I really like to put the amount of days things will take. It can be pretty eye opening when doing this. I bet you'll find that the number of days you need, is greater than those available. As an example, here's my monthly goals for September 2022 (22 working days, technically 18 for me) :
- Launch field trial (2 days) -> Deadline 2nd September 2022 -> DONE
- Collect baseline measurements of field trial (3 days) -> Deadline 23rd September 2022
- Scan initial core conditions for greenhouse and field trial buried cores (3 days)
- Mentor scheme training and initial meetings (1 day) -> Training 5th September 2022, meetings TBC
- Demonstrating for stats course (2 days); 3hrs Tuesday and Friday afternoons + prep time
- Start greenhouse experiment (5 days)
- Add graphs and tables to paper and finish off introduction (3 days)
- Take a few days off (4 days); Deadline 30th September 2022
- Publish two blog posts per week (3 days); Deadline 30th September 2022
- Impact in 60 Seconds for QUADRAT induction event (1 day); Deadline 30th September 2022
Do the math and it adds up to too much to do, and it probably is. But there are things that can be done concurrently. Plus I don't write my blog posts in work time (unless I'm feeling really lazy or ill that day). I'm overdue to take a few days off, so these will definitely be taken!
I find having deadlines at the monthly level really helpful as I can structure flexibly around these.
Breaking These Down Into Weekly Tasks
If you wish you can break these down further into weekly tasks. It's a little bit beyond what I want to cover in this post. That and I'm not very good at managing weekly tasks! I find allocating tasks at the weekly or daily level a little too time consuming. I'd rather be actually doing the things. I'm also not very good at task switching so tend to batch things. That being said, I also like to start certain things and let them stew for a while. For example the presentation I have to do above, might be prepared mainly on one day, but I'll revisit every few days to make sure I'm still happy with it. The daily tasks also depend on my mood or how I'm feeling on a certain day.
My 'to do' list takes various guises including in a desk diary, post-its, random notebooks and outlook calendar. If I'm working on an experiment where there are key chronological steps, then I will dive into TickTick (<- referral link) as a task management app to help me structure them out.
At some point, we'll talk in more detail about weekly and daily tasks, but for now, I hope that this has been useful. If you'd like some accountability too, stick your goals down below. I'd love to hear yours.
If you want to read more around my goal setting processes, here are those first two posts again: 1. Why goals and plans end up being like an all you can eat buffet 2. Where, what, why and how about goal setting
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Formulate achievable goals for your PhD
Every project starts with a vision : you have a picture of what you would like to achieve at the end. Transforming the dream into a goal is challenging and indispensable. Then the goal is the driver of an action: an action with no goal has no direction. In a PhD project, setting clear goals is vital. This article shows you how to transform dreams into achievable goals.
A goal is a dream wiht a deadline. Napoleon Hill
Why do you need to set goals?
1. goals give you a clear direction.
Doctoral research is like an expedition into an unknown country. You need to know your destination in order to create a road map. You need to have a clear endpoint that you want to reach. Otherwise, you might start researching areas that seem exciting but are off-topic.
2. Goals help you to make decisions
When you know what you want to achieve, it is easier to identify which paths represent unnecessary detours. It is easier to leave aside what is not going to help you to reach your goal. This is in complete contrast with when you do things based on a whim, just because something sounds interesting, exciting – but is actually off-topic.
3. Goals help you to measure your progress
As a goal is an endpoint, you can measure how far you have already come. I’d like to mention the case of Christina, a former participant of my writing workshop. She had been trying to write her thesis for more than 2 years, with a job and a family – some days she would write for 18 hours, and then nothing for weeks. This stop and start rhythm was continuously breaking her train of thoughts and was exhausting. After the workshop, she set a clear goal: my thesis will be written by 31 July . In order to reach her goal, she set a clear interim goal: every working day, 90 minutes of writing. Some days she wrote one page, other days five. Her thesis was written within 6 months, without stress nor panic.
4. Goals help to curb procrastination
If you have a clear idea of what you what you want to achieve, and what you have to do, it is easier to take action than if you firstly have to decide what it is that you want to do today.
5. Goals boost motivation
The clear picture of what you want to realise provides you with the foundation for your action. By giving yourself a concrete endpoint to reach, you enhance your motivation. You know what you want to focus on, so you put all your efforts into it. You have probably had this experience: you must send your paper by a given deadline – you have 24 hours. The goal is clear, the time available also. Suddenly, you are not procrastinating any more – you focus on the essentials, you put 100% of your energy into your paper and get the task done (and get excited about it).
6. Goals help to reduce the quantity of work
If you have no clear goal, you will never feel like you have finished your work. You need to read more, to write more, to do more. But if you have a clear goal, you know when you have reached it. When your goal is reached, then you don’t need to read more, to write more, to do more. The work is done – you can congratulate yourself and relax!
Learn to set SMART goals
Specific. Avoid vague goals. You might lose time and get lost in the details. Your goal needs to be as concrete, as specific as possible. What does it look like? Close your eyes and imagine yourself having reached your goal. How will you feel when you reach it?
Measurable . What is measurable is manageable. Setting a measurable goal shows you whether it is realistic. If you say : I want to write my thesis at the week end, you will probably end up doing anything but writing. If you say: I will write 10 pages, or I will write for 2 hours, the task becomes concrete. Then you can consider if 10 pages or 2 hours are realistic or not – and adapt the goal if necessary. What concrete criteria will you use to measure your progress towards the achievement of your goal?
Attractive . If your goal is unattractive, you will not be motivated to work on reaching it. If your goal feels unattractive, find a way to make it attractive: what will it take to reach it ? What will change in your life once you have reached it ?
Relevant : Your goal must be relevant to your thesis. Of course, your topic is exciting and every article, conference, and experiment might seem interesting, important, indispensable. Prioritize what you need to do. Some tasks are more important than others; some might be nice to do, but secondary; and many of them are just useless. Concentrate on the essentials in order to stay focused.
Timely . Set deadlines for achieving your goal. A time frame forces you to focus your work towards the achievement of your goal. When do you want to have achieved your goal?
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At the College of Business, we're inspired by everything around us. We support bold risks, big dreams and never giving up. We prepare you for a diverse world and teach you to become engaged citizens and business leaders. Are you ready to get started?
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Ph.D. Learning Objectives
The learning objectives of the Ph.D. program allow students to:
- Develop substantive knowledge in their area of specialization
- Master the analytical and methodological skills required to evaluate and conduct research in their area of specialization and related areas
- Design and conduct original research in their area of specialization
- Demonstrate the ability to communicate the results of their research in a clear and effective manner
- Demonstrate an ability to work effectively with other people from various ethnic, educational, and work experience backgrounds
- Demonstrate an understanding and concern for the high ethical standards in business research, teaching, and service
- Demonstrate the ability to teach college-level courses in their area of specialization
Oregon State University College of Business 2751 SW Jefferson Way Corvallis, Oregon 97331 Phone: 541-737-2551 Fax: 541-737-4890
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Fall 2024 MSW Application Priority Deadline: January 8, 2024 Summer 2024 Advanced Standing MSW Application Deadline: January 8, 2024 Fall 2024 PhD Application Deadline: December 1, 2023
PhD Student Learning Objectives
The USC Suzanne Dworak-Peck School of Social Work PhD program prepares doctoral scientists, scholars and educators who produce impactful research, make significant contributions to the alleviation of suffering, and increase the wellbeing of individuals, families, groups, organizations and society as a whole.
Our doctoral students develop mastery in research methodology, both quantitative and qualitative, and statistics, becoming experts in their chosen area of specialization, and contributing to the academic knowledge base through publications and conference presentations.
Our graduates are ready to take on leadership roles within academia and significant research institutes and to tackle that most significant social problems we face in areas such as homelessness, poverty, incarceration, substance abuse, child welfare, racial and ethnic inequalities, mental health, workplace diversity, global health and youth unemployment.
Students in Adult Mental Health and Wellness can customize their education experience by pursuing a military social work track. View Tracks .
PhD program learning objectives include:
- Mastery of broad-based knowledge in social work and specific knowledge relevant to their own research interests, including theories and methods of intervention.
- Mastery of research methodology and advanced statistics, including quantitative and qualitative methods.
- Demonstrated ability to make original and significant contributions to the scientific knowledge base in their area of research.
- Demonstrated ability to engage in a productive research career, including publications, grant writing and conference presentations.
- Demonstrated ability to teach and provide valuable educational experience to students in academic settings.