Ph.D. Annual Review of Student Progress
Purpose
The primary purpose of the Annual Review of Student Progress is to provide a forum for the annual review of student progress toward the attainment of educational goals. It is designed to focus on the student’s educational development as a scholar and researcher, and as such, focuses on topics that are directly related to that end. The Annual Review is intended to provide students with constructive feedback concerning their overall performance in the Ph.D. or PreDoc programs. As a process, it provides a unique opportunity for faculty to discuss issues that transcend individual courses and/or program requirements, including factors that may be inhibiting and/or facilitating the student’s progress. In essence, the process is intended to reflect the kind of collegial review that characterizes peer evaluation among scholars in the academic community.
The review process is comprised of two components: 1) a meeting of program faculty at which the progress of each Ph.D. and PreDoc student is discussed and specific recommendations are proposed; and 2) a meeting of the student and his/her primary academic advisor at which the information and recommendations generated at the faculty review meeting are discussed with the student. top
Role of the Student
The student is expected to take an active role in the review process. This includes a written self-assessment that addresses, but is not necessarily limited to the following topics:
- The student’s critical assessment of self as an emerging scholar, particularly with respect to the development of the kinds of critical thinking skills necessary to engage in independent research and scholarship.
- The identification of the student’s personal program goals, as well as the overarching themes that give direction and meaning to those goals.
- The student’s perceptions of his/her progress toward the identified goals, including how those goals are being pursued programmatically (that is, in relation to specific educational and professional experiences).
- Identification of the student’s emerging substantive areas of research and scholarship as reflected in the contents of the student’s “Academic/Professional Portfolio.”
- A discussion of any obstacle that may be inhibiting the student’s progress toward her/his identified goals.
The self-assessment should culminate in a statement that sets forth a specific educational plan for the following academic year. The plan should identify the specific courses and educational experiences that are to be pursued as well as any difficulties that may be anticipated in the realization of that plan. The student is responsible for providing his/her primary advisor copies of the annual Self-Assessment no later than May 1st of each academic year. top
Role of the Primary Advisor
It is the responsibility of the primary advisor to schedule a meeting with the student to discuss the findings and recommendations generated at the annual faculty review. The meeting should be scheduled at a time that is mutually convenient for both parties, but no later than the end of May of each academic year. The advisor shall prepare a written summary of the meeting with the student that includes any specific recommendations relevant to the student’s progress. Copies of the summary should be distributed to the student, the Director of the Ph.D. Program, the student’s file, and any other appropriate individuals such as the student’s minor advisor. top | 
