receipt of the review. Students should be aware that the identification of concerns related to academic, clinical practice, and dispositions may occur at anytime in the program. These concerns may be identified at any point in an academic term and during the Annual Review. Components of the Annual Review of Student Progress Academic Indicators and Student Matriculation: This includes student’s GPA, stage in program, and matriculation through program coursework and requirements Dispositions: Dispositions are defined as core values, attitudes, behaviors, and beliefs needed to become an effective (Damon, 2007, as cited in Spurgeon, Gibbons, & Cochran, p. 97, 2012). and competent professional Assessed in the Annual Review are students’ professional and academic dispositions related to preparation and practice in counseling. The three areas of dispositions assessed in the Annual Review are: Academic and Professional Behavior Reflective Practice and Behavior Diversity and Respect for Others Professional Skills and Knowledge Competency Areas: Based on the CACREP (2016) Doctoral competencies, students are evaluated on their performance and outcomes across these areas: Teaching Supervision Counseling Research and Program Evaluation Leadership and Advocacy ANNUAL EVALUATION OF GRADUATE TEACHING ASSISTANTS AND DOCTORAL STUDENTS Auburn University Graduate School Policy: Effective Fall 2014, the graduate school will require that each department conduct--at on an annual basis--an evaluation of the progress of each Graduate Teaching Assistant (GTA) and each graduate student enrolled in the doctoral program. Reporting: Annually, each department will report to the graduate school, confirming that all evaluations of the GTA's and doctoral students have been completed. In addition the department will provide the Graduate School with a summary of all instances in which a GTA or doctoral student has received an unsatisfactory review. Expectations: Each department will be responsible for developing procedures (if not in place) for the annual evaluation of the progress of GTA's and doctoral students. Following guidelines for best practices, the review should include at least the following:
receipt of the review. Students should be aware that the identification of concerns related to academic, clinical practice, and dispositions may occur at anytime in the program. These concerns may be identified at any point in an academic term and during the Annual Review. Components of the Annual Review of Student Progress Academic Indicators and Student Matriculation: This includes student’s GPA, stage in program, and matriculation through program coursework and requirements Dispositions: Dispositions are defined as core values, attitudes, behaviors, and beliefs needed to become an effective and competent professional (Damon, 2007, as cited in Spurgeon, Gibbons, & Cochran, p. 97, 2012). Assessed in the Annual Review are students’ professional and academic dispositions related to preparation and practice in counseling. The three areas of dispositions assessed in the Annual Review are: Academic and Professional Behavior Reflective Practice and Behavior Diversity and Respect for Others Professional Skills and Knowledge Competency Areas: Based on the CACREP (2016) Doctoral competencies, students are evaluated on their performance and outcomes across these areas: Teaching Supervision Counseling Research and Program Evaluation Leadership and Advocacy ANNUAL EVALUATION OF GRADUATE TEACHING ASSISTANTS AND DOCTORAL STUDENTS Auburn University Graduate School Policy: Effective Fall 2014, the graduate school will require that each department conduct--at on an annual basis--an evaluation of the progress of each Graduate Teaching Assistant (GTA) and each graduate student enrolled in the doctoral program. Reporting: Annually, each department will report to the graduate school, confirming that all evaluations of the GTA's and doctoral students have been completed. In addition the department will provide the Graduate School with a summary of all instances in which a GTA or doctoral student has received an unsatisfactory review. Expectations: Each department will be responsible for developing procedures (if not in place) for the annual evaluation of the progress of GTA's and doctoral students. Following guidelines for best practices, the review should include at least the following:
ced-doctoral-handbook2016.docx