The most frequently used form by WISR students is the Course Syllabus form. Each student entering WISR is required to write a course syllabus at the completion of each project for which credit is awarded. This course syllabus includes the following: 1) what they accomplished or learned during the project (in about one to two paragraphs); 2) more specifically, what they accomplished or learned in relation to WISR's degree requirements as stated in the official catalogue, and pertaining to other, related educational purposes, objectives, outcomes and competencies discussed in such official WISR documents as the catalogue, the application for State Reapproval, and other documents distributed by faculty to students; 3) a list of books and articles they read; 4) a list of relevant seminars, workshops, or conferences attended at WISR or elsewhere (if applicable); 5) any pertinent job, volunteer or other community or professional experiences; 6) the resource people and libraries used, as well as the "types" of people interviewed (where applicable). The faculty advisor signs the course syllabus and approves of its accuracy, or if it is incomplete or inaccurate, returns it to the student for the appropriate revisions. The student's faculty advisor or faculty member supervising the project also attaches the Project Evaluation Form, which contains their comments. Click below to obtain a copy of

WISR's Course Syllabus form (doc)

WISR's Course Syllabus form (pdf)

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Faculty will fill out Project Evaluation Forms for each completed project, noting the credit units awarded with their comments explaining the basis for the awarding of credit. In addition, faculty will note if a particular graduation requirement has been fulfilled, and this form will be attached to the student's Course Syllabus. At the end of a project, the faculty member articulates on the Project Evaluation Form how the project grew larger or smaller than the initial units projected, if a Tentative Project Plan form or another informal student-faculty projection of units was used. About one paragraph is written on the process by which the project came to change in credit unit size from what was anticipated, and another paragraph on the academic criteria and evidence used in making the final credit determination.

WISR's Project Evaluation form (doc)

WISR's Project Evaluation form (pdf)

Whenever it is deemed helpful to the student's learning process, faculty members fill out a Tentative Project Plan form with students at the beginning of a learning project. The student and the faculty member write a paragraph description of the project--its nature and scope as presently envisioned, the anticipated learning activities and expected products (e.g., type of paper). In addition, the faculty and student agree on the anticipated number of semester units that the student is likely to earn through that project, and note the number of units. Where applicable, the faculty member explains why more or less than 4 units are anticipated. It is expected that very often student project plans will change, and students and faculty are strongly encouraged to be open to changing project plans, as well as the scope and intensity of the project (as well as the number of units awarded). Emphasis is on achieving a quality learning experience, consistent with the student's learning needs and purposes and with WISR's academic standards. Furthermore, it is expected that students may often find themselves in the middle of a project which spontaneously or fortuitously unfolds without advanced planning. Students and faculty are also encouraged to nurture these fruitful and unexpectedly developed learning projects, even when the projects weren't intentionally planned from the "beginning." In these cases, the faculty member and student may choose to write on the Tentative Project Plan form a paragraph describing the process of how the project has spontaneously or unexpectedly unfolded thus far.

Tentative Project Plan form (doc)

Tentative Project Plan form (pdf)

In the MA program leading to the Marriage and Family Therapy License, evaluation sessions are held for MFT students at three stages: (1) after six months or the completion of three areas of study and three major papers, to assess the student's readiness for entering the practicum; (2) approximately at the midpoint of the student's Master's program; and (3) when the student has completed all requirements except the thesis. Each session is conducted by two core faculty members, at least one of whom holds the MFT License, and with a student peer. The student's work in the practicum is evaluated as well. Evaluations are intended to offer constructive suggestions, to help students strengthen weak areas, and to support growth where the student shows strength.

Practicum Readiness form (doc)

Practicum Readiness form (pdf)

Mid-Program Assessment form (doc)

Mid-Program Assessment form (pdf)

End of Program Assessment form (doc)

End of Program Assessment form (pdf)

MFT students must have at least 306 hours of supervised experience in a practicum that meets State requirements. Also, students discuss their practicum experiences with their faculty adviser(s), and write two papers critically analyzing insights from these experiences.

Practicum Contract (doc)

Practicum Contract (pdf)

For PhD students, there are two formal evaluation steps prior to the Final Graduation Review Board meeting, when the dissertation is reviewed, approved, and authenticated by the Review Board. First, three WISR faculty members review the Ph.D. student's completed projects, after most of the pre-dissertation requirements have been met, to determine if she or he is prepared to undertake the rigorous study required for a doctoral dissertation. The WISR learning process is designed to help students develop the breadth and depth of knowledge in the area(s) of primary interest, as well as the skills of action-oriented inquiry and knowledge-building, so they will be ready to undertake a dissertation by the time they have completed the approximately ten required, pre-dissertation projects. Second, each PhD student's Graduation Review Board evaluates the student's dissertation proposal to determine if the topic design and procedures meet the Institute's academic standards.

Doctoral Committee: First Evaluation (doc)

Doctoral Committee: First Evaluation (pdf)

Doctoral Committee: Second Evaluation (doc)

Doctoral Committee: Second Evaluation (pdf)

The Admissions Interview form is sometimes used by faculty to organize notes on how well one or more of WISR's programs seems to fit the needs and interests of a prospective student.

Admissions Interview form (doc)

Admissions Interview form (pdf)

The Exit form is used by students and the WISR President to record and keep track of when a student graduates, withdraws or takes a leave of absence.

Exit form (doc)

Exit form (pdf)

The Transfer of Credit form is used by the WISR President and/or other core faculty to document and summarize credits that an entering student at WISR is allowed to transfer from another college or university-the number of units, subject/content of course(s) transferred, and which special requirements at WISR (if any) are being met by those courses . . . as well as the rationale for accepting these credits as transfer credit.

Transfer of Credit form (doc)

Transfer of Credit form (pdf)

There are a number of forms that MFT students, in particular, must have completed, and in their learning portfolio by the time they are ready to graduate with their MA from WISR. Recently (Spring 2006), a graduating MFT student, Lynette Rogers was especially diligent and prepared a checklist of what needs to be in the portfolio. She has kindly offerred to share her checklist with others:

WISR Completion Checklist [for MFT Students] (doc)

WISR Completion Checklist [for MFT Students] (pdf)