Book description
This groundbreaking book explores the current state of doctoral
education in the United States and offers a plan for increasing the
effectiveness of doctoral education. Programs must grapple with
questions of purpose. The authors examine practices and elements of
doctoral programs and show how they can be made more powerful by relying
on principles of progressive development, integration, and
collaboration. They challenge the traditional apprenticeship model and
offer an alternative in which students learn while apprenticing
with
several faculty members. The authors persuasively argue that creating
intellectual community is essential for high-quality graduate education
in every department. Knowledge-centered, multigenerational communities
foster the development of new ideas and encourage intellectual risk
taking.
The Authors
George E. Walker is vice president for research and dean of the
University Graduate School at Florida International University. He
served as senior scholar and director of the Carnegie Initiative on
the Doctorate at The Carnegie Foundation for the Advancement of Teaching.
Chris M. Golde is associate vice provost for graduate education at
Stanford University. She served as senior scholar and research
director for the Carnegie Initiative on the Doctorate at The Carnegie
Foundation for the Advancement of Teaching.
Laura Jones is director of heritage services and university
archaeologist at Stanford University. She served as senior scholar and
director of the Community Program at The Carnegie Foundation for the
Advancement of Teaching.
Andrea Conklin Bueschel is senior program officer with the Spencer Foundation.
Pat Hutchings is vice president of The Carnegie Foundation for the
Advancement of Teaching, working closely with a wide range of programs
and research initiatives.
