Envisioning the Future of Doctoral Education: Preparing Stewards of the Discipline - Carnegie Essays on the Doctorate / Edition 1

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Overview

The development of students as “stewards of thediscipline” should be the purpose of doctoraleducation.  A steward is a scholar in the fullest sense of theterm—someone who can imaginatively generate new knowledge,critically conserve valuable and useful ideas, and responsiblytransform those understandings through writing, teaching, andapplication. Stewardship also has an ethical and moral dimension;it is a role that transcends a collection of accomplishments andskills. A steward is someone to whom the vigor, quality, andintegrity of the field can be entrusted. The most important periodof a steward’s formation occurs during formal doctoraleducation.

  Envisioning the Future of Doctoral Education is acollection of essays commissioned for the Carnegie Initiative onthe Doctorate. The question posed to the essayists in this volumewas, “If you could start de novo, what would be thebest way to structure doctoral education in your field to preparestewards of the discipline?” The authors of the essays arerespected thinkers, researchers, and scholars who are experiencedwith and thoughtful about doctoral education.

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What People Are Saying

From the Publisher
"Anyone who cares about the next generation of the professoriatemust read this book! Its thesis—that Ph.D.'s are "stewards oftheir disciplines" as well as experts in their field—producesinsightful essays with critiques of current doctoral education andsuggestions for change. Walker's four-step approach outlines theway departments can redesign doctoral education to enhance bothprofessional expertise and the 'stewardship' of futurePh.D.'s."
—Katharine Lyall, president emeritus, University of WisconsinSystem

"It has been 102 years since William James described doctoraleducation as 'the Ph.D. octopus.' Calls for reform have comerepeatedly in the intervening years, but none, regrettably, haveevaluated the problem and sought solutions by working with andthrough disciplines and departments. This book proposes ways to dojust that by suggesting goals for making the doctoral experiencemore meaningful to those who deliver it and those who receiveit."
—Donald Kennedy, president emeritus, Stanford University, andeditor-in-chief, Science magazine

"The doctorate must be regarded as a great success story inAmerican education, and yet it is continuously being subjected toserious questioning, if not outright condemnation. Maybe it is tooimportant not to be constantly subject to efforts to improve it.Maybe the questioning is truly an expression of the spirit thatshould infuse doctoral education—the spirit of questioning, ofskepticism. Maybe the current wave of questioning is anotherindication that we are living in times of great change—as ofcourse we are. The Carnegie Initiative on the Doctorate (CID) is anotable effort in terms of the truly fundamental questions thatdrive its conception—questions ranging from what constitutesknowledge in the discipline, to what it really is that the studentswill need from their doctorates to enter professional lives basedon it, to the importance of stewardship of the discipline both inintellectual and moral terms. In this volume of essays,commissioned for the CID, the authors focus on these questions andoffer suggestions to guide thoughtful reform."
—Nils Hasselmo, president, Association of AmericanUniversities

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Product Details

Meet the Author

Chris M. Golde is a senior scholar at The CarnegieFoundation for the Advancement of Teaching, where she is researchdirector for the Carnegie Initiative on the Doctorate.

George E. Walker is a senior scholar at The CarnegieFoundation for the Advancement of Teaching, where he directs theCarnegie Initiative on the Doctorate.

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Table of Contents

The Authors.

PART ONE: Introduction.

1. Preparing Stewards of the Discipline (Chris M.Golde).

PART TWO: Commentaries.

2. Who Should Do What: Implications forInstitutional and National Leaders (Kenneth Prewitt).

3. Vectors of Change (David Damrosch).

4. Heeding the Voices of Graduate Students and Postdocs(Crispin Taylor).

PART THREE: The Essays.

5. Unmasking Uncertainties and Embracing Contradictions:Graduate Education in the Sciences (Yehuda Elkana).

Doctoral Education in Mathematics.

6. Developing Scholars and Professionals: The Case ofMathematics (Hyman Bass).

7. A Time for Change? The Mathematics Doctorate (Tony F.Chan).

Doctoral Education in Chemistry.

8. Time for Reform? (Alvin L. Kwiram).

9. Developing Breadth and Depth of Knowledge: The Doctorate inChemistry (Ronald Breslow).

10. Training Future Leaders (Angelica M. Stacy).

Doctoral Education in Neuroscience.

11. Maintaining Vitality Through Change: Graduate Education inNeuroscience (Zach W. Hall).

12. The Challenges of Multidisciplinarity: Neuroscience and theDoctorate (Steven E. Hyman).

Doctoral Education in Education.

13. Stewards of a Field, Stewards of an Enterprise: TheDoctorate in Education (Virginia Richardson).

14. Toward a Future as Rich as Our Past (David C.Berliner).

Doctoral Education in History.

15. Expanding the Domain of History (Thomas Bender).

16. Historians, the Historical Forces They Have Fostered, andthe Doctorate in History (Joyce Appleby).

17. Getting Ready to Do History (William Cronon).

Doctoral Education in English.

18. Rethinking the Ph.D. in English (Andrea AbernethyLunsford).

19. Toward a New Consensus: The Ph.D. in English (GeraldGraff).

20. Words and Responsibilities: Graduate Education and theHumanities (Catharine R. Stimpson).

PART FOUR: Conclusion.

21. The Questions in the Back of the Book (George E.Walker).

Name Index.

Subject Index.

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