The Formation of Scholars: Rethinking Doctoral Education for the Twenty-First Century / Edition 1

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Overview

The Formation of Scholars

In the fast-paced twenty-first century educationalenvironment—with new technologies, mounting global competitionfor students and scholars, blurring of boundaries betweentraditional disciplines, and growing pressures foraccountability—doctoral programs face fundamental questions ofpurpose, vision, and quality.

Sponsored by The Carnegie Foundation for the Advancement ofTeaching, The Formation of Scholars distills the results of afive-year project to develop creative solutions and approaches fortransforming doctoral programs. The authors outline the processes,tools, and opportunities through which faculty and graduatestudents can turn their habits and skills as scholars—theircommitment to hard questions and robust evidence—on theirpurposes and practices as educators and learners.

This groundbreaking book explores the current state of doctoraleducation in the United States and offers a plan for increasing theeffectiveness of doctoral education. Programs must grapple withquestions of purpose. The authors examine practices and elements ofdoctoral programs and show how they can be made more powerful byrelying on principles of progressive development, integration, andcollaboration. They challenge the traditional apprenticeship modeland offer an alternative in which students learn while apprenticingwith several faculty members. The authors persuasively argue thatcreating intellectual community is essential for high-qualitygraduate education in every department. Knowledge-centered,multigenerational communities foster the development of new ideasand encourage intellectual risk-taking.

The Formation of Scholars issues a call to action foradministrators, faculty, and students to ensure that the UnitedStates' doctoral education continues to be the envy of theworld.

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Editorial Reviews

From the Publisher
The book shows how doctoral education has evolved, how graduate programs take a hard look at themselves, and the specific change practices attempted by participating departments… Together, the chapters offer guidelines for surviving and thriving as a college teacher. (The Journal of Continuing Higher Ed, 06/08)
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Product Details

Meet the Author

The Authors

George E. Walker is vice president for research and dean of theUniversity Graduate School at Florida International University. Heserved as senior scholar and director of the Carnegie Initiative onthe Doctorate at The Carnegie Foundation for the Advancement ofTeaching.

Chris M. Golde is associate vice provost for graduate educationat Stanford University. She served as senior scholar and researchdirector for the Carnegie Initiative on the Doctorate at TheCarnegie Foundation for the Advancement of Teaching.

Laura Jones is director of heritage services and universityarchaeologist at Stanford University. She served as senior scholarand director of the Community Program at The Carnegie Foundationfor the Advancement of Teaching.

Andrea Conklin Bueschel is senior program officer with theSpencer Foundation.

Pat Hutchings is vice president of The Carnegie Foundation forthe Advancement of Teaching, working closely with a wide range ofprograms and research initiatives.

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Table of Contents

Acknowledgments.

About the Authors.

Foreword by Lee S. Shulman.

1. Moving Doctoral Education into the Future.

2. Setting the Stage for Change.

3. Talking About Purpose: Mirrors, Lenses, and Windows.

4. From Experience to Expertise: Principles of PowerfulFormation.

5. Apprenticeship Reconsidered.

6. Creating and Sustaining Intellectual Community.

7. A Call to Action.

Appendix A: Summary Description of the Carnegie Initiative onthe Doctorate.

Appendix B: List of Participating Departments.

Appendix C: Overview of the Surveys.

Appendix D: Graduate Student Survey.

Appendix E: Graduate Faculty Survey.

References.

Name Index.

Subject Index.

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