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

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

George E. Walker, Chris M. Golde, Laura Jones, Andrea Conklin Bueschel, Pat Hutchings

ISBN: 978-1-118-42861-0

Jun 2012, Jossey-Bass

256 pages

$36.99

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.
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 Powerful Formation.

5. Apprenticeship Reconsidered.

6. Creating and Sustaining Intellectual Community.

7. A Call to Action.

Appendix A: Summary Description of the Carnegie Initiative on the 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.

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)