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| The Formation of Scholars: Rethinking Doctoral Education for the Twenty-First Century (JB-Carnegie Foundation for the Advancement of Teaching) | 
| Authors: George E. Walker, Chris M. Golde, Laura Jones, Andrea Conklin Bueschel, Pat Hutchings
Publisher: Jossey-Bass
Category: Book
List Price: $40.00
Buy New: $28.29
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Avg. Customer Rating:  1 reviews
Sales Rank: 133176
Media: Hardcover
Number Of Items: 1
Pages: 256
Shipping Weight (lbs): 1
Dimensions (in): 9.1 x 6.4 x 0.7
ISBN: 0470197439
Dewey Decimal Number: 378.24
EAN: 9780470197431
ASIN: 0470197439
Publication Date: January 9, 2008
Availability: Usually ships in 1-2 business days
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| Editorial Reviews:
Product 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.
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| Customer Reviews:
Rethinking Doctoral Education in the 21st Century February 3, 2008
12 out of 13 found this review helpful
The title for my review is the subtitle of this work, sponsored by the Carnegie Foundation for the Advancement of Teaching. The focus of this book is to explore what it takes to form scholars from the raw material of graduate students in doctoral programs.
Tasks to be carried out to create effective scholars include the development of professional identities among students, to encourage scholarly integration (developing linkages among teaching, service, and research), development of intellectual community, a sense of stewardship (preserving the best of the past of one's discipline and looking to the future to move ahead in productive directions).
Among specific issues addressed are: What are the real purposes of the dreaded comprehensive exams (and subsidiary questions, such as can we get the result we want in a different way?); What is the purpose of the dissertation (And are there ways to make this process work better?).
One argument raised by the authors is the need to move from experience to expertise, recognizing the importance of "practice." Among means of achieving this might be: Working with multiple faculty, rather than the standard approach of one central advisor working with his/her doctoral students; Expect students to try out new ideas at professional meetings; Have students get involved in "professional service," such as serving on departmental committees, getting involved in service with the discipline; Collaborative learning (Would dissertation writing groups make sense?).
From time to time, it makes a lot of sense to revisit how we develop our next generation of doctoral students. This book identifies one approach (or set of approaches) to accomplishing that. This is not the final word, of course, but this book does provide the possibility of opening up discussion and looking at doctoral education with a fresh perspective. For that, this book is to be commended.
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