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

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

ISBN 10: 0470197439 / ISBN 13: 9780470197431

Published by The Carnegie Foundation for the Advancement ofTeaching / Jossey-Bass, A Wiley Imprint, Stanford, CA San Francisco, CA, 2008

About this Item

232 pp., xxi. Stated: "First Edition" with '2' in number line. ForewordContents divided into 7 Chapters and 5 Appendixes: (1) "Moving Doctoral Education into the Future"; (2) "Setting the Stage for Change"; (3) "Talking about PurpoFrom 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, pp. 213-224; Index, pp. 225-232.se: Mirrors, Lenses, and Windows"; (4) " by Lee S. Shulman. Sky blue boards with brilliant silver lettering on spine and front cover Publisher logo. Dustwrapper not price-clipped (no price) with blue, lavender-tinted blue bands across bottom and top front cover, respectively; purple title box across middle front cover for white lettering; author names in small purple letters over sky blue background band. Unusually tight binding (as if Unopened); NO remainder marks; NO previous owner names. FLAWLESS. UNREAD. Gift-Giving Quality.

Seller Inventory # 002664

Bibliographic Details

• Title: The Formation of Scholars: Rethinking Doctoral Education for the Twenty-First Century
• Publisher: The Carnegie Foundation for the Advancement ofTeaching / Jossey-Bass, A Wiley Imprint, Stanford, CA San Francisco, CA
• Publication Date: 2008
• Language: English
• ISBN 10: 0470197439
• ISBN 13: 9780470197431
• Binding: Hardcover
• Edition: 1st Edition
• Condition: As New
• Dust Jacket Condition: As New

About this title

Synopsis

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.

About the Author

The Carnegie Foundation for the Advancement of Teaching (CFAT) is an independent policy and research center with a primary mission "to do and perform all things necessary to encourage, uphold, and dignify the profession of the teacher and the cause of higher education." CFAT is located in Stanford, California.

George Walker is a senior scholar at CFAT, where he directs the Carnegie Initiative on the Doctorate. Walker, a theoretical physicist, was Vice President for Research and Dean of the Graduate School at Indiana University before joining CFAT. He has been active in many national organizations working on graduate education, including?the Council of Graduate Schools, an AAU Task Force, and the Council on Research Policy and?Graduate Education of NASULGC.

Chris Golde has been a senior scholar at CFAT since 2001, working?on the Carnegie Initiative on the Doctorate. Prior to CFAT, she was a scientist and assistant professor at the University of Wisconsin, Madison and the principal investigator of the national Survey on Doctoral Education and Career Preparation, funded by the Pew Charitable Trusts and released as a report in January 2001.

Pat Hutchings is vice president of CFAT. Hutchings joined the Foundation in February 1998 after serving as a senior staff member at the American Association for Higher Education (AAHE). She holds a doctorate in English from the University of Iowa and was chair of the English department at Alverno College before joining AAHE.