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

Front Cover
Chris M. Golde, George E. Walker
John Wiley & Sons, Jan 30, 2006 - Education - 480 pages
The development of students as “stewards of the discipline” should be the purpose of doctoral education. A steward is a scholar in the fullest sense of the term—someone who can imaginatively generate new knowledge, critically conserve valuable and useful ideas, and responsibly transform those understandings through writing, teaching, and application. Stewardship also has an ethical and moral dimension; it is a role that transcends a collection of accomplishments and skills. A steward is someone to whom the vigor, quality, and integrity of the field can be entrusted. The most important period of a steward’s formation occurs during formal doctoral education.

Envisioning the Future of Doctoral Education is a collection of essays commissioned for the Carnegie Initiative on the Doctorate. The question posed to the essayists in this volume was, “If you could start de novo, what would be the best way to structure doctoral education in your field to prepare stewards of the discipline?” The authors of the essays are respected thinkers, researchers, and scholars who are experienced with and thoughtful about doctoral education.

 

Contents

Preparing Stewards of the Discipline
3
Graduate Education
20
Implications for Institutional
23
CoNTENTS
67
Doctoral Education in Mathematics 97
101
A Time for Change? The Mathematics Doctorate
120
Doctoral Education in Chemistry
135
Training Future Leaders
187
Toward a Future as Rich as Our Past
268
Doctoral Education in History
291
Expanding the Domain of History
295
Historians the Historical Forces They Have Fostered
311
Getting Ready to Do History
327
Doctoral Education in English
351
The Ph D in English
370
The Questions in the Back of the Book
419

Doctoral Education in Neuroscience
207
Graduate Education in Neuroscience
211
Doctoral Education in Education
245

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About the author (2006)

The Editors

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

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

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