Doctoral Education and the Faculty of the Future

by Ehrenberg, Ronald G.; Kuh, Charlotte V.

• ISBN13: 9780801445439
• ISBN10: 0801445434
• Format: Hardcover
• Copyright: 2008-12-01
• Publisher: Cornell Univ Pr

Summary

American colleges and universities simultaneously face large numbers of faculty retirements and expanding enrollments. Budget constraints have led colleges and universities to substitute part-time and full-time non-tenure-track faculty for tenure-track faculty, and the demand for faculty members will likely be high in the decade ahead. This heightened demand is coming at a time when the share of American college graduates who go on for PhD study is far below its historic high. The declining interest of American students in doctoral programs is due to many factors, including long completion times, low completion rates, the high cost of doctoral education, and the decline in the share of faculty positions that are tenured or on the tenure track. In short, doctoral education is in crisis because the impediments are many and the rewards are few; students often choose instead to enroll in professional programs that result in more marketable credentials. In Doctoral Education and the Faculty of the Future, scientists, social scientists, academic administrators, and policymakers describe their efforts to increase and improve the supply of future faculty. They cover topics ranging from increasing undergraduate interest in doctoral study to improving the doctoral experience and the participation of underrepresented groups in doctoral education.

Table of Contents

Introduction	p. 1
Improving Doctoral Education
Changing the Education of Scholars: An Introduction to the Andrew W. Mellon Foundation's Graduate Education Initiative	p. 15
The Council of Graduate Schools' PhD Completion Project	p. 35
Advocating Apprenticeship and Intellectual Community: Lessons from the Carnegie Initiative on the Doctorate	p. 53
Three Ways of Winning Doctoral Education: Rate of Progress, Degree Completion, and Time to Degree	p. 65
Confronting Common Assumptions: Designing Future-Oriented Doctoral Education	p. 80
Attracting Undergraduates to PhD Study
Generating Doctoral Degree Candidates at Liberal Arts Colleges	p. 93
Undergraduate STEM Research Experiences: Impact on Student Interest in Doing Graduate Work in STEM Fields	p. 109
Increasing the Representation of People of Color in the PhD Pool
Minority Students in Science and Math: What Universities Still Do Not Understand about Race in America	p. 123
The Mathematical and Theoretical Biology Institute: A Successful Model for Increasing Minority Representation in the Mathematical Sciences	p. 135
Curriculum Intensity in Graduate Preparatory Programs: The Impact on Performance and Progression to Graduate Study among Minority Students in Economics	p. 146
Assessing Programs to Improve Minority Participation in the STEM Fields: What We Know and What We Need to Know	p. 160
Increasing the Representation of Women in Academia
First a Glass Ceiling, Now a Glass Cliff? The Changing Picture for Women in Science and Higher Education Careers	p. 175
Increasing Women's Representation in the Life Sciences	p. 182
Attracting and Retaining Women in Engineering: The Tufts University Experience	p. 192
The Internationalization of Doctoral Education
Do Foreign Doctorate Recipients Displace U.S. Doctorate Recipients at U.S. Universities?	p. 209
Opening (and Closing) Doors: Country-Specific Shocks in U.S. Doctoral Education	p. 224
What the "War on Terror" Has Meant for U.S. Colleges and Universities	p. 249
Looking to the Future	p. 259
Notes	p. 263
References	p. 277
Contributors	p. 293
Author Index	p. 297
Subject Index	p. 301
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