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

by Golde, Chris M.; Walker, George E.

• ISBN13: 9780787982355
• ISBN10: 0787982350
• Edition: 1st
• Format: Hardcover
• Copyright: 2006-01-30
• Publisher: Jossey-Bass

Summary

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 termsomeone 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.

Author Biography

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.

Table of Contents

The Authors	ix
PART ONE Introduction
Preparing Stewards of the Discipline	3	(20)
Chris M. Golde
PART TWO Commentaries
Who Should Do What: Implications for Institutional and National Leaders	23	(11)
Kenneth Prewitt
Vectors of Change	34	(12)
David Damrosch
Heeding the Voices of Graduate Students and Postdocs	46	(19)
Crispin Taylor
PART THREE The Essays
Unmasking Uncertainties and Embracing Contradictions: Graduate Education in the Sciences	65	(36)
Yehuda Elkana
Doctoral Education in Mathematics	97	(4)
Developing Scholars and Professionals: The Case of Mathematics	101	(19)
Hyman Bass
A Time for Change? The Mathematics Doctorate	120	(21)
Tony F. Chan
Doctoral Education in Chemistry	135	(6)
Time for Reform?	141	(26)
Alvin L. Kwiram
Developing Breadth and Depth of Knowledge: The Doctorate in Chemistry	167	(20)
Ronald Breslow
Training Future Leaders	187	(24)
Angelica M. Stacy
Doctoral Education in Neuroscience	207	(4)
Maintaining Vitality Through Change: Graduate Education in Neuroscience	211	(15)
Zach W. Hall
The Challenges of Multidisciplinarity: Neuroscience and the Doctorate	226	(25)
Steven E. Hyman
Doctoral Education in Education	245	(6)
Stewards of a Field, Stewards of an Enterprise: The Doctorate in Education	251	(17)
Virginia Richardson
Toward a Future as Rich as Our Past	268	(27)
David C. Berliner
Doctoral Education in History	291	(4)
Expanding the Domain of History	295	(16)
Thomas Bender
Historians, the Historical Forces They Have Fostered, and the Doctorate in History	311	(16)
Joyce Appleby
Getting Ready to Do History	327	(30)
William Cronon
Doctoral Education in English	351	(6)
Rethinking the Ph.D. in English	357	(13)
Andrea Abernethy Lunsford
Toward a New Consensus: The Ph.D. in English	370	(20)
Gerald Graff
Words and Responsibilities: Graduate Education and the Humanities	390	(29)
Catharine R. Stimpson
PART FOUR Conclusion
The Questions in the Back of the Book	419	(10)
George E. Walker
Name Index	429	(6)
Subject Index	435