The Formation of Scholars

Rethinking Doctoral Education for the Twenty-First Century

Nonfiction, Reference & Language, Education & Teaching, Higher Education
Cover of the book The Formation of Scholars by George E. Walker, Chris M. Golde, Laura Jones, Andrea Conklin Bueschel, Pat Hutchings, Wiley
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Author: George E. Walker, Chris M. Golde, Laura Jones, Andrea Conklin Bueschel, Pat Hutchings ISBN: 9781118428610
Publisher: Wiley Publication: June 19, 2012
Imprint: Jossey-Bass Language: English
Author: George E. Walker, Chris M. Golde, Laura Jones, Andrea Conklin Bueschel, Pat Hutchings
ISBN: 9781118428610
Publisher: Wiley
Publication: June 19, 2012
Imprint: Jossey-Bass
Language: English

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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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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