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Description
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This book distills the lessons learned from a five-year action and research project with more than 80 doctoral programs committed to better preparing graduates. Six disciplines were included: chemistry, education, English, history, mathematics and neuroscience. Confronts the disconnect between current approaches and the desired outcomes of doctoral education, the book addresses changes needed to the teaching role as well as research training. Advocating a view of Ph.D. holders as stewards of their disciplines, it emphasizes the importance of moving away from the traditional apprenticeship model and toward one of intellectual community. The book offers concrete steps for faculty, students, administrators, funding agencies, disciplinary societies, and accreditors to each play a practical role in this change and issues a call to action for each of these audiences.
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