Doctoral Education and the Faculty of the Future / / ed. by Charlotte V. Kuh, Ronald G. Ehrenberg.

• Superior document: Title is part of eBook package: De Gruyter Cornell University Press Backlist 2000-2013
• MitwirkendeR: Abriola, Linda,; Becker, Charles,; Blanchard, Emily,; Bound, John,; Boylan, Myles,; Brucker, Sharon M.,; Castillo-Chavez, Carlos,; Castillo-Garsow, Carlos,; Conklin Bueschel, Andrea,; Davies, Margery,; Denecke, Daniel D.,; Ehrenberg, Ronald G.,; Frasier, Helen S.,; Golde, Chris M.,; Greenwood, M. R. C.,; Groen, Jeffrey A.,; Hahm, Jong-On,; Johnson, Cynthia,; Jones, Laura,; Kuh, Charlotte V.,; Leggon, Cheryl,; Lemke, Robert,; Millett, Catherine M.,; Nerad, Maresi,; Nettles, Michael T.,; Olivas, Michael A.,; Pearson, Willie,; Price, Gregory,; Redd, Kenneth E.,; Tapia, Richard,; Turner, Sarah,; Walker, George E.,; Zhang, Liang,; Zuckerman, Harriet,
• HerausgeberIn: Ehrenberg, Ronald G.,; Kuh, Charlotte V.,
• Place / Publishing House: Ithaca, NY : : Cornell University Press, , [2011]; ©2011
• Year of Publication: 2011
• Language: English
• Physical Description: 1 online resource (320 p.) :; 18 tables, 17 charts/graphs
• Other title: Frontmatter --; CONTENTS --; INTRODUCTION --; I. Improving Doctoral Education --; 1. Changing the Education of Scholars --; 2. The Council of Graduate Schools' PhD Completion Project --; 3. Advocating Apprenticeship and Intellectual Community --; 4. Three Ways of Winning Doctoral Education --; 5. Confronting Common Assumptions --; II. Attracting Undergraduates to PhD Study --; 6. Generating Doctoral Degree Candidates at Liberal Arts Colleges --; 7. Undergraduate STEM Research Experiences --; III. Increasing the Representation of People of Color in the PhD Pool --; 8. Minority Students in Science and Math --; 9. The Mathematical and Theoretical Biology --; 10. Curriculum Intensity in Graduate Preparatory Programs --; 11. Assessing Programs to Improve Minority Participation in the STEM Fields --; IV. Increasing the Representation of Women in Academia --; 12. First a Glass Ceiling, Now a Glass Cliff? --; 13. Increasing Women's Representation in the Life Sciences --; 14. Attracting and Retaining Women in Engineering --; V. The Internationalization of Doctoral Education --; 15. Do Foreign Doctorate Recipients Displace U.S. Doctorate 209 Recipients at U.S. Universities? --; 16. Opening (and Closing) Doors --; 17. What the "War on Terror" Has Meant for U.S. Colleges and Universities --; Looking to the Future --; NOTES --; REFERENCES --; CONTRIBUTORS --; AUTHOR INDEX --; SUBJECT INDEX
• Format: Mode of access: Internet via World Wide Web.
• ISBN: 9780801461569; 9783110536157
• DOI: 10.7591/9780801461569
• Access: restricted access
• Hierarchical level: Monograph
• Statement of Responsibility: ed. by Charlotte V. Kuh, Ronald G. Ehrenberg.

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 policy makers 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.