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The Assessment of Doctoral Education
Emerging Criteria and New Models for Improving Outcomes
Peggy L. Maki
Nancy A. Borkowski
Daniel D. Denecke
Paper: 978 1 57922 179 9 / $31.95
Published: October 2006
Lib E-Book: 978 1 57922 955 9 / $95.00
About Library E-Book
Published: June 2011
6" x 9"
Following the growing commitment to assessment at the undergraduate level, doctoral programs are now grappling with what accountability means for them.
This book provides a foundation for faculty and academic leaders of doctoral programs to promote inquiry into the educational practices that define their programs and contribute to graduate students' learning. It presents an array of examples of new program- and student-level assessment practices. The ideas and practices described here expand program review to include evidence of student learning--that is, students' demonstration of their knowledge, abilities, habits of mind, ways of knowing, ways of problem solving, and dispositions--through direct and indirect assessment methods that verify or challenge the efficacy of educational practices.
The book encourages faculty and academic leaders to reconsider the process and to formulate new questions about the efficacy of educational practices and traditions, such as the dissertation, that have historically led to the conferring of the doctorate. It will prompt constructive discussion of desired student learning outcomes, and of the kinds of assessment methods that provide evidence of what and how students learn within the context of educational practices.
Stressing the importance of listening and responding to graduate students as they progress through their studies or reflect on the relevance of their studies after graduation, the book also suggests new strategies to orient and support doctoral students in their educational journeys.
Table of Contents:
Acknowledgments; Foreword, Daniel D. Denecke; Introduction, Peggy L. Maki; PART ONE: Emerging Criteria And New Models For Assessing Doctoral Programs; 1 Changing Our Thinking About Assessment At The Doctoral Level, Nancy A. Borkowski; 2 The Challenges Of Doctoral Program Assessment: Lessons From The Carnegie Initiative On The Doctorate, Chris M. Golde, Laura Jones, Andrea Conklin Bueschel, And George E. Walker; 3 Using An Alignment Model As A Framework In The Assessment Of Doctoral Programs, Donald H. Wulff And Maresi Nerad; 4 Paths And Perceptions: Assessing Doctoral Education Using Career Path Analysis, Rebecca Aanerud, Lori Homer, Maresi Nerad, And Joseph Cerny; PART TWO: Emerging Criteria And New Models For Assessing Student Learning Outcomes; 5 Using The Assessment Process To Improve Doctoral Programs, Kelly Funk And Karen L. Klomparens; 6 Making The Implicit Explicit: Faculty’s Performance Expectations For The Dissertation, Barbara E. Lovitts; Case Study For Making The Implicit Explicit Research Project Conducted At The University Of Colorado At Boulder: An Administrator’s Experiences And Perspectives, Candice L. Miller; 7 Doctoral Students’ Perspectives On The Dissertation, Jeannie Brown Leonard; 8 Portfolios In Doctoral Education, Thomas Cyr And Rodney Muth; 9 Recasting Doctoral Education In An Outcomesbased;Framework, Mary Huba, John Schuh, And Mack Shelley; About The Authors; Index.
Reviews & Endorsements:
“The Assessment of Doctoral Education provides a snapshot of current research on the educational practices of the doctorate in the United States. Measures and practices trailed in the USA to improve the doctorate offer a valuable resource for others dealing with pressures to improve the quality of their doctoral programs.
The notion of assessment of doctoral programs can suggest a focus on metrics and through-put and out-put measures, such as completion rates. But this is not what this book is about. As a number of its contributor’s state, our understanding of doctoral candidate learning and the nature of the research experience, for example, is only beginning to take shape. Consequently, much of the research presented in this book is focused as much on understanding doctoral practices as their assessment.
While this book appears to be written with an internal [U.S.] audience in mind it is nonetheless useful for readers outside the USA, both in terms of gaining an insight into the research being conducted on doctoral education in that country as well as for informing research on doctoral programs beyond its shores. It is not only informative but useful, comprising a veritable treasure trove of strategies, assessment models and research findings. The book makes an informative addition to the growing body of literature on doctoral education.”
- Quality Assurance in Education (Australia)
"Anyone associated with doctoral education should review this work and reflect on the discussions of program prestige and ways to ensure continuous quality improvement. The book also reprints some good surveys."
- Library and Information Science Research
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