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Reform Efforts in STEM Doctoral Education: Strengthening Preparation for Scholarly Careers

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Higher Education: Handbook of Theory and Research

Part of the book series: Higher Education: Handbook of Theory and Research ((HATR,volume 25))

Abstract

Complex societal problems, concerns about the quality of undergraduate education and the supply and talent of faculty who teach them, and questions about the quality of graduate students’ experiences as they pursue advanced degrees have motivated efforts to reform and strengthen doctoral education in STEM fields. This chapter examines these efforts to improve STEM doctoral education. The chapter begins with an exploration of the context in which STEM graduate education is situated and the recent events that have created a climate for reform. Second, it discusses particular issues toward which reform initiatives in STEM doctoral education have been directed. Third, the chapter reviews the kinds of reform efforts underway, highlights several specific examples of initiatives and programs, and presents the available evidence concerning the impact and outcomes of those efforts. The chapter concludes with an agenda for research and strategic action concerning reform in STEM doctoral education.

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  1. Michigan State University, East Lansing, MI, 48824, USA

    Ann E. Austin

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  1. Center for the Study of Higher Education, University of Memphis, Browning Hall 308, Memphis, 38152-3340, USA

    John C. Smart

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Austin, A.E. (2010). Reform Efforts in STEM Doctoral Education: Strengthening Preparation for Scholarly Careers. In: Smart, J. (eds) Higher Education: Handbook of Theory and Research. Higher Education: Handbook of Theory and Research, vol 25. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-8598-6_3

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