Blueprints, Tools, and the Reality before Us: Improving Doctoral Education in the Humanities

Autor/in	Heathcott, Joseph
Titel	Blueprints, Tools, and the Reality before Us: Improving Doctoral Education in the Humanities
Quelle	In: Change: The Magazine of Higher Learning, 39 (2007) 5, S.46-51 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-1383
Schlagwörter	Research Methodology; Research Skills; Graduate Students; Graduate Study; Doctoral Programs; Humanities; Heuristics; Educational Strategies; Educational Change; Teacher Student Relationship; Instructional Development; Interprofessional Relationship; Mentors; College Faculty; Educational Attitudes; Attitude Change; Missouri + Suchen Sie Ihr Suchwort? Research method; Forschungsmethode; Forschungsleistung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Doktorandenprogramm; Geisteswissenschaften; Humanwissenschaften; Heuristik; Lehrstrategie; Bildungsreform; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching improvement; Unterrichtsentwicklung; Fakultät; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Attitudinal change; Einstellungsänderung
Abstract	The central feature of doctoral training in the humanities, according to this author, must remain the organization of curricula to support the mastery of disciplines, the development of rich conceptual frameworks, and a demonstrable attainment of research skills. The work of transmitting these capacities is only partially done by the curriculum. A vital graduate program must include constant, active mentoring of graduate students by the faculty and the creation of a range of opportunities to acquire new ideas and skills. Rebuilding a graduate program must be about more than instituting a new collection of courses. It has to be guided by a commitment to students as whole persons and valued colleagues. The attitude of the faculty toward graduate education in general, and toward the students in particular, is every bit as important as the curriculum itself. This article documents the author's and his colleagues' efforts to redesign the graduate programs in the Department of American Studies at Saint Louis University (St. Louis, Missouri). (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10