Examines overt and hidden aspects of experiences as Latina/o doctoral students. Phase one of the study entailed constructing autoethnographic narratives that described doctoral experiences. Phase two involved using the narratives to stimulate a dialogue about experiences in the academy. The findings describe the critical consciousness achieved.…

Examines how risk management is reworking the doctoral supervisor/candidate relationship. Examines "soft marking" (grading) as a specific domain in which risk minimization is producing new relational identities for both supervisors and students involved in doctoral studies programs. (EV)

A summary of the development of doctoral education in nursing is provided. The question of "doctoral preparation for what?" is posed. Arguing that nurses with doctoral preparation are needed in a variety of leadership roles within the profession, a variety of program models for doctoral education is suggested. (Author/MLW)

Provides an overview of the American Sociological Association's (ASA) Ph.D. certification program. Questions the need for certifying sociologists. Suggests a more sociological approach emphasizing the value of the discipline that would be exhibited if departmental accreditation replaced the process of certification. (KO)

A student of the University of Chicago's Measurement, Evaluation, and Statistical Analysis Program reflects upon Benjamin S. Bloom's professional and personal educational contributions, including mastery learning, educational equity, and educational excellence. (CB)

A description is given of a doctoral program in staff development. The purpose of the program is to prepare professionals to become effective change agents. In order for professional staff developers to effect change and growth, they must fully understand the change processes. (JD)

A study of 119 doctoral students (of 223 surveyed) in the Georgia State University College of Business Administration determined that the Work Values Inventory is not an effective means for discriminating between doctoral students who are interested in academic careers and those who are not. Those students do not differ substantially in what they…

Presents 1991 survey information from 129 directors of American Psychological Association-accredited doctoral programs in clinical psychology on admission requirements, acceptance rates, financial assistance, and theoretical orientations. Programs assessed are Doctor of Psychology programs, practice-oriented Ph.D. programs, equal-emphasis Ph.D.…

A review of the combined M.D.-Ph.D training program at Johns Hopkins Medical School (Maryland) found that, of 109 students who earned both degrees since 1980, 42 have completed all training and are now in career positions. Most (81 percent) are in full-time academic posts, with 14 percent in research institutes and the remaining 5 percent in…

Discussed is the projected shortage of Ph.D.s in the natural sciences and engineering by the turn of the century. Included are reasons for the shortage and three ways to reduce the projected shortages. Topics discussed include a complete federal strategy, attracting more minorities and women, and institutional reform. (KR)

Shares the educational change and renewal stories of 13 secondary and college teachers who are doctoral students (reentry, rhetoric graduate program writing teachers) enrolled in summer classes at a midsize northeastern university. (SR)

Examines the need for and value of graduate education as a preparation for careers, particularly in the fine arts. Discusses the apprenticeship alternative and the continuing popularity of the Master of Fine Arts degree for actors, acting teachers, and playwrights. Suggests that those interested in design and technology should consider doctoral…

The Executive Leadership Program at Fordham University presents a model for practicing school administrators' continuing education that reflects a changing society and schools' changing needs. The program is based on four innovations: an intellectual/change agent approach; a clinical, field-based research experience; an instructional agenda…

Describes the model of funding and socializing doctoral students that has been used by the School of Nursing at the University of Wisconsin-Madison. Explains the goal of the program--to educate persons who can conduct research that will contribute to the scientific knowledge base of nursing. (Author/JOW)

Describes the growth, consolidation, and diversification of rhetoric and composition doctoral programs over the past seven years. Provides extensive data concerning the current status of 72 doctoral programs. Outlines each of the 72 programs individually. (HB)