Advocates for reforming graduate training, particularly in the humanities, want to broaden notions of scholarly success, change the advising system, and better prepare students for meaningful careers outside academe. Many scholars also argue that doctoral training should focus more on teaching students how to become good teachers, themselves. That work is happening in tandem with other reforms meant to overhaul teaching and the way it is evaluated. At the root: growing demands, even of research universities, to put the undergraduate-student experience front and center.
Building a Faculty That Flourishes will examine the current state of play, challenges facing the professoriate, and new workforce models that have emerged.
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