| Abstract | Doctoral education provides a period of socialization for those who aspire to academic positions. Students learn what an academic career involves, the norms, values, and ethics important within their disciplines, and the expectations and work habits needed for success. Despite the importance of this period, research findings over the past decade have raised concerns about whether doctoral students are adequately prepared for the academic profession, advised as effectively as needed, presented with clear expectations, and offered regular and explicit feedback. This paper suggests a theoretical perspective that can inform STEM doctoral education in ways that lead to practical response to some of these concerns. Specifically, this paper presents cognitive apprenticeship theory as a framework to guide learning in doctoral education and to enhance the quality of the socialization process. |
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