With the changing landscape of post-secondary education, the preparation of doctoral students is more important than ever. Citing the increasing pressures exerted by such forces as the growing emphasis on outcomes and learning assessments, rising public skepticism, and ever-changing technologies, many current and soon-to-be faculty face new challenges as they adapt to changing conditions and expectations. As the authors state, this volume provides faculty and administrators "useful information, resources, lessons, and recommendations"(13) on ways to make graduate education more responsive and responsible to those who will take their place in the academy.

Six chapters of this book provide summaries of several major research studies on current graduate education. Two of these provide particularly interesting insights into the actual experiences of doctoral students. Fagen and Wells, for example, noting that "the voice of students is often least represented in discussions of graduate education" (90), conclude from their 2000 National Doctoral Program Survey that graduate programs should not only provide more opportunities for students to develop increased skill and autonomy in teaching, but also provide "greater transparency in what students should expect from their graduate experience" (81). Noting the large numbers of graduate school drop-outs, particularly among black students, Anthony and Tailor also point to the need for more mentoring, socializing, and understanding of the personal and institutional obstacles students often experience.

Nearly all the studies in the book confirm one fairly wide-spread problem in graduate education: graduate faculty's desire to clone new students in their own image. Quite simply, current graduate faculty, who most likely earned their doctorates from large research institutions, must recognize that an unwillingness to change methods, attitudes, and approaches to graduate education will not serve the professional interests of students who will face new and different challenges. As one study indicates, while 48 percent of new Ph.Ds take their first jobs in academia, "only a small percentage of these jobs are located in research institutions" (201). Most Ph.Ds will find employment in small liberal arts or masters-level comprehensive colleges with heavy teaching, service, and advising loads. Graduate educators must be willing to engage their students in a fuller discussion of faculty responsibilities outside of the library or laboratory and be flexible in working with graduate students who prefer to take different paths.

Additional chapters describe current programs focused on improving the quality of graduate students' "training." The Preparing Future Faculty Program, the Re-visioning the Ph.D Project, the Carnegie Initiative on the Doctorate, and the Scholarship of Teaching and Learning initiative, among others, all clearly described in the volume's final section, provide resources and information. Altogether, the authors of the book have created an eminently useful and clearly articulated overview of the issues, complexities, and possibilities that all of us who teach in graduate programs should ponder and act upon.

Patrice K. Gray
Fitchburg State College