Abstract
The authors identified foundational components of Doctor of Arts (D.A.) programs nationally through a content analysis of published program descriptions and a survey of dissertation activity. They then compared these components to Ernest Boyer’s revisions of graduate education proposed in Scholarship Reconsidered: Priorities of the Professoriate . Their findings suggest that Boyer’s revisions already operate in most schools that offer the D.A. The history and profile of this nontraditional degree offer insights about preparing a teaching professoriate for the next century.
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