Table of Contents

Acknowledgments.- About the Contributors.- 1. To Be or Not To Be? The Challenges of Learning Academic Work, Lynn McAlpine & Cheryl Amundsen.- Section 1: Being … Becoming Academics.- 2. Tracking Doctoral Student Experience Over Time: Cultivating Agency in Diverse Spaces, Marian Jazvac-Martek, Shuhua Chen & Lynn McAlpine.- 3. New Academics as Supervisors: A Steep Learning Curve with Challenges, Tensions and Pleasures, Cheryl Amundsen & Lynn McAlpine.- Section 2: Writing and Speaking—Learning the Disciplinary Language, Talking the Talk.- 4. Speaking of Writing: Supervisory Feedback and the Dissertation, Anthony Parè.- 5. The Paradox of Writing in Doctoral Education: Student Experiences, Doreen Starke-Meyerring.- 6. Making Sense of the Doctoral Dissertation Defense: A Student-Experience-Based Perspective, Shuhua Chen.- Section 3: Gender, Genre, and Disciplinary Identity—Negotiating Borders.- 7. Gender and Doctoral Physics Education: Are We Asking the Right Questions?, Allison Gonsalves.- 8. Genre and Disciplinary Identity: The Challenge of Grant Writing for New Non-Anglophone Scientists, Larissa Yousoubova.- 9. Disciplinary Voices: A Shifting Landscape for English Doctoral, Education in the 21st Century.- Lynn McAlpine, Anthony Parè & Doreen Starke-Meyerring.- Section 4: Supporting the Doctoral Process Through Research-Based Strategies.- 10.       Making Meaning of Diverse Experiences: Constructing an Identity Through Time, Lynn McAlpine & Cheryl Amundsen.- 11.   Challenging the Taken-For-Granted: How Research Can Inform Doctoral Education Policy and Practice, Lynn McAlpine & Cheryl Amundsen.- 12. Moving From Evidence to Action, Cheryl Amundsen & Lynn McAlpine.