Following the growing commitment to assessment at the undergraduate level, doctoral programs are now grappling with what accountability means for them. This book provides a foundation for faculty and academic leaders of doctoral programs to promote inquiry into the educational practices that define their programs and contribute to graduate students' learning. It presents an array of examples of new program- and student-level assessment practices. The ideas and practices described here expand program review to include evidence of student learning--that is, students' demonstration of their knowledge, abilities, habits of mind, ways of knowing, ways of problem solving, and dispositions--through direct and indirect assessment methods that verify or challenge the efficacy of educational practices. The book encourages faculty and academic leaders to reconsider the process and to formulate new questions about the efficacy of educational practices and traditions, such as the dissertation, that have historically led to the conferring of the doctorate. It will prompt constructive discussion of desired student learning outcomes, and of the kinds of assessment methods that provide evidence of what and how students learn within the context of educational practices. Stressing the importance of listening and responding to graduate students as they progress through their studies or reflect on the relevance of their studies after graduation, the book also suggests new strategies to orient and support doctoral students in their educational journeys. After a foreword by Daniel D. Denecke and an introduction by Peggy L. Maki, this book is organized into two parts. Part 1: Emerging Criteria and New Models for Assessing Doctoral Programs, contains the following chapters: (1) Changing Our Thinking at the Doctoral Level (Nancy A. Borkowski); (2) The Challenges of Doctoral Program Assessment: Lessons from the Carnegie Initiative on the Doctorate (Chris M. Golde, Laura Jones, Andrea Conklin Bueschel, and George E. Walker); (3) Using an Alignment Model as a Framework in the Assessment of Doctoral Programs (Donald H. Wulff and Maresi Nerad); and (4) Paths and Perceptions: Assessing Doctoral Education Using Career Path Analysis (Rebecca Aanerud, Lori Holmer, Maresi Nerad, and Joseph Cerny). Part 2: Emerging Criteria and New Models for Assessing Student Learning Outcomes, contains the following chapters: (5) Using the Assessment Process to Improve Doctoral Programs (Kelly Funk and Karen L. Klomparens); (6) Making the Implicit Explicit: Faculty's Performance Expectations for the Dissertation (Barbara E. Lovitts); Case Study for Making the Implicit Explicit Research Project Conducted at the University of Colorado at Boulder: an Administrator's Experiences and Perspectives (Candice L. Miller); (7) Doctoral Students' Perspectives on the Dissertation (Jeannie Brown Leonard); (8) Portfolios in Doctoral Education (Thomas Cyr and Rodney Muth); and (9) Recasting Doctoral Education in an Outcomes-based Framework (Mary Huba, John Schuh, and Mack Shelley). Also includes an Index.