In January of 2016, the Council of Graduate Schools held a workshop in Washington, DC, on the "Future of the Dissertation." Papers given during the workshop promoted new models for doctoral education and related research practices, specifically focusing on the dissertation. Built on a tradition of apprenticeship, the monographic dissertation has served as the primary evidence in support of a student's expertise in a subject matter and as a launch pad for what is assumed will be an academic research career. Solely authored by the student with much guidance from (and deference to) the advisor, the dissertation is strongly symbolic of what it means to have survived the grueling process of achieving a doctoral degree (Clark, 2006). Many workshop participants recommended the need to consider new and different kinds of research outputs to replace what has, for some, become the "dust collecting dissertation" of the past. Suggestions for alternative formats put forward by workshop participants included collaborative, ensemble, and portfolio models, digital projects, audio-video outcomes, and moving from the traditional sole authorship model to multi-authored or even "contributorship" models (Sugimoto, 2016).