The doctor of arts: A counterstatement

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Abstract
In response to public concern for educational accountability and student demands for relevant instruction, an additional graduate degree has been proposed—the Doctor of Arts. The D.A. is neither a correlate of the Ph.D. nor a spin‐off of the Ed.D. Essentially a teaching degree, it is pedagogically rather than research oriented, and it is not a new concept. As early as 1935 the Mathematical Association of America suggested the awarding of a teaching doctorate. Many disciplines have since investigated the feasibility of certifying the degree. In speech communication, Malthon M. Anapol and H. Thomas Hurt report twelve institutions which offer or are considering the degree. While architects of the degree claim that the D.A. better prepares college teachers for the classroom, numerous educators disagree. This essay critiques the D.A.’s rationale, program of study, and claim of marketability.