ISSUES IN-TRAINING FAMILY SCIENTISTS

Issues related to graduate education in family science, especially at the doctoral level, are explored in this article. Using Boyer's 4 type s of scholarship (i.e., discovery, integration, application, teaching) as a framework, we discuss the competencies family scientists should have, as well as the experiences necessary to help students acquire th em. We propose ideas for a core curriculum for family science doctoral study. Controversies and unresolved issues are identified, and the tr aining of family scientists for the future is examined.