Dear CGS Member,

As we all know, higher education is the focus of ongoing debates in the U.S. and internationally. Graduate leaders are called upon to make decisions in many important areas—to name only a few, student access, institutional accountability, diversity and inclusion, online education, and career outcomes for master’s and doctoral students. As no one can predict the future of graduate education, one of our best leadership strategies is to equip ourselves with the best information available.

This is where CGS plays a critical role, providing graduate leaders at 500 institutions with essential data and “best practice” expertise. As a think tank for graduate education in North America and around the world, CGS research has shaped innovative practice in a broad range of areas: financial education, professional development, master’s education, student career pathways, degree completion for underrepresented students, Preparing Future Faculty, and learning assessment, to name only a few. The CGS website is an up-to-date source of information on our recent Best Practice initiatives and data analysis related to trends in graduate education. CGS web tools, meetings, webinars, and publications are designed to give our global network useful, just-in-time information.

As a former graduate dean, I am also aware of the important role that deans play in public discussions of graduate education. Now more than ever, it is critical for graduate schools to demonstrate the ways in which graduate education and research are strengthening the workforce, economy, and society as a whole. CGS actively supports these advocacy efforts, providing public policy resources that help members “make the case” for graduate education in conversation with policy makers and the public. Through our GradImpact initiative, we are also pleased to feature members’ examples of graduate education contributing to the public good.

Of course, the continued success of any organization depends upon the good ideas of its members. I welcome opportunities to learn more about the priorities of your institution and your suggestions for how CGS can help support its goals. 

Sincerely,

Suzanne T. Ortega

Brief Bio

Selected Articles by Suzanne Ortega

• Now More than Ever: An Argument for the Humanities
• A Guide to the New Academic Year and Beyond: Critical Issues in Graduate Education

CGS is pleased to offer opportunities to connect with graduate school leaders at the 2021 CGS Annual Meeting and beyond.
 

Our partnerships take many forms including:

• Participation in the CGS Sustaining Membership Network
• Thought-leader sessions at the 2021 CGS Annual Meeting (Dec 1-4; New Orleans, LA) 
• Traditional event sponsorships
• Research projects
• Custom events and workshops
• Webinar programming for CGS members
• Exhibiting at CGS convenings
• Advertising in CGS publications, including GradEdge

Check out the 2021 CGS Partnership Prospectus and contact Adrienne Vincent with questions, to learn more, or to propose a custom partnership that brings value to your organization and to CGS members.

CGS would like to thank the following organizations for their generous support of the 2021 CGS Annual Meeting:
 

Sponsors:

• Cayuse
• Duolingo English Test
• EAB
• ETS
• IELTS USA
• Liaison International
• Nature Portfolio
• pd.education by DoctoralNet
• ProQuest
• Wiley Education Services

Exhibitors:

• Cayuse
• Duolingo English Test
• EAB
• ETS
• Liaison International
• National Science Foundation/National Center for Science and Engineering Statistics
• Nature Portfolio
• pd.education by DoctoralNet
• Prodigy Finance
• ProQuest
• Slate by Technolutions
• Studyportals
• Wiley Education Services

Contact:
Julia Kent
jkent@cgs.nche.edu
(202) 223-3791(202) 223-3791

Appointment of Senior Academic Leader for UNC System to Begin July 1

Washington, D.C. – The Council of Graduate Schools (CGS) today announced the appointment of Suzanne Ortega, currently Senior Vice President for Academic Affairs for the 17-campus University of North Carolina, as its sixth president. Dr. Ortega has held a diverse range of senior academic leadership positions in higher education and in graduate education specifically, serving as Chair of the CGS Board in 2005 and as Chair of the Midwestern Association of Graduate Schools in 2003.

Dr. Ortega will assume the chief leadership role at the Council beginning on July 1. Debra W. Stewart, CGS’s President since 2000, announced her plan to step down from the role in October 2013.

“We are delighted that Dr. Ortega has agreed to lead the Council as it furthers its mission to improve and advance graduate education,” said James Wimbush, current Chair of the CGS Board. “Her deep knowledge of graduate education—and understanding of CGS’s diverse membership—will ensure that CGS’s impact continues to grow in the United States and internationally.”

Prior to her appointment at UNC, Dr. Ortega was Executive Vice President and Provost at the University of New Mexico from 2008-2011. She served among the group that CGS most directly represents, graduate deans, while Vice Provost and Graduate Dean at the University of Washington (2005-2008) and also at the University of Missouri-Columbia (2000-2005). An expert in mental health epidemiology, health services, and race and ethnic relations, Dr. Ortega received her PhD in sociology from Vanderbilt University.

Dr. Ortega has also led the graduate community through a number of board and committee service positions, including the Executive Board of NASULGC (APLU)’s Council on Research Policy and Graduate Education; the National Academy of Science’s Committee on the Assessment of the Research Doctorate; the CGS-ETS Commission on Pathways through Graduate School and into Careers; and the CGS Advisory Committee on Minorities in Graduate Education.

“For over fifty years, CGS has helped graduate institutions meet the challenges of our nation and local communities,” said Dr. Ortega. “American higher education is at a critical juncture, and I look forward to working with graduate deans, faculty, and students at member institutions to advance best practices and develop and advocate for federal policies that strengthen graduate education and research.” Dr. Ortega added, “Debra Stewart has been an extraordinarily effective leader for CGS, and I am deeply honored to follow her as president.”

Contacts:
Julia Kent, CGS: (202) 223-3791 / jkent@cgs.nche.edu
John McCool, TIAA-CREF: (888) 200-4062 / media@tiaa-cref.org 

The Council of Graduate Schools and TIAA-CREF Collaborate to Deliver GradSense Website to Help Students Make Informed Financial Decisions about Their Education and Careers

Washington, D.C. – The Council of Graduate Schools (CGS), a nonprofit organization devoted to graduate education and research, today launched GradSense, a novel online tool designed to help students plan financially for their education and future careers.

With student debt at historically high levels, students have a limited number of resources for assessing the investment they will be making in an advanced degree. To fill this knowledge gap, CGS collaborated with leading financial services provider TIAA-CREF to design and develop GradSense, which features a Debt to Salary calculator, among other tools.

In developing GradSense, CGS researchers brought together two important pieces of information for the first time – federal data on education debt and federal data on median salaries for specific occupations. While this information is available, it is not easily accessible. Students must sift through these datasets using separate databases, which obscures the relationship between investing in a specific degree to pursue a desired profession. To help students make more informed career decisions, GradSense combines these two pieces of information in a simple-to-use tool, providing students with one screen of data that allows them to more accurately align their choice of degree and field of study with their desired career.

Using GradSense, students enter their degree type, desired field of study and preferred career. The student is then shown the median debt of students pursuing their specific degree, along with the starting, median and expert salary levels expected in their desired career. Together, these two informative data sets can help students better understand the impact of their chosen degree on future earnings.

GradSense is part of the Enhancing Student Financial Education project, an initiative of CGS in collaboration with TIAA-CREF. The program has awarded grants to 15 colleges and universities across the country to develop innovative financial literacy programs that teach students about successful strategies for borrowing, lending and managing personal finances. Lessons and data from each of the 15 university programs and many of the 19 affiliate partner universities will inform the development of new financial education resources for students nationwide.

“The best practices developed through this program – and the GradSense tool – can help prepare our nation's students for lifelong financial well-being,” said Laura Levine, president and CEO of Jump$tart Coalition. “I applaud the commitment of CGS, TIAA-CREF and the participating universities.”

The GradSense website also includes a compound interest calculator that shows students the long-term impact of common spending decisions, advice for repaying student loans, guidance on transitioning from graduate school to a career and tips for evaluating and negotiating job offers. 

“GradSense provides students with crucial financial information that was never easily accessible or available before,” said Debra W. Stewart, president of CGS. “This clear, customized tool empowers students to make more informed decisions about their educational and career pathways.”

“We are extremely proud of our collaboration with the Council of Graduate Schools, and especially pleased to see tangible results and useful tools already emerging from this program,” said Roger W. Ferguson, president and CEO of TIAA-CREF. “This underscores the combined strengths the business and education sectors bring to bear on addressing the student loan debt issue, and when working together, the valuable impact we can have on the financial futures of our nation’s students.”

In addition to the GradSense website, the tool will also be featured on the websites of universities participating in the Enhancing Student Financial Education program, as well as the websites of other CGS member schools. To use GradSense, visit: www.gradsense.org.

Highly marketable degrees offer pathway to STEM careers

Contact:
Julia Kent
jkent@cgs.nche.edu
(202) 223-3791

Washington, D.C. – The Council of Graduate Schools (CGS) today released the results of its fourth annual Professional Science Master’s Enrollment and Degrees Survey documenting applications, enrollments, and degrees awarded in Professional Science Master’s (PSM) programs. The PSM is an innovative graduate degree designed to allow students to pursue advanced training in science or mathematics while simultaneously developing workplace skills highly valued by employers.

The 2013 report shows that PSM programs stand out as a bright spot for U.S. institutions in terms of domestic enrollment trends. From 2010 to 2013, first-time enrollment of domestic students rose 19% in PSM programs. For U.S. graduate education as a whole, first-time enrollment of domestic students rose only 1.9% in the five year period between 2007 and 2012, according to the latest CGS/GRE Graduate Enrollment and Degrees report. In contrast, first-time enrollment of international graduate students rose markedly from 2010 to 2013 in both PSM programs and in U.S. graduate programs overall.    

Additional studies on the career outcomes of PSM graduates show high levels of student satisfaction and employment rates, which may be contributing to enrollment growth in PSM programs. According to a 2013 CGS survey, 91% of responding PSM graduates were employed in a job related to their field of study, and 68% of those employed full-time reported annual earnings above $50,000.

“Today’s STEM graduate students are seeking degrees that prepare them for success in a wide range of professional settings,” said CGS President Debra W. Stewart. “The real-world experiences and internships gained by PSM graduates make them highly marketable to employers in all sectors of the economy.”

The CGS study was supported in part by a grant from the Alfred P. Sloan Foundation. From 1997 to 2012, the Sloan Foundation made more than $23 million in grants in support of the PSM degree, including start-up funding for PSM programs at colleges and universities around the country; the founding of the National Professional Master’s Science Association, which provides professional support for PSM faculty and administrators; and a partnership with the Council of Graduate Schools to collect data on PSM programs and to administer a PSM affiliation process that ensures affiliated programs meet the highest standards.   

“The Sloan Foundation is extremely proud to have played a founding role in the creation of the PSM degree,” said Elizabeth Boylan, Program Director of the Sloan Foundation’s programs in STEM Higher Education. “The continued growth of enrollments and the remarkable success graduates have had in the job market marks the PSM degree as one of the most successful innovations in 21^st century higher education.”

This year represents a milestone in PSM development, as CGS will now transition the responsibilities for PSM program recognition to the Keck Graduate Institute (KGI).

“CGS’s expertise and guidance have been keys to a thriving PSM movement since its inception in 1997,” said Jim Sterling, KGI Vice President of Academic Affairs. “The Keck Graduate Institute looks forward to leading PSM programs into the future of professionally-focused science master’s education. Continuing to track the career outcomes of PSM graduates will be part of that commitment.”

The 2013 PSM Enrollment and Degrees report includes data on applications received and accepted for fall 2013, as well as enrollment data for fall 2013 and degrees awarded during the 2012-13 academic year. Data from 85% of all PSM programs worldwide are included. Additionally, the report offers comparisons to data from the previous surveys, documenting growth in applications, admissions, and enrollment over the past four years. Key findings include:

Applications:

• Over 7,000 applications were received for fall 2013 admission and 46% were accepted.
• Between fall 2010 and fall 2013, there was a 59% increase in applications received for admission into PSM programs.

First-Time Enrollment:

• Over 1,900 students were enrolled for the first time in PSM programs in fall 2013.
• Nearly two-thirds of all first-time PSM students were enrolled full-time while the remaining one-third were part-time students.
• 28% of first-time enrollees in U.S.-based PSM programs were temporary residents (i.e., international students).

Total Enrollment:

• Total enrollment in PSM programs has grown 23% since 2010, to exceed 5,800 students in fall 2013.
• Men comprised 53% of all PSM students and women made up 47%.
• Total PSM enrollment in fall 2013 was dominated by four fields of study: computer/information sciences (21%), environmental sciences and natural resources (15%), mathematics and statistics (15%), or biotechnology (14%).

Degrees awarded:

• Institutions responding to the survey awarded 2,038 PSM degrees in academic year 2012/13.
• 54% of PSM degrees awarded by respondents in academic year 2012/13 were awarded to men and 46% to women.
• 18% of graduates of U.S.-based PSM programs were international students.
• Among U.S. citizens and permanent residents, 23% of PSM graduates in 2012/13 were underrepresented minorities.

The report is available in pdf format at cgsnet.org and at sciencemasters.com.

Student Aid

• The Capitol Recap (NASFAA)
• Fact Sheet on Title IV, International Education (Coalition for International Education)

• How Governments Support Higher Education Through the Tax Code (Pew Charitable Trusts)
• Tax Primer: A Brief Introduction to Higher Education Tax Policy Issues (NACUBO)

• The Essential Guide to Higher Education under the Trump Administration (Politico)
• Higher Education Institutions and Overtime Pay Under the Fair Labor Standards Act (DOL)
• Issue Brief on Interim Title IX Guidelines (ACE)

• Snapshot on Legal History of Race Conscious Admissions Policies (Politico)

• 2019 State Legislative Calendar (Fiscal Note)
• 17 Issues Facing State Legislatures in 2019 (Fiscal Note)
• Higher Education State Policy Issues for 2019 (AASCU)

Attendees at the Annual Meeting of the Council of Graduate Schools, Dec. 4-7, Hotel del Coronado, San Diego. (click to view album on Facebook)

Join the Annual Meeting conversation on Twitter! Using our hashtag #CGS53, you can interact in real time with fellow attendees and other graduate education leaders. Make the most of the event by sharing your perspectives, thoughts, and reactions throughout Annual Meeting sessions.

Tweets about "#CGS53"

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Survey of recent alumni reveals strong income and employment results

Contact:
Julia Kent
jkent@cgs.nche.edu
(202) 223-3791

Washington, DC – Recent graduates of Professional Science Master’s (PSM) degree programs are reporting strong rates of employment and high income levels, according to the results of the third annual PSM Student Outcomes Survey released by the Council of Graduate Schools (CGS). The report tracks initial hiring trends and perceived satisfaction among graduates of PSM degree programs between 2010 and 2013. The study was supported with funding from the Sloan Foundation.

The PSM is an innovative graduate degree designed to allow students to pursue advanced training in science or mathematics, while simultaneously developing workplace skills highly valued by employers. PSM programs prepare graduates for careers in business, government, and non-profit organizations, combining rigorous study in science and/or mathematics with coursework in management, policy, law and related fields. Most PSM programs require a final project or team experience, as well as a “real-world” internship in a business or public sector enterprise.

According to the survey, 78 percent of respondents who graduated during the 2012-13 academic year were employed during the time at which the survey was conducted, despite beginning their careers in a challenging job market. The employment rate was even stronger for those who completed PSM degrees earlier in the study period: 91 percent of 2010-11 graduates and 88 percent of 2011-12 graduates were employed.  

Among the respondents who graduated during the 2012-13 academic year and were employed at the time of the survey, 91 percent were working in a job that is closely or somewhat related to their field of study. Employed respondents were overwhelmingly working in full-time positions (95%) as opposed to part-time (5%).   

Two-thirds (68%) of PSM graduates who were working full-time reported earning above $50,000 a year, and 72 percent of all survey respondents are very satisfied or generally satisfied with the post-graduation employment prospects provided by their PSM degree.

According to CGS President Debra W. Stewart, these high returns on students’ educational investment are a hallmark of PSM programs. “We continue to see outstanding prospects for new PSM graduates as they begin their careers. The real-world experience they gained in applied professional settings during their academic program gives PSM students a distinct advantage in the job market.” Dr. Stewart added, “The fact that PSM graduates have shown strong employment outcomes for each year of this three-year study is encouraging, because it shows that employers are consistently recognizing the value of these newly-minted degree holders.”

The survey report includes data on the reasons students enrolled in PSM programs, their experiences and satisfaction with them, their current employment status, salaries, and the perceived value of a PSM degree. Key findings include:
 

• 83% of 2012-13 PSM graduates were very satisfied or generally satisfied with the distinctive nature/reputation of the program and 82% were very satisfied or generally satisfied with the quality of their non-scientific and/or mathematical professional training (a key element of PSM degrees).
• Among 2012-13 PSM graduates who were employed, 66% were working in business/industry (including start-ups), about 11% were working in government, 9% in academia, 8% in non-profit organizations, and 6% were working in other fields, including research and health care.
• Among 2012-13 PSM graduates in new jobs, 19% secured that employment because of their PSM internship.
• Two attributes of PSM programs that stood out as being of particularly high value to recent graduates were the internships and ‘real world’ experiences, and the quality of scientific and/or mathematical training.

Created in 1997 with support from the Alfred P. Sloan Foundation, PSM programs are offered at 137 institutions of higher education, as of August 2013. Well over 5,000 PSM degrees have been conferred since the program’s inception. The PSM degree model has been so successful that it was included in the America COMPETES Act, allowing institutions the opportunity to use federal funds to support a PSM program.

The full report, Outcomes for PSM Alumni 2012/13, is available here. More information about the PSM can be found at http://sciencemasters.com.