As the most common physical disability in childhood, one in 323 babies is diagnosed with Cerebral Palsy (CP) annually in the U.S. and most require medical devices to improve mobility. CP is a life-long disability due to damage of the developing brain, and there is no known cure. Ahad Behboodi, a doctoral candidate in biomechanics and movement science at the University of Delaware, is leading a team of researchers to improve mobility in children with CP.

Behboodi and his team recently received a QED grant from the University City Science Center in Philadelphia, “to develop a motorized ankle foot device for children with Cerebral Palsy that includes a novel artificial muscle.” The device will help correct and improve ankle motion, potentially leading to better mobility. Comprised of common elastic materials, the artificial muscle device is lightweight and compact and simulates the motion of skeletal muscle.

“For now, the device can only assist the wearer’s own muscle contractions, but we are able to customize where we put the force to change the movement,” said Behboodi. “In the future, we may add functional electrical stimulation technology, which is a major area of research in Dr. Lee’s lab, to also trigger muscles, when needed. This would improve the timing and power of the muscle’s activation, thereby strengthening the muscle and improving the user’s walking coordination.” To learn more about Ahad’s work, visit the University of Delaware website.

Visit the GradImpact Feature Gallery to learn more about the amazing, innovative research being done by graduate students and alumni across the world.

Photo Credit: University of Delaware

Jerome J. Kukor, Dean, School of Graduate Studies, Rutgers University

As graduate school deans, we all know that effective advocacy often involves building alliances.  Alliances of fellow deans with the goal of securing new strategic funding from the provost, and alliances with key faculty in order to modify graduate school policies readily come to mind. But I’d like to share with you, a perhaps less familiar approach to successful advocacy that has emerged at Rutgers over the past year, namely a re-envisioned graduate school external advisory council.

The graduate school dean’s advisory council (DAC) is an entity that had existed at Rutgers prior to my becoming dean over a decade ago. When I took the dean’s job, I was told that the DAC’s purpose was primarily fundraising and development. This was manifested in the DAC’s administrative structure, with a solid-line reporting relationship to me as the dean and a dotted line reporting relationship to the Rutgers Foundation. But it soon became clear to me that the DAC wasn’t meeting its goals and that it lacked focus.

A few years later, the situation at Rutgers changed dramatically, with the merger of the University of Medicine and Dentistry of New Jersey and Rutgers University. This led to the merger of two separate graduate schools to create the new School of Graduate Studies. And that, in turn, created the perfect opportunity to re-envision the DAC. Under the leadership of a small number of very dedicated DAC members, Bylaws were developed for the council, a statement of purpose and goals was promulgated, and a committee structure with specific foci was developed. The transformation of the DAC was not without pain. Some members retired; others resigned. But new members signed on, excited about the prospect of giving back to graduate education and to Rutgers via contribution of their time and talent (and yes, even their treasure!).

The new DAC is energetic and purposeful. It has decided to put a major focus on student engagement and professional development. The newly re-envisioned Dean’s Advisory Council has become a full partner with me and my academic leadership team in advocating for graduate education.

New Deans Institute
July 13, 2019

Summer Workshop
July 14-17, 2019
 

Location
Westin San Diego Gaslamp Quarter
San Diego, California

CGS Summer Workshop and New Deans Institute Program

With over 275 meeting registrants, this year's summer meeting was an outstanding success! Meeting participants explored varied and important issues in graduate education. New and returning participants—graduate deans; associate and assistant deans; faculty and staff from colleges/universities; association, federal and state agency, and other education-related administrators; and others interested in graduate education—enjoyed a unique forum where they met leaders in their field and exchanged ideas and information.

Selected PowerPoint presentations from the 2019 CGS Summer Workshop and New Deans Institute are below. Presentations are in chronological order by each category. Presentations are offered as Adobe Acrobat PDF files. 

New Deans Institute Presentations

Session III: Managing Operations: Time, Staff and Partnerships
Paula D. McClain

Session IV: Managing Enrollment: Recruiment, Admissions, and Funding
Andrew Campbell and Tammi Vacha-Haase

Session V: Advocacy 101
Lauren Inouye

Summer Workshop Presentations

Plenary I: Survey Says: Undergraduates and the Prospect of Graduate School
Jeff Allum

Breakfast: Sponsored by ProQuest

ProQuest Dissertation and Thesis Publishing: Who We Are, What We Do, and How We Support the Graduate Community
Angela D'Agostino & Jessica Horowitz

Concurrent Dean’s Toolboxes

Identifying and Supporting Graduate Program Directors
Julie Masterson

How To Maximize A 3MT^®
Cari Moorhead

Cultivating the Alumni Base: Friendraising to Fundraising
Laura Carlson

Using Career Pathways Data to Change Program Culture
Wojtek Chodzko-Zajko and GradLIFE Handout

Breakfast: Sponsored by ETS

Supporting the Graduate Community in Addressing Evolving Challenges

David Payne

Plenary III: Toward a Culture of Access: Lessons from the Neurodiversity Movement

Melanie Yergeau

Concurrent Hot Topic Sessions

Latinx Graduate Student Life Cycle: Promising Practices
JoAnn Canales

Assessing the Quality of Online Programs and Micro-credentials
Carol Beck and Maribeth Watwood

Concurrent Technical Workshops

Designing Programs with the End in Mind
Ranjit Koodali

How to Increase Enrollment by Better Understanding Prospective Graduate Students

Sponsored by EAB
Maribeth Watwood and Kevin Shriner

Maribeth Watwood and Kevin Shriner - Handout

Technical Workshops

Supporting the Success of Master's Students
Kent Holsinger

Living Lessons from the PHD Career Pathways Project
Robin Garrell

As a master’s student in the School of Public Health at the University at Albany, SUNY, Thoin Begum’s research has focused on environmental exposures and how they impact in vitro fertilization. Her work was recently recognized by Global Kids, a nonprofit that “develops youth leaders through dynamic global education and leadership development programs.” Named as one of Global Kids’ 30 under 30 in March 2019, Begum is a young alumnus of the program.

Beginning her sophomore year of high school, Begum became involved with Global Kids through college tours, annual functions, and scholarships. “Global Kids taught me to push boundaries and change perspectives, something that is needed in this field,” said Begum.

Begum intends to continue her graduate education and pursue a doctoral degree. “Public health and environmental health is an emerging field that has a lot of misconceptions – it isn’t just about global warming or about dealing with the amount of natural disasters we are seeing. It’s really about our everyday life.” To learn more about Thoin’s work, visit the University at Albany, SUNY website.

Visit the GradImpact Feature Gallery to learn more about the amazing, innovative research being done by graduate students and alumni across the world.

Photo Credit: University at Albany

On June 26, CGS led a community letter to the Senate Health, Education, Labor, and Pensions (HELP) Committee urging members to preserve the Grad PLUS loan program as they consider the reauthorization of the Higher Education Act. The letter highlights the importance of Grad PLUS in enabling graduate and professional students to finance their education. 

On July 15, CGS joined the higher education community in a letter to key lawmakers in the House and Senate urging them to prioritize graduate and professional education as they work on reauthorizing the Higher Education Act. Specifically, the letter points to decreased federal support for graduate education in recent years, and calls out federal programs that provide financial assistance for graduate students, including Grad PLUS.

Monica Burney, a master’s degree alum in history at Eastern Illinois University, was recently awarded the 2019 Robert and Kathryn Augustine Distinguished Master’s Thesis Award for her work, “The Meaning of a Woman's Work: Refugees, Statelessness, Nationality, and the Women's International League for Peace and Freedom, 1918-1931.” Burney’s thesis examines “how the Women's International League for Peace and Freedom (WILPF) sought to influence how the League of Nations approached questions of nationality and statelessness between 1918 and 1931.”

First as an undergraduate and later as a graduate student at EIU, Burney participated in its Living History Program. This project was started in 1989 to underscore the contributions of women in the past and to inspire interest in women’s history by portraying women in history at local elementary schools. "Through this program children are introduced to some of the captivating women who had a hand in creating the world today,” Burney said. “This new knowledge helps to inspire children to embrace their individuality and to make a difference."

Burney was named a 2018 Hamand Scholar for her achievements in both scholarship and service that have impact on the discipline and in the community. She plans to pursue a graduate degree in library sciences and hopes to then work in an academic library. To learn more about Monica’s work, visit the Eastern Illinois University website.

Visit the GradImpact Feature Gallery to learn more about the amazing, innovative research being done by graduate students and alumni across the world.

Photo Credit: Bev Cruse/EIU

FOR IMMEDIATE RELEASE

Contact: Katherine Hazelrigg (202) 461-3888/ khazelrigg@cgs.nche.edu

Washington, DC – The Council of Graduate Schools applauds the bipartisan introduction of the Expanding Access to Graduate Education Act (H.R. 3334), introduced by Representatives Ann McLane Kuster (D-NH), Fred Upton (R-MI), Kim Schrier (D-WA), Tim Burchett (R-TN), and Harley Rouda (D-CA). H.R. 3334 would provide graduate students who received Pell Grant support as undergraduates and who remain income-eligible the ability to apply remaining semesters of Pell support towards a graduate degree. CGS has long supported this proposal to modernize the Pell program, thereby improving access and diversity within graduate education and strengthening the workforce.

Currently, Pell is only available to undergraduate students, and eligible individuals can receive up to 12 semesters’ worth of grant awards. However, a growing number of graduate students are former Pell recipients. According to the Department of Education, in Academic Year 2015-2016, nearly 46 percent of first-year graduate and professional students received some level of Pell support during their undergraduate education -- an encouraging indicator that a greater number of students from lower socio-economic means are pursuing graduate degrees. If enacted, the legislation would potentially assist nearly 387,600 students, according to CGS estimates.

“This legislation upholds the primary mission of the Pell Grant program, which is to help ensure that individuals with exceptional financial need are able to pursue higher levels of education,” said Suzanne T. Ortega, president of the Council of Graduate Schools. “Our nation is becoming increasingly diverse, and it is imperative that our graduate student population reflects that diversity by including more students from low-income and underrepresented communities.”

Moreover, according to the Bureau of Labor Statistics, jobs in high-demand fields such as education, health care, and STEM often require at least a master’s degree. "As occupations requiring a master's degree continue to grow, we need to make sure those who wish to fill these jobs are not prevented from doing so because of the high cost of graduate school," said Congresswoman Kuster. "This legislation will help remove some of the barriers that many Americans face in their pursuit of post-graduate opportunities, reduce student debt, and ensure workers have the skills they need to help fill the jobs of the future-this bill is a win-win for students and our economy."

"The bottom line is this legislation will help make a graduate degree more affordable for the nearly 5,000 graduate students who attend Western Michigan University and the millions of graduate students across the country," Congressman Upton said. "Countless good-paying jobs today require a graduate degree, but earning one can be expensive-especially after already paying for an undergraduate degree. The bipartisan legislation we introduced today would help reduce the debt burden of these students."

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Highlights from the 2018 CGS/GRE Survey of Graduate Enrollment & Degrees

September 24, 2019

A preview of the 2018 Graduate Enrollment & Degree survey results, which was released to the public on October 8, 2019, was presented, including the latest trends in applications for admission to graduate school, first-time and total graduate student enrollment, and graduate degrees and certificates conferred.

• Enyu Zhou, Council of Graduate Schools

Learning Analytics in Higher Education: Scope, Use, and Implications

March 28, 2019

Educational big data, also known as learning analytics, are innovating higher education. The power of learning analytics lies in their ability to illuminate previously unseen trends in student learning and engagement and provide real-time, personalized feedback. However, the data and algorithms that underlie learning analytics-based tools do not come without controversy. Concerns related to ethics and privacy violations, including algorithmic bias, lack of transparency in proprietary tools, surveillance and tracking of students, and data access, protection, and ownership have created the need for careful use of these data and thoughtful policies to govern that use. For graduate programs in data science that focus on educational big data, foundations in ethics and privacy of data use should be a core component of curriculum. These programs should help shed light on not just the potential that learning analytics offer, but the inherent problems associated with big data correlations that can result in data-driven, versus data-informed, decision making.

• Carrie Klein, George Mason University

Graduate Enrollment Trends at Hispanic Serving Institutions (HSIs)

June 10, 2019

Hispanic Serving Institutions (HSIs) are colleges and universities that enroll 25% Latinx undergraduate students. HSIs now represent about 17% of all postsecondary institutions in the United States, and they enroll about 66% of all Latinx enrolled in college. They are an important and growing segment of the postsecondary population. Yet there is little understanding of what it means to serve Latinx undergraduates at HSIs, and even less emphasis on graduate enrollment. Using descriptive analyses and data from IPEDS, Dr. Garcia found enrollment inequities between Latinx undergraduate and graduate students at HSIs, calling to question, “What does it mean for HSIs to serve graduate students?” Using findings from a recent study published in the Journal of Hispanic Higher Education, Dr. Garcia will discuss the increasing significance of HSIs are graduate serving institutions, arguing that they can become primary educators of a diverse, highly educated workforce.

• Gina A. Garcia, University of Pittsburgh

As a Latina first generation college student from a disadvantaged socioeconomic background, Theresa E. Hernandez’s research is inspired by her own experiences. As a doctoral student in urban education policy at the University of Southern California, she is interested in how policies and interventions either support or hinder access and academic success of first-generation students of color from low socioeconomic backgrounds.

Hernandez experienced first-hand how policies that did not account for the unique challenges faced by underrepresented persons could hinder one’s education. “[My undergrad] was very difficult transition and acculturation that kind of had me hit pause on my education for a while” she noted. “But it ultimately inspired me to come back to get my master’s and now my PhD and inspires me to do the work I’m doing to make higher ed a more equitable space to people who come from my background.”

Her experience and research have compelled Hernandez to take an active role advocating for graduate students, particularly those from underrepresented groups. In April 2019, Hernandez was one of two graduate students from USC to attend CGS Advocacy Day to meet with lawmakers in Washington, D.C., and advocate for graduate education. “Just seeing the process of policymaking…was interesting to me,” Hernandez said. “Also, participating helped me see the ways in which grad students and others who are really fighting for educational support from the government are a part of the process, and got me thinking about the roles we have, and the voices we have.”

In addition to Advocacy Day, Hernandez has amplified her voice in other ways, including a published op-ed in The Huffington Post urging colleges and universities to abolish standardized testing requirements for admissions. To learn more about Theresa’s work, visit the University of Southern California website.

Visit the GradImpact Feature Gallery to learn more about the amazing, innovative research being done by graduate students and alumni across the world.

Publications

Master's Admissions: Transparency, Guidance, and Training (Free)

Though master’s programs and degree recipients have thrived, there has been scant research on the processes by which students gain admission into master’s programs. Recognizing this gap in our understanding of master’s admissions, in 2017 CGS, with support from Educational Testing Service (ETS), embarked on a project to better grasp how graduate programs evaluated applicants’ cognitive and noncognitive attributes and reviewed application materials. Improved understanding of master’s admissions would help graduate deans and their admissions teams put transparent processes in place to better identify promising candidates for admission and avoid unfair biases. 

Master's Education: A Guide for Faculty and Administrators - A Policy Statement 

This guide is useful to faculty members, department chairs, and deans as they develop graduate programs at the master’s level.

Completion and Attrition in STEM Master's Programs 

This pilot study of master's programs in the fields of science, technology, engineering, and mathematics (STEM) and MBA programs describes completion rates, attrition rates, and factors contributing to the successful completion of the degree using data from five participating institutions.

Professional Science Master's: A CGS Guide to Establishing Programs

The rapid expansion and increasing diversity of the PSM from a handful of programs a little more than a decade ago to almost 240 PSM programs today point to a distinct area of growth in master's education that is responsive to the needs of students and employers. This monograph is intended to serve as a guide for those who are considering establishing PSM programs at their institutions. We provide background and context and discuss feasibility analysis, program development and operation, formal PSM affiliation, and program sustainability. 

The Role and Status of the Master's Degree in STEM

Master's education, particularly in science, technology, engineering, and mathematics (STEM) fields, is critical to preparing the workforce we need. This publication presents the current state of knowledge about master's education, with a focus on completion and attrition in STEM. It includes an examination of the categories and characteristics of STEM master's degree programs, and summarizes a 2010 workshop that explored the role and status of the master's degree in STEM.

Why Should I Get A Master's Degree? (Student Flyer)

Individuals who earn a master's degree gain an edge in today's increasingly competitive global marketplace, they typically earn more money over the course of their careers than individuals with bachelor's degrees, and they can play a substantial leadership role in the evolving knowledge economy of the 21st century. This two-sided flyer highlights these and other reasons for pursuing graduate education.

Webinars

Master's Admissions: Transparency, Guidance, and Training (March 26, 2019)

Master’s degrees accounted for a staggering 83% of all graduate degrees awarded in 2018, yet there has been relatively little research conducted on master’s program admissions and how admissions criteria match student success. The recently published CGS report, Master’s Admissions: Transparency, Guidance, and Training, aims to clarify the admissions process by assessing quantitative data and regional focus group interviews to better understand master’s admissions. In this webinar, project author Robert Augustine will explain the report’s key findings and field questions from the audience. The full report can be downloaded here. Presentation slides. 

CGS Project on the Master's Degree (August 11, 2016)

Launched in early 2016, the CGS Project on the Master’s Degree aims to chart the future of master’s education. The Joint Committee on the Master’s Degree determined that master’s degree requirements are defined by competencies, shaped by demand, and distinguished by metrics that define quality and rigor. The emerging conceptual framework is different from the traditional framework because it aligns the forces that can be harnessed to drive responsiveness and innovation in current degrees and launch future degrees. This webinar will offer an overview of the application of the Alignment Framework, as it aims to provide deans and program directors with research and analysis tools for alignment of competencies, demand, and metrics in order to continuously improve existing degrees and strategically advance the emerging portfolio of new degrees. See presentation slides.

Completion and Attrition in STEM Master's Programs (May 2013)

Master’s education is the fastest growing and largest part of the graduate education enterprise in the United States, yet until recently, there was a lack of key information regarding master’s completion and attrition rates and factors contributing to student success. This webinar will share data and insights from the CGS project designed to address these gaps, Completion and Attrition in STEM Master’s Programs, funded by the Alfred P. Sloan Foundation. Click here to access the webinar recording.

GradImpact

Promoting Lifelong Health and Well-Being of Veterans - Kristina Sabasteanski (University of Southern Maine)

As an Army Veteran, Occupational Therapist, and two-time Olympic Biathlete, Kristina Sabasteanski has an impressive biography and a bit of a competitive streak. She also clearly has a calling to serve. After completing her master’s in occupational therapy at the University of Southern Maine, Sabasteanski started the Veterans Adaptive Sports & Training (VAST) program at Pineland Farms in New Gloucester, Maine with help from the Libra Foundation in May of 2012.

Finding Community and Helping Society - LaVoya Woods-Dionne (University of North Carolina at Chapel Hill)

Woods-Dionne plans to use her master’s degree in social work to help raise awareness of the effects of trauma and oppression and promote healing. In 2017-18 she worked as an intern at the Refugee Wellness Initiative on issues related to the mental health of recently arrived refugees. She plans to become a licensed clinical social worker and pursue her doctoral degree two years after receiving her master’s degree.

Advancing Innovation & Entrepreneurship by Helping New Businesses Get off the Ground - Michael Mahoney (Virginia Commonwealth University)

Michael Mahoney, a recent graduate of Virginia Commonwealth University’s Master of Product Innovation program, is the epitome of an entrepreneur. One of his program requirements was to write about his experience in the field. He heard about Clipster, an accelerator program based in Poland, and thought it might be a good fit. “I contacted Clipster and convinced them to create a position for me, and it worked!” Mahoney said. “Nobody ever told me I could make up my own job, but that's essentially what I did. I even made up my title, International Partnerships Specialist, and it stuck.”