OVERVIEW

This document is a summary of select items in the President’s 2015 Budget Request. It indicates how those resources would be impact graduate education, research and graduate students. Overall, the President’s budget proposes $3.9 trillion in total outlays. In 2010, mandatory spending made up 55 percent of the total budget. That figure has grown to 63 percent and is expected to continue to do so. The expected deficit is $564 billion. The discretionary spending budget cap matches the $1.014 trillion cap recently agreed to by Congress.

With respect to Federal R&D, the President’s 2015 Budget proposes $135.4 billion, an increase of $1.7 billion (1.2%) from 2014. Defense R&D is increased by 1.7% ($1.19 B) and nondefense R&D is increased by 0.7% ($477 M). Overall, basic research is reduced by $331 million (-1.0%) and applied research increased by $582 million (1.8%). Within the total however, funding for basic research is decreased by $331 million to $32 billion, while funding for applied research increases by $582 million to $32.6 billion.

However, the President’s budget contains additional discretionary spending of $56 billion above the cap through the “Opportunity, Growth, and Security Initiative”, to be split between defense and nondefense. This initiative would require Congress to raise the current cap and agree to the proposals in the President’s budget that would fully fund it (other cuts in spending and tax increase on the wealthy). The budget request House appropriators have already stated that they are not willing to raise the cap, and Senate Republicans in a hearing on the budget, questioned the inclusion of this initiative, which makes it very unlikely that this additional discretionary spending will be made available for 2015. If agreement could be reached and these resources become available, it would be a source of funding to support some of the recommendations contained in the CGS issue briefs on the reauthorization of the Higher Education Act and America COMPETES, and Immigration Reform.

NATIONAL INSTITUTES OF HEALTH (NIH)

The National Institutes of Health (NIH) 2015 budget provides $30.4 billion, which is an increase of $211 million or 0.7 percent over the 2014 funding level, $100 million of which is to support the Brain Research through Advancing Innovative Neurotechnologies (BRAIN) Initiative. After accounting for inflation, this increase is really a cut of about 1 percent. Over half of NIH’s budget will be for Research Project Grants to finance 34,197 competitive, peer-reviewed, and largely investigator-initiated projects, an increase of 329 grants over FY 2014 levels, which includes 9,326 new and competing awards. In 2015, about 83 percent of NIH’s funding will go to the extramural community which supports work by more than 300,000 research personnel at over 2,500 organizations, including universities, medical schools, hospitals and other research facilities.

NIH plans to increase its emphasis on research innovation by increasing its investment in High-Risk, High-Reward projects to $100 million. The agency will also continue to implement a series of steps to enhance its efforts to recruit and advance the careers of people traditionally underrepresented in the biomedical and behavioral research workforce. A total of $767 million (approximately $9 million less than the 2014 budget request) will support the training of 15,715 (about 400 fewer than the 2014 budget request) of the next generation of research scientists through the Ruth L. Kirschstein National Research Service Awards program.

More information on the NIH budget is available in pdf format at:
http://officeofbudget.od.nih.gov/pdfs/FY15/FY2015_Overview.pdf.

NATIONAL SCIENCE FOUNDATION (NSF)

For the National Science Foundation (NSF) the budget provides $7.255 billion, an increase of $83.08 million or 1.2 percent increase over FY 2014.NSF funds approximately 24 percent of all federally supported fundamental research conducted by America’s colleges and universities. Overall, Research and Related Activities (RRA) is reduced by 0.03 percent, Education and Human Resources (EHR) is increased by 5.1 percent and Major Research Equipment and Facilities Construction is increased by 0.4 percent. Within the 2015 budget request, the number of people involved in EHR activities is projected to be 140,900, 12,300 of which are graduate students, 300 are postdoctorates, and 6,700 are researchers. Close to 110,000 are K-12 teachers and students.

Graduate education program funding levels of interest within EHR include:

• For Graduate Research Fellowships (GRFs) the President’s budget request allots $166.72 million to Education and Human Resources (EHR) which will provide 2,000 new awards, a cost of education allowance of $12,000 and a stipend increase of @2,000 to $34,000.
• For the second year of NSF Research Traineeships there is $28.3 million. NRT investments aim to advance research on priority themes as well as develop and conduct research on new approaches and models for educating the next generation of scientists and engineers. NRT funding also includes $7.0 million for a new track within NRT, supporting Innovation in Graduate Education (IGE). IGE will invite proposals for model design, innovation, and research in graduate education student training and professional development. IGE will not support trainees directly, however it will allow institutions that have traineeship programs, or that offer other types if support for graduate students, to serve as testbeds. IGE is an effort that parallels recommendations made by the Commission on Pathways in the Pathways Through Graduate School and Into Careers report¹.

This request also includes $20.32 million for continuing grant increments for the Integrative Graduate Education and Research Traineeship Program (IGERT), which transitioned to NRT in FY 2014.

• The Alliances for Graduate Education and the Professoriate (AGEP) is level funded at the FY 2014 level.
• STEM Professional Workforce Preparation is increased by $1 million. The program will expand the knowledge base to improve STEM professional workforce development (at all educational levels) through development of models, research, and evaluation, and allow translation of the results of this research for adoption and/or adaptation in workforce and education programs. The Excellence Awards in Science and Engineering (EASE) includes up to $500,000 to initiate a new STEM Teacher Leader Corps activity in collaboration with the NOYCE program in the Division of Undergraduate Education.

More information about the NSF budget request is available at:
http://www.nsf.gov/news/news_summ.jsp?cntn_id=130728

DEPARTMENT OF ENERGY (DoE)

The DoE budget request is $27.9 (2.6 percent increase over 2014), with $5.111 billion for the Office of Science (SC), an increase of 0.9 percent over 2014 enacted levels. The budget request assumes a reorganization of the Department into three Under Secretaries – Science and energy, Nuclear Security and Management and Performance. As the largest federal sponsor of basic research in the physical sciences, DOE’s SC supports 22,000 researchers at 17 National Laboratories and more than 300 universities. The budget request provides $1.8 billion for basic energy sciences activities, $744 million for high energy physics, $628 million for biological and environmental research, $594 million for nuclear physics research, $541 million for advanced scientific computing research, and $416 million for fusion energy sciences. There is continued support for the energy Frontier Research Centers that involves over 600 researchers from multiple institutions. These centers have produced 3,400 peer-reviewed publications, 60 invention disclosures, 200 patents, and numerous instances of technology transfer in just three years. In the Fossil Energy Program there is a special recruitment program, the Mickey Leland Energy Fellowship Program, to provide students majoring in science, technology, engineering and mathematics (STEM) disciplines with the opportunity to enhance their education and knowledge of fossil fuels. The goal of the program is to support an increase in the number of females and underrepresented minorities entering the scientific and engineering career fields in the U.S. workforce.

More information is available at:
http://www.energy.gov/cfo/downloads/fy-2015-budget-justification.

NATIONAL INSTITUTE OF STANDARDS AND TECHNNOLOGY (NIST)

Under the president’s FY 15 budget proposal, NIST would receive $900 million, a $50 million increase over the 2014 enacted levels to expand and strengthen programs in a number of key areas such as forensic science, lightweight vehicle alloys and bioengineering measurement tools. Of the $900 million, $680 million is designated for Scientific and Technical Research and Services; $161 million is for Industrial Technology Services; and $59 million is for Construction of Research Facilities. Six million dollars is included for NIST to accelerate and expand technology transfer across the federal government, which will enhance the competitiveness of U.S. industry by sharing innovations and knowledge from federal labs.

For more information on the NIST budget request check:
http://www.nist.gov/public_affairs/.

DEPARTMENT OF EDUCATION (ED)

The President’s Budget Request is $68.6 billion in discretionary appropriations for the Department of Education overall, which is an increase of $1.3 billion, or 1.9 percent, more than the 2014 level. With respect to higher education, the President’s budget proposal calls for making college more affordable and helping borrowers manage their student loan debt. However, most of the emphasis in the ED higher education budget request continues to be on undergraduate education.

The Pell Grant maximum is increased by $100 to $5,830. Other aid programs in the Department, such as Supplemental Educational Opportunity Grants and Federal Work Study, will continue to receive current level funding. There are two new proposals in the Department’s budget: a $4 billion state matching grant for graduating students from low-income backgrounds, and an $8 billion initiative to reward colleges that successfully enroll and graduate a significant number of low- to moderate-income students on time. In this political climate, neither proposal has much chance of being enacted. The budget request also provides $10 million for the development of a national college ratings system.

For student loans, the budget calls for an expansion of the “Pay as You Earn” (PAYE) income-based repayment program to all student borrowers, including graduate students, regardless of when they took out their loans. It caps monthly payments at 10 percent of the borrower’s discretionary income and forgives the remaining balances after 20 years of payments. However, according to the budget documents, the Administration is proposing to trim some of the benefits that high-income, high-debt borrowers receive under this program. Additionally, the budget proposal would require borrowers with more than $57,500 in debt to make payments for 25 years before it would be forgiven. The amount of debt forgiven for public-sector workers would be limited to $57,500 as a way to prevent institutional practices that may further increase student indebtedness. Pay as You Earn is currently seen as a windfall for students at expensive professional schools who incur high debt but also get high-paying jobs that allow them to repay their debt.

The Graduate Assistance in Areas of National Need (GAANN) program is level-funded at $29.3 million, of which 8 percent would be used to make 126 new awards and the remainder to fund continuing GAANN awards. Separate funding for the GAANN and Javits programs was eliminated in the 2012 appropriations measure, subsequent to the programs being combined in the President’s 2012 budget request. Continuation funds for Javits in 2012 and 2013 were made through the GAANN program. However, 2014 is the final year of Javits continuations.

The McNair Post Baccalaureate Achievement Program receives no proposed increase over the 2014 level of $35.7 million. The International Education and Foreign languages Studies programs receive an increase of $4 million (6 percent over 2014) is to support new awards to help American students develop proficiency in critical foreign languages, specifically those spoken in the Asia-Pacific and Sub-Saharan Africa regions, and new institutional mobility grants in Southeast Asia and Sub-Saharan Africa.

More information can be accessed at:
http://www.ed.gov/budget15?src=feature

OPPORTUNITY, GROWTH, AND SECURITY INITIATIVE (OGSI)

The Budget includes a separate $56 billion Opportunity, Growth, and Security Initiative (OGSI). The Opportunity, Growth, and Security Initiative, which will be split evenly between defense and non-defense funding, demonstrates how additional discretionary investments in 2015 can spur economic progress, promote opportunity, and strengthen national security.

For NIH, this fund would provide $970 million to increase the number of new grants funded and provide additional resources for activities such as the BRAIN Initiative and other innovative projects.

For NSF, this fund would provide an additional $552.0 million. At NSF this initiative would add to progress in many areas including clean energy, cognitive science and neuroscience, cyber-enabled smart systems, graduate education, and secure cyberspace. It is expected to support 1,000 additional research grants and add $34 million to support up to 3,000 graduate traineeships.

At DOE, OGSI provides funds to accelerate investment in key infrastructure and activities, in addition to the $27.9 billion requested by the base budget. OGSI would accelerate research and the development and deployment of new, high impact clean energy technologies by providing an additional $484 million for activities leading to innovative materials, processes, and system designs; validation of new technologies; and increased federal energy cost savings. In support of the President’s goal to double U.S. energy productivity by 2030, OGSI includes $200 million for Race to the Top performance-based awards to support state governments that implement effective policies to cut energy waste and modernize the grid.

For NIST, $115 million is included in OGSI to strengthen its research and development capabilities and facilities by accelerating advances in top research priorities including advanced manufacturing, forensics, and cybersecurity and disaster resilience. An additional $2.4 billion is included to support the National Network for Manufacturing Innovation.

At the Department of Education OGSI would support investments of $250 million for Preschool Development Grants, $300 million for the ConnectEDucators initiative, and $200 million for Promise Neighborhoods. None of the additional funding would be used for graduate education programs.

¹Council of Graduate Schools and Educational Testing Service. (2012). Pathways Through Graduate School and Into Careers. Report from the Commission on Pathways Through Graduate School and Into Careers. Princeton, NJ: Educational Testing Service.

Contact:
Nate Thompson
nthompson@cgs.nche.edu
(202) 223-3791

Shift in Sending Countries Continues as China Slows and India Surges

Washington, DC — The Council of Graduate Schools (CGS) is reporting that the preliminary number of applications from prospective international students to U.S. graduate schools increased 7% in 2014, up from the 2% increase seen in 2013. This year’s encouraging increase is more consistent with the growth trend in international graduate applications seen between 2006 and 2012, after a post-9/11 decrease.

The report, CGS International Graduate Admissions Survey, Phase I: Applications, collects data on all international graduate applications, with detailed information on international applications from seven countries (China, India, South Korea, Taiwan, Canada, Mexico, and Brazil) and three regions (the Middle East, Africa and Europe). China, India, South Korea, Taiwan and Canada are the top five countries of origin for international graduate students in the United States. Altogether, the seven countries and three regions highlighted in the CGS International Graduate Admissions Survey are home countries to about 86% of all international graduate students in the United States.

The moderate growth in overall international applications was achieved despite a one percent decline in applications from China, the source country of 33% of international graduate students at U.S. institutions. Chinese applicant declines were offset by a 32% increase in applications from India, which accounts for 18% of all international graduate students at U.S. institutions. Applications from Brazil increased by 33% in 2014, following a growth of 25% in 2013. Applications in 2014 also increased from Africa (6%) and the Middle East (7%). Applications from South Korea (-5%) and Taiwan (-4%) decreased for a third straight year, although more slowly than in 2013, when applications from South Korea fell 15% and applications from Taiwan fell by 13%.

CGS President Debra W. Stewart noted the 7% gain is a positive sign for U.S. graduate institutions, which collectively draw as 15% of their overall graduate enrollments from international students. Yet this year’s increase is not necessarily a sign of ongoing stability in international graduate applications and enrollments, she added, especially since a large share of the growth appears to be driven by a single country.

“Historically, our ability to recruit the best and brightest international graduate students has enabled the U.S. to become a leader in ground-breaking research and innovations. International students stimulate the U.S. economy and research enterprise in many important ways, and we must develop policies that encourage strong, stable growth in international graduate applications and enrollments.”

Application trends by field of study

Preliminary increases in applications varied by broad field. The three most popular fields of study—engineering, physical and earth sciences, and business—which together account for 64% of all international students enrolled in U.S. graduate programs, were also the fastest growing, at 14%, 16%, and 7%, respectively. Gains in applications were also found in 2014 in arts and humanities (3%) and other fields (2%). Rates of international applications to social sciences and psychology programs were unchanged from the prior year. Applications in education declined 1% and life sciences fell
6%.

Application trends by institutional characteristics

CGS also analyzed changes in international applications by various institutional characteristics. On average, applications increased 8% among public institutions and by 4% at private, not-for-profit institutions in 2014. Additionally, applications from prospective international graduate students increased 19% on average at master’s-focused institutions and by an average 7% at doctoral institutions in 2014.

Just over half (55%) of responding institutions reported an increase in applications over last year with an average increase of 15%, while 44% reported a decrease, averaging 13%. 

About the report

Findings from the 2014 CGS International Graduate Admissions Survey, Phase I: Applications is based on the first phase of a three-part annual survey of international graduate student applications, admissions, and enrollment among CGS U.S. member institutions. Some responding institutions may continue to receive international applications after the completion of the Phase I report—for this reason the Phase I figures are preliminary.  Final application figures are reported in the Phase II report each August. Final application numbers have traditionally tracked very closely to the preliminary numbers. Analysis from the 2014 Phase I report includes responses from 308 schools, including 88% of the 25 institutions that award the largest number of degrees to international graduate students, and 90% of the top 50 institutions. Collectively, the 308 respondents to this year’s survey award about 67% of the degrees granted to international graduate students in the U.S. The report is available at http://www.cgsnet.org/benchmarking/international-graduate-admissions-survey.

New Deans Institute
July 12, 2014

Summer Workshop
July 13-16, 2014
 

Location
Portland Marriott Downtown Waterfront
Portland, Oregon

CGS invites graduate deans, associate and assistant deans, and other faculty and staff from colleges, universities and associations to network with their colleagues in the beautiful and vibrant city of Portland, Oregon.

The CGS Summer Workshop for Graduate Deans offers participants a fresh focus on hot topics that affect every facet of graduate education. Complementing the Workshop is the New Deans Institute, a program tailored to orient new deans and integrate the Workshop experience. The CGS Board of Directors, staff and other specialists serve as core faculty for both the New Deans Institute and Summer Workshop.

CGS welcomes you to this unique opportunity to share knowledge and work on issues facing graduate education.

Program Details

Featured Speakers

Registration Details

Welcome to Portland

Accommodations

Special Events

Online Registration

A recently released CGS publication is available online:

Graduate School and You: A Guide for Prospective Students

This revised guide provides practical, straightforward advice about graduate education for prospective students. Updated information on master's and doctoral study, the benefits of a graduate degree, the application and admissions process, and current online and other sources of financial support for graduate study make this guide an indispensable tool for recruiting and mentoring. 51 pages. February 2014.

CGS provides free electronic access to all our publications at the Member Library. Any administrator, faculty, or staff member of a CGS member institution may view, download, or print copies of CGS titles in PDF format (login required).

Print copies of this publication are also available for purchase in the Online Store. CGS members receive discounted rates. To order, access the publication in the Member Library. For complete details on CGS publications, visit cgsnet.org/publications.

2013 Annual Meeting Program

Selected PowerPoint presentations from the 2013 CGS 53rd Annual Meeting are below. Presentations are in chronological order by each category. Presentations are offered as Adobe Acrobat PDF files. The file size is indicated after the name of each presenter.

Pre-Meeting Workshop Presentations

Fundraising as a Critical Instrument for Improving Graduate Education
Steven Matson (766 KB)
Lisa Tedesco and Katie Busch (1.25 MB)

Assessment and Review of Graduate Programs-Doctoral
Nancy Busch (161 KB)
Barbara Knuth (1.62 MB)
Henning Schroeder (474 KB)

Assessment and Review of Graduate Programs-Master's
Robert Augustine (4.40 MB)
Maria Di Stefano (1.40 MB)
Susan Pocotte (745 KB)

Technology Solutions for Tracking Student Progress
Nancy Marcus (910 KB)
William Russel (860 KB)

Engaging Social Medial to Improve Graduate School Services
Karen DePauw (1.70 MB)
Karen Klomparens (694 KB)

Addressing Challenging Graduate Student Situations: Comprehensive Approaches and Techniques
Lee Bird and Sheryl Tucker (722 KB)

Legal Issues
Daniel Park (978 KB)

Fostering Career and Professional Development: Mentoring Across the Student, Faculty, and Institutional Divides
Henry Campa and Judith Stoddart (722 KB)

Graduate School's Role in Financial Aid
Charles Caramello (4.67 MB)
Paul Gemperline (120 KB)
Carol Hartupee (1.26 MB)

Achieving Diversity, Inclusiveness, and Excellence: Approaches that Work
Alycia Mosley-Austin (1 MB)
 

Advocating on Behalf of Graduate Education
Maureen Grasso (795 KB)
Julie Shroyer (1.19 MB)
Pamela Stacks (95 KB)

Concurrent Sessions Presentations

Supporting Inclusiveness in Graduate Education
Brenda McComb (534 KB)
Lisa Tedesco (164 KB)

The Professional Science Master's: Retrospective and Prospective
Carol Lynch, James Sterling and David King (877 KB)

Structuring Interdisciplinary Programs
Maura Borrego (725 KB)
Jeffery Gibeling (1.05 MB)
Vivek Venkatesh (819 MB)

Challenges of Innovation in Doctoral Education
David Olan (90 KB)

Affordable Care Act (ACA) and Graduate Schools: Guidance on How ACA's Employer Mandate and Reporting Provisions Impact Your School
Charles Hinkle (815 KB)

Marketing Master's Programs in Predominantly Undergraduate Institutions
Gerardo Gonzalez (996 KB)
Kathleen Kitto (2.92 MB)
Amanda Thomas (425 MB)

Increasing the Success of Underrepresented STEM PhD Students
Karen Butler-Purry (502 KB)
Frances Leslie (760 KB)
Lakshmi Reddi (559 KB)
Peter Weber (165 KB)

Streamlining Administrative Functions at Master's Institutions
Jennifer Keane-Dawes (510 KB)
Gerald Pogatshnik (146 KB)

The Future of U.S. Science and Engineering: Graduate Education for Tomorrow
Charles Taber (350 KB)

Completion and Attrition in STEM Master's Programs
R. William Ayres and Jerry Weinberg (693 KB)

Recent Studies on Career Outcomes for Graduate Students
Lesley Wilson (347 KB)

Preparing Graduate Students to Assess Student Learning
Laura Chesak (491 KB)
Christopher Kello (779 KB)

Plenary Sessions Presentation

Social Networking: Its Power and Limitations for Serving Graduate Education
James Fowler (3.8 MB)

Sponsored Breakfast Presentation

Presentation from Educational Testing Service Breakfast
David Payne and Eileen Tyson (1.41 MB)

Washington, DC — Council of Graduate Schools (CGS) President Debra W. Stewart today released the following statement in response to President Barack Obama’s State of the Union address on January 28, 2014. CGS is the only national organization dedicated solely to the advancement of graduate education and research. The organization draws its institutional members from colleges and universities significantly engaged in graduate education, research, and scholarship culminating in the award of the master's or doctoral degree.

In his 2014 State of the Union message, President Obama expressed his support for strategic investments to spur economic growth and secure the nation’s continued position as a leader in global innovation. The Council of Graduate Schools (CGS) is encouraged by the president’s call for policies to increase job opportunities, expand our skilled workforce, support basic research, reform immigration, and increase access to education.

We appreciate the president’s recognition that our nation’s prosperity depends on expanded access to educational opportunity. And the evidence suggests that opportunities need to span kindergarten through graduate school. Today access to and support for graduate education is a national imperative. We know that the payoff from graduate education is undeniable in terms of economic growth, innovation and job creation

Many of the skills that U.S. employers are seeking are only gained through advanced learning. Our economy depends on this highly trained talent to compete with other nations, which are investing heavily in graduate education. The Bureau of Labor Statistics estimates that by 2022 the U.S. will see an 18.4% increase in jobs requiring a master’s degree and a 16% increase for people with doctoral degrees.

While the president’s remarks focused on the benefits of K-12 and undergraduate education for building the new economy, we urge the administration to give equal attention in his future agenda to policies that support the pipeline of talented U.S. students enrolling in graduate programs. There are immediate and consequential risks if this pipeline falters.

One of these immediate risks is that the U.S. will fall behind in technological innovation. As President Obama emphasized, innovation will play a critical role in economic growth: “The nation that goes all-in on innovation today will own the global economy tomorrow.” We commend the president’s acknowledgment that federally-funded research is critical to the “ideas and inventions behind Google and smartphones,” and his call for Congress to “undo the damage done by last year’s cuts to basic research so we can unleash the next great American discovery[…]”Graduate degree holders create start-up companies, patents and jobs in every U.S. state.

At every level of education, it is vital that careers and the requisite skills needed to pursue those careers are clearly shared with students. A number of recent reports on graduate education reform, based on CGS’s Pathways through Graduate School and Into Careers report, have concrete recommendations for universities, business leaders, and policymakers designed to address these challenges and ensure that America grows the highly-skilled talent we need.

CGS also supports President Obama’s call for immigration reform. About 43% of international students studying at our colleges and universities are pursuing graduate degrees. International students who study in the U.S. often want to remain in the U.S. to work in jobs that utilize the knowledge and skills they gained through their graduate studies. Given the challenges and restrictions that international students now face upon receiving their master’s and doctoral degrees, it is in our collective best interest to permit those who want to stay and contribute to our economy following completion of their degrees to do so.

We look forward to working with the Obama Administration to ensure that U.S. graduate schools can continue their vital role in achieving the goal of a creative, innovative, knowledgeable and skilled workforce that is ready to meet the challenges of the 21st century global economy.

Annual Dues: At least a $75,000 total investment ($25,000 of which must be dues)

Visionaries are the most elite members of the Sustaining Membership Network. They lead the charge to advance graduate education, recognizing the uniquely powerful role graduate deans have to effect change in the complex landscape of higher education. Visionaries value corporate citizenship and are heavily invested in the endeavor of graduate education. The highest levels of benefits are reserved for Visionaries, who receive exclusive insider access to CGS expertise and membership. Companies qualify as Visionaries when they make an additional investment of at least $50,000 in sponsorships beyond their $25,000 dues payment.

Like Collaborators, Visionaries have the option of proposing opportunities for engagement that are customized to their interests and priorities in the sphere of graduate education.

Exclusive Benefits Only Available to CGS Visionaries

CGS Annual Meeting

• Opportunity to propose a focus group at the Annual Meeting
• Early bird registration rates for the entire registration period

CGS Summer Workshop & New Deans Institute

• First right of refusal and priority scheduling for sponsored breakfast presentations

Access to graduate deans

• Opportunity to provide CGS-approved sponsored content for News Network, CGS's bi-weekly e-newsletter (twice per calendar year)

Plus, all of the Special Benefits of the Corporate Leadership Circle (See Collaborators for full listing) and the Premium Benefits of the Sustaining Membership Network.

Levels: Small Business Partner  ||  Ally   ||  Collaborator  ||  Visionary

Annual Dues: $25,000

CGS Collaborators are leaders in their field and provide direct information and expertise to the graduate community. Collaborators may access special opportunities for visibility not extended to other levels of the Sustaining Membership Network as members of the Corporate Leadership Circle. Collaborators enjoy a membership experience that is highly customized. CGS welcomes suggestions from its members in the Corporate Leadership Circle for additional opportunities for visibility or projects to advance graduate education. 

Special Benefits Only Available to CGS Collaborators

CGS Annual Meeting

• Complimentary Registration for 2 participants at the CGS Annual Meeting, reduced registration for all other attendees
   

Access to graduate deans

• One complimentary ½-page advertisement in GradEdge per year¹
• Ability to request to post to the CGS Dean’s Discussion List

Access to CGS staff expertise

• Annual half-day workshop with senior CGS staff focusing on strategic issues in graduate education

Plus, all of the Premium Benefits of the Sustaining Membership Network.
 

¹ Limit one complimentary ad per company per calendar year.

Levels: Small Business Partner  ||  Ally  ||  Collaborator  ||  Visionary