Graduate Enrollment and Degrees by Fine Field: 2000 to 2010 includes data on first-time and total graduate enrollment by field of study (chemistry, history, philosophy, etc.), gender, citizenship, and race/ethnicity, and also includes, for the first time, data on graduate degrees awarded by field of study, degree level (master's vs. doctoral), and gender.

Data for 2010 are presented, along with one-, five-, and ten-year trends.

Also available is an earlier report, First-Time and Total Graduate Enrollment by Fine Field, 1999 to 2009.

CGS prepares publications on issues of fundamental importance to graduate education. These reports and policy statements are made available to CGS members and non-members.

Member Library

Digital versions of all CGS publications are available through the member library at no cost to members.* Any student, faculty or staff member of a CGS member institution may access our publications in PDF format** (login required). Take advantage of this benefit by viewing, downloading, printing, or sharing PDFs of your favorite titles with other individuals at your member institution.

Ordering

Hardcopies of CGS publications are available for purchase using our Online Store or by faxing the Publication Order Form to CGS at (202) 331-7157. Members receive discounted pricing, including bulk discounts on most publications. CGS publications are shipped via UPS; please provide a physical street address when placing your order. For international shipping (e.g. outside of US and Canada), please email the CGS office to request pricing options.

Contact Us

For questions about CGS publications, please contact us at publications@cgs.nche.edu.

* This service is provided for institutional members (US, Canada and International) and sustaining members.

** Copyright restrictions apply. Please do not distribute copies outside of your member institution.

2011 CGS Annual Meeting Program

Selected PowerPoint presentations from the 2011 CGS 51st 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

Assessment and Review of Graduate Programs - Master's
Allan Headley (562 KB)
Nancy Stamp (358 KB)
William Wiener (891 KB)

Technology and Graduate Education
Andrew Comrie and Karen DePauw (2.04 MB)

Mentoring through the Back Door: Creating Campus Buy-in for Graduate Student Career and Professional Development
Henry Campa and Judith Stoddart (1.34 MB)

Strategies for Promoting Excellence and Success in an Inclusive Graduate Community
David Francko (432 KB)
Karen Jackson-Weaver (154 KB)
Karen Weddle-West (504 KB)

Measuring and Monitoring Student Progress
Nancy Marcus (1.02 MB)
Janet Weiss (114 KB)

Enhancing and Tracking Graduate Student Employment
Janet Metcalfe (1.55 MB)

Quality and Economic Foundations for Successful Online Graduate Programs
Charles McClintock (195 KB)
David Wittrock (375 KB)

Graduate Fundraising in an Increasingly Competitive Environment
Steven Matson (639 KB)
Lisa Tedesco (618 KB)

Building and Gaining Recognition for PSM Programs
Sally Francis (208 KB)
Carol Lynch (294 KB)
John Venables (547 KB)
William Wiener (255 KB)

Effective Use of National and Regional Survey Data in Evaluating Graduate Program Performance
Jeffery Gibeling (794 KB)
David Holger (263 KB)
Lynne Pepall (1,019 KB)

Plenary Sessions Presentations

Public Perceptions for Charting the Future of Higher Education
Paul Taylor (259 KB)

Diversity, Leadership, and Innovation
Scott Page (3.57 MB)

Diversity, Inequality and the Pathways to Leadership: Graduate Education for the 21st Century
Marta Tienda (5.89 MB)

Report from the Commission on Pathways through Graduate School and into Careers
Patrick Osmer (407 KB)

Concurrent Sessions Presentations

Recruitment and Retention of Diverse Students at Master's Focused Institutions
Cynthia Brown (2.41 MB)
Jennifer Keane-Dawes (718 KB)

Making the Case for Graduate Education
Robert Augustine (899 KB)
F. Douglas Boudinot (720 KB)
Maureen Grasso (1.22 MB)

Structuring and Managing Interdisciplinary Degrees
Paul DeMarco (952 KB)
Noreen Golfman (691 KB)
Barbara Knuth (581 KB)

Graduate Professional Programs: Health Sciences, Education and Business
Dennis Grady (386 KB)

Pipelines to Graduate Education
John Keller (212 KB)
Miriam Pabon (326 KB)

Completion and Attrition in STEM Master's Programs
Samuel Attoh (633 KB)
Nathan Bell (116 KB)
Karen Butler-Purry (250 KB)
MJT Smith (251 KB)
Jerry Weinberg (146 KB)

Humanities for What? A Global Perspective
Graham Carr (128 KB)

Effective Strategies for Graduate Dean Leadership
Robert Augustine (257 KB)
James Wimbush (116 KB)

Mentoring to Ensure Inclusivenes
Ralph Ferguson (588 KB)
Janet Rutledge (699 KB)

NSF and NIH Programs in Support of Graduate Education: Update and Future Directions
Rodney Ulane (190 KB)

Academic and Research Integrity in Master's Educaiton
Edelma Huntley and Gerald Pogatshnick (687 KB)

Graduate Student Outcomes: An International Roundtable
Paul Tam (336 KB)

Dealing with Students in Crisis
Patricia Mooney-Melvin (560 KB)

Graduate Student Learning Outcomes at Master's and Doctoral Levels
Duane Larick (318 KB)

Building a Culture for Graduate Education at Master's Focused Institutions
Lawrence Fritz, Kathleen Long and Nan Yancey (715 KB)

Managing Budget Constraints While Achieving Access and Excellence
Andrew Comrie (1.12 MB)
Harry Richards (518 KB)

Technical Workshop Presentation

Completion and Attrition in AGEP and non-AGEP Institutions
Jeff Allum, Nathan Bell and Robert Sowell (132 KB)

Sponsored Breakfast Presentations

Presentation from Elsevier Breakfast
David Calto (4.12 MB)

Presentation from ProQuest UMI Breakfast
John Roberts (1.48 MB)

Steps Taken on the Path Forward (PDF)
2011, Policy Paper
This paper reviews the impact of The Path Forward report one year later and outlines issues and challenges confronting graduate education now and into the future.

The Path Forward: The Future of Graduate Education in the United States (PDF)
2010, Policy Paper
This landmark report was released by the Commission on the Future of Graduate Education, a joint initiative between CGS and Educational Testing Service.

Broadening Participation in Graduate Education
2009, Policy Paper
This report addresses the need to strengthen and expand diversity and inclusiveness in graduate education.

Graduate Education and the Public Good
2008, Policy Paper
This report demonstrates the value of graduate education to the U.S. economy and quality of life by showcasing graduates who have made significant contributions to our nation.

Graduate Education: The Backbone of American Competitiveness and Innovation
2007, Policy Paper
This report calls for a renewed commitment to American graduate education, recognizing its critical role in enhancing economic competitiveness and innovation.  A press release (PDF) and hard copies in the CGS Online Store are available.

Resolutions

Resolution Regarding Graduate Scholars, Fellows, Trainees, and Assistants (PDF)
Resolution renewed 10/2019
In 2019, the Council of Graduate Schools reaffirmed their support of what is known as the “April 15th Resolution.”

Resolution on Building an Inclusive Graduate Community (PDF)
Resolution last updated and reaffirmed 3/24/09
In 2009, the Council of Graduate Schools reaffirmed its belief that seeking students from groups historically underrepresented in graduate education and encouraging these individuals to pursue advanced degrees serves the best interests of higher education and the nation at large.

The Council of Graduate Schools invites international institutions and organizations with strong investments in graduate education to join our organization as International Members. CGS engages the international higher education community through networking events, the Strategic Leaders Global Summit, best practice dialogues, and research on global trends in graduate education.

International Membership is open to institutions of higher education outside of the U.S. and Canada that are significantly engaged in graduate education, research, and scholarship. For more information about qualification criteria and the application process, please visit the International Membership webpage.

A Data-Driven Approach to Improving Doctoral Completion

The Graduate School at the University of Georgia developed a comprehensive strategy for improving doctoral education and, in turn, completion rates, by approaching the problem in much the same way we approach our own research—in a data-based and systematic manner. This monograph describes the comprehensive and data-driven methods prompting action by both administration and doctoral programs at the University of Georgia (UGA). Individual chapters discuss the development of a conceptual model for approaching doctoral completion; the roles of a university’s administration in providing leadership and support; and strategies that graduate school administration and doctoral program faculty members can utilize in the areas of recruiting, admissions, advising, and in providing a supportive environment for doctoral students.

To download the complete case study, please click here (PDF).

Contents:

• Front Matter (PDF)
• Chapter 1: The Crucial Issue of Doctoral Non-completion
• Chapter 2: Description of Projects
• Chapter 3: What University Administrators Can Do to Improve Completion Rates
• Chapter 4: Attracting the Right Applicants
• Chapter 5: Attracting the Right Students
• Chapter 6: Facilitating Positive Student-Faculty Relationships
• Chapter 7: Encouraging Student Cohesiveness
• Chapter 8: Summary of Recommendations for Improving Doctoral Completion

References (PDF)

Appendix:

• Program Practices Survey (Example) (PDF)
• Program Statistical Report (PDF)
• Faculty Discussion Guide (PDF)
• Program Self-Assessment (Example) (PDF)
• Program Self-Study (PDF)

1. My university won the CGS/Peterson’s Award. Can we apply for the ETS Award?

Yes. This is a different award.

2. We want to do a proposal for broadening participation in the graduate program in one department. Is that acceptable?

Yes.

3. Is the letter of endorsement included in the total number of pages in the application?

Yes. The total package cannot exceed six pages.

4. Who from the university signs the endorsement letter?

The chief academic officer or the president of the institution. The application must be submitted by the principal graduate representative (i.e., the graduate dean, vice president for research, etc.).

5. To whom do I mail the application?

The package is submitted electronically as a PDF to Anna Naranjo.        

6. Can the $10,000 match be in-kind?

Yes, but the in-kind match must be described in the application.

7. Can the budget include overhead?

No, indirect costs are not included.

8. Can our proposal be directed toward one specific underrepresented population?

Yes. Proposals that encourage innovation to improve the success of a diverse and inclusive student population are of special interest. For example: the graduate school has identified a need to direct efforts toward the recruitment, admission and completion of a URP and proposes methods to create a positive impact.

9. How many awards are given each year?

Only one award for $20,000 is presented each year. Two institutions will receive an Honorable mention designation and will be recognized during the Awards Luncheon at the CGS Annual Meeting and included on the award page on the CGS website.

10. If my institution is not selected as the winner, can I receive feedback on what we could do to improve our application for the next year?

Yes, by contacting the chair of the committee.

11. Does the winning institution submit a report on the results of their proposal?

Yes. The report should be submitted in a form that can be included in the Occasional Paper Series on the CGS website or an article in GradEdge. Alternatively the winner may be asked to participate in a program at the Summer Workshop and provide a PowerPoint for the CGS website.

12. Can the grant be used to pay a graduate student's fellowship/assistantship?

While the awards committee will make the decision in selecting the winner, we would suggest that you seek programmatic solutions to improving success in graduate education.

Synopses of Winning Proposals

2017: University of Washington

U501: Extend the Reach

 The Graduate School at the University of Washington will expand its University 501 (U501) online orientation modules and reach more students, staff and faculty at our own university, as well as at other universities.  U501 “flips” orientation so all incoming graduate and professional students can view online modules containing text and videos with students, faculty and staff introducing key information before they arrive on campus.

Students may access these at any time - day or night, in any country, at their own pace. It introduces the nuts and bolts of graduate school, gives an overview of the graduate student experience and details resources and support systems.

• Internal to the UW, usage rates and user feedback from the 2017 pilot will be used to refine existing and add new content to further prepare students to transition to the UW. We will also identify individual UW graduate programs interested in tailoring this information to their own orientations, and we will work directly with these programs to pilot their specific versions.
• Externally, we will develop instructional modules to guide other universities -- research and non-research, master’s granting, public and private -- in building their own online orientations. Comprehensive modules will ensure greater reach and effectiveness in delivery of their own orientations by taking users through a step-by-step process delivered in a format similar to U501 itself.

2014: Duke University

Duke OPTIONS: Online Professional Development Tool for Individual OpportuNitieS

Duke Options is an online professional development planning tool that helps doctoral students identify career opportunities and target their professional development activities to reach their career goals.The tool identifies six core competencies doctoral students should development: teaching and mentoring communication skills, professional adaptability, self-awareness, leadership, and professionalism and scholarly integrity. The tool provides suggestions, resources and steps based on the four broad disciplinary areas at Duke: social sciences, humanities, basic medical sciences and natural sciences and engineering.

Users then can set deadlines for themselves to achieve their goals on a 5-year planning calendar, with suggestions embedded by the tool for appropriate timeframes. Additionally, the tool includes ways students can consult with their advisors to help achieve their goals.

Development of the tool involves cross-campus collaborations, including the Career Center and Office of Postdoctoral Services, Directors of Graduate Studies, key faculty members, and student groups. Lunches with targeted student groups would roll-out the tool to students.

2013: Florida International University

Academy of Graduates for Integrative Learning Experiences (AGILE): A Synergistic Community of Doctoral Scholars

AGILE is designed to meet the need for a learning community of doctoral URM students where interpersonal and intrapersonal skills are integrated with scholarly and research pursuits. The program promotes peer mentoring and coordinated professional development modules. Community meetings will enable socialization and open communication links. The first cohort will include 15 students selected from Hispanic and African American groups and will participate for two years. Participants will prepare and maintain a portfolio and academic diary of their participation in AGILE.

The professional development modules will bring together a variety of campus offices ranging from writing, wellness, research integrity, community engagement, leadership and service, career center and academic planning and accountability. AGILE will facilitate a one-semester long leadership track of events to explore, develop and apply leadership skills. Students will undertake community service/engagement in areas of interest and expertise. The community meetings will provide an opportunity for practicing communication skills.

The collective performance of the cohort will be assessed against the general graduate population using surveys. Conclusions on the effectiveness of the program in improving retention rates, time to degree and student success will be based on the overall performance assessment.

2012: University of Illinois at Chicago

Promoting Success in STEM Graduate Education Scholars Program (PaSSaGE Scholars Program)

In the first phase of the PaSSaGE program, STEM departments will nominate incoming Underrepresented Minority graduate students for the program; six will be selected for the Scholar Transition to Graduate School Program based on recommendations from their research mentors and a student statement addressing research, education and career goals as well as socio-cultural challenges faced. The students will receive a stipend of $4000 each for summer research in their home departments and participation in orientation and skills development workshops. This will allow them to building relationships in the department with the graduate college staff, to get settled in Chicago, and to get a jump-start on graduate school.

In phase two, Scholars Mentoring and Career Development Program, the students will be incorporated in the Fellows Mentoring Initiative which will provide career and psychosocial mentoring and professional and skills development activities. They will meet with graduate college staff members for one-on-one mentoring, interact with a peer mentor/become a peer mentor, and participate in community building activities and career development events such as brown bag research seminars.

Each student completing the preliminary/qualifying examination and advancing to PhD candidacy will receive $500 to present their work at a discipline-specific meeting/conference or to attend a non-UIC discipline-specific course or workshop. As they move toward completion of the doctorate, they will also be eligible for an additional $500 for travel to interview for postgraduate job opportunities.

UIC will assess how the PaSSaGE program impacts the retention and success of URM students. UIC hopes to secure longer term funding from public and private sectors to continue to incrase retention and degree conferrals and to sustain these new initiatives in perpetuity.

2022: Religious Studies

2023: History

2024: Classical Studies/Archaeology

2025: English and North American Language and Literature

2026: World Language and Literature, Comparative Literature, Drama/Theater Arts

2027: The Arts (Art History/Criticism/Conservation and Music)

2028: Linguistics and Philosophy

           Council of Graduate Schools
2022 Gustave O. Arlt Award in the Humanities
Field of Competition: Religious Studies

NOMINATION INSTRUCTIONS

Nominations: The CGS Committee for the Gustave O. Arlt Award in the Humanities requests nominations for the 2022 competition in the field of Religious Studies. Gustave O. Arlt (1895-1986) was the first president of the Council of Graduate Schools, a former faculty member and Dean of the Graduate School at UCLA, and a scholar of German language and literature. In 1971 he established the award that bears his name to provide recognition, each year, to a young scholar who has written a book that represents an outstanding contribution to scholarship in the humanities. To be eligible for competition, the nominee must meet the criteria stated below. There can be only one nominee from each institution, and nominations are to be submitted by the graduate dean or equivalent institutional officer. The nominator is asked to elaborate in a separate letter upon the scholarly contribution made by the nominee's book. Three copies of the book must accompany the letter. THE NOMINATED BOOKS WILL NOT BE RETURNED.

Nomination Form: The nomination form, available on the CGS website, must be completed and submitted electronically (anaranjo@cgs.nche.edu).

Criteria:

1. The recipient must have received the doctorate within seven years of the award, and currently, teach at a U.S. or Canadian university.
2. The recipient must have taken the degree at a U.S. or Canadian university.
3. The book being considered must have been published within seven years of the award. The book must have been written in or translated into English.
4. The book must represent an outstanding contribution to scholarship in the field.

Important Guidance on Field Eligibility: Your university is welcome to submit a nomination that is interdisciplinary, so long as the book draws heavily from the methods and scholarship of the current year's field of competition Religious Studies. Since CGS is not in a position to advise you on the eligibility of particular works of scholarship, it is up to your institution to determine whether the book sufficiently meets this criterion, and with the understanding that your nomination will be evaluated alongside other books in the field of competition.

Deadline: Nominations may be made immediately and will be accepted until April 29, 2022, and must be accompanied by three (3) copies of the work. Books that are still in manuscript form at the deadline will not be considered.

Procedure: The Advisory Committee will submit nominations to a panel of scholars in the field. The panel will evaluate publications and recommend a recipient to the Advisory Committee.

Award: The Award, made at the time of the CGS Annual Meeting, carries a stipend of $1,000, and reasonable travel expenses to attend the annual meeting Awards Luncheon in San Francisco, CA in early December.

Address:  Nomination materials (letter and books) may be submitted immediately but must be postmarked no later than April 29, 2022 to:

                                     Council of Graduate Schools

                                     ATTN: Anna M. Naranjo

                                     1 Dupont Circle, NW 

                                     Suite 230

                                     Washington, DC 20036-1146

Please contact Anna M. Naranjo for questions about the award.