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

Washington, DC – The Council of Graduate Schools (CGS) has awarded the 2013 Gustave O. Arlt Award in the Humanities to Dr. Christian Kleinbub, Associate Professor of History of Art at The Ohio State University. The awards ceremony was held during the CGS 53rd Annual Meeting.

The Arlt Award is given annually to a young scholar-teacher who has written a book deemed to have made an outstanding contribution to scholarship in the humanities. Dr. Kleinbub becomes the award’s 42nd recipient for his book, Vision and the Visionary in Raphael (The Pennsylvania State University Press, 2011). He received his PhD in Art History from Columbia University in 2006.

Dr. Kleinbub’s book explores the mastery of Raphael’s paintings and offers new appreciation for the transformative affect his work had on Renaissance art. The manifestation of heavenly beings and prophetic visions to human eyes were a central theme for Raphael. In the book, Kleinbub analyzes the supernatural scenes in Raphael’s paintings in the context of the naturalistic style for which Renaissance artists are known. He reveals often-overlooked details that bring to life the fascinating contrasts hidden within some of the world’s most recognizable paintings.

Vision and the Visionary was selected to receive the Arlt Award for the impact the book has had since its publication. Nominators praised the book for advancing the discourse on Renaissance art among students, academics, critics, and art aficionados alike.

Photo caption: The 2013 Gustave O. Arlt Award. From left to right: Pat Osmer, The Ohio State University (nominator); John McCarthy, University of Massachusetts Amherst (selection committee member); John Stevenson, University of Colorado at Boulder (selection committee chair); Christian Kleinbub, winner, 2013 Arlt Award; Angelina Kleinbub; Frederick Kleinbub; Sally Pratt, University of Southern California (selection committee member)

Created in 1971, the Arlt Award honors the first president of CGS. The winner must have earned a doctorate within the past seven years from, and currently be teaching at, a North American university. Nominations are made by CGS member institutions and are reviewed by a panel of scholars in the field of competition, which rotates annually among seven disciplines within the humanities. This year’s field was The Arts (Art History/Criticism/Conservation and Music). The winner receives a $1,000 honorarium, a certificate, and travel to the awards ceremony.

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)

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

Washington, D.C. — The Council of Graduate Schools (CGS) today announced a new initiative to address the need for tracking the career pathways of PhD holders across broad fields of graduate study. With input from its member institutions, CGS will assess the feasibility of a larger project to develop and enhance processes for tracking the career pathways of PhD alumni of STEM, humanities and social science graduate programs.

A new grant from the Mellon Foundation will support the council’s work to understand distinctive features of the employment outcomes of PhD holders in the humanities and social sciences, and research methods appropriate to their study. CGS will simultaneously, and comparatively, study similar questions with respect to science, technology, engineering, and mathematics (STEM) fields and economics with support from the Alfred P. Sloan Foundation, continuing two earlier grants to study STEM graduate education. The combined one-year study will determine the potential value of implementing a long-term project recommending best practices in tracking the career pathways of PhD-holders.

At the Council of Graduate Schools’ Annual Meeting in San Diego today, CGS President Debra W. Stewart noted that the project is the first of its kind. “This project addresses a major gap in the understanding of PhD career outcomes, one of the key outcomes of graduate education that has not yet been measured on a large scale across a broad spectrum of fields. While past and current efforts to map the career pathways of PhD holders have furthered our understanding of this issue, this project addresses the specific need for program-level data, which will most effectively allow institutions to improve their programs, and students to make more informed decisions.”

The current lack of reliable information beyond first-job data means that pathways into careers are not always transparent to prospective or current graduate students, faculty, employers, or graduate program administrators. Each of these groups stands to gain from a fuller understanding of PhD career pathways, including the extent of PhD careers outside of the academy.

Through direct grants to universities and by underwriting research, the Andrew W. Mellon Foundation has long supported efforts to improve the intellectual and professional outcomes of doctoral education in the humanities.  In recent years, the Foundation has assisted universities and professional organizations in launching initiatives that broaden the preparation of PhD students for a variety of professional trajectories in as well as outside the academy.

The Sloan Foundation, too, has had a longstanding interest in graduate education and workforce development, related to its core commitment to education and basic research in STEM fields.  Sloan has partnered with CGS on studies of the career outcomes of those graduating with Professional Science Master’s (PSM) degrees; this new model for graduate education has gained traction, with over 300 PSMs now established in universities across the country. 

The project will include a survey of over 500 universities on their current practices for tracking doctoral program alumni, a white paper exploring all that is currently known about the demand for career tracking for PhDs, and a two-day intensive workshop of researchers, graduate deans, PhD holders and other experts on the subject of tracking career pathways.

A final report on the study will be shared with the graduate community in December 2014.

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The 2013 CGS International Graduate Admissions report is referenced in a Wall Street Journal article that notes continued growth in international students at the undergraduate level.

Indian students largely drove the growth of new foreign enrolment in U.S. graduate schools this year with a 40 percent surge, while growth from China slowed to 5 percent, according to the latest CGS International Graduate Admissions survey.

The latest CGS International Graduate Admissions report shows that U.S. graduate schools continue to enjoy a strong pipeline of international students, with first-time enrollments up 10% for 2013.

The dramatic growth in enrollments from India in 2013 is reassuring to U.S. graduate schools, even as this year's growth in applications was the slower than in recent years.

The latest figures from the CGS International Graduate Admissions Survey show that Indian students entering American graduate schools this fall exploded, while the share of new graduate students from China increased only modestly.

The Wall Street Journal examines trends revealed in the 2013 CGS International Graduate Admissions Survey, Phase III, including the economic forces that may explain India's surprising growth.