Contact:
Belle Woods
bwoods@cgs.nche.edu
(202) 223-3791

Washington, D.C. (Tuesday, June 21, 2011) – Today, the Council of Graduate Schools (CGS), with funding from the Alfred P. Sloan Foundation, announced awards to five universities to participate in a study on completion and attrition in science, technology, engineering, and math (STEM) master’s programs.  The awardees will collect data on completion and attrition in STEM master’s degree programs, administer surveys to students, graduates, and those who do not complete their degrees, and conduct student focus groups.  Additionally, awardees will survey graduate program directors.  All of the data collected will allow stakeholders to better understand reasons for enrollment, factors that contribute to student success, and promising practices to improve completion. Insight gained from these activities can help ensure that U.S. graduate schools are preparing the necessary talent at the master’s level in STEM fields to meet the challenges of the 21^st century.

Five institutions were selected as Research Partners in CGS’ project on Completion and Attrition in STEM Master’s Programs and will each receive $30,000 in funding to participate.  These institutions reflect the breadth and depth of U.S. universities offering master’s programs.  The Research Partners, selected by an independent committee, are:

Loyola University Chicago

Purdue University

Southern Illinois University, Edwardsville

Texas A&M University

Wright State University

“A master’s degree in a STEM field often offers a clear pathway to professional employment and career success.  In this economy, more than ever, we need to better understand the factors affecting completion and attrition at the master’s level,” said Debra Stewart, CGS President.  “This will be the first study of its kind in the United States and we are delighted to work with these innovative graduate schools on this unique project.  The results of this study will be information essential to graduate deans as they foster student achievement in graduate education.”

Additional institutions will be invited to join in the research effort as unfunded Project Partners.  The study’s findings will be released in a monograph in 2013. Additionally, a decision will be made on whether an in-depth follow-up project on master’s completion and attrition is necessary. It is envisioned that a follow-up project would engage a much larger number of CGS member institutions to provide completion and attrition data, conduct surveys of entering students, graduates, and non-completers, and implement interventions that are designed to improve outcomes in master’s programs.

Contact:
Belle Woods
bwoods@cgs.nche.edu
(202) 223-3791

The Council of Graduate Schools (CGS) is reporting today that there was an increase of 8% in first-time enrollment of international students at U.S. graduate schools from 2010 to 2011.  This increase builds on last year’s growth of 3%.  The gain is the largest since 2006, when international first-time graduate enrollment increased 12%.

Fifty-seven percent of the institutions that responded to the survey reported an increase in international first-time enrollment, with an average increase of 15%; for those 92 institutions reporting a decrease, the average decline was 14%.  Total enrollment of international graduate students rose 2%, compared to 1% in 2010 and 2% in 2009.  (First-time and total enrollment trends differ due to the varying length of time required to complete graduate degrees, particularly doctorates.) 

First-time enrollment changes vary considerably by country of origin.  First-time enrollment of students from China, the country that sends the most graduate students to the U.S., increased by 21%, and the Middle East saw 14% growth.  There was 2% growth in the number of students enrolling for the first-time from India, the second largest sending country, following a 3% drop last year and a 16% decline in 2009.  First-time graduate enrollment of students from South Korea remained flat in 2011 after a 3% drop in 2010 and a 13% decline in 2009.

“This surge in new student enrollments tracks well with the increases in applications and offers of admission seen earlier this year,” said Debra W. Stewart, CGS President. “In order to remain the first-choice for the best and brightest students from around the world, the U.S. must maintain our investments in graduate education and our outreach to prospective international students,” she added. 

Enrollment trends by field of study and institution type

The changes in international first-time graduate enrollment vary by field of study and institution type.  The largest gains were seen in education and physical & earth sciences (both 12%).  The increase in education was particularly strong after a decrease of 7% last year.  Business (9%) and ‘other fields’ (8%) also saw strong growth, and engineering grew 6%, while life sciences saw the smallest growth of 1%. 

The survey also reports changes based on the number of graduate degrees granted to international students by institutions.  Overall, the schools that award the largest number of degrees to international students were more likely to see an increase in international first-time graduate enrollment.  There was 9% growth at the institutions granting the largest number of degrees, compared to a 4% increase at schools that award fewer degrees to international students. 

Similar to years past, the increase in first-time international enrollment this year was driven primarily by doctoral institutions which enroll more international students than master’s-focused institutions.  Doctoral institutions saw first-time enrollment growth of 8% while master’s-focused institutions saw a drop of 5% for the second year in a row.

There were increases in first-time graduate enrollment of international students by geographic region as well; the Northeast saw a 10% increase, the Midwest grew 8% and the West and South both saw 7% increases.

About the report

Findings from the 2011 CGS International Graduate Admissions Survey, Phase III: Final Offers of Admissions and Enrollment is based on the final phase of a three-part annual survey of international graduate student applications, admissions, and enrollment among CGS U.S. member institutions.  The survey had a response rate of 48%, including 75 of the 100 institutions that grant the largest numbers of graduate degrees to international students. 

The report is available at: http://cgsnet.org/ckfinder/userfiles/files/R_IntlEnrl11_III.pdf

Contact:
Belle Woods
bwoods@cgs.nche.edu
(202) 223-3791

Washington, D.C. (Thursday, July 7, 2011) – The Council of Graduate Schools (CGS) has published a new book, Global Perspectives on Measuring Quality: Proceedings of the 2010 Strategic Leaders Global Summit on Graduate Education.  Reflecting the contributions of graduate education leaders from 17 countries, the publication examines the benefits and challenges of assessing the quality of master’s and doctoral programs in different global regions while highlighting international best practices in measuring quality.

The need for international exchange of best practice on quality measurement in graduate education was recognized at the first Global Summit in Banff, Canada (2007). CGS, the Australian Group of Eight (Go8), and the Deans and Directors of Graduate Studies in Australia (DDoGS) chose quality assessment as the theme for  the Fourth Annual Summit, co-sponsored by CGS and the Go8  in Brisbane, Australia from September 13-15^th, 2010.

The new publication represents the efforts of 2010 Summit participants to better understand differences between various national and regional approaches to assessing quality in graduate education. CGS President, Debra Stewart, commented that the publication shows good progress toward this goal: “Global Perspectives on Measuring Quality demonstrates that successful approaches to measuring quality are always carefully adapted to national and institutional contexts. But it also reflects the strong interest of graduate institutions in drawing from international expertise to enhance quality at home.”

Maxwell King, Dean of Graduate Studies at Monash University in Australia, observed that the new book, like the consensus statement reached by summit delegates, shows increasing attention to the outcomes of graduate research training, in addition to research outcomes. “As the Brisbane Principles make clear, the first goal of assessment is to enhance graduate students’ learning and professional development. By focusing on this goal, we also strengthen graduate programs, universities, and the global research enterprise.”

The publication features brief essays by the 43 summit participants, which included deans and other leaders of graduate schools, representatives of national and international organizations devoted to graduate education, and a number of government officials with oversight for the quality of graduate education in their countries. Along with Australia and the United States, the countries represented were: Canada, China, France, Germany, India, Indonesia, Japan, Malaysia, New Zealand, Singapore, South Africa, South Korea, Thailand, the U.K., and Vietnam.

Authors address broad issues such as defining quality in graduate education, as well as approaches to assessing and improving quality in specific areas like recruitment and retention of graduate students,

mentoring and supervision, and the development of professional skills. Other general topics include:

• National priorities for assessing the quality of graduate education and research
• Approaches to creating a university culture that values assessment
• Supporting the development of research training environments
• Using assessment to support program design
• Assessing skills and competencies for different career pathways
• International best practices for quality measurement

Global Perspectives on Measuring Quality is the fourth book in a series of Global Summit proceedings published by CGS. Previous books include Global Perspectives on Graduate International Collaborations (2010), Global Perspectives on Research Ethics and Scholarly Integrity (2009), and Global Perspectives on Graduate Education (2008). More information about ordering copies of the current and past proceedings can be found on the Strategic Leaders Global Summit and International Publications webpages.

Contact:
Belle Woods
bwoods@cgs.nche.edu
(202) 223-3791

Washington, D.C.  – The Council of Graduate Schools (CGS) released a new comprehensive guide for institutions as they seek to implement or improve Professional Science Master’s (PSM) programs. Professional Science Master’s: A Council of Graduate Schools Guide to Establishing Programs lays out the history of the PSM and its importance to American competitiveness and innovation.  The publication highlights the degree’s uniqueness, its grounding in natural science, technology, engineering, mathematics and/or computational sciences, and its emphasis on professional skills. 

“Recently released PSM alumni data show that PSM degree holders have strong career outcomes, with 82% employed even in a difficult job market,” said Debra W. Stewart, CGS President.  She added, “Given workforce demands and student interest, institutions may be considering developing PSM programs and will find this guide an invaluable tool.”

For the past five years, CGS has had primary responsibility for supporting and expanding the Sloan Foundation’s Professional Science Master’s Initiative, with the goal of making the PSM a regular feature of U.S. graduate education.  The Sloan Foundation first began its work on the PSM 15 years ago and since then there has been remarkable growth in both the number and diversity of PSM programs.  There are currently over 235 PSM programs at more than 110 institutions across 31 states, the District of Columbia, Canada, The United Kingdom, and Australia. A recent study found that more than 1,100 PSM degrees were granted in 2009-10.

The new monograph chronicles some of the changes in the landscapes of PSM programs and graduate education over the past five years and is intended to serve as a guide for those who are developing PSM programs by incorporating a wealth of experience-based information that is essential to the creation and maintenance of high quality programs. Feasibility analysis, PSM program development, program operation, and the process for seeking formal PSM Affiliation, including the Guidelines for Affiliation of Professional Science Master’s Programs, are discussed in detail in the book. Best practices gleaned from the real-world experience of existing PSM programs are included as well.

Information on how to order the publication is available at sciencemasters.com.

Contact:
Belle Woods
bwoods@cgs.nche.edu
(202) 223-3791

The Council of Graduate Schools strongly supports President Obama’s call to out-innovate, out-educate, and out-build the rest of the world while taking responsibility for our deficit and reforming government.  In his 2011 State of the Union message, the President charted a path forward that outlined strategic investments to create 21st century jobs and win the future for America.

“This is our generation’s Sputnik moment,” said the President.  The nation’s response to the original Sputnik in 1957 was the passage of the National Defense Education Act (NDEA) of 1958 that produced a generation of scientists, engineers, and other leaders who laid the foundation for the economic success we experienced in the past half century.

While our nation today must make a similar investment in education at all levels, investment in graduate education is crucial.  The Bureau of Labor Statistics estimates that by 2018 more jobs will require people with graduate degrees, specifically an 18% increase in jobs requiring a master’s degree and a 17% increase for people with doctoral degrees.  

Our competitiveness in the global economy hinges on our ability to produce sufficient numbers of graduate degree holders – people with the advanced knowledge and critical thinking abilities to address challenges we currently face as well as those we cannot even imagine today.

Governments around the world are investing in graduate education as a key component of innovation and competitiveness.  Europe already produces more doctorates in science and engineering than are produced in the U.S.  China and India are making substantial investments in their graduate education systems.

The President also addressed the issue of international talent – those students from other countries who come to the U.S. to pursue their graduate studies.  We strongly support immigration reforms that will enable international students who receive graduate degrees from U.S. institutions to remain after graduation and contribute to our economy. 

U.S. graduate education is a strategic national asset that must be supported as a key component of our research and innovation enterprise.  We look forward to working with the Administration and Congress to craft policies that encourage more students to pursue and complete graduate degrees.

Contact:
Belle Woods
bwoods@cgs.nche.edu
(202) 223-3791

The Council of Graduate Schools (CGS) is reporting that offers of admission from U.S. graduate schools to prospective international students increased 11% from 2010 to 2011 after an increase of 3% last year.  The 11% gain is the largest increase in offers of admission since 2006. 

The survey report on admissions trends, released today, shows that the growth was driven substantially by a 23% increase in offers of admission to prospective students from China, the sixth year in a row of double-digit gains.  Offers of admission to students from the Middle East and Turkey rose 16%, the fourth consecutive year of significant growth.  Students from India saw an 8% increase, the first gain since 2007, and offers of admission to prospective South Korean students remained flat after four consecutive years of declines. 

“While the growth in admissions is driven in large part by increases from China, it also reflects a broader trend as evidenced by strong numbers from the Middle East and India and a stabilization in the numbers from South Korea,” said Debra W. Stewart, CGS President.  “This kind of strong growth in international student applications and admissions is a real testament to the quality of our graduate institutions in an increasingly competitive marketplace,” she added.

Large institutions (in terms of the number of graduate degrees awarded to international students) continue to drive more of the growth in international offers of admission than those awarding smaller numbers of graduate degrees to international students.  Respondents from the larger institutions showed slightly stronger increases: 13% at the 10 largest, 12% at the 100 largest, and 10% at the institutions outside the largest 100.

Admissions trends by field and institution type

The changes in offers of admission to prospective international students vary by field of study and institution type.  Admissions increased in all eight broad fields. The largest increases were

seen in business (16%) and physical & earth sciences (15%) while social sciences & psychology saw the smallest increase at 3%.  Offers of admission increased at nearly the same rate at both private, not-for-profit institutions (12%) and public institutions (11%). 

Admissions trends by region

Offers of admission by U.S. graduate schools to prospective international students increased in all four major regions of the United States this year.  The West saw the most growth (13%), the South and Midwest both increased 11%, and the Northeast grew 10%.

Comparison of Applications and Admissions trends

In addition to admissions trends, the report also tracks applications; this year the increases in applications were similar to gains in offers of admission.  The survey found a final 11% increase in international graduate applications for fall 2011, with large increases in applications from China (21%) and the Middle East and Turkey (16%), along with India (8%).  Applications from South Korea grew 2% after remaining flat in 2010.

About the report

Findings from the 2011 CGS International Graduate Admissions Survey, Phase II: Final Applications and Initial Offers of Admission is based on the second phase of a three-part annual survey of international graduate student applications, admissions, and enrollment among CGS U.S. member institutions.  The survey had a response rate of 49%, including 79 of the 100 institutions that award the largest number of graduate degrees to international students.

Contact:
Belle Woods
bwoods@cgs.nche.edu
(202) 223-3791

Washington, D.C.  ̶  The Council of Graduate Schools (CGS) has been awarded a 3-year grant from the National Science Foundation (NSF) to examine completion and attrition among underrepresented minorities in STEM doctoral programs.  The nearly $1.5 million grant will be used to study differences between Alliances for Graduate Education and the Professoriate (AGEP) and non-AGEP institutions in order to better understand the factors that promote successful completion and the policies and practices that hold promise for increasing completion and reducing attrition.

“We know that attrition rates from doctoral programs average between 40-50%, and minorities tend to complete at even lower rates.  Institutions are strongly motivated to reduce attrition but it isn’t clear which interventions make the most difference for minority students,” said CGS President Debra W. Stewart.  She added, “This project is vitally important because a robust STEM workforce is essential to a competitive economy.  This new grant will provide information on how best to support these graduate students in diverse contexts so that they successfully complete their doctoral programs, and are fully acculturated in the norms and cultures of their disciplines and capable of mentoring and teaching the next generation of researchers.”    

NSF’s AGEP program is intended to increase the representation of minorities in STEM doctoral education, and ultimately in the academic workforce.  Previous evaluations of the AGEP program have indicated that the numbers of underrepresented minority students enrolling in STEM doctoral programs have increased over time at AGEP institutions, but it is not clear which interventions have the most potential to positively impact doctoral completion rates for underrepresented minority students.

“The AGEP program is quite interested in interventions that would increase the number of students from underrepresented groups completing doctoral education.  Learning from this award will facilitate the development of models that can be adapted by other institutions,” said Dr. Jessie DeAro, AGEP Program Officer at NSF.  She continued, “CGS is well positioned to accomplish this study and to disseminate the findings, and thus increase the impact of AGEP throughout the graduate education community.”

Building on previous research on Ph.D. and master’s completion and attrition, CGS will investigate in more detail the experiences of underrepresented minorities in STEM doctoral programs. Twenty institutions will be selected through a competitive process to provide completion and attrition data for all underrepresented minority students entering all STEM doctoral programs from 1992-93 through 2011-12. Participating institutions will administer surveys to underrepresented minority students, provide detailed data on activities and initiatives that may have affected completion and attrition rates, and facilitate access to faculty, administrators, and students during site visits designed to collect in-depth information on program policies, practices, and climate, and the perceived impact of these factors on completion and attrition.

The research findings from this project will provide a rich and compelling portrait of the experiences, academic progress, stumbling blocks, and perceptions of underrepresented minorities enrolled in STEM doctoral programs in a variety of AGEP and non-AGEP institutions across the nation.

Contact:
Belle Woods
bwoods@cgs.nche.edu
(202) 223-3791

The University of Hong Kong
Anna Wong, Graduate School
annaw@hkucc.hku.hk
(852) 2517-6382 

Hong Kong (September 28, 2011) – Higher education leaders from 16 countries agreed today to a statement of principles to strengthen and create pathways from graduate school to careers.

The agreement was reached after discussions at the Fifth Annual Strategic Leaders Global Summit, “Career Outcomes for Graduate Students: Tracking and Building Pathways,” jointly sponsored and hosted by the U.S.-based Council of Graduate Schools (CGS) and The University of Hong Kong (HKU). The Global Summit is an annual event designed to promote international best practices on a pressing topic in master’s and doctoral education.

The focus on career outcomes was prompted by several parallel trends:

• Academic institutions are seeking to enhance the professional skills and career outcomes of graduate students due to increasing student demand for career development opportunities.
• Governments are working to strengthen the link between graduate training and workforce development in the competitive global economy.
• Employers are joining national and global conversations about skills needed to succeed and expectations they have for graduates.

Many universities have begun developing their own methods of tracking graduates’ career pathways and to establish programs that prepare students to adapt to new and evolving career demands.  The summit featured sessions on creating institutional cultures that value career and professional development, defining new areas of professional skill, the role of programs and faculty in supporting student careers, global trends shaping careers and professional needs, and opportunities for global collaboration.

"Thirty-five university and graduate school leaders have come together at this Summit to provide a much-needed roadmap for supporting the next generation of leaders and practitioners in our knowledge-based society,” said Professor Paul K.H. Tam, Pro Vice-Chancellor and Vice-President (Research) and Dean of the Graduate School at The University of Hong Kong. “It is timely and exciting for the University of Hong Kong, which is celebrating her first 100 years of  existence, to co-host this important international forum with the Council of Graduate Schools.”

During the final session, participants reached consensus on a set of principles intended to serve as a framework for establishing and exchanging best practices in tracking career outcomes for graduate students and enhancing their preparation for a wide variety of careers, both in the participants’ home countries and via international networks.

“Once again, the Global Summit has yielded a diverse set of best practice strategies that will inspire new efforts to enhance the experiences of (post)graduate students,” stated CGS President Debra Stewart. “While there are significant differences among national and regional approaches to enhancing career outcomes for (post)graduate students, this year’s summit participants have demonstrated strong collective support for initiatives that make career preparation a more integral part of graduate education.”

The 35 participants included deans and other leaders of graduate schools and representatives of national and international associations devoted to graduate education. Along with Hong Kong and the United States, the countries represented were: Australia, Brazil, Canada, China, Egypt, France, Germany, Hungary, India, Malaysia, New Zealand, Singapore, Spain, South Africa, and South Korea.

The Principles, guidelines for organization practice, are attached.

Previous Strategic Leaders Global Summits focused on international collaboration in graduate education (Banff, 2007 and San Francisco, 2009) promoting scholarly and research integrity (Florence, 2008); and measuring quality in graduate education and research (Brisbane, 2010). A report based upon the proceedings will be forthcoming in 2012.

Contact:
Belle Woods
bwoods@cgs.nche.edu
(202) 223-3791

The Council of Graduate Schools (CGS) is reporting that the number of applications from prospective international students to U.S. graduate schools increased in 2011 for the sixth consecutive year; the 9% growth matches the gain in 2010.

The initial snapshot of graduate applications for fall 2011, released today, shows a sixth successive year of double-digit growth in applications from China, up 18%, after a 20% gain in 2010.  Applications from India and South Korea showed renewed growth this year; there was a 2% increase in applications from South Korean students compared to no growth last year, and a 7% growth in applications from India after a 1% gain in 2010.  China, India, and South Korea are the three largest countries of origin for international graduate students in the U.S.  The Middle East and Turkey saw an increase of 12% in 2011 which is lower than the previous year’s growth rate of 20%.

About three-quarters (72%) of institutions reported an increase in applications over last year, with an average increase of 11% at these institutions.  The remaining institutions reported a decrease, averaging 9%. 

“This year’s growth in applications from all four of the countries and regions we survey is a positive sign,” said CGS President Debra W. Stewart.  “The data show that U.S. graduate schools continue to be highly attractive to international students.  Yet it would be unwise to take our current position for granted, since international students have a growing number of choices in the global education marketplace.” she added.   

Application trends by field of study

Applications increased in all broad fields though the increases varied between fields.  Engineering and physical & earth sciences saw a 12% increase in international applications while “other fields” increased by 13% following an equal increase last year.  Education increased 9%, followed closely by arts & humanities and the life sciences, both at 8%.  This year’s 8% increase in life sciences is the largest gain in the field since 2007.  Social sciences & psychology saw a smaller increase of 5%, compared to an 11% increase last year.  The field which saw the smallest growth was business (4%), down from last year’s increase of 11%. 

Application trends by institutional characteristics

CGS also analyzes changes in international applications by various institutional characteristics.    As in 2010, growth this year was slightly stronger at institutions that award the largest number of degrees to international students.  This pattern was particularly pronounced for applications from prospective Chinese students:  applications from China surged 26% at the 10 largest schools, but grew just 12% at those responding schools outside the 100 largest.   

A 4% decline in international applications occurred in the field of business at the 25 institutions that award the largest numbers of graduate degrees to international students.  This is of particular note because the 100 largest institutions combined experienced only a 1% growth on average in international applications in business, compared to a 13% gain at the institutions outside the largest 100. Dr. Stewart noted, “This may be a reflection of the growing competition in high quality graduate business programs worldwide.”

A slight difference emerged between private and public institutions.  Applications increased 11% at private, not-for-profit schools, and 9% at public graduate schools; last year, the difference in growth was more pronounced (12% vs. 7%).

Application trends by region

Applications from international students increased in all regions of the U.S.  The increase was largest in the West (13%) and Midwest (10%) while the Northeast (8%) and the South (7%) saw smaller gains.

About the report

Findings from the 2011 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.  The analysis includes responses from 230 schools, including 84% of the 50 institutions which award the largest number of degrees to international graduate student; the respondents award over 60% of the degrees granted to international graduate students in the U.S.  The report is available at www.cgsnet.org.

Contact:
Belle Woods
bwoods@cgs.nche.edu
(202) 223-3791

Washington, D.C. (August 23, 2011) – The Council of Graduate Schools (CGS) released the results of its first Professional Science Master’s (PSM) Student Outcomes Survey, documenting initial hiring outcomes for 2010-11 graduates and perceived satisfaction with the PSM degree.  The PSM is an innovative, new 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.

“The results of this survey confirm the value of Professional Science Master’s degrees to both degree holders and employers given that 82% of PSM graduates had jobs soon after receiving their degrees,” said Debra W. Stewart, CGS President.  She added, “This is a heartening statistic given the current economic environment and highlights the fact that employers want and seek highly skilled people with advanced degrees.”

This new 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:

• Of those who were working, 88% were working in a job that is closely or somewhat related to their field of study.
• Over 55% of those employed earned $50,000 or more in annual salary.
• 82% of PSM graduates were satisfied with the distinctive nature/reputation of the program and with the quality of their non-scientific and/or mathematical professional training (a key element of PSM degrees).
• More than half were working in business/industry, about 23% were working in government, 16% in academia and nearly 8% in non-profit organizations.
• Among those in new jobs, 38% 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 quality of scientific and/or mathematical training and the quality of non-scientific professional training.
• Most PSM alumni are satisfied with and see the value of their PSM experience.

Next year, CGS will conduct a survey to capture the initial employment outcomes of 2011-12 PSM graduates.  In addition, the 2012 survey will follow up with 2010-11 alumni to track career progress.

This fall, CGS will publish the Professional Science Masters: A Council of Graduate Schools Guide to Establishing Programs. The new publication is intended to serve as a guide for establishing PSM programs and provides background and context, discusses feasibility analysis, program development and operation, formal PSM affiliation, and program sustainability.

The full report is available here.  More information about the PSM can be found at http://sciencemasters.com.