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

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

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

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

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

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

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

FOR IMMEDIATE RELEASE

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

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

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

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

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

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

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On May 16, President Trump announced that the Administration is crafting a new “merit-based” immigration system that aims to significantly alter the recruitment and retention of those seeking U.S. visas. One of the stated goals of the proposal is to increase the number of highly-educated and highly-skilled international students and workers.

“CGS is committed to working with the Administration to ensure that the U.S. remains a competitive choice for international students. This is the second consecutive year we’ve seen a decline in application and first-time enrollment rates of international students at our member institutions. We also support efforts to retain their talent domestically,” said Suzanne Ortega, President of the Council of Graduate Schools.

CGS is, however, concerned that the proposal currently excludes a path forward for Dreamers. Also concerning is the potential adverse effect the proposal may have on the visa process for families and individuals seeking asylum.

“We remain steadfast in support of Dreamers and will continue to urge Congress to pass legislation that gives them an opportunity to become U.S. citizens. Additionally, we simply need more information about the Administration’s plan and the exact impact it would have on these stakeholder groups and our higher education system.”

On Wednesday, May 8, the full House Appropriations Committee marked-up and reported out its Fiscal Year (FY) 2020 Labor, Health and Human Services, and Education (LHHS-ED) spending bill. The measure funds the Department of Education at $75.9 billion, $4.4 billion above FY 2019 and $11.9 billion above the President’s FY 2020 budget request. Funding levels for programs and agencies of importance to higher education and research, include:

• Graduate Assistance in Areas of National Need (GAANN): $24.05 million—$1 million above FY 2019; $24.05 million above the President’s FY 2020 budget request
• Federal Work Study: $1.4 billion—$304 million above the FY 2019; $934 million above the President’s FY 2020 request
• Federal TRIO programs: $1.1 billion—$100 million above FY 2019; $210 million above the President’s FY 2020 budget request
• Pell Grant: $6,345 for the maximum Pell Grant—an increase of $150 above FY 2019 and the President’s FY 2020 budget request
• Public Service Loan Forgiveness Program (PSLF): $350 million for the Temporary Expanded Public Service Loan Forgiveness (TEPSLF); same level as the previous two years
• International Education and Foreign Languages Studies program (Title VI): $80.4 million—$15.29 million above FY 2019; $80.4 million above President’s FY 2020 budget request
• Fulbright-Hayes: $8.73 million—$1.67 million above FY 2019; $8.73 million above the President’s FY 2020 budget request
• National Institutes of Health (NIH): $41.08 billion—$2 billion above FY 2019; $6.9 billion above the President’s FY 2020 budget request
• Health Resources and Services Administration (HRSA) Title VII and Title VIII: $854.9 million—$108.3 million above FY 2019; $550.2 above the President’s FY 2020 budget request
• Agency for Healthcare Research and Quality (AHRQ): $358.2 million—$20.2 million above FY 2019; $358.2 million above the President’s FY 2020 budget request

These are preliminary funding levels, which may change as negotiations between the House and Senate continue. CGS submitted a letter to committee leadership in support of the bill, highlighting the critical importance of federal funding for student financial assistance, research, and workforce prorgams. Addtionally, CGS has updated it FY 2020 Appropriations chart to reflect the changes from this week’s markup. Further updates will be posted as the committee continues to complete its work.

On April 3rd and 4th, 40 CGS member deans and graduate students attended CGS’s 2019 Advocacy Day in Washington, DC. The activities of the two-day event included a training session on effective advocacy strategies with CGS’s government affairs staff, and Congressional meetings on Capitol Hill. Participants met with 61 House and Senate offices of both parties to advocate on behalf of graduate education, research, and scholarship. Using CGS-prepared requests, advocates urged legislators to preserve graduate student borrowing and loan repayment options in a Higher Education Act reauthorization; strengthen support for federal student aid and research funding in Fiscal Year 2020; and support policies that promote the U.S. as a welcoming environment to attract and retain international graduate students.

More information on Advocacy Day can be found in the April 2019 edition of CGS's GradEdge newsletter. 

View photos of CGS's 2019 Advocacy Day.

Testimonials from participating deans and graduate students:

Dr. Karen Butler-Purry, Associate Provost, Graduate Studies, Texas A&M University; 2018 CGS Board of Directors Chair 

• "The First Amendment of the Constitution outlines the “right of the people….to petition the government.” Graduate education must embrace and champion this right.  We must make concerted efforts to speak up and to ensure that legislators, government leaders and policy makers understand our particular needs and priorities. The CGS Hill Advocacy Day provides a high-quality opportunity to practice such advocacy and I greatly appreciate the chance to join with my fellow graduate deans and the graduate community to promote our cause. Furthermore, CGS Hill Advocacy Day provided a valuable professional development opportunity for the Texas A&M University graduate students who joined me. The active development sessions in the art of advocacy and the practical application via meetings with legislative aides will pay dividends for years to come."

Dr. Jerome Kukor, Dean of the Graduate School, Rutgers University; 2019 CGS Advisory Committee on Advocacy and Public Policy Chair

• "The Legislative Assistants/Legislative Directors with whom I met were keenly interested in my major requests, viz., restoration of subsidized student loans for graduate students, and improvement of the loan terms for GradPlus loans, because many of these legislative aides are considering graduate school and would need to take out loans to do so. The cost of borrowing is a concern for them." 

Celeste Bremmer, I-O Psychology Master's Candidate, The University of Tennessee at Chattanooga

• "One of my favorite moments happened during the training workshop. We were tasked with creating a 6-word phrase to help brand graduate education that would spark conversation with our congressional staff. My favorite phrase we developed as a group was “learning it, creating it, and implementing it.” This is just one example from the event that illustrates when you connect diverse individuals with a similar passion, you’re truly able to make a greater impact. CGS made this possible, and I am grateful to have had this opportunity. I hope to continue advocating for graduate education and share this experience with others!"

Jonathan Parcell, Higher Education in Student Affairs Master's Student, Salem State University

• "To be part of the Council of Graduate Schools’ Advocacy Day in Washington, D.C. was a truly rewarding experience. I was a little nervous at first, but the training and preparation the members of CGS provided, gave me the confidence I needed to go to Capitol Hill.  This event gave me a chance to network with a number of other graduate students from different programs from around the country all advocating for graduate education. No matter which side of the political aisle you are on, this is a great opportunity get an inside look on what it is like to work on Capitol Hill.  It was a privilege to represent my university and meet with staff members of local senators and representatives sharing how graduate school has prepared me for the future. This experience boosted my interest in policy and I would recommend attending Advocacy Day to anyone who has an interest in this area."  

Ali Al Qaraghuli, Electrical Engineering PhD Student, University at Buffalo, SUNY

• "I found the CGS advocacy day to be a day of high importance, and definitely has added value to my career, particularly coming from a science/technology background and as an electrical engineering PhD student. Providing personal examples of how funding of such agencies of interest (such as NSF, NIH, Dept. of Ed, NASA, etc.) is the reason I am able to pursue my passion, and why funding for such organizations is crucial in the development of future technologies, especially concerning healthcare. I found the staff of the senators to be welcoming and receptive to suggestions, and the trainings and workshops provided by CGS definitely prepared me for all the interactions. I hope to participate in this event again next year if given the chance." 

Erin Wright, International Security Policy Master's Candidate, The University of Alabama in Huntsville

• "We met with representatives to put forth the policies that CGS and UAH are focused on. We dealt with every situation they had trained us for – people who were pressed for time, people who had tough questions, people who were not friendly. We had four meetings, but after the first one, it got a lot easier!"

Theresa E. Hernandez, Urban Education Policy Doctoral Student, University of Southern California

• “This was the first year ever that the Council of Graduate Schools invited graduate students to accompany their deans, so that we could tell our personal stories and put more of that human face on the appeal to support graduate education specifically. I decided to participate because it just sounded really unique as an opportunity—different than the research activities or the more local advocacy work that I’ve engaged in. I thought it would be a great learning experience to see how national policy advocacy happens.”

The Council of Graduate Schools has released its 2019-2020 Federal Policy Agenda, outlining CGS's federal policy principales and priorities impacting graduate education.

These include: 

• Preparing a 21st Century Workforce by Investing in Graduate Education

• Improving Tax Policies to Support Graduate Students, Employers, and Employees

• Strengthening the U.S. Role in the Global Community 

• Advancing Research and Innovation

• Promoting Diversity, Equity, and Inclusion 

On Friday, March 8, CGS’s Vice President of Public Policy and Government Affairs, Lauren Inouye, participated in a roundtable convened by the White House. Invited attendees included representatives from higher education associations, employers, and universities. The discussion centered on F-1, M-1, and J-1 International Students and policies impacting them. Executive branch officials present for the discussion included senior advisors from the Domestic Policy Council, U.S. Departments of State, Homeland Security, Labor, Education, and the National Science Foundation. CGS is working with other higher education organizations to provide follow-up recommendations to the White House emphasizing the importance of the international student pipeline.

On March 11, 2019, the Trump Administration released its Fiscal Year (FY) 2020 budget proposal outlining federal funding priorities. The Council of Graduate Schools (CGS) is concerned that the Administration is withdrawing essential support for critical discretionary programs.

“This marks the third year the Administration has introduced unprecedented cuts to domestic programs that ensure a highly-educated and diverse workforce, spur innovation, uphold our national security, and preserve the U.S.’s position as a leading global competitor.” said Suzanne T. Ortega, President of the Council of Graduate Schools.

The proposal significantly reduces funding for student aid programs that have longstanding success in promoting access to affordable higher education, particularly for low socio-economic and underrepresented students. The budget makes harsh cuts to Federal-Work Study and TRIO, and it would eliminate the Graduate Assistance in Areas of National Need and the Public Service Loan Forgiveness programs. This poses a long-term risk to diversity and inclusiveness not just within academic institutions, but also within the future American workforce.

The proposal gouges funding streams for research entities includingthe National Science Foundation, the National Institutes of Health, and the Department of Energy, all of which invest in discoveries that translate to new technologies and cures. In addition, the Fulbright-Hays International Education and Foreign Language Studies programs, which provide U.S. students opportunities to learn across international borders and foster cross-cultural understanding, would also be eliminated.

“CGS is committed to working with Congress in a bipartisan manner to ensure that a final spending package includes necessary investments that will allow universities to respond to the demand for a highly-skilled workforce, a competitive scientific enterprise, and future generations of global leaders.”

On April 3 and 4, CGS will welcome a group of 40 member deans and graduate students to particiate in the 2019 CGS Advocay Hill Day. The two-day event will feature a training session in preparation for the Hill visits and meetings on Capitol Hill with their Congressional offices in both the House and Senate. This is an excellent opportunity for the community to advocate for the value of graduate education, science, and research.