EMBARGOED UNTIL:                                                                                                                                        

Tuesday, August 20, 2019 10:00am EDT

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

JED Contact: Meg Woodworth – (212) 303-2306 / JEDmedia@yr.com

Washington, D.C. — The Council of Graduate Schools, (CGS) an association of universities that grant master’s and doctoral degrees, and The Jed Foundation (JED), a non-profit that exists to protect emotional health and prevent suicide for our nation’s teens and young adults, today announced a new initiative to support the mental health and wellness of master’s and doctoral students. The 22-month project will create a foundation for evidence-based policies and resources to support graduate student mental health and well-being, prevent psychological distress, and address barriers to effective support and care. CGS and JED will give particular attention to the experiences of underrepresented racial and ethnic minorities pursuing graduate education.

A growing body of evidence indicates that mental health challenges are common among graduate students. However, many barriers exist to effective support and care. These may include campus services that do not necessarily recognize the unique needs of graduate students, and a lack of evidence about what types of support are best suited to them. Students of different backgrounds may also face different sources of stress and may experience different levels of comfort in seeking help.

The new initiative, Supporting Mental Health and Wellness of Graduate Students will address these and other concerns across all broad fields of graduate study. A grant from the Alfred P. Sloan Foundation will support the council’s focus on issues specific to science, technology, engineering, and mathematics (STEM) fields, while a grant from the Andrew W. Mellon Foundation will support the council’s work in the humanities.

“Compared with the undergraduate education context, there has been relatively little attention to supporting the mental health and wellness of master’s and doctoral students,” said CGS President Suzanne T. Ortega. “This is a high-priority issue for CGS and the graduate education community more broadly, and we are grateful to our funders for supporting our work on this issue in a coordinated, thoughtful way, and to JED for contributing their expertise.”

The project will convene an advisory committee of experts and graduate education leaders (listed below), who will counsel CGS on its research and action plan. In addition, CGS will survey its member institutions to better understand existing policies and practices for supporting graduate student mental health and factors that may impact the design and delivery of services. In 2020, graduate deans, graduate students, mental health researchers, and other experts will convene in Washington, D.C., for a one-and-half-day workshop. The final project outcome will include a report and a statement of common principles for supporting graduate student mental health.

“In our work with colleges and universities across the country, we hear time and again the increasing concern for graduate and professional students’ mental health and how best to support them," said Nance Roy, Chief Clinical Officer at The Jed Foundation.  “To date, there is no framework focused specifically on the unique challenges and needs of graduate students.  JED is excited to be part of this initiative that will not only identify those needs, but also provide recommended practices for addressing them.”

The report resulting from the project will be released by December 2020.

Advisory Committee:

• Dr. Hollie Chessman, Research Fellow, Center for Policy Research and Strategy, American Council on Education
• Dr. Jan Collins-Eaglin, Scientific Advisor, The Steve Fund
• Dr. Michael Cunningham, Associate Provost for Graduate Studies and Research, Tulane University
• Dr. Daniel Eisenberg, S.J. Axelrod Collegiate Professor in Health Management and Policy, University of Michigan
• Dr. Andres Gil, Vice President for Research and Economic Development and Dean of the University Graduate School, Florida International University 
• Ms. Susanna Harris, CEO Founder, PhD Balance and doctoral student in microbiology, University of North Carolina at Chapel Hill
• Dr. Paula McClain, Dean of The Graduate School and Vice Provost for Graduate Education, Duke University
• Dr. Suzanne Ortega (Ex-Officio), President, Council of Graduate Schools
• Dr. Susan Porter, Dean and Vice-Provost, Graduate and Postdoctoral Studies, University of British Columbia and President, Canadian Association for Graduate Studies
• Dr. Sally Pratt, Vice Provost for Graduate Programs, University of Southern California
• Dr. Nance Roy (Ex-Officio), Chief Clinical Officer, The Jed Foundation and Assistant Clinical Professor, Yale School of Medicine’s Department of Psychiatry
• Dr. Barry Schreier, Director of the University Counseling Service and Professor of Counseling Psychology, The University of Iowa
• Dr. Tammi Vacha-Haase, Dean of the Graduate College, Boise State University and President-Elect, Western Association of Graduate Schools

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According to recent data from Get Georgia Reading, only 34% of children in the state are reading proficiently by the end of third grade. In addition to future learning barriers, these children are more likely to face other challenges, including disciplinary issues and poor health; they’re also more likely to drop out of high school and spend time in prison. Meghen Bassel, a graduate student in the library media specialist program at the University of West Georgia, has an interesting approach to help children at South Salem elementary school improve their reading skills. His name is Mr. Booker T. Pug.

“Booker offers a nonjudgmental environment for kids to practice reading,” said Bassel. “He's not going to notice if they said a word incorrectly, missed a word or didn't attempt a word. He will simply sit and listen.” Students at South Salem visit the media center at least once a week, and their reward for good behavior is time with Mr. Booker, a certified therapy dog.

“We’ve had students who become different children because of him and the program,” Bassel concluded. “They're no longer afraid of picking up books and reading in front of the class, whereas before they would whisper or pass on the opportunity. They jump at the chance now. It’s amazing to see. One little dog.” To learn more about Meghen and Booker, visit the University of West Georgia website.

Visit the GradImpact Feature Gallery to learn more about the amazing, innovative research being done by graduate students and alumni across the world.

Photo Credit: Julia Mothersole

A growing body of evidence indicates that mental health challenges are common among graduate students. Unfortunately, many barriers exist to effective support and care. Beginning in 2019, CGS and The JED Foundation undertook a project to create an evidence base to inform future policies, programs and resources. Below are the results of that project, including the report, "Supporting Graduate Student Mental Health and Well-being: Evidence-Informed Recommendations for the Graduate Community."

Report and Recommendations

• Executive Summary and Recommendations
• "Supporting Graduate Student Mental Health and Well-being: Evidence-Informed Recommendations for the Graduate Community" (Final Report)
• Communications Toolkit
• Call to Action and List of Signatories  (Updated December 13, 2021)
• Webinar: Supporting Graduate Student Mental Health and Well-being: Evidence and Recommendations to Catalyze Action (Recording and slides)

Other Resources

• "CGS & JED Release Evidence-Informed Recommendations and Resources to Support Graduate Student Mental Health & Well-being" (Press Release)
• Webinar: "A Framework on Graduate Student Mental Health: CGS Members Share Ideas and Guidance" (3.16.2021)
• Hironao Okahana, "Pressing Issue: Mental Wellness of Graduate Students" (4.9.2018)

Contact

Julia Kent

In Partnership with

Project Funders

As the most common physical disability in childhood, one in 323 babies is diagnosed with Cerebral Palsy (CP) annually in the U.S. and most require medical devices to improve mobility. CP is a life-long disability due to damage of the developing brain, and there is no known cure. Ahad Behboodi, a doctoral candidate in biomechanics and movement science at the University of Delaware, is leading a team of researchers to improve mobility in children with CP.

Behboodi and his team recently received a QED grant from the University City Science Center in Philadelphia, “to develop a motorized ankle foot device for children with Cerebral Palsy that includes a novel artificial muscle.” The device will help correct and improve ankle motion, potentially leading to better mobility. Comprised of common elastic materials, the artificial muscle device is lightweight and compact and simulates the motion of skeletal muscle.

“For now, the device can only assist the wearer’s own muscle contractions, but we are able to customize where we put the force to change the movement,” said Behboodi. “In the future, we may add functional electrical stimulation technology, which is a major area of research in Dr. Lee’s lab, to also trigger muscles, when needed. This would improve the timing and power of the muscle’s activation, thereby strengthening the muscle and improving the user’s walking coordination.” To learn more about Ahad’s work, visit the University of Delaware website.

Visit the GradImpact Feature Gallery to learn more about the amazing, innovative research being done by graduate students and alumni across the world.

Photo Credit: University of Delaware

As a master’s student in the School of Public Health at the University at Albany, SUNY, Thoin Begum’s research has focused on environmental exposures and how they impact in vitro fertilization. Her work was recently recognized by Global Kids, a nonprofit that “develops youth leaders through dynamic global education and leadership development programs.” Named as one of Global Kids’ 30 under 30 in March 2019, Begum is a young alumnus of the program.

Beginning her sophomore year of high school, Begum became involved with Global Kids through college tours, annual functions, and scholarships. “Global Kids taught me to push boundaries and change perspectives, something that is needed in this field,” said Begum.

Begum intends to continue her graduate education and pursue a doctoral degree. “Public health and environmental health is an emerging field that has a lot of misconceptions – it isn’t just about global warming or about dealing with the amount of natural disasters we are seeing. It’s really about our everyday life.” To learn more about Thoin’s work, visit the University at Albany, SUNY website.

Visit the GradImpact Feature Gallery to learn more about the amazing, innovative research being done by graduate students and alumni across the world.

Photo Credit: University at Albany

Monica Burney, a master’s degree alum in history at Eastern Illinois University, was recently awarded the 2019 Robert and Kathryn Augustine Distinguished Master’s Thesis Award for her work, “The Meaning of a Woman's Work: Refugees, Statelessness, Nationality, and the Women's International League for Peace and Freedom, 1918-1931.” Burney’s thesis examines “how the Women's International League for Peace and Freedom (WILPF) sought to influence how the League of Nations approached questions of nationality and statelessness between 1918 and 1931.”

First as an undergraduate and later as a graduate student at EIU, Burney participated in its Living History Program. This project was started in 1989 to underscore the contributions of women in the past and to inspire interest in women’s history by portraying women in history at local elementary schools. "Through this program children are introduced to some of the captivating women who had a hand in creating the world today,” Burney said. “This new knowledge helps to inspire children to embrace their individuality and to make a difference."

Burney was named a 2018 Hamand Scholar for her achievements in both scholarship and service that have impact on the discipline and in the community. She plans to pursue a graduate degree in library sciences and hopes to then work in an academic library. To learn more about Monica’s work, visit the Eastern Illinois University website.

Visit the GradImpact Feature Gallery to learn more about the amazing, innovative research being done by graduate students and alumni across the world.

Photo Credit: Bev Cruse/EIU

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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As a Latina first generation college student from a disadvantaged socioeconomic background, Theresa E. Hernandez’s research is inspired by her own experiences. As a doctoral student in urban education policy at the University of Southern California, she is interested in how policies and interventions either support or hinder access and academic success of first-generation students of color from low socioeconomic backgrounds.

Hernandez experienced first-hand how policies that did not account for the unique challenges faced by underrepresented persons could hinder one’s education. “[My undergrad] was very difficult transition and acculturation that kind of had me hit pause on my education for a while” she noted. “But it ultimately inspired me to come back to get my master’s and now my PhD and inspires me to do the work I’m doing to make higher ed a more equitable space to people who come from my background.”

Her experience and research have compelled Hernandez to take an active role advocating for graduate students, particularly those from underrepresented groups. In April 2019, Hernandez was one of two graduate students from USC to attend CGS Advocacy Day to meet with lawmakers in Washington, D.C., and advocate for graduate education. “Just seeing the process of policymaking…was interesting to me,” Hernandez said. “Also, participating helped me see the ways in which grad students and others who are really fighting for educational support from the government are a part of the process, and got me thinking about the roles we have, and the voices we have.”

In addition to Advocacy Day, Hernandez has amplified her voice in other ways, including a published op-ed in The Huffington Post urging colleges and universities to abolish standardized testing requirements for admissions. To learn more about Theresa’s work, visit the University of Southern California website.

Visit the GradImpact Feature Gallery to learn more about the amazing, innovative research being done by graduate students and alumni across the world.

Kori Andrea didn’t know how she would fare in graduate school. Though her parents are both public school teachers and had always valued education, the Memorial University student from Nova Scotia was the first person in her family to pursue a graduate degree. “The idea of graduate school was new,” she said in a recent interview, “especially being involved in research.”

It was her passion for research, however, that led Andrea to pursue her doctorate in chemistry at Memorial University in Newfoundland. While pursuing her bachelor’s degree in chemistry, she fell in love with research. She enjoyed the intellectual challenges, meeting leading scholars, and traveling for conferences. “The decision to continue my research career by pursuing a PhD was an easy decision for me,” she noted, even though it meant being the first member of her family to enroll in graduate school.

Since arriving at Memorial her research has flourished. Her PhD research focuses on using carbon dioxide (CO2) to design plastics “that can degrade and not pollute our oceans.” Early in her research she realized that though CO2 is inexpensive and easy to access, its stability means that it can only be made into plastics by applying high temperatures and pressures combined with an, often metal, catalyst. This production method is costly and risks metal contamination in the products. Andrea’s current research focuses on studying “a metal-free catalyst that is commercially available and capable of performing just as well if not better than the traditionally used metal catalysts.” The aim is to refine this catalyst to improve the types of plastics being produced and eliminate the possibility of metal contamination. Her long-term hope is that better catalysts will produce more biodegradable plastics that will allow for continued use of plastics in key industries without the damaging environmental impact.

Her innovative research has already attracted widespread acclaim. In May 2018 she was awarded a Vanier Canada Graduate Scholarship, which is the most prestigious award granted to a Canadian graduate student. She was also named Cape Breton University Young Alumni of the Year for 2018. In 2019, she received the NSERC Michael Smith Foreign Study Supplement grant that allowed her to spend six months studying at Oxford University in England.

Despite these awards, Andrea remains humble and focused on her research. Her work has thrived under the mentorship she has received at Memorial, but she realizes that it’s the student’s drive to succeed that defines their graduate career. “My main point of advice would be to follow your heart,” she concluded, “Take advice from others but remember [that] to succeed, especially in graduate studies you really have to enjoy what you are doing and hard-workers are rewarded.” 

To learn more about Kori’s work visit the Memorial University website.

Visit the GradImpact Feature Gallery to learn more about the amazing, innovative research being done by graduate students and alumni across the world.

CGS, with support from ETS, has begun a new project, Supporting Diversity in Graduate Education: Next Steps in Advancing the International Agenda. This project grew out of the 2018 Strategic Leaders Global Summit on Graduate Education and aims to address the absence of a global effort to tackle diversity issues at master’s and doctoral institutions by cataloguing, classifying, and disseminating diversity initiatives through a digital repository.

Background

Even after decades of reform, the underrepresentation of women and minorities in graduate education remains a persistent problem across a variety of global higher education systems. National and regional organizations supporting graduate education have attempted to tackle this underrepresentation with different projects and approaches.

Addressing this gap was a goal of the 2018 Strategic Leaders Global Summit on Graduate Education co-sponsored by CGS, ETS, and the University of Johannesburg, which explored a range of issues related to diversity in master’s and doctoral education. Summit topics included clarifying and comparing definitions of diversity and inclusion, creating an inclusive campus and program culture, student recruitment, curriculum and pedagogy, retention and completion, and supporting successful career paths for all students. Under the theme, Supporting Diversity in Graduate Education, participants in the summit discussed current strategies for improving diversity, existing roadblocks, and future priorities.

In spite of the fact that national, community, and university systems confront unique challenges, and diversity often depends on national context, CGS and summit attendees agreed that the global graduate community would benefit from two areas of work: 1) Developing a system for classifying issues in diversity in graduate education and 2) Creating a resource library based on this taxonomy to include example policies, diversity metrics, research frameworks, promising practices, and case studies.

Proposal Overview

In March 2020, CGS and ETS released The Global Postgraduate Diversity Resource. The resources included on the website include essays from postgraduate leaders on diversity and inclusiveness as well as information from university diversity initiatives across the globe. You can access the diversity resource via this link. If you would like to submit a resource for consideration email Matthew Linton (mlinton@cgs.nche.edu). 

Advisory Committee

Suzanne T. Ortega, President, Council of Graduate Schools

Alberto Acereda, Senior Director of Business Development, Educational Testing Service

Sue Berners-Price, Dean, Griffith Graduate School, Griffith University

Hans-Joachim Bungartz, Dean of Informations, Graduate Dean, Technical University of Munich

Karen Butler-Purry, Associate Provost, Graduate and Professional Studies, Texas A&M University

Carlos Gilberto Carlotti, Jr., Provost, Graduate Studies, University of São Paulo

Alexander Hasgall, Head, Council for Doctoral Education, European University Association

Nelson Ijumba, former Deputy Vice Chancellor, Academic Affairs and Research, University of Rwanda

Shireen Motala, Senior Director, Postgraduate School, University of Johannesburg

Susan Porter, Dean and Vice-Provost, Graduate and Postdoctoral Studies, University of British Columbia

Adham Ramadan, Dean, Graduate Studies, The American University in Cairo

Project support provided by