First-time enrollments of international students at U.S. graduate schools increased by 4 percent in fall 2019 compared to the previous fall, according to new survey results from the Council of Graduate Schools. Applications from prospective international graduate students also increased by 3 percent.

Many CGS member institutions are responding to events surrounding the recent Coronavirus outbreak, which may impact both international students coming to the U.S. as well as domestic students studying abroad. CGS members can find regularly updated information about the virus and travel precautions from the Centers for Disease Control and Prevention and the Department of State. CGS members are also encouraged to engage in dialogue with other members on CGS’s Dean’s Discussion Board on this topic, where members can share what their campuses are doing to address challenges related to restricted travel and administering entrance exams, for example.

2019 Sees Rebound in New International Graduate Students

Forbes (2/12/2020)

After two consecutive years of declines in international graduate student applications and first-time enrollments, U.S. institutions reported increases in both categories for 2019. That’s the key takeaway from a just-released survey of American graduate schools conducted by the Council of Graduate Schools (CGS).

New International Enrollments Climb at U.S. Grad Schools

Inside Higher Ed (2/12/2020)

First-time enrollments of international students at U.S. graduate schools increased by 4 percent in fall 2019 compared to the previous fall, according to new survey results from the Council of Graduate Schools. Applications from prospective international graduate students also increased by 3 percent.

Participate in a New Survey on Ph.D. Mental Health

The Chronicle of Higher Education (1/26/2020)

And graduate educators have started to pay attention. Recently the Council of Graduate Schools announced a multiyear study to learn more about mental health and wellness in doctoral training, and to find workable solutions

And graduate educators have started to pay attention. Recently the Council of Graduate Schools announced a multiyear study to learn more about mental health and wellness in doctoral training, and to find workable solutions.

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Employer Roundtable Meeting Presentations

• October 4, 2019 - Washington, DC

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The Council of Graduate Schools (CGS), an association of nearly 500 universities that grant graduate
degrees, recognizes that diversity, equity, access, and inclusion are critical to the excellence of graduate
education.

Supporting diversity and inclusion in graduate education is both an economic and a moral imperative.
For a nation to prosper, drive innovation, ensure sustainability and maximize impact, its universities
must draw from a broad pool of students with the ability, curiosity, and motivation to complete a
graduate degree. In the United States, as in many countries, the progress we are making toward this
goal is steady, but slow. In order to accelerate progress, universities, funding bodies, and policymakers
must work together to develop policies and practices that help attract, retain, and support the success
of all students, and especially those from populations historically underrepresented in graduate
education.

As we pursue this goal, it is important to recognize that opportunities to learn and work in diverse
environments are essential to the preparation of all students. As countries and economies become
increasingly connected, it is imperative that all students have an equitable opportunity to think,
communicate, and collaborate both locally and globally. Given the compelling evidence that diverse
teams produce better innovations and results,¹ diverse communities will be best positioned to solve
problems of local and global scope.

Excellence depends on not only access, but the creation of communities that are inclusive – valuing
difference and promoting a sense of belonging. Toward this end, graduate schools and graduate
programs must clearly state their commitments to advancing diversity, equity, access, and inclusion,
making it clear that these values support the achievement and engagement of all students. Graduate
programs, graduate schools, and the universities of which they are a part must closely examine evidence
of what is measured, valued, and rewarded. Along with funders of graduate education, they must also
invest time and resources in better understanding the policies and practices that favor diversity and
inclusion.

By upholding these four broad principles—diversity, equity, access, and inclusion—all graduate
students, as well as their programs, communities, and nations stand to benefit.

The Council of Graduate Schools doesn’t have specific information on which graduate programs require training in pedagogy. But it has long promoted the idea that graduate programs should provide students the tools they need to be teachers in various capacities -- including at different institution types -- through the Preparing Future Faculty initiative (of which Springfield College is part).

Final Program

Meeting Dates and Location
December 4-7, 2019
Omni Nashville Hotel
Nashville, TN

With nearly 700 meeting registrants, this year's annual meeting was our most successful yet! Annual meeting participants explored varied and important issues in graduate education. Participants—graduate deans; associate and assistant deans; faculty and staff from colleges/universities; association, federal and state agency, and other education-related administrators; graduate students, and others interested in graduate education—enjoyed a unique forum where they met leaders in their field and exchanged ideas and information.

Selected PowerPoint presentations from the 2019 CGS 59th Annual Meeting are below. Presentations are in chronological order by each category. Presentations are offered as Adobe Acrobat PDF files.

Pre-Meeting Workshop Presentations

Governance and Organization: Building Relationships and Synergies for Any Organizational Structure
Lisa Krissoff Boehm, Karen Butler-Purry, and Scott Lanyon

Recruitment Strategies for the Heartland
James Ahern, Jeni Hart, and Ranjit Koodali

Innovations in Master’s Education
Bonnie Ferri, Robin Garrell, and Scott Herness

Supporting Returning Students
Alfredo Artiles, JoAnn Canales, Kellie Cude, and Latha Ramakrishnan

Responding to Sexual Harassment and Bullying
Suzanne Adair, Wendy Smith, and James Wimbush

Review of Graduate Programs: Master’s and Doctoral
Peter Harries, Joanne Romagni, and Robert Wojtowicz

Monitoring and Managing Graduate Student Debt
David Berkowitz, Carol Genetti, and Barbara Knuth

Master’s Level Enrollment Management
Andrea Golato, Ryan Hendrickson, and Maribeth Watwood

Promoting Graduate Student Mental Health
Emma Dench, Frances Leslie, and Mark Wallace

Using Video to Tell the Stories of Graduate Education
Kelly Burke, Karen Hanson and Mitch Watsky

Recruiting and Supporting Undocumented Graduate Students: Creating Your Institutional Toolkit
Miriam Feldblum, Sara Xayarath Hernandez, and Marjorie Zatz

Plenary I

Concurrent Sessions Presentations

High Impact Practices for Online/Hybrid Master’s Programs
Cheryl Addy, Terri Camesano, and Samantha Langley

How Two Institutions Evaluated, Implemented and Launched a Centralized, Online Graduate Application — Sponsored by Liaison International
Judy Chappealer, David Daleke, and Alycia Mosley-Austin

Supporting Diversity in Graduate Education: Resources for a Global Context
Karen Butler-Purry, Alexander Hasgall, Susan Porter, and Adham Ramadan

Graduate Student Work/Life Balance
Suzanne Barbour, Daniel Kleinman, and Tammi Vacha-Haase

Plenary II

Art with Impact: An Afternoon with Ann Patchett
Ann Patchett

Concurrent Sessions Presentations

Building an Inclusive Climate and Interculturally-Competent Community
Lisa Gloss and M.J.T. Smith

Dealing with the Anti-Mentor
Karen Colley and Sherri Irvin

Implementing Best Practices in Master’s Admissions
Lisa Armistead and Jerry Weinberg

Plenary IIl

Concurrent Sessions Presentations

How to Increase Enrollment by Better Understanding Prospective Graduate Students — Sponsored by EAB
Kevin Shriner and Maribeth Watwood

Supporting PhD Transitions into the Workforce
Wojtek Chodzko-Zajko, Elizabeth Dolan, and Phillip Trella

Quality in Domestic Joint and Dual Master’s Degrees
John Keller, Michael Keynes, and Victor Prybutok

Working with Nature: Strengthen Your Institution’s Published Output and International Profile — Sponsored by Nature Research
Andrea Aguilar

Lightning Round Sessions Presentations

Understanding and Leveraging International Master’s Student Funding — Sponsored by Prodigy Finance
Molly Dineen and Ian Wright

A Strategic Approach to Developing a Robust Online Program Portfolio — Sponsored by Wiley Education Services
David Capranos

Plenary IV

Higher Education 2030: Building Student-Centered Learning Eco-Systems — LaPidus Lecture
Paul LeBlanc

Concurrent Sessions Presentations

Innovative Competency Based Degrees
Jeffrey Buck, Tony Farrell, and Joy Henrich

CRM for Graduate Admissions: Your Key to Student and Faculty Success -- Sponsored by Salesforce.org
Kathryn Korgan and Olivia Nash

Approaches to Teamwork Training
Susan Cozzens, Wayne T. McCormack, and Linda Schaffner

Supporting Graduate Students in Need
Karen DePauw, Annette Kluck, and Robbie Melton

Plenary V

Increasing the Participation of Students of Color in Graduate Education: It’s About Faculty Mentorship
Linda DeAngelo