Full-time enrollment is down across master’s and doctoral programs in the arts and humanities, education and social sciences, according to an October report by the Council of Graduate Schools. Over the last five years, online and part-time degrees have gained ground in those fields, the data show.

While I can understand the sentiment behind the term “alt-ac” (having used the phrase myself as I was beginning to explore the field), it all too often becomes  shorthand for university staff jobs that are taken in desperation, the plan B (or Q or Z) that people can fall back on when the tenure track doesn’t work out. This is hardly a new critique of the term and the Council of Graduate Schools offers some other possible phrasing for these career pathways here.

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.

The brief also says that international students bolster US academic programs. It quotes a February 2019 survey from The Council of Graduate Schools, which revealed that the new international enrollment declined through the previous two fall admission cycles.

The number of Chinese students in the U.S. has not declined yet: the IIE data show a 2 percent gain in Chinese undergraduate students and a 4 percent gain in Chinese graduate students from fall 2017 to fall 2018, while data from the Council of Graduate Schools found that the number of new Chinese students at American graduate schools did not change from fall 2017 to fall 2018.

The trend continued for graduate students, who have declined in rates of both application and enrollment for two consecutive years, according to a Council of Graduate Schools report released in February.

Publications

Master's Admissions: Transparency, Guidance, and Training (Free)

Though master’s programs and degree recipients have thrived, there has been scant research on the processes by which students gain admission into master’s programs. Recognizing this gap in our understanding of master’s admissions, in 2017 CGS, with support from Educational Testing Service (ETS), embarked on a project to better grasp how graduate programs evaluated applicants’ cognitive and noncognitive attributes and reviewed application materials. Improved understanding of master’s admissions would help graduate deans and their admissions teams put transparent processes in place to better identify promising candidates for admission and avoid unfair biases. 

Master's Education: A Guide for Faculty and Administrators - A Policy Statement 

This guide is useful to faculty members, department chairs, and deans as they develop graduate programs at the master’s level.

Completion and Attrition in STEM Master's Programs 

This pilot study of master's programs in the fields of science, technology, engineering, and mathematics (STEM) and MBA programs describes completion rates, attrition rates, and factors contributing to the successful completion of the degree using data from five participating institutions.

Professional Science Master's: A CGS Guide to Establishing Programs

The rapid expansion and increasing diversity of the PSM from a handful of programs a little more than a decade ago to almost 240 PSM programs today point to a distinct area of growth in master's education that is responsive to the needs of students and employers. This monograph is intended to serve as a guide for those who are considering establishing PSM programs at their institutions. We provide background and context and discuss feasibility analysis, program development and operation, formal PSM affiliation, and program sustainability. 

The Role and Status of the Master's Degree in STEM

Master's education, particularly in science, technology, engineering, and mathematics (STEM) fields, is critical to preparing the workforce we need. This publication presents the current state of knowledge about master's education, with a focus on completion and attrition in STEM. It includes an examination of the categories and characteristics of STEM master's degree programs, and summarizes a 2010 workshop that explored the role and status of the master's degree in STEM.

Why Should I Get A Master's Degree? (Student Flyer)

Individuals who earn a master's degree gain an edge in today's increasingly competitive global marketplace, they typically earn more money over the course of their careers than individuals with bachelor's degrees, and they can play a substantial leadership role in the evolving knowledge economy of the 21st century. This two-sided flyer highlights these and other reasons for pursuing graduate education.

Webinars

Master's Admissions: Transparency, Guidance, and Training (March 26, 2019)

Master’s degrees accounted for a staggering 83% of all graduate degrees awarded in 2018, yet there has been relatively little research conducted on master’s program admissions and how admissions criteria match student success. The recently published CGS report, Master’s Admissions: Transparency, Guidance, and Training, aims to clarify the admissions process by assessing quantitative data and regional focus group interviews to better understand master’s admissions. In this webinar, project author Robert Augustine will explain the report’s key findings and field questions from the audience. The full report can be downloaded here. Presentation slides. 

CGS Project on the Master's Degree (August 11, 2016)

Launched in early 2016, the CGS Project on the Master’s Degree aims to chart the future of master’s education. The Joint Committee on the Master’s Degree determined that master’s degree requirements are defined by competencies, shaped by demand, and distinguished by metrics that define quality and rigor. The emerging conceptual framework is different from the traditional framework because it aligns the forces that can be harnessed to drive responsiveness and innovation in current degrees and launch future degrees. This webinar will offer an overview of the application of the Alignment Framework, as it aims to provide deans and program directors with research and analysis tools for alignment of competencies, demand, and metrics in order to continuously improve existing degrees and strategically advance the emerging portfolio of new degrees. See presentation slides.

Completion and Attrition in STEM Master's Programs (May 2013)

Master’s education is the fastest growing and largest part of the graduate education enterprise in the United States, yet until recently, there was a lack of key information regarding master’s completion and attrition rates and factors contributing to student success. This webinar will share data and insights from the CGS project designed to address these gaps, Completion and Attrition in STEM Master’s Programs, funded by the Alfred P. Sloan Foundation. Click here to access the webinar recording.

GradImpact

Promoting Lifelong Health and Well-Being of Veterans - Kristina Sabasteanski (University of Southern Maine)

As an Army Veteran, Occupational Therapist, and two-time Olympic Biathlete, Kristina Sabasteanski has an impressive biography and a bit of a competitive streak. She also clearly has a calling to serve. After completing her master’s in occupational therapy at the University of Southern Maine, Sabasteanski started the Veterans Adaptive Sports & Training (VAST) program at Pineland Farms in New Gloucester, Maine with help from the Libra Foundation in May of 2012.

Finding Community and Helping Society - LaVoya Woods-Dionne (University of North Carolina at Chapel Hill)

Woods-Dionne plans to use her master’s degree in social work to help raise awareness of the effects of trauma and oppression and promote healing. In 2017-18 she worked as an intern at the Refugee Wellness Initiative on issues related to the mental health of recently arrived refugees. She plans to become a licensed clinical social worker and pursue her doctoral degree two years after receiving her master’s degree.

Advancing Innovation & Entrepreneurship by Helping New Businesses Get off the Ground - Michael Mahoney (Virginia Commonwealth University)

Michael Mahoney, a recent graduate of Virginia Commonwealth University’s Master of Product Innovation program, is the epitome of an entrepreneur. One of his program requirements was to write about his experience in the field. He heard about Clipster, an accelerator program based in Poland, and thought it might be a good fit. “I contacted Clipster and convinced them to create a position for me, and it worked!” Mahoney said. “Nobody ever told me I could make up my own job, but that's essentially what I did. I even made up my title, International Partnerships Specialist, and it stuck.”

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.

Nominations for the 2022 award are due August 31st.

Description

Created by the CGS Board of Directors, the Assistant and Associate Deans Leadership Award recognizes the major impact of assistant and associate deans on the quality of graduate education. Through this award, the CGS Board recognizes individuals who have demonstrated exemplary commitment to graduate education through:

• Demonstrating creativity and innovation in response to institutional challenges and/or limited budgets or resources.
• Building partnerships both internal and external to the graduate school.
• Identifying and obtaining resources, both internal and external to the graduate school.
• Effectively advocating on behalf of graduate education.
• Fostering inclusiveness in the graduate community.
• Engaging student voices (including diverse voices).

Eligibility

• Assistant and associate-level deans whose official duties include a primary and substantial commitment to enhancing graduate education at any CGS “Regular” or “Associate” member institution are eligible to be nominated. Those eligible include deans within individual academic colleges or schools, if their primary administrative responsibility is graduate education.
• Nominees must have served for at least three full years at either the Assistant and/or Associate Dean level (or a combination of those two levels) at the nominee’s current institution. 
• Assistant or associate deans whose graduate deans currently serve on the Board of the Council are not eligible to be nominated for the award during the dean’s active years of board service.  That assistant or associate dean may be nominated when their Dean rotates off the board.
• Regional association representatives are not eligible to be nominated for the award during their term of service as liaison to the board.
• Please see the Frequently Asked Questions for additional considerations. 

If, in the selection committee’s view, the award’s high standards for outstanding achievement are not met in a given year, the committee may choose not to confer the award.

How to Submit a Nomination Package:

A complete nomination package includes the following components:

1. A completed nomination form.
2. A summary of the nominee’s achievements in the relevant areas of leadership. (See further instructions below).
3. The nominee’s curriculum vitae (5 pages maximum).
4. A signed letter of endorsement from the graduate dean (IHE1) at the nominee’s institution.
5. Two additional letters of recommendation supporting the nomination. A combination of internal/external letters. Letters should be addressed to the “Assistant/Associate Award Selection Committee.”

Note: The nomination package must be sent as a single pdf document to Anna M. Naranjo. Mailed or faxed paper submissions will not be accepted.

Instructions for Preparing the Summary of Achievements

When preparing the summary of the nominee’s accomplishments as an assistant or associate dean, please focus on each of the following considerations:

1. A history of active participation in the graduate education community (200-word maximum)
2. Ethics and integrity as a leader (200-word maximum)
3. A record of accomplishment and strategic thinking, resulting in meaningful impacts in one or more of the following six areas (400-word maximum):

• Demonstrating creativity and innovation in response to institutional challenges and/or limited budgets
• Building partnerships both internal and external to the graduate school
• Identifying and obtaining resources, both internal and external to the graduate school.
• Effectively advocating on behalf of graduate education.
• Fostering inclusiveness in the graduate community.
• Engaging student voices (including diverse voices)

Competitive nominees will have shown impacts in most or all of these six areas.

Nominators may also highlight accomplishments outside of these areas.  However, please be aware that the selection committee will give the highest priority to the criteria listed above and will evaluate each candidate’s accomplishments in these areas.

Review of Applications: 

All nominations will be reviewed by a committee selected by the Board of Directors.  

The recommendation of the committee will be approved by the Board.

Expectations of the awardee

If a selection is made, the award will be conferred at the CGS Annual Meeting Awards Luncheon. The awardee will be invited to plan and participate in a session at the CGS Summer Workshop, on a topic of their choosing.

Contact

Anna M. Naranjo

Award Support provided by:

As a first-year doctoral student in anthropology at Colorado State University, Ray Sumner believes public outreach and public archaeology are important aspects of his research. Sumner’s doctoral project is a multifaceted, interdisciplinary approach that relies on geography, archaeology, and history methods to better understand the 1865 Sacking of Julesburg, an event that succeeded the Sand Creek Massacre in which many Cheyenne and Arapaho people were killed.

Sumner uses traditional archaeological methods, such as excavation, but also employs emerging technologies, such as, aerial drone mapping, ground-penetrating radar, and thermal imaging to locate the lost stage stations, ranches, Indian camps and villages that are associated with this time period. He hopes his work will also serve as a rural economic development tool for heritage tourism in the area. Sumner says that, “Through my research process what I hope to achieve is for the Cheyenne and Arapaho to reclaim their agency and have people not just focus on the darkest days in Colorado’s history.”  He is in the process of initiating tribal consultation with a number of Native American tribal governments this summer and looks forward to incorporating their perspectives, voices, and concerns into his research.

Sumner was recently named a VPR Graduate Student Fellow at Colorado State and received the Innovation in Liberal Arts award at this year’s CSU Ventures Demo Day. In addition to his studies, Mr. Sumner is involved with the Veterans of Foreign Wars (VFW) and the American Legion, after serving 22-years in the United States Army. He’s the current Commander of Post 1879 of the American Legion and the President of the Colorado American Legion Press Association (COALPA). To learn more about Ray’s work visit the Colorado State 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.