The COVID-19 pandemic presents new obstacles to the matriculation, persistence and completion of U.S. graduate students, with those who are first-generation, low-income, racially and ethnically underrepresented (URM) at greatest risk for educational disruptions. With funding from the National Science Foundation’s (NSF #2037360) Rapid Response Research (RAPID) program, CGS will collaborate with the Council for Opportunity in Education (COE) and the Council of Historically Black Graduate Schools (CHBGS) to understand challenges currently faced by URM and first-generation students and to provide just-in-time information that will help support their success.

The new project, Investigating Challenges to Matriculation and Completion for Underrepresented STEM Graduate Students during the COVID-19 Pandemic, will focus on four specific areas of research: obstacles to matriculation, obstacles to retention, challenges to sustaining graduate school aspirations for rising college seniors, and strategies for graduate school success. The findings will inform graduate student advising and support structures and guide interventions to broaden URM student participation in STEM graduate education.

Press Release: CGS Takes Action to Protect Pathways to Graduate Schools for Underrepresented Graduate Students during COVID-19

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Suzanne Ortega

Suzanne Ortega, president of the US Council of Graduate Schools (CGS), an association based in Washington DC that represents about 500 universities in the United States, Canada and elsewhere, calls the plan to revoke visas unworkable. Announcing the action so soon before the upcoming semester, she adds, creates an impossible timeline. Ortega believes that PhD students could have more latitude than undergraduates to meet in-person instruction requirements through independent study and laboratory work, but notes that there are still many uncertainties.

On July 13, CGS joined 71 higher education organizations on an amicus brief filed in a federal district court regarding Harvard and MIT's lawsuit challenging ICE's July 6 guidance on international students and online education. 

On July 6, the Student and Exchange Visitor Program operated by the U.S. Immigration and Customs Enforcement (ICE) issued guidance modifying temporary exemptions for international students receiving online instruction from U.S. institutions during the COVID-19 pandemic. By limiting the ability of institutions to change the modes by which courses are delivered in response to evolving local and regional health concerns, the new guidance severely undermines the capacity of colleges and universities to best serve students. Per the latest guidance, new visas will not be granted to international students, nor will they be permitted to enter the United States, if they are enrolled in a school/program that is fully online for the Fall semester. Further, individuals on F-1 and M-1 nonimmigrant visas could face removal if they receive their full course load via online instruction while in the U.S., even if the decision to convert to fully online instruction later in the year is deemed essential due to the pandemic. ICE states that students must either “take other measures” such as transferring to another institution with in-person instruction or risk leaving the country.

“Notwithstanding the academic, emotional, financial, and logistical nightmare this creates for students who find themselves in this situation, this proposed guidance flies in the face of carefully weighed decisions being made by institutions to ensure that the health and safety of the campus community remain a top priority,” said Suzanne Ortega, president of the Council of Graduate Schools. “While there is tremendous uncertainty and a complete lack of clarity about the full intent and implementation of these modifications, the impact on both the current and future international graduate student pipeline and our member institutions will be substantial. This Administration’s persistent punitive policies hindering international students are extremely distressing and detrimental to our standing in the world. This is not who we are. This is not what we stand for. We strongly urge the Administration to immediately reconsider its current proposal and ensure international students can safely continue their education without fear of being forced to leave.”

On June 26, CGS sent comments to Senate Help, Education, Labor and Pensions Committee Chairman Lamar Alexander (R-TN) in response to his June 9 white paper titled “Preparing for the Next Pandemic." The Chairman's white paper addressed five recommendations for future preparation based on the U.S. response to COVID-19. Among CGS's recommendations are further investments in the National Institutes of Health and other relevant research agencies that bolster work in university laboratories and directly contribute to treatments and cures. CGS also notes that support for mental health services for those impacted by COVID ought to be included in future policy proposals.

On June 22, the White House published an executive order extending its original April 22 proclamation to suspend immigrant visas (green cards) and halting certain work visas through December 31, 2020. The proclamation does not impact F-1 or M-1 visas or the Optional Practical Training Program. CGS has prepared a summary on the relationship between the two executive orders.

On June 18, in a 5 to 4 decision, the Supreme Court deemed the Trump Administration’s move to end the Deferred Action for Childhood Arrivals (DACA) program unlawful. CGS applauds the high court’s ruling to uphold DACA, which will provide immediate relief for the over 650,000 individuals who have DACA status (“Dreamers”). 

“This marks a victory not just for Dreamers, but for our communities and our nation, as a whole,” said Suzanne T. Ortega, president of the Council of Graduate Schools. “With so many Dreamers enrolled in our colleges and universities, ensuring they are able to remain in the United States— the country they call home— means they will continue to serve as vital members of their campuses and the communities in which they learn and work. A growing number of these hard-working and passionate individuals are pursuing graduate education. These are our future public servants, researchers, and leaders. If we want to be a nation that values liberty and justice for all, longer term solutions are needed. We have and will continue to stand with them.”

While the Supreme Court’s decision safeguards DACA from immediate repeal, it does not permanently protect Dreamers. Ultimately, Congressional action is needed to enact legislation that provides Dreamers a pathway to citizenship.

Virtual New Deans Institute
July 13, 2020

New Deans Institute Program

PowerPoint presentations from the 2020 CGS Virtual New Deans Institute are below. Presentations are in chronological order. Presentations are offered as Adobe Acrobat PDF files. 

New Deans Institute Presentations

Session I ~ 2:00 - 2:20: Managing Budgets: Planning, Prioritizing, and Allocating
David Berkowitz

Session II ~ 2:20 - 2:40: Managing Operations: Time, Staff and Partnerships
Kathryn Hausbeck Korgan

Session III ~ 2:40 - 3:00: Managing Enrollment: Recruitment, Admissions, and Funding
M.J.T. Smith

Session III ~ 3:10 - 3:25: Being an Effective Graduate Education Advocate
Jenni Hart

Summer Workshop
July 14-17, 2020
 

Summer Workshop Program

Selected PowerPoint presentations from the 2020 CGS Virtual Summer Workshop are below. Presentations are in chronological order. Presentations are offered as Adobe Acrobat PDF files. 

Summer Workshop Presentations

Plenary: Survey Says: Graduate Education in a Post-Covid-19 World
Anthony Carnevale, Betty Fleurimond, and Earl Lewis

Admissions in a COVID World: Strategies for Survival: Sponsored by ETS
Tabitha Hardy, David G. Payne, and Mark J. T. Smith

Strategic Initiatives in Graduate Education at the National Science Foundation
Kim E. Barrett

Building a Campus Ecosystem to Support Research Mentoring
Judith Stoddart

Dissertations Bootcamp: Supporting Students in a Virtual Learning Environment: Sponsored by ProQuest
Jan Allen and April Ellsey

Navigating Federal, State, and Institutional Policies During COVID-19: Challenges and Successes
Andres Gil, Brian Kloeppel, and Janet Rutledge

Using Data and Student Feedback to Inform Online Graduate Program Development: Sponsored by Wiley Education Services
Eric LaMott, David Capranos, and Carol Aslanian

Supporting International Graduate Students through the COVID-19 Pandemic
Lauren Inouye, David Berkowitz, and Kim LaScola Needy

Navigating an Uncertain Enrollment Landscape: Research Insights for Graduate Recruitment During the Pandemic: Sponsored by EAB
Will Lamb

Associated Learning Communities Presentations

Wednesday, August 12

BC to AD: Dawn of the Age (A discussion of how universities -and the entire educational system - will be transformed by technology and by COVID)
Presenters: Michael Moe, Founder & CEO, GSV Asset Management and Deborah Quazzo, Managing Partner, GSV Ventures

Thursday, October 1

Graduate Education in the Performing Arts for a Post-COVID World
Presenters: Dwight McBride, President, The New School and Richard Kessler, Executive Dean for the Performing Arts, The New School

Resources from CGS Sustaining Members

Ensuring Business Continuity With a Centralized Application Service e-book - Liaison International
Collaboration in Research survey report - Nature Research

On June 15, following the Senate Health, Education, Labor, and Pensions Committee unanimous approval of Dr. Sethuraman “Panch” Panchanathan’s nomination to become the Director of the National Science Foundation (NSF), CGS joined the Coalition for National Science Funding (CNSF) in a letter urging Senate Leadership to oversee an immediate full Senate confirmation vote for Dr. Panchanathan’s nomination.

Suzanne Ortega is president of the Council of Graduate Schools, a not-for-profit group based in the United States. The council provides support to graduate school education and research projects.

Ortega told VOA that just like for everyone else, the sudden, unexpected spread of the coronavirus came as a shock to U.S. academic institutions. Luckily, many schools have been developing crisis communication and risk management plans for years. Some acted quickly, deciding not just to send students home and move classes online. They also decided which research projects to continue and which ones could be delayed.