The University of California, Merced (UC Merced) project builds on the structure of the Center for Research on Teaching Excellence to include a Graduate Certificate in Undergraduate Learning Outcomes and Assessment that is grounded in the professional disciplinary literatures and that explicitly addresses and cultivates course, program and relevant institutional goals for student learning.

Project Plan and Activities:

1. Extend the Center for Research on Teaching Excellence’s future faculty certificate program.

UC Merced will create a multi-disciplinary learning community which will prepare future faculty to use assessment as a teaching tool to tailor instruction, curriculum, and teaching behaviors to support desired student learning outcomes. The program will be offered each semester, to include pre-semester workshops and biweekly meetings. The learning community will include a) Faculty Assessment Organizers from the graduate students’ disciplines, b) lead instructors from the courses in which graduate participants are teaching, c) the school-based, disciplinary-knowledgeable assessment specialists that support the assessment efforts of academic programs, and d) expertise in instruction and general learning assessment through the Center Faculty Development Coordinator, the campus’ Coordinator for Institutional Assessment, and the Merritt Writing Program Co-Director (for general education).

2. Provide participating future faculty with a course-embedded assessment experience.

Each participant will:

a. Develop an administer a needs assessment at the beginning of the semester
b. Create a series of outcomes-based classroom teaching plans and instructional materials that include an explicit assessment component.
c. A mid-semester course evaluation
d. Administer and grade a signature assignment using program-aligned rubrics.
e. Summarize their project in an annotated syllabus with supporting curriculum.
f. Maintain weekly logs and write a final reflective essay.

3. Generate curriculum to support improved instructional practices for teaching assistants in key gateway courses in the STEM, social sciences, and humanities disciplines.

Graduate students will apply with a summary of project goals, and faculty may apply with a specific course or program-based need in mind. Within STEM programs, graduate student projects will focus on introductory or gateway courses that, with high-failure rates nationally and locally, discourage successful completion of STEM degrees, particularly among underrepresented minorities.

4. Engage Faculty Assessment Organizers, course instructors, and assessment specialists as project mentors.

Project assessment will consist of the following:

A. Surveys and Interviews to evaluate graduate student and faculty perceptions of learning and identify areas for improvement.

B. Assessment of graduate student project materials, including essays, syllabi, and curriculum.

C. Departmental Assessment Findings will be collected with the goal that participating programs receive a “Highly Developed” rating.

D. Graduate participants satisfaction, success, and employment will be documented. Further, participant employment will be tracked for three years after project completion.
 

Indiana University’s project is made up of three programs, one on each core campus, and the third serving as an umbrella over them. The project integrates assessment education at Indiana University Bloomington (IUB) and Indiana University Purdue University’s (IUPUI) Preparing Future Faculty Program, as well as creating an intercampus seminar program through the University Graduate School.

Project Plan and Activities:

Indiana University Bloomington

IUB will focus on program-level assessment. Graduate students in the project will develop an assessment model to measure STEM learning outcomes at the individual, course, and program levels. The graduate students will be employed as teaching assistants in core gateway science courses. With guidance from a team of STEM faculty, Indiana University librarians, and staff from the Center for Innovation Teaching and Learning, participants will integrate concepts, exercises, and assessments throughout an existing undergraduate biology curriculum. Participants will be asked to access undergraduate students’ abilities to access, evaluate, and effectively use scientific information. After the first year, these graduate students will contribute to campus workshops to facilitate model adoption by other STEM programs and will develop an online toolkit and workshops to encourage broader adoption of the model.

Assessment of graduate student outcomes will include:

• Reflective statements from graduate student participants
• Electronic course portfolios
• Feedback from participants
• Presentations
• Publications

Indiana University Purdue University

IUPUI will focus on an individual, course and program level assessment through a community of practice in the existing Gate to Graduation Program. The community of practice will consist of graduate students (two working with a STEM Gateway Coordinator and two working with a Humanities and Social Science Gateway Coordinator complemented by a team of faculty and programs offered by the Center for Teaching and Learning, Office of Academic Affair, and Center for Research and Learning. During year one, graduate student participants will receive an introduction to learning and practicing individual assessment in the undergraduate classroom. In year two, participants will their teaching efforts to include course and program level assessment through creating and applying for a Planning and Institutional Improvement Program Review and Assessment Committee (PRAC) Grant. Participants will also serve as presenters at the Annual Assessment Institute and Preparing Future Faculty Symposium. Electronic portfolios will provide evidence of graduate student assessment and skill development. Portfolios will include:

1. Evidence documenting the impact of their community of practice on their faculty development using a modified Angelo Cross Teaching Goals Inventory, Reflective Statements and other undergraduate student course evaluations.
2. The PRAC grant application to assess their knowledge of assessment at the program review level.

Intercampus Seminar

Each campus will host one seminar per year in which a national figure in the development of authentic assessment tools will speak. The seminar will be live-cast to the non-host campus.

The University Graduate School will also host intercampus, real-time video workshops twice a semester to allow exchange of ideas, problems, and successes among faculty and graduate students involved in the project.

Michigan State University’s (MSU) project establishes “communities of practice” (CoP), to include graduate teaching assistants and faculty in eight colleges, ultimately developing a larger “MSU Assessment Network”. The Assessment Network will use three established programs, 1) The Certification in College Teaching Programs, 2) the NSF-funded CIRTL initiative, and 3) the NSF-funded (I-cubed) project, CAFFE, for guidance and sustainability.  

Project Plan and Activities:

• Convene a faculty/student/administrative team to educate participants about the alignment framework by creating assignments for the gateway and other courses in their disciplines. Key to this effort will be writing goal and objectives for developing students’ higher-level cognitive skills as well as increasing student engagement in learning.

• Establish graduate student (plus postdocs) and faculty groups. Facilitate a meeting with the assessment and professional development advisory groups to discuss best practices.

• Partner with cognitive science faculty to learn about current discipline-based research on teaching and learning and continue our cognitive science seminar series on this topic.

• Support attendance of a faculty-graduate student team to the Feb/March 2013 AAC&U meeting on assessment. The Graduate School and the Undergraduate and Graduate Deans will support faculty from the (undergrad-focused) Residential Colleges and TAs. 

• Establish disciplinary CoP that assist students (and faculty) in articulating learning outcomes, identifying assessment avenues for evaluating student learning, and modifying instruction to improve student learning in response to assessment results (Wenger, 1998).

• Host regular trans-disciplinary convenings and disciplinary-based “slaminars”.  

• Add a workshop session each semester to our usual career development/TA Program series focused on understanding the challenges of student learning assessment within larger institutional contexts. One session would also be added to the Certification in College Teaching Institute offered each spring.

• Convene cross-disciplinary discussions (that include graduate students and postdocs) to improve models and promising practices for the professional development of graduate students as future faculty, with a focus on assessment of student learning.

• Implement the alignment framework designed to assess the graduate student knowledge, attitudes and skills, and later, course-level impact for the assessment of student learning. 

Evaluation:

Assessment methods conducted by MSU will include, but are not limited to:

1. Pre- and post-surveys to assess changes in attitudes and knowledge of how to assess student learning.
2. A random sample survey of undergraduates taught by those who participated in the grant to measure course-level effects.
3. CTTP participants are required to complete a final portfolio. The knowledge and skill development of the portfolios and the alignment framework will be evaluated using Blooms taxonomy.
4. The placement data and experiences of students will be collected throughout and beyond the life of the project.

The Cornell University Graduate School is undertaking campus-wide and disciplinary-specific initiatives to provide practical experience in the planning and implementation of undergraduate learning assessments. In collaboration with the Center for Teaching Excellence (CTE), Cornell is developing a lunch-time seminar series on assessment, a certificate program in advanced assessment techniques, and research projects on future faculty teaching assessment.

Project Plan and Activities:

Cornell has two main goals:

1. Expand teaching professional development opportunities for future faculty from all fields.

A lunchtime seminar series focusing on Best Practices in Assessment will be offered campus-wide with a particular focus on First-Year Writing Seminar (FWS) Instructors, Teaching Assistants from gateway STEM courses, and members of graduate student organizations serving underrepresented student groups. 

Of the 175 participants Cornell anticipates attending yearly, 10 will be selected each year to pursue a new certificate in Advanced Assessment Techniques. The certificate will document guided practice in design of assessments and use of student data to modify teaching strategies, and will lead to the creation of tangible materials for future faculty to use in a teaching portfolio or syllabus.

2. Catalyze disciplinary discussions about student assessment between teaching assistants and faculty from targeted STEM and humanities courses.

Each year two STEM gateway courses, identified with deans and directors from life and natural science and mathematics, will be chosen to form learning communities to re-examine student learning outcomes and assessment strategies. CTE will compile feedback and evidence from course participants and facilitate discussion with teaching assistants and faculty about developing measurable, behavioral learning objectives. As the course learning communities identify new strategies to implement, CTE staff will offer assistance in designing and deploying mid-semester evaluations. Course team leaders in STEM gateway courses will complete a survey about the perceived impact of the CTE-facilitated course reflections and planning meetings on undergraduate student satisfaction and learning outcomes during the grant and for three years afterwards. Supporting evidence (i.e., syllabi, assignments, and student evaluations) will be requested where possible.

Partnering with the John S. Knight Institute for Writing in the Disciplines, Cornell will target graduate FWS instructors for practical assessment training. The Graduate School and CTE will sponsor $250 stipends for up to 5 graduate students per year to participate in Peer Collaborations on assessing and responding to student writing. In Peer Collaborations, teaching assistants propose projects with other teaching assistants. Faculty course leaders act as consultants, approve proposals and submit them to the Knight Institute, meet with participants, and help them prepare the final report. 

With guidance from the Center for Teaching Excellence, the Cornell University Center for the Integration of Research, Training, and Learning (CU-CIRTL), and the John S. Knight Institute for Writing in the Disciplines, five graduate students each year will be recruited to conduct Teaching-as-Research projects on assessing student writing and will receive $250 stipends toward their efforts.

Pre- and post-practicum assessment statements will be gathered from participants in high-engagement training activities to identify evidence of improvement in stating more behavioral and explicitly measurable learning objectives, aligning assessments and assignments to desired learning outcomes, and providing various means for diverse learners to demonstrate their expertise.

What is Sequestration?

The budget sequester is a process that includes automatic, across-the- board budget cuts. Sequestration was intended to reduce the federal deficit by $1.2 trillion as required by the Budget Control Act of 2011.  These cuts are set to take place on January 2, 2013.

How is Sequestration Related to Discussions About the Fiscal Cliff?

The fiscal cliff is the concept that is used to refer to the combined effects of the ending of a number of tax cuts for individuals and businesses, the beginning of some taxes, and the automatic, across-the-board spending cuts that are known as sequestration.

What is Known About the Impact of Sequestration on Graduate Education?

• At this time, all figures that have been released in the Office of Management and Budget (OMB) Report on Sequestration Transparency Act of 2012 are preliminary estimates. The estimates give indications about the magnitude of cuts that may be made by Congress if a balanced budget that achieves the necessary reductions is not produced.
• It has been estimated that if sequestration occurs, there will be a reduction of 8.25% in 2013 on discretionary nondefense appropriations
• The following are estimated budget cuts that are of interest to the graduate education community:
   

      U.S. Department of Education's Higher Education Program: -$186 million

                Office of Federal Student Aid: -$254 million

                Pell Grants: exempt from sequestration

      U.S. Department of Energy, Office of Science: -$400 million

      National Institutes of Health: -$2.5 billion

The NIH budget cuts due to sequestration can translate into approximately 2,400 fewer research project grants made to universities and institutes throughout the country.

National Science Foundation Research and Related Activities: -$469 million

               Education & Human Resources: -$ 76 million

The NSF would fund 1,600 fewer research and education grants which would be equivalent to approximately 19, 300 fewer researchers, students, and technical support personnel than FY 12.

Some of the Effects of Sequestration on Graduate Education

• There are expected to be significant decreases in the numbers of research grants, fellowships, and other funding for graduate education.
• The diminished economic climate due to sequestration can have adverse impacts on the numbers of individuals who apply to and are granted admission to graduate schools. Sequestration slows and inhibits job creation.
• Sequestration slows and inhibits job creation.
• Sequestration slows and inhibits economic growth.

1 set = 30% off regular discount. 50% off member discount when you purchase 10 of any set.
Supplies limited.  Offer good while supplies last.  Prices do not include shipping and handling.

Note: you must login to the CGS Online Store as a member to view and order the bundled products. 

Best Practices Bundle

Includes:

Graduate Education for the Responsible Conduct of Research
Joint Degrees, Dual Degrees, and International Collaborations
PhD Completion: Analysis of Baseline Demographic Data
PhD Completion: Analysis of Baseline Program Data
PhD Completion: Findings from Exit Surveys of PhD Completers
PhD Completion: Policies and Practices to Promote Student Success
PhD Completion: Policies, Numbers, Leadership, and Next Steps
Preparing Future Faculty to Assess Student Learning
Professional Science Master’s: A Guide to Establishing Programs
Research and Scholarly Integrity: A Comprehensive Approach
The Role and Status of the Master’s Degree in STEM

Mentoring Bundle

Includes:

Graduate School and You
On the Right Track
Research Student and Supervisor
Setting Expectations and Resolving Conflict

Public Policy Bundle

Includes:

Graduate Education and the Public Good
Graduate Education: The Backbone of American Competitiveness
Broadening Participation in Graduate Education
The Path Forward
Pathways Through Graduate School and Into Careers

Global Perspectives Bundle

Includes:

Global Perspectives on Career Outcomes
Global Perspectives on Graduate Education
Global Perspectives on Graduate International Collaborations
Global Perspectives on Measuring Quality
Global Perspectives on Research Ethics and Scholarly Integrity

Graduate Education Administration Bundle

Includes:

Assessment and Review of Graduate Programs
Doctor of Philosophy
Essential Guide to Graduate Admissions
Joint Degrees, Dual Degrees, and International Collaborations
Master’s Education: A Guide for Faculty and Administrators
Organization and Administration of Graduate Education
Selected Legal Issues in Graduate Education
Task Force Report on the Professional Doctorate

Graduate Enrollment and Degrees by Fine Field: 2001 to 2011 includes data on first-time and total graduate enrollment by field of study (chemistry, history, philosophy, etc.), gender, citizenship, and race/ethnicity. The report also includes data on graduate degrees awarded by field of study, degree level (master's vs. doctoral), and gender.

Data for 2011 are presented, along with one-, five-, and ten-year trends.

The Council of Graduate Schools congratulates President Obama and the new Congress on their recent election. In the coming weeks, federal policymakers will begin to focus on a number of the country’s critical economic and social issues. While pressing economic issues such as the fiscal cliff must be addressed, policymakers must take a longer view and focus on investments that are necessary to maintain our capacity for innovation, the foundation of a vibrant economy and job creation. 

For many decades, U.S. graduate education has been a key driver of the nation’s economic strength. Despite the loss of manufacturing jobs to lower-cost producers overseas, a high level of technical skills and a capacity for innovation, fueled by the graduate education system, have allowed the U.S. to remain competitive and retain an important role in global economic leadership. Our graduate schools and their research facilities have been consistently ranked among the best in the world (e.g. Times of London Rankings and Shanghai Jiao Tong University Rankings) and from 1997-2009 over half of the Nobel Prize winners in chemistry, physics, medicine, and economics had received their graduate degrees in the U.S.

Yet for a variety of reasons, the U.S. risks losing its dominant position among graduate education systems worldwide. The 2011-2012 period marked the second year of decline in new graduate enrollments, and these declines are driven by broad-based declines in domestic enrollment across most fields. Meanwhile, Europe has made major strides in restructuring its graduate education programs and in 2000 produced more doctorates in science and engineering than the U.S. Countries with rapidly growing economies, such as China and India, are also investing substantially in improving their graduate education systems as well as the undergraduate programs that feed graduate programs. In order for the U.S. to keep pace with its global counterparts and remain competitive, long-term investments in higher education, particularly graduate education and research and development, are imperative.

Investments in U.S. graduate education have a direct impact on our ability to sustain and develop a highly-skilled U.S. workforce. At a recent Congressional hearing, a representative from Microsoft reported that in August 2012, his company had more than 3,400 unfilled research and engineering positions in the U.S., a 34% increase in the number of unfilled positions compared to a year ago. Many other IT companies face a similar situation. 

Some elements of the graduate education agenda are achievable in the near term through policy initiatives or reprioritization and enhanced leveraging of funding strategies. Sustaining U.S. competitiveness in the longer term will require the effective use of some new resources that set a target for future investments in an improved and more robust economy. The essential components of a national graduate education strategy include the following recommended actions:

1. Prioritize Financing of Graduate Education

According to the Bureau of Labor Statistics, about 2.6 million new and replacement jobs are expected to require an advanced degree between 2010 and 2020. Yet the Budget Control Act of 2011 eliminated the in-school interest subsidy for graduate and professional students, creating an additional barrier to graduate study for many Americans. Currently, graduate students are paying 6.8 percent on unsubsidized federal loans while undergraduate students retain eligibility for subsidized federal loans at a rate of 3.4%. The effect of this new policy makes it more expensive for students to pursue graduate studies at the very time the country needs to develop more highly skilled talent. Going forward, federal policymakers must provide support for students to pursue graduate degrees in areas of national need so that the country will have the innovation capacity necessary to compete in the global economy. Principles that should guide the development of policies to support graduate students include:

• Targeting support to students pursuing graduate degrees in areas of national need including energy, cybersecurity, climate change, health care, area studies and foreign language expertise among others. 
• Ensuring that graduate students do not pay higher interest rates than undergraduate students. 
• Providing funding for graduate students that is linked to indicators of success including completion and job placement.
• Reforming U.S. tax policy to include provisions that support graduate education. Specifically the U.S. should retain tax policies that exempt graduate fellowships and scholarships from taxation along with those that encourage employers to provide financial support to employees to pursue graduate education (Section 127).

2. Implement a COMPETES doctoral traineeship program

The federal government should provide incentives to students to pursue doctoral study in areas of national need while simultaneously strengthening doctoral training more broadly. A strategic investment would be to significantly increase support for graduate education through implementation of a COMPETES doctoral traineeship program. The program should begin with supporting 5,000 new graduate students per year in fields associated with areas of national need, an investment amounting to $325 million in year one and increasing to a steady expenditure of $1.625 billion per year as the program reaches its steady state. This type of program was endorsed in a recent report from the National Research Council, Research Universities and the Future of America: Ten Breakthrough Actions Vital to Our Nation’s Prosperity and Security. The program is needed to develop highly skilled talent and is essential if we are to revitalize the U.S. innovation system and keep the nation competitive in the global economy. Given the current fiscal environment, creative ways of moving forward on this program could include rededication of some current federal funds for doctoral education, enhanced cost sharing by corporate stakeholders, or launching the program as a pilot to assess the initial merits and impacts of a new funding mechanism.

3. Establish Visa Policies designed to retain international talent in the U.S.

U.S. graduate schools continue to attract the best and brightest domestic and international students despite increased competition and investments in graduate education in other countries and regions of the world. Several policy proposals have been put forward in Congress to streamline the process for those international students who receive graduate degrees, particularly in STEM fields, who want to remain in the U.S. and contribute to our economy. Federal policymakers should adopt a 21^st century visa policy to retain talented international scholars who receive graduate degrees from U.S. graduate schools to help bolster our economy and spur job creation.

4. Establish a Professional Plus Program for graduate students on research assistantships

In recognition of the need to strengthen the preparation of graduate students for careers both in and beyond the academy, graduate schools have begun to initiate professional development programs for graduate students, but a key challenge is the lack of capacity within the university to provide these services, especially to graduate students funded on research assistantships. These students are well-prepared in their disciplines, but they must be provided with the opportunity to develop the full range of professional skills such as communication, project management and teamwork that will prepare them for the variety of career options open to them. Employers expect these skills of new hires and graduate students recognize the need to be better prepared for the careers they pursue.

Federal agencies should develop a Professional Plus Program which would provide supplemental support for student enhancement on any grants on which graduate research assistantships are funded. This funding would support professional development programs for all graduate students engaged in research projects with faculty. This type of professional development would be invaluable in terms of preparing researchers with a broader set of skills increasingly needed for research careers of the future. Attention also should be paid to broadening participation in graduate education to mirror the expanding diversity of the U.S. population and to promote opportunities for international research engagement of U.S. students.

5. Support development of Master’s degree programs designed to meet workforce needs

The federal government should authorize a new federal competitive grant program across agencies to build capacity at universities to inspire innovation in master’s degree programs and responsiveness to workforce needs.

Each successful program would be required to demonstrate maintenance of enrollment, completion rates, and job placement outcomes as well as ongoing involvement by employers to ensure that programs produce graduates for local, state, regional and national workforce needs. Programs will be required to secure at least two-thirds of program funding from sources other than the federal government. When fully implemented, this program would support development of 1,000 new or reinvented master’s programs, including professional master’s program in key areas at a broad range of 4-year institutions of higher education. Each institution would be eligible for a one-time $500,000 5-year grant to support 200 grants per year.

6. Establish a National Goal to increase the proportion of Americans with Graduate Degrees by 2020

The U.S. has embarked on a goal to once again have the highest proportion of college graduates in the world by the year 2020. This is an important and laudable goal that is necessary to develop the talent the nation needs. Undergraduate education provides students with foundational knowledge and skills, offers graduates a range of employment options, and is important to the creation of a stable economy. However, U.S. graduate education cultivates advanced skills, scientific and technological leadership, and expertise which undergird innovation in a broad range of fields. Now is the time to expand the goal on undergraduate education by taking the next step and investing in U.S. graduate education as a strategic national asset with an increased emphasis on preparing students for employment opportunities serving societal needs and economic development. In the U.S., 38% of higher education expenditures come from public sources, and 62% are from private sources. What is more, 45% of expenditures on higher education in the U.S. come from households. By comparison, across all Organisation for Economic and Co-operation and Development (OECD) countries, 70% of expenditures on higher education come from public sources, and 30% are from private sources.

For these reasons, we encourage the Administration to establish a national goal to increase the proportion of Americans with graduate degrees by 2020. This companion goal to the undergraduate one would create a pathway system for students that would put them and the country on the right track to prepare the highly skilled talent necessary to maintain our innovation, competitiveness and national security.

In summary, the historic partnership between higher education and government has produced much of the economic success we have experienced over the past 60 years. Like all partnerships, this one must be nourished if it is to continue to thrive. Federal support for graduate education and research must be sustained and aligned with key national goals. 

The Council of Graduate Schools and its 495 U.S. member institutions of higher education stand ready to work with the new Administration to maintain our world-class graduate education system. We will fully support new strategies for developing the talent we need to be economically competitive and secure in the 21^st century global economy.

Contact:
Julia Kent
jkent@cgs.nche.edu
(202) 223-3791

Washington, DC and New York, NY– The Council of Graduate Schools (CGS), a nonprofit organization devoted to graduate education and research, and TIAA‐CREF, a leading financial services provider, today announced a project to enhance the financial literacy of graduate and undergraduate students. Through the endeavor with TIAA‐CREF, CGS will make awards to colleges and universities across the country to develop innovative financial literacy programs that can be tailored to students with a range of financial circumstances and educational goals.

The project is designed to spark university collaborations to hone students’ financial skills at a time when public funding for education is decreasing and student debt is rising. Colleges and universities will compete for funding to design programs that prepare students to play an active role in managing their personal finances and making informed decisions about saving, spending and borrowing. The project will work with institutions to address the needs of different groups of students while considering factors such as their fields of study, degree levels and chosen career pathways, each of which has significant financial ramifications.

Today’s graduate and undergraduate students are in a much different place financially than previous generations of students. Not only are more students in debt, the amount of debt students carry is considerably higher. Particular attention will be given to students who may be disproportionally burdened by debt, a well‐known barrier to degree completion and student success.

CGS President Debra Stewart remarked that the project takes on challenges faced by individual students and by the nation as a whole: “Colleges and universities are increasingly recognizing that student financial literacy can have a significant impact on whether a student decides to pursue graduate studies and, ultimately, benefit from the financial and career advantages afforded by a graduate degree. Ensuring a pipeline of highly educated graduate students is essential to the research enterprise and a U.S. economy that depends on high‐level skills.”

As a financial services organization with deep roots in education, TIAA‐CREF has a longstanding commitment to improving financial literacy in the United States. The company offers a variety of educational tools and resources to individuals through relevant educational content, seminars and one‐on‐one financial advice sessions.

Last year, TIAA‐CREF collaborated with Students in Free Enterprise (now known as Enactus) to challenge student teams from 25 colleges and universities, to develop financial literacy programs for their schools and local communities. More than 1,000 TIAA‐CREF employees also volunteer each year to provide financial literacy training to middle school children. “Many college students lack the basic financial education skills they need to appropriately fund their college education and align it with a career path that will ultimately enable them to repay college loans,” said Roger W. Ferguson Jr., president and chief executive officer of TIAA‐CREF. “TIAA‐CREF is honored to have this opportunity to work with CGS to give our nation’s students the financial education tools and resources they need.”

To ensure the sustainability of the project beyond its three‐year funding period, institutions competing for funding will be required to embed financial literacy programs for graduate students within Preparing Future Faculty programs or similar programs designed to prepare graduate student careers. CGS will announce a request for proposals to its member institutions in January 2013.

Contacts: Julia Kent, CGS: (202) 223‐3791 / jkent@cgs.nche.edu
John McCool, TIAA‐CREF: (888) 200‐4062 / media@tiaa‐cref.org

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The following universities have agreed to participate as affiliate partners in the Preparing Future Faculty to Assess Student Learning project.

• The Chicago School of Professional Psychology
• City University of New York Graduate Center
• Clemson University
• Emory University
• Felician College
• Florida State University
• Fordham University
• The Johns Hopkins University
• Marquette University
• Purdue University
• Rensselaer Polytechnic Institute
• Saint Louis University
• Tufts University
• The University of Missouri
• The University of Missouri-Kansas City
• The University of Oklahoma Health Sciences Center
• The University of South Florida
• Virginia Tech
• West Virginia University