Gra dEd ge Insights and Research on Graduate Education

WWW.CGSNET.ORG | VOLUME 2, NUMBER 1 | JANUARY/FEBRUARY 2013 The 2012 Election and the Graduate Education Agenda

The beginning of a new year is a time of education has become a focus of spring in both the House and Senate optimism about the future. Hope springs policymakers as concern about college costs, committees. Issues to be addressed are likely eternal and the American people remain rising student debt, accountability and to include assuring accountability and hopeful that there will be improvements in quality have gained national attention. quality in higher education, measurement of the economy and in the ability of our These issues will be the subject of ongoing student success including career outcomes, national leaders to address the many policy debate over the next several years as and comprehensive review and reform of the pressing issues we face. The 2012 election Congress prepares to reauthorize several federal financial aid system. The Obama resulted in a status quo situation with important statutes of interest to graduate administration is expected to continue its President Obama’s re-election and education leaders. This article reviews issues focus on increasing the number of college continuation of same party control in each on the federal policy agenda in the context graduates as part of the long term effort to chamber of Congress. While some issues of the graduate education policy agenda related to the fiscal cliff concerning tax policy developed by CGS. CONTINUED ON NEXT PAGE have been addressed, longer term fiscal, tax and social policy issues are mounting and Ongoing Fiscal Cliff and Federal will need to be addressed in the next several Appropriations months. On New Year’s Day, both the Senate The ongoing impasse on federal spending Inside and the House passed a pared down fiscal cuts and longer term tax reform policy Training the Future cliff bill that addresses income taxes, between the Obama administration and Biomedical Research unemployment insurance and tax credits. congressional Republicans is likely to delay Workforce ...... 3 The good news is that by paying off some of the 2014 federal appropriations process. the debt, cuts to some budgets may be less; Long term investments in university based Data Sources ...... 4 the bad news is that there will be fewer research and development and higher discretionary funds available for the 2013 education programs will remain uncertain Arlt Award Nominations budget. The fiscal cliff deal also left some of until further resolution of ongoing fiscal cliff Sought ...... 5 the thorniest issues such as increasing the issues are resolved. In this environment Highlights of the 2012 debt ceiling, sequestration and how to graduate education leaders should develop Annual Meeting ...... 6 address the expiring FY 2013 Continuing appropriations requests for key graduate Resolution for the 113th Congress. Moving education programs and share these broadly 2013 Chair and forward on many of these outstanding issues with policymakers to ensure awareness and Chair-Elect ...... 8 will require renewed political will and consideration of funding for priority concerted engagement on the part of programs. It is critical that we make a strong CGS Publications Available organizations and citizens working together case for continued investments in graduate Online ...... 10 to advance the public good. education enrollments and programs. New Members ...... 10 The federal fiscal situation sets the context for everything going forward. Long-term Reauthorization of the Higher Education New Deans and Titles . . . . 11 fiscal constraints at the federal level and Act planned reductions to discretionary The Higher Education Reauthorization Act CGS Recent Award spending are of particular concern to the is set to expire at the end of 2013 and Winners ...... 12 higher education community. Higher hearings on the measure are planned this The 2012 Election and the Graduate Education

Agenda (continued) once again have the highest proportion of Breakthrough Actions Vital to Our Nation’s Charitable Tax Deduction and IRA rollover college graduates in the world by 2020. Prosperity and Security . Other CGS policy provisions . Graduate education leaders have developed priorities that align well with the goals of the a national agenda and associated policy COMPETES Act include establishment of a Veterans/Military Students priorities to advance graduate education in the Professional Plus program for graduate The Post-9/11 GI bill supports context of the HEA reauthorization. These students on research assistantships to undergraduate or graduate education for priorities include prioritizing funding of support professional development for all veterans. Some 817,000 veterans have used graduate education by targeting support to graduate students engaged in research the bill to date to enroll in college courses students pursuing graduate degrees in areas of projects with faculty. This type of and training programs. Concerns about the national need, including energy, cybersecurity, professional development would be success of the bill, specifically the completion climate change, health care, area studies and invaluable in terms or preparing researchers or graduate rates of students who are foreign language expertise among others. with a broad set of skills increasingly needed veterans, have led to the Department of Additionally, graduate education leaders for research careers of the future. Veterans Affairs (in partnership with the have urged federal policymakers to establish National Student Clearinghouse) to ask a national goal to increase the proportion of Immigration Reform institutions to begin voluntarily reporting Americans with graduate degrees by 2020. Administration officials and congressional graduation rates and program completion This goal would expand the goal on leaders in both parties have signaled that rates. The agreement was brokered by the undergraduate education by taking the next immigration reform is a high priority in 2013. Student Veterans of America out of concern step in investing in U.S. graduate education Graduate education leaders are on record in that cuts might be made to the GI Bill if as a strategic national asset with an support of efforts to reform U.S. visa policy to lawmakers perceived that veterans were not increased emphasis on preparing students make it easier for international students with completing their degrees or training. We for employment opportunities serving graduate degrees in STEM fields to remain in anticipate continued scrutiny in this area as societal needs and economic development. the U.S. to work and contribute to our well as the use of for-profit colleges and Most importantly, it would create a pathway economy. Last November, the House of courses by veterans. In regard to the latter, system for students that would put them and Representatives passed legislation to provide continued scrutiny of the for-profit sector is the country on the right track to prepare the 55,000 additional visas for international likely to be included in the re-authorization highly skilled talent necessary to maintain students with graduate degrees in STEM of the Higher Education Act. U.S. innovation, competitiveness and fields. The measure was not considered in national security. the Senate but it does provide the basis for Summary ongoing discussion and negotiations. The coming few months will be Reauthorization of the COMPETES Act Another major aspect of comprehensive particularly important in revealing how Congress is also scheduled to reauthorize immigration reform will likely include the much can be accomplished by government. the America COMPETES Act this year. This DREAM Act which has long been a priority of The president will outline his agenda in the statute is focused on supporting research the higher education community. State of the Union speech scheduled for and development and higher education as February 12th, followed in short order by drivers of the U.S. system of innovation and Reform of U.S. Tax Policy release of the president’s FY14 budget. In the discovery. The existing statute contains a The New Year’s Day fiscal cliff deal included same period Congress will have to deal with provision titled “21st Century Graduate several important tax policy provisions that the postponed fiscal cliff and debt ceiling Education” that supports development of will benefit higher education. The agreement challenges and how to keep the federal innovative master’s and doctoral programs to makes Section 127—employer provided government open past March 27, 2013 when prepare highly-skilled talent to fuel the educational assistance—permanent for the current funding resolution expires. If the research and development enterprise. undergraduate and graduate courses. The budgetary issues are dealt with in short Graduate education leaders have developed higher education community has worked for order then time would be left to take up the several policy proposals that align well with decades to have this provision made a numerous other policy priorities during the the goals of the COMPETES Act. These permanent part of the tax code as opposed remainder of the year. If not, and Congress include the implementation of a COMPETES to being renewed on a yearly or temporary fails to agree on how to deal with the fiscal doctoral traineeship program that would basis. The agreement also extends the issues, then the ability of the president to provide incentives to students to pursue American Opportunity Tax Credit, a partially enact an ambitious agenda could be severely doctoral study in areas of national need, refundable $2500 tax credit for college compromised. while simultaneously strengthening doctoral tuition, available for five years. training more broadly. This type of program It is anticipated that a major reform of the By Patricia McAllister, former Vice President for was endorsed in a recent report from the current tax system will be undertaken. Government Relations and External Affairs, National Research Council, Research Additional issues of concern to higher Council of Graduate Schools and Deirdre Universities and the Future of America: Ten education include possible changes to the Mageean, CGS Dean in Residence

Page 2 Grad Edge Training the Future Biomedical Research Workforce: NIH Implements Recommendations of an Advisory Committee

NIH Tasks an Advisory Committee with and a need for greater understanding of the National Science Foundation Survey of Studying the Biomedical Research training needs of the future biomedical Graduate Students and Postdocs, Survey of Workforce research workforce. Earned Doctorates , and Survey of Doctorate In June 2012, Dr. Shirley Tilghman, The Working Group was chaired by Dr. Recipients ; and the Association of American President of Princeton, and I presented a Tilghman and myself, and included leaders Medical Colleges Data Book . report to the NIH Advisory Committee to the of the biomedical research community from The Working Group considered trends in Director (ACD) on the future biomedical universities, medical schools, and industry. the number of graduate degrees awarded in research workforce. 1 At the December 6, A subcommittee of social scientists the U.S., the time it takes for people to 2012 ACD meeting, I presented the NIH’s (primarily economists) with knowledge of obtain a graduate degree and then how response to the report and plans for the biomedical research workforce and NIH- long it takes them to embark on an implementing its recommendations. 2 funded researchers with knowledge of independent career, the ways in which The report and its recommendations were mathematical modeling techniques was graduate students and postdoctoral the culmination of an intensive effort that formed to gather and analyze data to inform researchers are supported (i.e., on was launched in December 2010 when the the Working Group deliberations and fellowships, training grants, or research NIH Director Dr. Francis Collins tasked the provide input from an economic grants), and the proportion of foreign- ACD with forming a Working Group to 1) perspective. trained postdoctoral researchers. develop a model for a sustainable and The Working Group concentrated its On the career front, the Group looked at diverse U.S. biomedical research workforce efforts on biomedical researchers with a overall employment status of biomedical that can inform decisions about training of Ph.D. degree as those are the vast majority researchers, compensation during their the optimal number of people for the of the researchers supported by NIH. In careers compared to other science and appropriate types of positions that will addition, it confined its recommendations to engineering fields, the various career paths advance science and promote health; and 2) graduate training and beyond as NIH taken by those researchers, the relationship based on this analysis and input from the funding and training focuses on these between Ph.D. field and occupation, trends extramural community, make stages. in tenure-track status in academic recommendations for actions that NIH employment and trends in the age of should take to support a future sustainable Data Considered becoming medical school faculty and biomedical infrastructure. The impetus The Working Group heard from multiple receiving a major NIH research grant. Many behind this charge was a recognition that stakeholders and gathered public input of the findings resonated with the report, the behavioral and biomedical research through a Request for Information about the Pathways Through Graduate School and Into enterprise has grown in both size and major issues facing biomedical researchers Careers , that was published by the Council of complexity in the past decade, particularly today. Data on training and career outcomes Graduate Schools in April 2012. 3 with the doubling of the NIH budget from of biomedical researchers were gathered 1999 to 2003 and subsequent flattening, from multiple sources, particularly the Snapshot of the Biomedical Research Workforce Figure 1 It became clear that there are many gaps in the available data on the biomedical College Graduates research workforce, particularly on

16,000 in 2009 researchers trained abroad. With that caveat, Graduate Education & however, the information was consolidated Training 4,000 in 2009 2009 Total: 83,000 International into a conceptual framework that provides a of Time to Degree: 5.5-7 yrs 8% gradutaes 2009 Graduates 9,000 Of graduates who stay in the US leave the US static model of the Ph.D. biomedical 30% skip a postdoc 5,800 in 2009 70% do a postdoc research workforce as shown in Figure 1 (a Postdoctural Training second one was developed for MDs and 2009 Total: 37,000 to 68,000 1,900 to 3,900 MD/Ph.D.s—see report, p. 33). Median Length 4 years in 2009 Note that many of the numbers shown in

Post-Training Workforce (128,000 Biomedical US-trained PhDs) Figure 1 are estimates. The color of the

Science Government Academic Industrial Non-Science Unemployed numbers indicates the level of confidence in Related Non- Research Research or Research Related Research Teaching the numbers due to the precision of both 43% the underlying data and the methods by 18% 6% (23% tenured) 18% 13% 2% Biomedical US- Biomedical US- Biomedical US- Biomedical US- Biomedical US- Biomedical US- trained PhD 2008 trained PhD 2008 trained PhD 2008 trained PhD 2008 trained PhD 2008 trained PhD which estimates were derived (with red 2008 -24,000 -7,000 -55,000 -22,500 -17,000 -2,500 denoting rough estimates). The data sources

CONTINUED ON PAGE NINE

January/February 2013 Page 3 Data Sources: Enrollment Among Under- represented Minorities: A Mixed Bag

There has been no shortage of concern graduate students enrolled for the first-time 0.8% among Asians/Native Hawaiians, and about the fact that American Indian/Alaska at the same period. A total of 181,905 13.7% among students of two or more races Native, Black/African American, and Black/African Americans were enrolled in or unknown race. The difference in impact, of Hispanic/Latino students are graduate programs in the fall of 2011. course, lies in the fact that there are underrepresented in American graduate A total of 29,460 Hispanics/Latinos were comparatively fewer underrepresented programs (Council of Graduate Schools, enrolled for the first-time in graduate minorities enrolled in American graduate 2009; National Research Council, 1995; programs in the fall of 2011, constituting programs. National Science Foundation, 2006; Nettles & 8.1% of all U.S. and permanent resident There are similarities by broad field as well. Millet, 2006 to name a few). Yet despite graduate students enrolled for the first-time As illustrated in Figure 1, more U.S. citizens efforts to broaden participation in graduate in graduate programs in fall 2011. This also and permanent residents enrolled for the education, institutions continue to see represents a 5.9% decrease in first-time first time in education graduate programs disproportionately “small numbers of women enrollments between 2010 and 2011. A total than any other broad field in fall 2011 and men of some racial backgrounds in of 117,148 Hispanics/Latinos were enrolled in (17.9%). This holds true for Black/African specific doctoral programs” (Nettles & Millett, graduate programs in the fall of 2011. Americans (19.4%), American Indian/Alaska 2006, p. 47). Finally, a total of 8,412 American Natives (19.5%), and Hispanic/Latino Attention to this issue has been sustained, Indian/Alaska Natives were enrolled in students (19.8%) as well, although in part, by recent Census data suggesting graduate programs in the fall of 2011, 1,803 underrepresented minority students enrolled that the American population is diversifying of whom were enrolled for the first-time. for the first-time in education programs at at an accelerating rate. For instance, while First-time enrollment declined 3.8% from the higher rates than U.S. citizens and the U.S. population grew by 9.7% between previous year among this population, the permanent residents. Similarities between 2000 and 2010, the number of second consecutive year of declines in first- U.S. citizens and permanent residents and Hispanics/Latinos grew by 43.0% during the time enrollment. The number of American underrepresented minorities in terms of first- same time period (Humes, Jones, & Ramirez, Indian/Alaska Native students enrolled for time enrollments for fall 2011 are apparent in 2011). Similarly, the number of Black/African the first-time in graduate programs has not the next three largest broad fields of study Americans grew by 12.3%, and the number been this low since 2004. (business, health sciences, and social and of American Indian/Alaska Natives grew by The findings, particularly the declines in behavioral sciences) as well. 18.4% between 2000 and 2010 (Humes et al., first-time enrollment, are not inconsistent Underrepresented minority graduate 2011). Moreover, the median age of with declines experienced among other students enrolled for the first-time in fall Hispanics/Latinos and Black/African populations. First-time enrollment declined 2011 were, however, more likely to be Americans is 27 and 32 respectively, by 1.7% for all graduate students between women than men. As illustrated in Figure 2, compared to the national median age of 37 fall 2010 and fall 2011, and by 2.3% among 60.5% of first-time enrollments among U.S. (Motel, 2012). all U.S. citizens and permanent residents citizens and permanent residents are The fact that the diversification of the during the same time period. First-time women, while 39.5% are men. By American population is driven by young enrollments declined by 2.9% among Whites, comparison, women constitute a larger minorities should be encouraging to the graduate education community, since so much of the growth in graduate education to Table 1 date has been made possible, in part, by increasing enrollments among this population. However, data generated by the 2011 CGS/GRE Graduate Enrollment and Degrees Survey suggests that graduate enrollment among underrepresented minorities is not sustaining the pace it once was. The survey results, which are available in Graduate Enrollment and Degrees: 2001 to 2011 (Allum, Bell, & Sowell, 2012) found that the only race/ethnic group to experience an increase in first-time enrollments between 2010 and 2011 were Black/African Americans (4.4%). A total of 38,498 Black/African Americans were enrolled for the first-time in graduate programs in fall 2011, representing 10.6% of all U.S. and permanent resident

Page 4 Grad Edge percentage of first-time enrollments among Schools. all three underrepresented minority Council of Graduate Schools. (2009). Arlt Award race/ethnic groups: Hispanics/Latinos Broadening Participation in Graduate (62.8%), American Indian/Alaska Natives Education . Washington, DC: Council of Nominations (63.7%), and Black/African Americans Graduate Schools. (69.7%). Sought The most recent Graduate Enrollment and Humes, K.R., Jones, N.A., & Ramirez, R.R. Degrees: 2001 to 2011 report marked the 25th (2011, March). Overview of Race and Hispanic CGS wishes to announce the 2013 consecutive year in which the Council of Origin: 2010 . U.S. Census Brief. Washington, competition for the Gustave O. Arlt Award Graduate Schools (CGS) and Educational DC: U.S. Department of Commerce. Retrieved in the Humanities. This year’s field is The Testing Service (ETS) collaborated to field the November 30, 2012 from Arts (Art History/Criticism/Conservation CGS/GRE Survey of Graduate Enrollment and http://www.census.gov/prod/cen2010/briefs/ and Music). Degrees . Additional enrollment and degree c2010br-02.pdf data for various demographic groups can be Motel, S. (2012, February 21). Statistical Named in honor of the first president of found in the Graduate Enrollment and Portrait of Hispanics in the United States, 2010 . the Council of Graduate Schools and first Degrees: 2001 to 2011 by Fine Field report Washington, DC: Pew Research Center. presented in 1972, this award is made (Allum, 2012), now available online free-of- Retrieved December 3, 2012 from annually to a scholar-teacher in the charge to CGS members http://www.pewhispanic.org/2012/02/21/sta humanities. (http://www.cgsnet.org/graduate- tistical-portrait-of-hispanics-in-the-united- The recipient must be teaching in a North enrollment-and-degrees-fine-field-2001- states-2010/ American university, have earned a 2011 ). The report describes first-time and National Research Council. (1995). Reshaping doctorate within 7 years of the award total enrollment and graduate degrees by 50 the Graduate Education of Scientists and date, and have written a book of scholarly different fine fields (e.g., chemistry, Engineers: A Report by the Committee on importance. economics, performance and studio arts, and Science, Engineering, and Public Policy . Each CGS member institution can religion and theology) and various Washington, DC: The National Academies nominate one individual for the award. demographic characteristics. The report also Press. Nominations must be submitted no later includes one-year, five-year, and ten-year than April 1, 2013. changes by race/ethnicity and fine field. National Science Foundation. (2006). Investing in America’s Future: Strategic Plan FY Criteria and details on the nomination By Jeff Allum, Director, Research and Policy 2006-2011 . Arlington, VA: Author. Retrieved materials required are available on the Analysis, Council of Graduate Schools from CGS website at: www.cgsnet.org/cgs- References http://www.nsf.gov/pubs/2006/nsf0648/NSF- gustave-o-arlt-award-humanities . Allum, J.R. (2012). Graduate Enrollment and 06-48.pdf Questions should be addressed to Cheryl Degrees: 2001 to 2011 by Fine Field . Nettles, M.T., and Millett, C. M. (2006). Three Flagg at: [email protected] . Washington, DC: Council of Graduate Magic Letters: Getting to Ph.D . Baltimore, MD: Schools. The Johns Hopkins University Press. Allum, J.R., Bell, N.E., and Sowell, R.S. (2012). Graduate Enrollment and Degrees: 2001 to 2011 . Washington, DC: Council of Graduate

Figure 1 Figure 2

January/February 2013 Page 5 Highlights of the 2012 CGS Annual Meeting

The 52nd CGS Annual Meeting was held education leaders. of . The panel discussed December 5-8 in Washington, DC. The The opening plenary featured popular promising practices, future directions, and meeting drew a record number of over 700 commentator and op-ed columnist for the the implications for graduate education of attendees, and in addition to the U.S. New York Times , David Brooks. In this talk, Mr. the fast-developing transformations in online representation, 56 international participants Brooks reflected on the “creative tension” that education and learning. Drs. Agarwal and attended from Australia, Brazil, Canada, emerges from the accountability and Bacow addressed the phenomenal potential China, Germany, Hong Kong, Hungary, creativity demanded of our universities, and of MOOCs to improve access and learning, Ireland, Jamaica, Macau, Mexico, New provided his perspective on the outcomes of and discussed how competition in quality, Zealand, Saudi Arabia, Singapore, Sweden, the 2012 presidential election. He shared his affordability, and accessibility is driving Thailand, United Arab Emirates, and the thoughts on four trends that force us to innovations in areas such as delivery of United Kingdom. Six dynamic and reconsider the role of universities today: course content, institutional collaboration, informative plenary sessions and 16 breakout “data-ism,” globalization, MOOCs, and the faculty development, and assessment. Dr. sessions on current topics, as well as cognitive revolution. Mr. Brooks also shared Agarwal placed particular emphasis on the networking opportunities and other his reflections on how the diversity of transformative potential of MOOCs to use an activities, engaged attendees who came institutional identities is one of the strengths evidence base of large data sets to raise the seeking information about current issues and of the American educational system, and profile of “research pedagogy” and transform future directions for graduate education. emphasized that at a time where so much the national dialogue on research on This year’s meeting, as in prior years, emphasis is placed on accountability, learning. Dr. Bacow emphasized how the offered a full range of pre-meeting employability and skills, and the promise of efficiencies and economies of scale of MOOCs workshops with sustained, in-depth greater access through expanded online are well adapted to the new environment for discussions and training on a range of topics. education, the “mystique” of an institution greater accountability. He discussed how the This year’s topics included: assessment and (and the unique imprint of a culture of potential of MOOCs to lower the personnel review of graduate programs (doctoral and thinking it makes on its alumni) should not costs of higher education might have master’s); mentoring; technology solutions for be lost as it remains central to the value of a implications for a “downsizing” of graduate tracking student progress; fundraising; U.S. degree. education. Dr. Bacow also observed a trend in consulting in graduate education; financial In the second plenary, “The Future of which professors, initially resistant to online aid; broadening participation; technology; Graduate Education in the Humanities,” education, have come to embrace its online graduate education; legal issues and Michael Bérubé, President, Modern Language potential to free up time previously spent on professional science master’s. Over 350 Association and Director, Institute for Arts lecturing to instead focus on enhanced and people attended these workshops. The and Humanities, Pennsylvania State more individualized mentoring. meeting officially opened with the traditional University, framed his reflections with a Plenary four, “Creativity on the Benchtop: Opening Reception and Dinner hosted by historical perspective on humanities graduate What Can We Learn from Student Researchers CGS President Debra Stewart and Lisa education in the United States, and then on the Frontiers of Science?,” featured Nancy Tedesco, Chair of the Board of Directors. proceeded to address three important Nersessian, one of the leading scholars of Dr. Stewart opened the 2012 CGS Annual aspects of graduate education today: the innovation and creativity in the sciences. Dr. Meeting by describing the meeting theme, form and future of the dissertation, the Nersessian is Regents’ Professor and Professor “Creativity and Innovation in Graduate question of “time to degree,” and the state of of Cognitive Science at Georgia Tech. Drawing Education.” She explained how the six the academic job market. He particularly on a wide range of examples from plenaries would address different aspects of emphasized the need for a more systematic interdisciplinary research in bioengineering the theme—fostering creativity while scoring discussion in the disciplines and among sciences laboratories, Dr. Nersessian high; the future of graduate education in the graduate education leaders of the tension discussed the factors that promote and humanities; online learning in a global between, on the one hand, those calling for impede student creativity and innovation in context; creativity on the benchtop; adjusting doctoral enrollments in the advancing U.S. competitiveness in scientific humanities downward to meet the research and education and career outcomes availability of academic jobs and, on the for graduate degree holders. Below is a other, those asking that greater attention be summary of the plenary presentations. paid to the prospects for “alternatives” to The six plenaries at the 2012 CGS Annual academic careers and to the responsibilities Meeting all addressed in various ways the of programs and institutions for preparing theme. Plenary speakers included scholars, students for those careers. experts, and institutional leaders from a In the third plenary, “Online Learning in a range of disciplines and backgrounds. In Global Context and the Role of MOOCs,” different ways, each provoked CGS members Chronicle of Higher Education editor Jeff to reflect on immediate opportunities and Selingo led a panel discussion featuring two future trends that call for creativity and national experts, Anant Agarwal, President of innovation in their own roles as graduate edX, and , President Emeritus 2012 CGS Board Chair Lisa Tedesco.

Page 6 Grad Edge David Brooks speaking at the opening plenary session. Arlt Award Winner (from left to right) Noreen Golfman, Committee Member; Sally Pratt, Committee Member; Carolyn Hodges, Committee Chair; Monica Popescu, winner; John Stevenson,Committee Member; Philip Cohen, Committee Member. scientific research. She addressed this report on Pathways Through Graduate School meeting with ETS and ProQuest sponsoring complex question through an analysis of and Into Careers , many universities are just breakfasts and evening receptions. Elsevier socio-cultural, methodological, cognitive, and getting started in tracking these outcomes also sponsored a breakfast at the meeting. interactional factors and value commitments data, and there is as yet no common model Refreshment breaks were well appreciated and described the features of learning for doing this. Dr. Cameron and U.S. deans by the meeting attendees. Sponsors for these environments that foster creativity, Karen Klomparens (Michigan State events were: American Public University; empowering graduate students to direct their University), William Russel (Princeton American University; Bowie State University; own learning and problem solving. University) and Andrew Szeri (University of Clemson University; ; Duke In plenary five, Subra Suresh, Director of California, Berkeley) all described in detail University; Duquesne University; Emory the National Science Foundation, spoke on a how their institutions have tracked outcomes, University; Florida International University; range of innovations at NSF that support including successes and challenges in Florida State University; The George “Advancing U.S. Competitiveness in Scientific surveying students and alumni at different Washington University; Georgetown Research and Education.” Dr. Suresh provided points in their careers (on exit, first University; Hofstra University; Indiana a broad perspective on NSF’s investments in placement, and longer term). Speakers University of Pennsylvania; Jackson State graduate research and scholarship and acknowledged the need for more discussion University; Johns Hopkins University; Loyola discussed a variety of NSF initiatives, in the future about how institutions can University Maryland; North Carolina Central including interdisciplinary, international, and move to the next step of productively using University; North Carolina State University; innovative programs that advance research these outcomes data to improve their Point Park University; ; and human capital development. He graduate programs and their public advocacy Regent University; Rensselaer Polytechnic particularly emphasized the importance of efforts. Institute; Rutgers, The State University of New the global context to NSF’s vision and the The plenary sessions were well Jersey; Seton Hall University; Temple agency’s understanding that “global complemented by 16 concurrent sessions on University; University of Georgia; University of challenges need global solutions.” Dr. Suresh’s an extensive array of topics such as: global Maryland, Baltimore County; University of presentation addressed how NSF is career pathways; advances in models Maryland, College Park; University of North responding to shifts in demographics of the supporting graduate students; dynamic Carolina at Chapel Hill; University of North undergraduate population through a “Career graduate school leadership; innovations in Carolina at Greensboro; Virginia Council of Life Balance” initiative and to global needs master’s education; professional Graduate Schools. through a new global initiative to foster and development programs; interdisciplinarity; At the Saturday morning business meeting, fund international collaborations through and creative solutions to budgetary Debra W. Stewart addressed the international science foundation challenges. At the LaPidus lunch, Azar Nafisi achievements and growth of CGS over the partnerships. He also emphasized the close provided a discussion on the value of the past year. Lisa Tedesco passed the gavel to attention being paid by NSF to the economic humanities in fostering and supporting a civil Bob Augustine who will serve as Chair of the and scientific benefits of funding society. The entire meeting program may be Board in 2013. interdisciplinary research. found on the CGS website at www.cgsnet.org . It’s not too early to plan for the 2013 The final plenary featured graduate deans Exhibitors included: Academic Analytics; Annual Meeting, CGS’ 53rd, which will be held from three U.S. universities and Iain Cameron, American Speech-Language-Hearing December 4-7, 2013, at the Hotel del Head of Research Careers and Diversity, Association; Cambridge English: Advanced; Coronado in San Diego. Mark your calendar! Research Councils UK discussing different CollegeNet, Inc.; Comcourse; Educational approaches to tracking “Career Outcomes for Testing Service; Elsevier; EmbanetCompass; PowerPoint presentations from the 2012 CGS Graduate Degree Holders.” While tracking Epigeum; GradSchools.com; Hobsons; Annual Meeting are available on the CGS career outcomes and job placement Hotcourses Inc; IELTS USA; ProQuest; QS- website . information for all graduates emerged as a TopGradschool.com; Survey of Earned strong recommendation from the CGS/ETS Doctorates and World Education Services. Two exhibitors further contributed to the

January/February 2013 Page 7 Augustine Becomes Chair of 2013 Board of Directors

Robert M. Augustine was named Dean of the Graduate School, Research, and International Students & Scholars at Eastern Illinois University in 2000. He is also a Professor of Communication Disorders and Sciences and recipient of the EIU Distinguished Teaching Award, Award for Excellence in the Use of Technology, and Dean’s Award for Service. He has served as chair of the Department of Communication Disorders and Sciences, as a Visiting International Scholar in Communication Disorders at Herzen State Pedagogical University of Russia, and Interim Vice President for Academic Affairs for Technology.

During his tenure as dean, graduate and international enrollments have grown by more than 30%. Dr. Augustine established criteria for assessing the quality of graduate programs titled First Choice Graduate Programs. This initiative won the Midwestern Association of Graduate School’s Award for Excellence and Innovation in Graduate Education in 2011. He also developed the concept for the Integrative Graduate Studies Institute which won the ETS/CGS Award for Promoting Success in Graduate Education in 2011. In addition, he helped create the Hamand Society of Graduate Scholars, the King-Mertz Award for Graduate Research, and the Ranes Award for Faculty Mentoring. In the area of research, he established the Deans Award in recognition of the most outstanding internally funded grant proposals and the May Award for the highest achievement in granting. Leadership in international education included creating a series of study abroad scholarships and fostering dual and joint degrees with international partners.

Dr. Augustine earned his Ph.D. from Southern Illinois University at Carbondale. He has presented and published in the area of child language disorders. He holds the Departmental Distinguished Alumnus Award from both Southern Illinois University at Carbondale and Illinois State University. He recently completed a three-year term on the Board of Directors of the American Speech-Language-Hearing Association as the Vice President for Finance and was named an ASHA Fellow in 1999. Dr. Augustine was elected to the Board of Directors of the Council of Graduate Schools in 2010. He currently serves on the Executive Committee of the Illinois Association of Graduate Schools and on the Nominations Committee of the Midwestern Association of Graduate Schools.

Wimbush Becomes Chair-Elect of 2013 Board of Directors

Dr. James C. Wimbush is Dean of the University Graduate School, Vice Provost for Graduate Education, and Professor of Business Administration at Indiana University. As dean, he oversees graduate master’s and doctoral programs on Indiana University’s eight campuses. He works to promote excellence in all graduate programs; improve the quality of graduate and professional student life; advocate for graduate education locally and throughout the nation and world; and generate resources to support campus and university-wide priorities.

Nationally, he works to advance graduate education by serving as past-Chair of the Board of Directors of the GRE; Chair-elect of the Council of Graduate Schools’ Board of Directors; and, a member of the Executive Committee of the AAU’s Association of Graduate Schools. He was also appointed to Educational Testing Service’s and the Council of Graduate Schools’ joint Commission on the Future of Graduate Education, which released the 2010 report The Path Forward: The Future of Graduate Education in the United States . In 2011 he was appointed to another joint commission—the Commission on Pathways through Graduate School and Into Careers—which released the 2012 report Pathways Through Graduate School and Into Careers .

A professor of business administration at IU since 1991, Dr. Wimbush is former chair of various units in the Indiana University Kelley School of Business, including the Department of Management and Entrepreneurship; Doctoral Programs in Business; and the Kelley Full-Time MBA Program. He is also former Associate Dean of the Faculties for the Bloomington campus.

Dr. Wimbush has served on numerous university and campus committees including the University Athletics Committee where he served two terms as its chair and was recently awarded the 2012 Bill Orwig Medal—the highest honor bestowed upon a non-alumnus for distinguished service to Indiana University athletics. Dr. Wimbush has received multiple awards for his teaching of management and leadership. As an acknowledged national authority, he has published numerous articles and book chapters related to ethics in employment settings.

Dr. Wimbush earned a Ph.D. degree in management and a master's degree in human resources management and industrial and labor relations from Virginia Polytechnic Institute and State University (Virginia Tech) in Blacksburg, Virginia.

Page 8 Grad Edge Training the Future Biomedical Research

Workforce (continued from page three) and methods by which the numbers were and fellowships, enhancing the training researchers, and consider policies to derived can be found at aspects of the postdoctoral period, and equalize benefits across various NIH support http://report.nih.gov/investigators_and_trai improving pay and benefits. Another major mechanisms and improve consistency with nees/ACD_BWF . issue addressed by the recommendations packages available to other employees. was information collection and analysis. In On the data gathering and analysis front, Working Group Conclusions and light of the major gaps in the available data we are working on ways to identify and track Recommendations the Working Group encouraged NIH to all graduate students and postdoctoral Weighing all the data analyzed and the collect additional data, routinely track career researchers supported by the NIH and issues discussed, the Working Group came outcomes of students and postdoctoral automate much of the information we to a number of conclusions. First, the researchers, and institute an ongoing collect currently. We also will work with the combination of the large upsurge in US- analysis of the biomedical research community to encourage institutions to trained Ph.D.s, increased influx of foreign- workforce. Finally, the Group recommended report aggregate career outcomes of trained Ph.D.s, and aging of the academic that the ACD conduct a follow-up study on graduate students and postdoctoral biomedical research workforce make physician-scientists. researchers publicly. We are creating a new launching a traditional, independent, Biomedical Research Workforce Office to academic research career increasingly NIH Response coordinate these efforts and future analyses. difficult. In addition, the long training time NIH leadership considered the Working Finally, the ACD has appointed a new and relatively low early-career salaries when Group’s recommendations thoroughly and, Working Group, co-chaired by Dr. David compared to other scientific disciplines and accepting the general principles presented Ginsburg (University of Michigan), Dr. Sherry professional careers may make the by the report, developed strategies for Mills (NIH), and Dr. Susan Shurin (NIH), to biomedical research career less attractive to implementation that I presented at the conduct a parallel study on clinician- the best and brightest of our young people. December 2012 ACD meeting. The exact scientists over the next year. Finally, the current training programs do details and timing of the implementation We have been pleased with the positive little to prepare people for anything besides plans will unfold over the next few months, responses we have received on the an academic research career, despite clear and will take into account further input from recommendations and implementation evidence that a declining percentage of the community. plans, demonstrating that we honed in on graduates find such positions in the future. One of the major initiatives, already many of the key issues confronting the Therefore, the Working Group made a underway, sustainability of our workforce. The report series of recommendations aimed at (http://grants.nih.gov/grants/guide/notice- and implementation plans have outlined a modifying the career paths in biomedical files/NOT-RM-13-005.html ), is a new grant path forward both for NIH and for the research in a timely fashion in order to 1) program to support innovative approaches biomedical research community. attract and retain the best and most diverse to complement traditional research training Implementation of these recommendations scientists, engineers and physicians from in biomedical sciences at institutions that is likely to have an important impact on the around the world; 2) increase the number of receive NIH funds. Institutions applying to way biomedical researchers are trained for domestically trained students from diverse this program will be encouraged to leverage the foreseeable future. backgrounds who excel in science and funds with existing institutional offices and become a part of the STEM workforce; and programs, local resources outside the By Sally Rockey, Deputy Director for 3) better prepare biomedical Ph.D. students institution, or that partner with industry or Extramural Research, NIH and postdoctoral researchers to participate other entities. We expect that proven in a broad-based and evolving economy. In approaches will be widely disseminated Endnotes addition, the Working Group recommended throughout the biomedical research 1http://acd.od.nih.gov/bwf.htm that changes to existing programs be community. 2http://acd.od.nih.gov/meetings.htm#decemb phased in gradually and pilot programs be In addition, we are proposing to improve er2012 graduate student and postdoctoral training conducted to test new ideas. The outcomes 3 of all changes should be evaluated by putting Individual Development Plans Wendler, C., Bridgeman, B., Markle, R., Cline, rigorously. (IDPs) in place for all NIH supported trainees, F., Bell, N., McAllister, P., and Kent, J. (2012). More specifically, the Working Group working to reduce the length of graduate Pathways Through Graduate School and Into made recommendations on diversifying and training, increasing postdoctoral researcher Careers . Princeton, NJ: Educational Testing shortening the Ph.D. and increasing support stipends and providing fellowship Service. . for graduate students on training grants and opportunities from all NIH Institutes and fellowships. Recommendations on Centers (thus covering all the scientific areas postdoctoral researchers centered on supported by NIH). We will solicit input from shortening the pathway to an independent the scientific community on benefits career, increasing support on training grants currently provided to postdoctoral

January/February 2013 Page 9 CGS Publications Now Available for Free Online

The Council of Graduate Schools is pleased to announce the launch of the Member Library, a new membership benefit* that provides unlimited electronic access to all CGS publications at no additional cost. Any administrator, faculty or staff member of a CGS member institution may access the publications in PDF format** (login required). Take advantage of this new benefit by viewing, downloading, or printing PDFs of your favorite titles.

The move to electronic publishing will allow CGS to reduce the costs of publishing hard copy books, processing orders, and maintaining inventory. Best of all, electronic publishing makes it easier for CGS members to access and share data, information and best practice guidance with their graduate communities.

While supplies last… CGS will continue to fulfill orders for hard copies of CGS titles to members (at a discount) and to non-members. These publications are available for purchase using our Online Store. We will continue to fulfill orders for print publications, and provide bulk discounts to members on selected publications, while supplies last.

Print on demand… For those wishing to order print versions of publications after an item has sold out at the Online Store, CGS will offer access to print-on- demand editions through an external provider. Member institutions will continue to receive member discounts on print-on-demand orders. The print-on-demand option will be accessible through the Member Library.

For questions about the Member Library or the availability of hard copies for sale, please contact us at: [email protected] .

* This service is provided for institutional members (U.S., Canada and International) and sustaining members and corporate partners. ** Copyright restrictions apply. Please do not distribute copies outside of your member institution.

New Members Sustaining Members Regular: & Corporate Partners Loyola University New Educational Testing Service Orleans Elsevier Montana Tech of the University of Montana Oak Ridge Associated The Citadel Universities

International: ProQuest/UMI King Abdulaziz University

Page 10 Grad Edge New Deans and Titles

Lauren Benton is Dean, Graduate School of Arts & Sciences at New York University. She replaces Malcolm Semple. Doze Y. Butler is Interim Dean of the Graduate School at Southern University A&M College. He replaces Joseph A. Meyinsse. Dominick J. Casadonte, Jr. is Interim Dean of the Graduate School at Texas Tech University. He replaces Peggy Miller. Julie Coonrod is Dean, Graduate Studies, at the University of New Mexico. She replaces Gary Harrison. Jack DeRochi is Dean, The Graduate School at Winthrop University. He replaces Debra Boyd. Kinchel Doerner is Dean, Graduate School at South Dakota State University. He replaces Mary Kay Helling. Margaret Everett is Associate Vice Provost and Dean, Graduate Studies at Portland State University. She replaces DeLys Ostund. Alfred F. Fuciarelli is Assistant Vice President for Research and Dean, Graduate School at Valdosta State University. He replaces Karla Hull. Robert Gates is Interim Associate Vice President & Dean, Graduate Studies & Research at Bloomsburg University of Pennsylvania. He replaces Lawrence Fritz. Gary Harris is Interim Dean of the Graduate School at Howard University. He replaces Charles Betsey. Arlene Horne is Vice Provost for Research and Dean of Graduate Studies at Texas A&M University - Commerce. She replaces Allan D. Headley. Caesar R. Jackson is Dean (Interim), Graduate School at North Carolina Central University. He replaces Chanta A. Haywood. Bhaskara Jasti is Interim Associate Provost, Research/Collaborative Programs & Interim Dean, Graduate Studies at the University of the Pacific. He replaces Jin Gong. Katherine Karraker is Associate Provost, Graduate Education at West Virginia University. She replaces Jonathan Cumming. Jack R. Kirby is Associate Provost for Academic Affairs and Director of Graduate Studies at Fairmont State University. He replaces Van O. Dempsey. John Z. Kiss is Dean, Graduate School at the University of Mississippi. He replaces Maurice Eftink. Stanley Komacek is Dean, Graduate Studies and Research at California University of Pennsylvania. He replaces John Cencich. F. Jon Kull is Dean of Graduate Studies at . He replaces Brian W. Pogue. Larry LeFlore is Interim Dean of the Graduate School at Texas Woman's University. He replaces Jennifer Martin. Jennifer Mactavish is Dean, Yeates School of Graduate Studies at Ryerson University. She replaces Debora Foster. Mitchell Maki is Vice Provost for Academic Affairs at California State University, Dominguez Hills. He replaces Sheela Pawar. Christine Maziar is Vice President & Senior Associate Provost and Acting Dean, Graduate School at University of Notre Dame. She replaces Gregory E. Sterling. Xiao-Li Meng is Dean, Graduate School of Arts and Sciences at . He replaces Allan Brandt. Ronald L. Mitchelson is Interim Vice Chancellor, Research & Graduate Studies at East Carolina University. He replaces Deirdre M. Mageean. M. Helena Noronha is Interim Associate Vice President, Graduate Studies, Research & International Programs at California State University, Northridge. Edward H. Ogle is Executive Vice President for Academic and Student Affairs at Marian University. He replaces Sr. Donna Innes. Michael E. Orok is Dean, The School of Graduate Studies & Research at Tennessee State University. He replaces Alex Sekwat. Steven Simpson is Interim Graduate Director at the University of Wisconsin - La Crosse. He replaces Vijendra Agarwal. Ron Vetter is Interim Associate Provost for Research and Dean of the Graduate School at the University of North Carolina, Wilmington. He replaces Robert Roer. Douglas Wells is Dean of Graduate Education at South Dakota School of Mines & Technology. He replaces Antonette Logar. T. C. Yih is Dean of Graduate Studies at Florida Gulf Coast University. He replaces S. Gregory Tolley.

January/February 2013 Page 11 Presorted Gra dEd ge First Class Mail Council of Graduate Schools U.S. Postage One Dupont Circle, NW, Suite 230 PAID Merrifield, VA Washington, DC 20036-1173 Permit No.1502

Award Winners Announced at CGS Annual Meeting

Created four years ago to recognize Carolyn Hodges, committee chair, Group Leader at the Max Planck Institute for promising efforts in initiating or scaling up introduced Monica Popescu, an associate Software Systems in Saarbrücken, Germany. innovations in graduate education, the professor in the Department of English at David Holger, chair of the selection ETS/CGS Award for Innovation in Graduate McGill University, who is the 2012 winner of committee, also announced that Jon Education: From Admission to Completion is the Gustave O. Arlt Award in the humanities. Froehlich (University of Washington) was a $20,000 grant award for two years. Karen Her book, South African Literature Beyond the recognized with designation of Honorable Jackson-Weaver, chair of the selection Cold War (Palgrave Macmillan, 2010) looks Mention; the other finalists were James committee, announced that the University at the role played by an imaginary and real Blakemore (Yale) and Jacob Elkins of Illinois at Chicago was this year’s winner. Eastern Europe in South African literature (University of Iowa). Karen Colley, of the Graduate College, written during and after apartheid. Debra Lynne Pepall, chair of the selection accepted the award for their proposal, Stewart presented the $1,000 award. committee for the award in the Social Promoting Success in STEM Graduate The CGS/ProQuest Distinguished Sciences, announced that Junjie Chen was Education Scholars Program. The PaSSaGE Dissertation Awards recognize with an selected as the winner for his dissertation, Scholars Program has two phases: 1) an award of $2,000 recent doctoral recipients “While the State Claims the Intimate: intensive graduate school preparation for their dissertations that make unusually Population Control Policy and the Makings program the summer before students begin significant scholarly contributions to the of Chinese Modernity.” Dr. Chen, who is their graduate studies with a summer field. Björn Brandenburg, who received his currently a fellow and lecturer at Columbia research rotation and workshop; and 2) a doctorate from the University of North University, received his doctorate at the mentoring program that includes career and Carolina at Chapel Hill, was named as the University of Illinois Urbana-Champaign. The psychosocial mentoring, referral support winner in the field of Mathematics, Physical Honorable Mention designee is Shannon and professional and skills development Sciences and Engineering for his Bell (University of Oregon); also in the finalist activities. The grant proposal from the dissertation, “Scheduling and Locking group were Drew Gerkey (Rutgers), Eva Loyola University of Chicago was recognized Multiprocessor Real-Time Operating Telzer (UCLA) and Elessandra Voena with the designation of Honorable Mention. Systems.” Dr. Brandenburg is now a Research (Stanford).