2012 13 annual report by Cornell Graduate School

Cornell Graduate School ANNUAL REPORT 2012–2013

Dear Friends and Colleagues, Cornell is one of the approximately 90 U.S. research institutions that produce 70 percent of the nation’s faculty. Many of today’s graduate students will teach and inspire the next generation of well-prepared

and technically-savvy graduates, particularly in the science, technology, engineering, and mathematics (STEM) disciplines where job

growth is accelerating at a rate 1.7 times faster than in non-STEM fields.

This year, Cornell’s Graduate School made a strategic investment

in preparing students for academic careers and leadership positions in industry, business, and government. The recently established

Cornell University Center for the Integration of

Research, Teaching, and Learning (CU-CIRTL) is using the national CIRTL network’s resources to

share evidence-based teaching methods and best practices with graduate students, helping them to

develop the teaching, mentoring, and professional

contents

skills they need to become successful faculty. For students with career goals outside of academia,

3 Mission and Vision

the Graduate School’s new career and professional development staff created and coordinated more

4 Graduate School Leadership

than 90 programs ranging from “Networking and

Business Etiquette” to “How to Create a Dynamic

5 Graduate School Becomes More International and Competitive

Presentation”. The Graduate School is also a Dean Knuth

8 Program Assessment and Learning

partner in the successful proposal submitted by life sciences faculty to secure National

Science Foundation funding as part of the program on Broadening

10 Student Experience

Experiences in Scientific Training (BEST).

14 Inclusion

In this report, we highlight these achievements and others across our

16 Financial Support

Inclusion; Field, Faculty, and Student Support; Financial Support; and

18 Field, Faculty, and Staff Support

experience, including a new series of writing boot camps and news-

20 Visibility 22 Statistics and Tables Cover image:

Scott Wehrwein, doctoral student in the field of computer science, won first place in the Graduate School Photo Contest with this image taken while “collecting data on the roof of Rhodes Hall for a computer vision research project”.

six priority areas: Assessment and Learning; Student Experience;

Visibility. We also showcase our recent efforts to enhance the student letters, and initiatives in professional and career development and student life programming.

As dean of the Graduate School, I speak often with Cornell alumni,

and am frequently struck by the value they place on their Cornell ex-

perience. I look forward to the coming year as we continue to expand offerings to this vibrant community of reserachers and scholars. Barbara A. Knuth Vice Provost and Dean of the Graduate School

Our vision

The Graduate School provides critical strategic

leadership, and administrative and academic structures that serve a diverse group of students and faculty in the graduate field system. We promote academic excellence and personal growth by offering members of the Graduate School the support, governance, and encouragement needed to thrive intellectually and professionally.

Our mission

The Graduate School enhances

the intellectual life of the university by enabling graduate and professional students to undertake scholarly study and advanced research, and by preparing them for professional work. We focus on the following strategic areas to fulfill our mission: Assessment and Learning: To promote excellence in learning, the Graduate School coordinates the university’s graduate assessment initiatives, and pursues partnerships and external funding opportunities to create innovative structures in support of scholarly and professional development. Field, Faculty, and Staff Support: By coordinating the graduate field structure and administering 16 degrees and over 95 graduate fields, we strive for efficient, aligned services that enable fields to devote more of their efforts and resources to research, scholarship, and instruction. Student Experience: Through programming and infrastructure, the Graduate School encourages the development of a diverse community, actively supports professional development opportunities, prepares students for a multiplicity of career paths, and helps students experience considerable flexibility, freedom, and independence in their academic programs. Visibility: Using internal and external communications, we celebrate and promote the talent, research, and leadership of the graduate education system at Cornell, and inform our constituent audiences of important trends and initiatives in higher education. 3

Graduate School leadership General Committee of the Graduate School 2012â&#x20AC;&#x201C;2013 Name

Field or Affiliation

Term End

Dean Barbara A. Knuth

Graduate School

Associate Dean Jan Allen

Graduate School

Associate Dean Sarah Wicker

Graduate School

Associate Dean Sheri Notaro

Graduate School

Evan Cortens

graduate student

2013

Jennifer Shin

graduate student

2013

Professor Harry Greene

Ecology and Evolutionary Biology

2013Â

Professor Sandra Greene

History

2013

Professor Cole Gilbert

Entomology

2015

Professor Joel Brock

Applied and Engineering Physics

2013

Professor Shawkat Toorawa

Near Eastern Studies

2013

Professor Deborah Castillo on sabbatic; replaced by Tracy McNulty until June 2013

History

2015

Professor Bruce Lewenstein

Communication

2013

Professor Poppy McLeod on sabbatic; replaced by Shelley Feldman until June 2013

Communication

2015

Professor Thomas Fox on sabbatic; replaced by Paul Soloway until June 2013

Genetics and Development

2013

Professor Joseph Fetcho on sabbatic; replaced by Christine Olson until June 2013

Neurobiology and Behavior

2015

Professor Beth Ahner

Biological and Environmental Engineering

2013

Professor Margaret Frey

Fiber Science and Apparel Design

2015

Members-at-Large

Humanities

Social Sciences

Life Sciences

Physical Sciences

Graduate School becomes more international and competitive By Daniel Aloi Reprinted from the Cornell Chronicle Nearly 49 percent of the 1,995 new students who entered Cornell Graduate School in fall 2012 were international — a 4 percent increase from fall 2011, when 45 percent of incoming graduate students hailed from countries outside the United States. Graduate students from China made up 23 percent of the admitted class in 2012, followed by students from India (6 percent), South Korea (3 percent), Canada and Taiwan (both at 2 percent). Cornell’s new graduate students came from more than 80 countries. “Our incoming students are increasingly international and well-funded, with 96 percent of our doctoral students receiving merit-based funding,” said Barbara A. Knuth, vice provost and dean of the Graduate School.

student spotlight Pajau Vangay

(M.S. 2013, Food Science)

My parents fled their villages in Laos during the height of the Vietnam War when my ethnic group, the Hmong, was dragged into the conflict. As the Hmong diaspora expanded, those left in Asia struggled as statelessness threatened their

The merit-based funding packages consist of internal and external fellowships, assistantships or research grants that cover tuition, health insurance, and a stipend for living expenses.

agricultural livelihoods. My ties to this community brought me to Asia as a volunteer, and influenced me to study food science as a means to address global food security. I left my previous career as a software engineer to pursue graduate study in Food Microbiology. Despite discouragement, I started as an older graduate student, out of academic practice and without a science background. But what I thought were setbacks became my greatest strengths: my professional and quantitative skills are invaluable in science. Looking back on my nontraditional path, I can confidently say

I’m exactly where I’m supposed to be. Participating in international projects has been extremely rewarding [for me]. While attending Cornell, I have completed two internships abroad: one in Thailand, where I worked on banana and wheat grass product development; and another in Mexico, where I worked with the International Maize and Wheat Improvement Center. These experiences have exposed me to the challenges and realities of development work, which is critical for any scientist who intends to understand how her innovations will impact the world.

“In 2012-13, Cornell will award a total of $169 million in merit-based graduate student funding from university and external sources, with $88 million allocated toward fellowships and graduate and teaching assistantships,” Knuth said. “External sources provide significant financial support for graduate students.” Matriculations into both the doctoral and professional master’s programs increased by 6 percent since 2011, Knuth added, with 618 incoming Ph.D. students and 1,203 professional master’s students. The Ph.D. programs with the most incoming students were chemistry and chemical biology, with 40 new students, and physics, with 32. Close behind, electrical and computer engineering had 30 new Ph.D. students, and economics had 29. Of all matriculating doctoral students, 59 percent were male and 41 percent were female, compared with last year’s 57 percent male, 43 percent female cohort. Among matriculating professional master’s students, gender percentages remained the same as in 2011 (58 percent male, 42 percent female). Incoming students came from hundreds of undergraduate institutions, including Yale University,

the University of Wisconsin, the University of California-Berkeley, and the University of Toronto. “Cornell has remarkable strength in a wide range of research disciplines that, together with a rich tradition of teamwork with few disciplinary boundaries, creates a strong attraction to students from around the globe to our graduate programs,” said Andrew Bass, professor of neurobiology and behavior and associate vice provost for research. Graduate School admission at Cornell became more competitive in 2012, with a 5 percent increase in applications this year — particularly from international students. During the 2012 admissions cycle, the Graduate School received 19,030 applications for admission — the most ever, and a 5 percent increase over the previous year’s 18,091 applications. Graduate fields in the physical sciences and engineering disciplines received the greatest number of applications at 46 percent (a 2 percent increase from 2011), followed by the social sciences at 29 percent, the humanities at 15 percent and the life sciences at 10 percent.

student spotlight

Electrical and Computer Engineering Students win Intel Ph.D. Fellowships Ishita Mukhopadhyay

Jared Strait 6

Reprinted from the Cornell Chronicle Cornell graduate students Ishita Mukhopadhyay and Jared Strait are among 18 winners of 2012 Intel Ph.D. Fellowships. The Intel Ph.D. Fellowship program supports students working in Intel’s technical areas: hardware systems technology and design, software technology and design, and semiconductor technology and manufacturing. It recognizes winners

as among the best in their areas of research. Both Mukhopadhyay and Strait are doctoral candidates in the field of electrical and computer engineering. Mukhopadhyay’s dissertation is titled “Variation Tolerant Calibration Circuits for High Performance I/O,” and Strait’s is titled “Graphene Plasmonics for Terahertz-Frequency Device Applications.”

http://www.news.cornell.edu/stories/2012/10/two-ece-grad-students-win-intel-fellowships

six priorities for 2012â&#x20AC;&#x201C;2013

priority one

program assessment and learning mission To promote excellence in learning, the Graduate School coordinates the university’s graduate assessment initiatives, and pursues partnership and external funding opportunities to develop innovative structures in support of scholarly and professional development. goal Implement assessment plans for graduate education and work with New York State to approve new and revised graduate programs. Highlighted Accomplishments Biennial Field Meetings: This year, we developed a system of biennial field meetings to discuss status, challenges, innovations, and direction for each of our graduate fields. As a result of the feedback from these meetings, the Graduate School will develop initiatives to enhance student support structures.

Frank and Rosa Rhodes Professor of Sociology Victor Nee working with doctoral students.

Award supports student learning assessment by future faculty By Daniel Aloi Reprinted from the Cornell Chronicle How do I know if my students are learning? This question, asked by faculty both new and experienced, is addressed in a project award from the Council of Graduate School (CGS) to the Graduate School. Cornell has been chosen by CGS as a demonstration school for developing programs to educate future faculty (graduate students and postdocs) in assessing student learning. 8

The Graduate School partnered with the Cornell Center for Teaching Excellence (CTE) to submit a proposal to the Preparing Future Faculty to Assess Student Learning competition. Cornell’s proposal was one of seven nationwide selected for funding from the CGS on behalf of the Alfred P. Sloan Foundation and the Teagle Foundation.

for training future faculty in learning assessment,” said Vice Provost and Dean of the Graduate School Barbara A. Knuth, principal investigator on the project. “This project supports two of the university’s strategic initiatives: to create a culture of teaching in every department across campus and to develop stronger connections between colleges.”

“We are very pleased to be part of a group of universities involved in developing transformative strategies

The project will identify effective institutional models for improving the preparation of future faculty across

New and Revised Programs: During 2012–2013, the Graduate School facilitated the following program and curriculum additions, and modifications for graduate fields, which were approved by the New York State Education Department as required.

We continued the process of registering our dual degree programs. Progress made in 2012–2013 included: • M.B.A.

(Johnson)/M.I.L.R. (Industrial and Labor Relations)

• M.L.A.

Cornell Tech: in Information Systems (Connective Media), fields of Computer Science and Information Science, in partnership with The Technion – Israel Institute of Technology

(Landscape Architecture)/M.R.P. (City and Regional Planning)

• M.S.

• M.Eng.

in Computer Science

• M.Eng.

in Electrical and Computer Engineering

• M.Eng.

in Operations Research

• M.P.S.

• P.A.M.

(BS)/M.H.A. (Policy Analysis and Management)

• J.D./Ph.D.

(Philosophy)

in Information Science

African and African-American Studies changed its name to Africana Studies. History established a new concentration of modern Middle Eastern history.

learn more

Learn more about learning assessment Visit the newly approved graduate programs:

Public Affairs established a new concentration of science, technology, and infrastructure policy. Hotel Administration discontinued the joint Nanyang M.M.H. degree program.

•

M.Eng. in Computer Science

•

J.D./Ph.D. (Philosophy)

•

M.L.A. (Landscape Architecture)/M.R.P. (City and Regional Planning)

all fields, while also examining issues specific to STEM fields, the social sciences and the humanities. The Sloan Foundation funding supports the cultivation of domestic STEM talent and the enhancement of introductory and gateway STEM courses that are vital to student persistence in science majors. The Teagle Foundation invests in programs preparing future faculty in the humanities and social sciences.

Astronomy and Space Sciences Ph.D. student Shoshanna Cole, right, explains her research to graduate students Trusha Jayant Parekh, left, and Ashima Krishna. Cole’s Scholarship of Teaching and Learning research project featured peer-learning workshops designed to improve undergraduates’ critical thinking skills. 9

priority two

student experience mission Through programming and infrastructure, the Graduate School encourages the development of a diverse community, optimizes professional development opportunities, prepares students for a multiplicity of career paths, and helps students experience considerable flexibility, freedom, and independence in their academic programs. goal one Enhance graduate student and postdoc professional development Highlighted Accomplishments Office of Academic and Student Affairs (OASA): Under the direction of Associate Dean Jan Allen, the Graduate School initiated new programs to promote student academic achievement.

• Boot

Camps: We initiated week-long writing boot camps that include Dissertation Writing Boot Camp, Thesis Writing Boot Camp, Proposal Writing Boot Camp, and a Virtual Boot Camp, with 74 enrollments overall.

• Productive

Writer: We created a writing listserv, the Productive Writer, to send biweekly writing tips to graduate/professional students. As of June, 13, 2013, subscribers numbered 4111 from 137 graduate schools in 14 countries.

• Graduate

Writing Service: We collaborated with the Knight Institute for Writing in the Disciplines to test a pilot Graduate Writing Service in spring 2013 that served 39 unique clients across 117 total appointments; the majority (61%) of appointments were for Ph.D. students.

Graduate school prepares students for job hunt By Elizabeth Kussman Reprinted from the Cornell Daily Sun In light of continued national scrutiny regarding employment prospects for Ph.D. candidates, Barbara Knuth, vice provost and dean of the Graduate School, emphasized that Cornell is taking measures to ensure that its graduate students find employment. Knuth cited a 2010 federal survey of more than 48,000 research doctorate graduates in the United States, which stated that, compared to students nationally, a higher percentage of Cornell Ph.D. students have definite plans either for postdoctoral study or

employment after graduation. Of the approximately 490 Cornell Ph.D. graduates who responded to the survey upon graduating in 2010, Knuth said 17.6 percent were still seeking employment or post-graduate study opportunities, compared to the national figure of 29 percent. The percentage of Ph.D. graduates who reported being employed after graduation in 2010 was 36 percent, close to the national figure of 38 percent, according to the survey. Of

http://www.gradschool.cornell.edu/news/graduate-school-prepares-students-job-hunt 10

those who found jobs, 60 percent found employment in research and development, soaring above the national statistic of 36.8 percent. “These statistics reflect some of the differences in emphasis and strengths at Cornell—a focus on research,” Knuth said. Of the graduate students who found employment, Knuth said that half of former Cornell students were employed within academia, while one third were in industry and business. “Many Cornell Ph.D. graduates seek employment in industry and business,” Knuth said. “This reflects the strong programs we have in the physical sciences, engineering and life sciences, and accounts for some

Core Competencies and Program Chart: We created a web-based, centralized listing of personal and professional development programs offered by the Graduate School and our partners, highlighting programs that foster core competencies — career development, communication, leadership & management, teaching, responsible conduct of research, and personal development — and related transferable skills. (http://www.gradschool.cornell.edu/ professional-development-2)

Career Services: Our investment in a career services staff position shared with central university career services resulted in at least 21 career programs offered, including sessions on “Mingling and Networking” and “Envisioning Yourself Outside Academia,” with 992 attendees overall. Career Outcomes Project: We convened a task force of faculty and staff to explore options for career outcomes tracking for all Ph.D. graduates at graduation, two years after graduation, seven years after graduation, and 15 years after graduation. We will use this information to develop an alumni career outcomes survey, to be implemented in January 2014. Over a three-year period, graduates from Ph.D. programs since 1993 will be surveyed. English Language Support Office: A faculty-staff task force recommended a 10-point plan to support the English language speaking and writing skills of our international graduate and professional students. The new English Language Support Office (ELSO) will provide seminars, individual tutoring and consultation, conversation and writing support groups, and acculturation activities. Office of Postdoctoral Studies (OPS): Forty postdocs enrolled in the 10-session postdoc Leadership Certificate program with 32 receiving certificates.

of the difference between Cornell statistics and national statistics.” According to Knuth, the Graduate School has recently partnered with Cornell Career Services to bolster advising for its students. She explained that a shared group of advisors in Career Services now offer advising to graduate and professional students. “We are increasing the focus on advising graduate students about the range of career paths available to them in professorial and administrative roles in academia, in industry, in government and in the non-profit sector,” Knuth added. Brian Jacobs, who is studying chemistry, said he appreciates the Graduate School’s efforts.

“The Graduate School of Cornell sends out emails regarding employment workshops, among other opportunities regarding industry and academia,” Jacobs said. “I feel that regardless of how my goals change over the next few years, I’ll have plenty of tools available from Cornell to prepare me for post-graduation opportunities.”

positions. E-mail alerts are sent on a regular basis from academic institutions across the country looking to recruit Ph.D. candidates, he said.

Other graduate students said they have found that, outside of Career Services, individual departments at the University have helped them to find employment. Jacobs commended the Department of Chemistry and Chemical Biology for doing a “fine job” letting students know of opportunities for postdoctoral

Lauren Schnabel, a doctoral candidate in comparative and biomedical sciences, teaching an undergraduate biology class. 11

OPS offered an additional 12 programs with 226 postdocs attending. The OPS director had 217 individual appointments with postdocs for career counseling. A new travel grant program was implemented. Over 250 postdocs attended two postdoc networking events. Teagle Foundation Grant on High-Impact Teaching Practices: The Graduate School and CU-CIRTL continued to partner with the Center for Teaching Excellence and Engaged Learning and Research to support teaching development of future faculty (graduate students and postdocs) through workshops, support for researching teaching effectiveness, a graduate student symposium, and a retreat for directors of graduate studies to better understand how to support the teaching development of their graduate students. CU-CIRTL (Center for the Integration of Research, Teaching, and Learning): Establishing CU-CIRTL and joining the national CIRTL Network enhanced programming related to teaching and mentorship in STEM fields. A nine-member Steering Committee and a 17-member Advisory Board were formed to guide CU-CIRTL efforts. CU-CIRTL hosted or cohosted 26 events, including a new future faculty series for Cornell students, “Building Mentoring Skills for a Career in Academia,” which featured online seminars and courses by subject experts. Other events discussed evidence-based teaching, inclusive teaching, mentoring undergraduates in research, and academic career preparation, with 478 total attendees. An additional 247 participants from 23 CIRTL Network institutions attended presentations online. Council of Graduate Schools Grant on Future Faculty Skills in Assessment: Working in pairs, ten humanities instructors from the First-year Writing Seminar designed research on assessing undergraduate student writing, and presented their results at a symposium in May 2013. 12

goal two Enhance graduate/professional student and postdoc life Highlighted Accomplishments Office of Graduate Student Life (OGSL): Revamped in mission and leadership, OGSL hosted or facilitated programming in nine areas of focus, with over 250 attendees. • Students

with Families: OGSL created a campuswide Students with Families advisory committee to address issues specific to graduate student partners and graduate students with children.

• Women

Students: OGSL liaised with the PCCW (President’s Council of Cornell Women) Mentoring Committee and partnered with the Women’s Resource Center to support graduate/professional women student groups.

• Housing:

In partnership with the Off-Campus and On-Campus Housing Offices, OGSL developed comprehensive information about the housing options and resources available to graduate and professional students.

• Dual

Career Support: OGSL collaborated with Cornell’s Human Resources and Tompkins Workforce to increase dual career support programming.

• Personal

Financial Capacity: OGSL worked with ClearPoint Credit Counseling to provide workshop sessions on understanding credit. In addition, OGSL better communicated credit counseling services available to individual graduate and professional students.

• Mental

Health Support: OGSL became a member of the Mental Health Programmers Group, a campus-wide effort to increase support for a positive mental health environment.

• Graduate

and Professional Student Assembly (GPSA) Support: The OGSL assisted GPSA efforts to complete the Graduate and Professional Community Initiative, a student-generated five-year strategic plan addressing student life.

Orientation: To help incoming students transition to graduate school, the Office of Graduate Student Life and Graduate School Communications developed and distributed a pre-orientation electronic newsletter that focused on graduate student life and provided an introduction to the greater Cornell community.

learn more

Program chart Office of Graduate Student Life Big Red Barn Students with families

Student Surveys: To better understand the graduate and professional student experience, we implemented four new student surveys with assistance from Cornell’s Survey Research Institute and Institutional Research and Planning. We are currently developing a suite of reports that grant access to these data. The surveys include an “accepted-butnot-attending survey,” a new student survey, an experience survey of 2nd year-and-beyond Ph.D. students, and an exit survey.

Financial education

Big Red Barn Graduate and Professional Student Center (BRB): The Big Red Barn Graduate and Professional Student Center is a critical gathering place for the graduate and professional student community. The Graduate School has included questions about the Big Red Barn in the Ph.D. student experience survey and the all-student exit survey to provide data regarding student use of the BRB. The BRB is scheduled for infrastructure upgrades in 2012–2014. Its Advisory Board, created in fall 2012 and comprising faculty, staff, and students, meets twice a semester to address BRB operations and programming. 13

priority three

inclusion

mission Strengthen the capacity of graduate and professional programs to recruit and educate a diverse body of the very best students. goal Build recruitment and student support programs toward a more diverse graduate student group in terms of gender, race, and ethnicity, focusing particularly on those fields underrepresented in these metrics.

aculty Development & Diversity (OFDD) and F Diversity Programs in Engineering. Programs included workshops on grant-writing and giving effective presentations. Support for Field Recruitment Efforts: The new director of recruitment is developing a strategic plan for supporting recruitment of diverse graduate Associate Dean Sheri Notaro (second from right) at the Graduate School’s Student of Color Welcome Event.

Highlighted Accomplishments Recruitment: The Graduate School hired a director of recruitment to ensure that Cornell continues to be the top choice for the most competitive students. The new position, while providing attention to all fields, has a strong focus on the life sciences. OIPD Partnerships: The Office of Inclusion and Professional Development (OIPD) developed new programming collaborations with the Office of

spotlight on inclusion Four doctoral candidates at Cornell were recently inducted into the Cornell chapter of the Edward A. Bouchet Graduate Honor Society. The 2013 Bouchet fellows are: Chavez Carter, in the field of immunology and infectious disease and winner of the Yale Diversity Conference for best oral presentation in a natural or physical science; Christian Guzman, in the field of biological and environmental engineering; Michael Mitchell, in biomedical engineering; and Luisa Rosas, in the field of French literature. 14

The scholars were inducted at the annual Yale Bouchet Conference on Diversity and Graduate Education at Yale University. The Bouchet Society recognizes outstanding scholarly achievement and promotes diversity and excellence in doctoral education and the professoriate. Its network of pre-eminent scholars exemplifies academic and personal excellence, character, service and advocacy for students who have been traditionally underrepresented in the academy. “The four scholars were chosen because they embody the qualities of Edward A. Bouchet: outstanding

scholarship coupled with a sincere commitment to community service and outreach,” said Sheri R. Notaro, associate dean for inclusion and professional development in the Graduate School, who coordinates the Cornell chapter of the Bouchet Society. Notaro noted that Cornell sponsors ongoing professional development opportunities for all graduate students through the Office of Inclusion and Professional Development. “This is not just a one-time award, but an ongoing community-building and professional development opportunity,” she said.

students by graduate fields, and will continue to share prospective graduate student information and best practices for cultivating promising candidates with directors of graduate studies. We developed a brochure featuring underrepresented minorities for use at recruitment fairs, and instituted a grant program to support the efforts of graduate fields in recruiting a diverse student body. Pathway Relationships: The new director of recruitment is collaborating with faculty, and suggesting best practices to build and maintain pathway relationships with academic and other partners. Through this work, the Graduate School seeks to increase recruitment and yield to support compositional diversity. Support for Student Groups: The Graduate School built relationships with graduate/professional student groups from communities historically underrepresented in graduate education. • Student

of Color groups: Associate Dean Notaro serves as a mentor and unofficial advisor to the graduate student of color groups, meeting regularly with group leaders.

• Women’s

groups: Assistant Dean Lamey and Associate Dean Notaro are working with a

coalition of graduate and professional women student organizations to support their efforts and link them to the President’s Council of Cornell Women (PCCW). Lamey serves as the Graduate School liaison to PCCW’s mentoring committee, and Notaro serves as the liaison to PCCW’s diversity and inclusion committee. Graduate Diversity Council (GDC): The GDC provided guidance concerning the Graduate School’s Toward New Destinations programs, web presence, recruitment grants, and other initiatives. Edward A. Bouchet Graduate Honor Society: Four academically outstanding and socially engaged graduate students were inducted into the Bouchet Society at the annual Yale Diversity Conference. For the second consecutive year, a Cornell inductee won a research award for best presentation. See the spotlight below.

learn more

Learn more about Inclusion at the Graduate School Learn more about Diversity in Engineering Learn more about Toward New Destinations

Yale and Howard universities established the Bouchet Society in 2005 to recognize the life and academic contributions of Bouchet, the first African American to earn a doctorate from a U.S. university. He earned a doctorate in physics from Yale in 1876.

Doctoral candidates, from left, Christian Guzman, Michael Mitchell, Luisa Rosas and Chavez Carter were inducted into the Edward A. Bouchet Graduate Honor Society during an April 19-20, 2013 conference at Yale University. 15

priority four

financial support goal Enhance financial support for graduate education. Highlighted Accomplishments Fundraising across Disciplines: Our annual giving letters to alumni address issues of importance to all graduate alumni, regardless of field or discipline. Alumni Affairs and Development publicized giving opportunities for graduate education, including the newly-created Graduate Research Mentor Fellowships. Alumni Affairs and Development: The Graduate School supported central campaign efforts with work on communications plans, strategic revisions to our annual alumni letter, and a Graduate Fellowship FAQ. We experienced an 18 percent increase in giving over last year.

Graduate and Professional Student Assembly leaders in Washington, D.C.

Graduate School Diversity Fellowships: We awarded 69 Sage, SUNY, and McNair Diversity Fellowships to admitted students who were nominated by their DGS. Applicants submitted supplemental diversity essays addressing how they met

Cornell alumnus gives back

On his birthday, President David Skorton received a gift that honors Cornell’s graduate teaching assistants.

Ye, who hails from Yangzhou, China, promised Skorton and Robert J. Katz ’69, vice chairman of the Cornell Board of Trustees, that he would become an engaged alumnus. Following through, he has made a $25,000 gift to create a campus-wide graduate teaching assistant award to recognize outstanding teaching, to which Katz has also lent his support.

In his campaign for student-elected trustee in 2006, Mao Ye, Ph.D. ’11 said he would create an award to support Cornell graduate teaching assistants. “I do what I say I’m going to do,” said Ye, an assistant professor of finance at the University of Illinois.

The Cornelia Ye Outstanding Teaching Assistant Award is named for Ye’s daughter. “I attended the Center for Teaching Excellence’s STEM program, and it helped me increase my confidence and improve my English,” Ye said.

Reprinted from the Cornell Chronicle Mao Ye, Ph.D. holding 7-month-old Cornelia, with his wife, Xi Yang, Ph.D. ’10

one or more of the following criteria: 1) history of overcoming disadvantage, 2) first-generation college student, 3) member of a group historically underrepresented in higher education, 4) McNair Scholar.

student spotlight

After 25 years, “Story of Stuff” creator finishes her degree By Joe Wilensky Reprinted from the Cornell Chronicle

External Grants for Graduate School Programs: Skills for Future Faculty: We secured a $50K grant from the Council of Graduate Schools (for the Alfred P. Sloan Foundation and the Teagle Foundation) on accelerating assessment skills and understanding for future faculty (graduate students and postdocs) in the sciences and humanities. This grant enabled us to partner with the introductory biology and physics courses and instructors, the Knight Institute for Writing in the Disciplines, and the Center for Teaching Excellence.

• McNair

Scholars: We partnered with the Office of Academic Diversity Initiatives (OADI) to secure a major award (~$5M) for a McNair Scholars program to support underrepresented and firstgeneration undergraduates toward doctoral studies completion; Dean Knuth serves as Co-PI. (A.T. Miller from OADI is PI.)

• Future

Faculty as Engaged Scholars: We continued activity on the $125K Teagle Foundation grant, preparing graduate students to become 21st-century engaged teaching scholars.

CTE director Theresa Pettit noted that “as a former international teaching assistant, Mao Ye wanted to give something back to the programs that had supported him at the Center for Teaching Excellence…the CTE [now] will be able to recognize the hard work and exemplary teaching of two graduate students each year.” This year’s award recipients were Darrick Evenson in the field of natural resources and Sinja Graf in the field of government. Each received $500. “My mom told me to tell people what you are going to do and then do it,” Ye said. “A promise is a promise.”

Annie Leonard (MRP 2013)

Lindsay France/University Photography

• Assessment

Annie Leonard, environmental activist and creator of the 2007 viral video “The Story of Stuff,” spent nearly 25 years traveling the world investigating environmental health issues and ecological sustainability. This spring, she finished a long-overdue project: completing her Cornell master’s degree. In the spring of 1988, Leonard had nearly finished the requirements for her two-year Master of Regional Planning degree. Then, while interning in Washington, D.C., she was offered a job at the environmental organization Greenpeace, where she quickly got immersed in her work. Leonard’s nearly completed degree was still on her mind, however. Last year, she was welcomed back by the two members of her graduate committee still at Cornell. Barbara Knuth, in 1988 an assistant professor of natural resources, is now vice provost and dean of the Graduate School; Dick Booth is professor of city and regional planning in the College of Architecture, Art and Planning. Leonard retook two classes and adapted several documents into a new thesis, which she defended during a visit to campus in April. She also hosted a screening and discussion of “The Story of Stuff.” The animated film shows how disposable products generate a steady stream of trash that poses ongoing, worsening global challenges. It has led to The Story of Stuff Project, additional films, a New York Times best-selling book, and a thriving community of activists. 17

priority five

field, faculty, and staff support mission By coordinating the graduate field structure and administering 18 degrees and about 100 graduate fields, we strive for seamless, efficient, and aligned services that enable fields to devote more of their efforts and resources to research, scholarship, and instruction. goal Improve data, administration and communication with the graduate community, and enhance support for fields, faculty, and staff. Highlighted Accomplishments Proactive Notification and Progress Tracking: To notify students of important pending deadlines, the Graduate School’s Student Services office developed a system that uses personalized, proactive emails to inform students of upcoming or missed

deadlines and provide clear guidance on the next steps. Data Delivery: • Field

Data Access: The Graduate School’s Data Solutions Office improved data support for fields by enhancing the self-service reports accessible to graduate field assistants (GFAs) and directors of graduate studies (DGSs). These reports cover topics related to diversity and inclusion, admissions statistics and test scores, enrollment, student academic committee structure and milestones, completion, time-to-degree and attrition, degrees awarded, and job placement.

• Public

Data Access: The Graduate School’s public website features “Quick Statistics,” Field Metrics, and Annual Reports (archived to Fall 2002) to increase transparency.

Listening to the land, and the people who farm it Kasia Paprocki (Ph.D. candidate in Development Sociology)

Over the past two decades, says Kasia Paprocki, communities in Bangladesh’s coastal Khulna district have experienced dramatic social and ecological changes. Paprocki, a Ph.D. candidate in Development Sociology, received a Social Science Research Council International Dissertation Research Fellowship to support her work examining how the shrimp aquaculture industry affects agrarian life in Khulna. “Rapid ecological [shifts] in the region have been attributed to climate change,” Paprocki says, “but my conversations with small

farmers…suggest that many of the environmental impacts are actually the result of Bangladesh’s shrimp aquaculture industry.” Before coming to Cornell, Paprocki worked with the social movement Nijera Kori, witnessing first-hand the concerns faced by Bangladesh’s rural populations. She decided to pursue graduate study in order to research these concerns, and says she chose Cornell because it is “home to some of the most important and exciting research on agrarian change taking place today,” adding that her advisor Wendy Wolford makes her “feel at once respected and deeply challenged” as a graduate student.

student spotlight

Support for Graduate Field Assistants (GFAs) and Directors of Graduate Studies (DGSs):

Graduate student, alumnus win music awards

• CollegeNet

Electronic Admissions: The Graduate School continued to improve and leverage the CollegeNET application/admissions system by expanding the use of online decision letters, improving evaluation workflow, and providing rapid decision processing.

Reprinted from the Cornell Chronicle

• Manuals:

We developed a DGS handbook and revised a GFA Handbook to provide best practices, reference materials on promoting quality, administering programs, deadlines, and more.

Served on Shared Student Services Task Force: With other student services units, we participated in a university-wide analysis of one-stop or virtual student services design. As a result, the Student Services office will participate in the trial of the IntelliResponse question-answer software intended to improve responsiveness to “typical” inquiries through “Ask Ezra.”

Tonia Ko (DMA)

DMA graduate student composer Tonia Ko was one of 16 recipients of this year’s American Academy of Arts and Letters (AAAL) awards in music, along with Steve Burke, DMA ‘01. Candidates for music awards are nominated by the 250-member academy and selected by a committee of academy members.

Ko received a Charles Ives Scholarship of $7,500, given to composition students of great promise. Ko’s music has been performed by ensembles including the Eastman Wind Ensemble and the Momenta Quartet, and has been featured at the Wellesley Composers Conference. Born in Hong Kong and raised in Honolulu, she received a master’s degree in music from Indiana University and a bachelor’s in music with highest distinction from the Eastman School of Music.

learn more

Learn more about Fellowships in the Graduate School Learn more about GPSA activities Learn more about the Office of Academic Diversity Initiatives

Kasia Paprocki

Burke is one of four winners of the Arts and Letters Award in Music, which honors outstanding artistic achievement and acknowledges the composer who has arrived at his or her own voice. The winners will receive $7,500 along with an additional $7,500 to record one work.

After graduating, Paprocki says, she hopes to pursue an academic career defined by a “strong commitment to collaborative research with local communities and social movements.”

Steve Burke (DMA ’01) Burke received a Charles Ives Fellowship from the AAAL in 1999. He also won a Rome Prize and has received commissions from organizations including the Fromm Music Foundation at Harvard University, the ASCAP Foundation, and Yaddo. He holds degrees from Sarah Lawrence College, the University of Wisconsin-Madison, Yale University, and Cornell.

http://www.news.cornell.edu/stories/2013/03/graduatestudent-alumnus-win-music-awards 19

priority six

visibility

mission Through internal and external communications, we celebrate and promote the talent, research, and leadership of the graduate education system at Cornell, and inform our constituent audiences of important trends and initiatives in higher education. goal Increase visibility of the Graduate School, graduate students, postdocs, and graduate education, research, scholarship, and creativity.

Communications from the Deans/Directors: • Weekly

Graduate Announcements: Sent to every registered graduate and professional student, these are one of the most effective vehicles for reaching the graduate community. Robust metrics allow us to target messages more tightly, improving click-through rates and maintaining our 40 percent open rate. (Higher education averages a 12 percent open rate.)

• Periodic

Highlighted Accomplishments Graduate School Photo Contest: The Graduate School developed a photo contest (156 entries) with the goal of creating a sense of community and building a library of images that capture graduate student life.

Dean’s Letter: We sent messages about sequestration (48 percent open rate), wellness (35 percent open rate), and student life (38 percent open rate) to targeted groups of students.

• Graduate

School Newsletter: We inaugurated a biannual electronic publication, the Graduate School Newsletter, in the fall. For the spring issue, we contracted with a higher education writer for a feature article on graduate students and MOOCs. Distributed to all graduate and professional students, the open rate increased from 34 percent for the fall newsletter to 40 percent for the spring newsletter.

• Admitted

Students Communications: We reimagined a paper/email postcard series (Next Step) designed to help matriculated students fill out paperwork into a series of dynamic electronic newsletters that provide a robust introduction to the greater Cornell community.

• Miscellaneous

above: Sachi Horibata, a doctoral student in pharmacology, won third place in the Graduate School Photo Contest with this image of the “beautiful nature scene surrounding Cornell University on my way to campus.” right:

Photo contest entry by Ashley Campbell, Ph.D. candidate in microbiology.

Communications: The Graduate School sends a holiday e-card, condolence letters and memorial book-plating gifts to families, congratulations letters to students passing A-exam, with tips/resources on writing/ academic success (381 letters sent); and congratulations letters to students passing B-exam (261 letters sent) with Career Services resources.

Annual Report: Improved the content and design of the public Annual Report on our website.

a window into student life

The Graduate Student Photo Contest

Media Coverage: Communications developed the following stories (on Graduate School students, faculty, staff) for various outlets including the Cornell Chronicle, Cornell Daily Sun, and Ezra magazine, some of which were picked up by the Wall Street Journal, T.H.E. Journal, and MentorNet: • Cornell

Chronicle:

“Graduate School attracts more international students, admissions more competitive” “Grant provides support for underrepresented Cornell undergrads seeking doctoral degrees” “Teagle/CGS grant award will support student learning assessment by future faculty” “Mentorship wins grad student prestigious award (Lauren Schnabel)” • MentorNet:

“GRAD Lab attracts potential STEM

students” • CIO

Journal, Wall Street Journal: “Cornell’s Graduate School Harnesses Data Visualization”

• Cornell

Daily Sun:

“Dean Knuth took ‘different path’ to Cornell” “International grad student enrollment soars” “Federal grant will fund Cornell University mentor program” “Graduate School prepares students for job hunt” Legislative Visits: Dean Knuth discussed graduate education funding and immigration-related issues with House and Senate staff in April 2013, accompanied by Cornell government relations staff.

learn more

Ezra magazine: Dean Knuth featured in “QA with Cornell’s Deans” Wall Street Journal: “Cornell’s use of CollegeNET” Council of Graduate Schools: “Preparing Future Faculty to Assess Student Learning”

Tony Leong, a master’s student in education, won second place for this image.

This year, the Graduate School developed a photo contest to showcase the graduate and professional student experience. For the first annual contest, 56 graduate students submitted over 155 photos illustrating the essence of their life as a graduate student. Entries were voted on by a core committee composed of Graduate School staff, members of the GPSA, and graduate students. Finalists were judged by Dean Barbara A. Knuth, alumnus and trustee Ezra Cornell ‘70, and Darrick Evensen, graduate student trustee. A doctoral student in the field of computer science, Scott Wehrwein, won first place with his photograph taken while “collecting data on the roof of Rhodes Hall for a computer vision research project.” Second place went to Tony Leong, a master’s student in the field of education. For him, this photo “summarizes the life lessons I’ve learned here as both as an undergrad and as a graduate student. Although you may feel overwhelmed, as if you have to choose between different binaries to identify with, the key to thriving is taking ownership and defining yourself. Instead of thinking in terms of black and white, take the risk of dreaming in color.” Third prize went to Sachi Horibata, for the “beautiful nature scene surrounding Cornell University on my way to campus.” 21

statistics and tables

applications, admittances, and matriculations Graduate Student Admissions by Degree Type, 2003–2012

11,500

11,000

11,038 10,676

11,000

10,500

10,500 10,000 10,000 9,500 9,500 9,000

9,801

9,611

8,945

9,166

9,000 8,500 8,500 8,000 7,500 8,000 7,000 7,500 6,500 7,000

6,238

6,000 6,500

5,642

5,500 6,000 5,000

5,500

4,500

5,000

4,000

4,500

3,500

4,000

3,000

3,737

3,437

3,598

3,743

3,500

2,500

3,000

2,000

2,500

1,500

1,500 500

1,000

1,752 1,294

1,250

1,000 0 500

1,773

1,639

2,000

1,000

2002

2003

2004

2005

2003

2004

2005

2006

2007

2008

2007

2008

2009

2010

2011

0 Doctoral Degree Applicants

Doctoral Degree Admits

2012

Doctoral Degree Matriculants

Research Master’s Degree Applicants

Research Master’s Degree Admits

Research Master’s Degree Matriculants

Professional Master’s Degree Applicants

Professional Master’s Degree Admits

Professional Master’s Degree Matriculants

Over the past ten years, the Graduate School has experienced steady growth for degree-seeking applications, despite modest dips in 2004–2005. The growth rate for degree-seeking applications over this time period was 32%.

Yield 70

As reported by the Council of Graduate Schools, American graduate schools experienced overall graduate school application growth (9%) between 2011 and 2012, fueled primarily by international students. Consistent with this one-year trend, Cornell experienced an overall increase in applications of 5%, with a rise in international applications of 8%, and an increase in applications from China of 14%.

60 50 40

For all degrees, the acceptance rate over the past ten years has declined, indicating the increasing competitiveness of Cornell graduate programs. In those same ten years, yield for all degree types has increased—an illustration of the high caliber student Cornell has matriculated. The doctoral acceptance rate in 2012 was 14%; the yield was 41%.

30 20 10 2003

2007

2012

Doctoral Students Professional Master’s Students Research Master’s Students

Fall 2003–Fall 2012 Admissions Notes

2011–2012 change

2007–2012 change

2003–2012 change

Doctoral Degree Applications

20%

15%

Doctoral Degree Matriculations

-3%

Research Master’s Degree Applications

-1%

35%

40%

Research Master’s Degree Matriculations

22%

76%

29%

Professional Master’s Degree Applications

11%

67%

73%

41%

65%

Professional Master’s Degree Matriculations

Graduate Student Admissions by Citizenship and Gender, Fall 2002–Fall 2011

applications

3,250 23%

3,360 23% 2,449 17%

5,400 37%

3,098 22%

3,392 24% 2,425 17%

5,288 37%

4,330 24%

4,235 24% 2,965 16%

6,561 36%

4,805 25%

4,351 23% 2,900 15%

6,972 37%

Fall 2003

Fall 2007

Fall 2011

Fall 2012

Total: 14,459

Total: 14,203

Total: 18,091

Total: 19,028

782 20%

969 22%

acceptances 523 15%

1,181 34%

964 28%

654 19% 1,009 29%

820 23%

1,085 32%

700 20%

1,030 26%

1,228 32% 848 22%

1,255 29%

1,291 29% 871 20%

Fall 2003

Fall 2007

Fall 2011

Fall 2012

Total: 3,488

Total: 3,888

Total: 4,386

matriculations 209 14%

562 38%

381 25% 346 23%

400 26%

520 34%

347 22%

371 20% 462 25%

594 32%

441 23%

433 22% 536 27%

604 30%

422 21%

Fall 2003

Fall 2007

Fall 2011

Fall 2012

Total: 1,498

Total: 1,544

Total: 1,868

Total: 1,995

US Male

277 18%

US Female

Int’l Male

Int’l Female

Since 2011, the greatest increase in applications by population has been by females from countries outside the U.S. at 11%. Over the past ten years, this population group has experienced an overall 48% growth rate in applications.

Not surprisingly, robust matriculation growth was also reflected in the population pool represented by females from international countries; over the past decade, the matriculation growth rate was 107%; since 2011 the growth rate was a healthy 17%.

Over the past ten years applications from males, both from the US and international countries, grew at 29%, and applications from females from the US increased 18%.

Over the past year, the only decrease in matriculation was seen in the population represented by females from the US; since 2011 there was a 4% decrease in matriculations.

16000 14000

14459

14203

20000

12505

19028 12000 only) Graduate Student Applications by Ethnicity (includes degree-granting programs 18000 10000

16000 8000 14000 20000 6000 12000 18000 4000 10000 16000 2000 8000 14000 0 6000 12000 4000 10000 2000 8000 0 6000

8716

8386

Degree-Seeking Graduate Student Applications by Ethnicity, 2003–2012 14459 14203 4533

4513

1210 8716 14459

1304 8386 14203

502 2003 4533

588 2007 4513

2004

2005

2006

8716 1210 502 4533 2003

Ten Year Trend Increases 19028 12505 4443 2080 982

2008

2009

2010

2011

2012 12505

2005

2006

2080 982

588 4513 2007

2008

2009

2010

2011

2012

4000 2000 4500

1210

0 4000

502 2003

3500

1304

2004

2005

2006

3488

982

588 2007

2008

2009

2010

2011

2012

3448

Degree-Seeking Graduate Student Acceptances by Ethnicity, 2003–2012

4484 2483

4000 1000 2500 3500 500 2000 3000 15000 2500 1000 2000 500

3488

3448

1547

1455

1249

1303

513 3488

482 3448

1547 179 2003 1249

2005

2006

513

1455

179

208

1000

1249 2003

1800 1600

2004

1400 800

1800 1600

179

208

2003

2004

2005

2006

1200 6000

1000 400

280 2008

2009

2010

2011

2012 1286 2483 715

280 2008

2009

2010

2011

2012

1286 715

2007

2008

2009

2010

2011

2012

1995

Total (incl URM) Minorities Total (incl Total (inclURM) URM)Minorities Minorities 1544

566 1544

2004

2005

2006

2007 566

400

38% increase in the number of matriculations from underrepresented minorities 31% increase in total minority matriculations 33% overall increase in matriculations Yield Highlights:

49% = 2012 yield for total minorities 44% = 2012 yield for all students

351

2008

2009

2010

2011

970 2012

458

Caucasian (2001–2007 includes Undeclared) Caucasian (2001–2007 includes Undeclared) Total Degree-Seeking Applications, Minorities 255 Caucasian (2001–2007 Undeclared) Caucasian (2001–2007includes includes Undeclared) Total Degree-Seeking Applications, Underrepresented Minorities Total Degree-Seeking Applications, Underrepresented Minorities Total Degree-Seeking Applications, Underrepresented Underrepresented Minorities 800 351 674 Admittances, or669 Matriculations Admittances, Admittances, orMatriculations Matriculations Acceptances, ororMatriculations 200 267 Unknown (2002–2011 includes International; 612 Minorities Total (incl. URM) Minorities Unknown (2002–2011 includes International; Total (incl URM) Minorities Unknown (2002–2011 includes International; Unknown (2002–2011 includes International; Total (incl Total (inclURM) URM) Minorities 2008–2011 includes Undeclared) 2008–2011 includes Undeclared) 2008–2011 Undeclared) 2008–2011includes includes Undeclared) 600 0

Matriculation Highlights:

674 144

612 111

104

29% overall increase in acceptances

970

255

267 669

39% increase in total minority acceptances

674

612 Unknown (2002–2011 includes International; Unknown (2002–2011 includes Unknown (2002–2011 includesInternational; International; 2008–2011 includes Undeclared) 2008–2011 includes 2008–2011 includesUndeclared) Undeclared)

1498 458

2003

970 1995

Caucasian (2001–2007 includes Undeclared) Caucasian (2001–2007 includes Caucasian (2001–2007 includesUndeclared) Undeclared)

669

56% increase in the number of acceptances from underrepresented minorities

51% = 2012 yield for underrepresented minorities

Underrepresented Minorities Underrepresented Minorities Underrepresented Minorities

1498

Acceptance Highlights:

1995 280

1544 Applications, Total Degree-Seeking Applications, Total TotalDegree-Seeking Degree-Seeking Applications, Admittances, Admittances, orAdmittances, Matriculations ororMatriculations Matriculations

1498

1400 800 200

1303 2007 482

1200 600 1000 400

2006

513

1800 1200

2000

715

Degree-Seeking Graduate Student Matriculations by Ethnicity, 2003–2012

2000 1400

1600 1000

2005

32% overall increase in applications

2483

482

1500 0

20000

1286

2007 1303

1547

500

4484

1455 208 2004

72% increase in total minority applications

2080

2500 4000

4500 1500 3000

4443

4484

3000 4500

2000 3500

96% increase in the number of applications from underrepresented minorities

4443

8386 1304

2004

Application Highlights:

104

2003 458

2004

2005

2006

111 566 2007

144

2008

2009

2010

2011

255

200 267 Applications, Unknown (2002–2011 Minorities Total Degree-Seeking (incl Total Degree-Seeking Applications, Total (inclURM) URM)Minorities Minorities Total Degree-Seeking Applications, Total (incl URM)Total includes International; Admittances, or Matriculations Admittances, ororMatriculations Admittances, Matriculations

2012 351

Unknown Unknown(2002–2011 (2002–2011 includes includesInternational; International;

Graduate Student Admissions by Graduate Field, Fall 2012 Graduate Field

Aerospace Engineering African and African-American Studies

% change from 2011

Acceptances

% change from 2011

Matriculations

% change from 2011

140

-41%

-48%

-100%

71%

Anthropology

171

13%

Applied Economics & Management

330

-9%

Applied Mathematics

189

-10%

Applied Physics

Animal Science

67%

46%

13%

38%

48%

-15%

-73%

215

-9%

13%

Archaeology

40%

50%

100%

Architecture

621

16%

159

20%

12%

Art

147

-10%

Asian Religions

-100%

Asian Studies

11%

-12%

83%

Astronomy and Space Sciences

-17%

-77%

-91%

Atmospheric Science

18%

-50%

Biochemistry, Molecular and Cell Biology

222

-10%

137%

Biological and Environmental Engineering

131

14%

24%

17%

Biomedical Engineering

495

17%

263

23%

116

-33%

N/A

Biometry Biophysics

38%

100%

Chemical Engineering

456

21%

184

40%

27%

Chemistry and Chemical Biology

340

16%

111

11%

60%

City & Regional Planning

336

-10%

148

Civil & Environmental Engineering

738

29%

333

24%

-13%

Classics

-20%

115

-3%

-38%

-60%

-7%

33%

Comparative Literature

-31%

-43%

Computational Biology

188

30%

130%

Communication Comparative Biomedical Sciences

Computer Science

1,358

266

110

Design and Environmental Analysis

-3%

30%

31%

Development Sociology

-8%

10%

67%

East Asian Literature

-15%

100%

N/A

Ecology and Evolutionary Biology

138

14%

55%

86%

Economics

744

-32%

Education

-42%

-30%

-25%

1,272

391

29%

146

36%

Electrical & Computer Engineering English Language & Literature

890

-13%

-5%

-10%

Entomology

50%

60%

40%

Environmental Toxicology

-11%

Fiber Science and Apparel Design

25%

Food Science & Technology

211

14%

-27%

-16%

Genetics and Development

50%

Geological Sciences

-22%

-29%

-33%

Germanic Studies

Applications

38%

22%

150%

Government

385

-18%

-38%

History

205

13%

20%

Graduate Field

Applications

% change from 2011

Acceptances

% change from 2011

Matriculations

% change from 2011

-16%

-71%

-50%

History of Art & Archaeology Horticulture

43%

38%

25%

Hotel Administration

173

16%

10%

-1%

Human Development

-12%

-23%

Immunology

95%

-25%

-100%

Industrial and Labor Relations

347

-5%

10%

Information Science

170

12%

114%

35%

-4%

-21%

-10%

International Agriculture and Rural Development International Development

-19%

-25%

-30%

168

15%

57%

147%

460%

300%

Linguistics

112

13%

25%

350%

Management

393

-7%

42%

-38%

Materials Science and Engineering

429

11%

19%

Mathematics

293

11%

41%

133%

Mechanical Engineering

688

19%

157

13%

-3%

Medieval Studies

-11%

33%

Microbiology

-18%

Landscape Architecture Law

Molecular and Integrative Physiology

-50%

100%

166

-20%

20%

Natural Resources

-15%

33%

36%

Near Eastern Studies

-60%

-67%

Neurobiology and Behavior

58%

10%

75%

Music

Nutrition

107

13%

-12%

-29%

1,076

241

-7%

-20%

-46%

100%

Philosophy

313

46%

-33%

Physics

467

-1%

-6%

Plant Biology

22%

45%

-33%

Plant Breeding

20%

-12%

-15%

Plant Pathology and Plant-Microbe Biology

63%

29%

Operations Research and Information Engineering Pharmacology

Plant Protection

N/A

Policy Analysis & Management

135

-1%

34%

21%

Psychology

268

-25%

-33%

Public Affairs

591

23%

243

16%

132

17%

Real Estate

-30%

-23%

12%

Regional Science

100%

25%

Romance Studies

-11%

-30%

Science & Technology Studies

13%

25%

33%

175

43%

40%

38%

29%

-17%

Statistics

681

15%

151

57%

19%

Systems Engineering

123

13%

Sociology Soil & Crop Sciences

Theatre Arts

100%

50%

Theoretical & Applied Mechanics

-33%

80%

200%

Zoology

43%

-100% 27

Graduate Student Admissions: Research Degrees by Discipline, Fall 2003â&#x20AC;&#x201C;2012 Applications

Acceptances

16%

25%

26%

2003

18%

27%

23%

12%

24%

20%

15% 44%

Matriculations

23%

45%

41%

2003

10%

27%

17%

23%

15% 40%

40%

51%

2003

Graduate Student Admissions: Professional Degrees by Discipline, Fall 2003â&#x20AC;&#x201C;2012 Applications

Acceptances 2%

16%

2003

34%

59%

2003

Humanities

Admissions statistics for research degrees indicate healthy gains over the past ten years; overall applications have grown 18%. The largest growth within research degrees disciplines was seen in the humanities (29% growth in applications), with an 8% increase in the physical sciences, 17% increase in the life sciences, and a 27% increase in the social sciences. Overall matriculation growth has been held to a 2% increase in the last decade.

34%

56%

50%

2003

47%

50%

2003

Social Sciences

47%

32%

51%

Matriculations

2003

Life Sciences

Physical Sciences

Over the past ten years, there has been active growth in professional degree programs. Overall application growth reflected a 58% increase, and overall matriculations grew 62% in the past decade. The physical sciences and engineering disciplines experienced more growth than any other discipline (177% growth in applications; 69% increase in matriculations). While fewer people are enrolled in the life sciences disciplines, there has been active growth in that discipline as well.

enrollment Reflecting the same trends seen in the admission statistics, enrollment over the past ten years reflects an 11% increase, with significant growth in professional master’s degree programs (47% over the ten year period.) Since last year, doctoral and professional master’s degree program enrollment held steady, whereas research master’s degree enrollment increased 10%.

sciences has grown 22% and 12% respectively. Fields in the humanities, while fewer in headcount, have also increased enrollment over the same period (15%); whereas, the life sciences experienced a decline in enrollment of 12% over the past decade. Long term growth trends continued this year with the physical and social sciences showing modest enrollment growth; whereas, the humanities and life sciences showed modest declines in enrollment.

Over the past ten years, enrollment in the physical and social

Graduate Student Enrollment by Degree Type, Fall 2002–2011 3500

3222

3,205

3158

3000

2500

2000

1731 1500

1322

1177 1000

500

270

285

188

0 2003

2004

2005

Doctoral

2006

2007

2008

2009

2010

Professional Master’s

Research Master’s

2011

2012

(does not include in absentia students)

2500 Graduate Degree-Seeking Student Enrollment by Discipline, Fall 2002–2011

2200

2000

1856

1804

1589 1500

1000

500

1424

1420

952

900

840

556

472

545

0 2003

Humanities

2004

2005

2006

Life Sciences

2007

2008

Physical Sciences

2009

2010

Social Sciences

2011

2012

(does not include in absentia students)

Graduate Student Enrollment by Citizenship and Gender, Fall 2003–2012

doctoral

793 25%

772 24%

882 28%

1,006 31%

545 17%

825 26%

529 16%

2003

1,075 33%

739 25%

792 27%

486 16%

930 32%

2007

793 25%

873 28%

506 16%

2011

986 31%

2012

Research Master’s

41 15%

43 16%

105 39%

28 15% 35

39%

18%

16%

85 33%

19%

30%

28%

81 32%

2003

2007

2011

55 19%

95 33%

23%

71 25%

2012

Professional Master’s

271 23% 156

13%

309 26% 441 38%

340 26% 239

303 23% 440 33%

18%

345 21%

371 22% 570 35%

416 24%

361 21% 521

433 25%

30%

2003

2007

2011

2012

US Male

US Female

Int’l Male

Int’l Female

Overall enrollment in doctoral programs over the past ten years has held steady. The only growth (13%) was in the population represented by US females (offset by a decline (-10%) in enrollment for males from international countries.)

between the international and domestic populations. In the past decade, enrollment for students from international countries increased 42%, whereas enrollment for students from the US decreased 11%.

Over the past year, enrollment in all doctoral programs grew at a modest rate of 7%.

Enrollment in professional master’s degree programs increased in all categories over the past ten years, with an overall growth of 47%. In the past decade, significant growth has come within the population represented by females from international countries (178%.)

Overall enrollment in research master’s programs has increased a modest 6% over the past ten years, but there were larger swings 30

365 22%

Graduate Student Total Enrollment by Ethnicity, Fall 2003–2012

6000

5000

4000

1,962 (41%)

1,938 (42%)

2,270 (44%)

3000

269 (5%)

404 (9%) Foreign

2000

1,727 (36%)

2,065 (44%)

1,962 (42%) 0

338 (7%) 111 (2%)

117 (2%) Caucasian

2004

2,081 Undeclared (41%)

2,154 (46%) Caucasian

Multi-ethnic Non-URM 240 (5%) Asian

20051,887 (37%) 2007

2009

Hawaii/Pacific Islander Fall 2003–Fall 2012 316 (7%)

2004 2005 1,887 162 (3%) Multi-ethnic URM (37%) 109 (2%) Hispanic 2006 2007 Native American

Black

(8%) African399 American

2008 American 2009 Native 211 (4%) 399 (8%) 211 (4%) 143 (3%) 2011

Hispanic 2010 Multi-Ethnic

143 (3%) 2011 URM

2,081 (41%)

185 (4%) Undeclared

172 (4%)

Foreign

2003 240 (5%)

Undeclared Foreign 322 (7%)

2003

2,081 (41%)

Foreign

1,962 (42%)

1000

Foreign

2005 Undeclared

2,154 Caucasian (46%)

2,081 2006 (41%)

Asian

Multi-ethnic Non-URM 240 (5%) Asian

Hawaii/Pacific Islander Multi-ethnic URM

Hawaii/Pacific Islander 316 (7%) 1,887 162 (3%) Multi-ethnic URM (37%) 109 (2%) Hispanic Enrollment Notes 2006 2007 Native American

2011–2012

399 (8%) African American change 2008 2009 211 (4%) 143 (3%) -13% 2010

2007 2008 Multi-ethnic Non-URM 240 (5%)

1,887 (37%)

373 (7%)

Asian

Multi-ethnic Non-URM 240 (5%)

226 (4%) Hawaii/Pacific Islander

Asian 2009 2010 Hawaii/Pacific Islander

2011

123 (2%) Multi-ethnic URM 2012 Hispanic

1,887 Multi-ethnic URM (37%)

Native American

Hispanic

African American

Native American

211 (4%)

African American 399 (8%) 2008 2009 211 (4%)

2003–2011 143 (3%) change 2011

11%

2011 -25%

-40%

-68%

22%

31%

n/a

Asian

-6%

16%

10%

Multi-Ethnic Non-URM

14%

n/a

Caucasian

-4%

-13%

Undeclared

Hawaii/Pacific Islander

Multi-ethnic Non-URM

Caucasian

Native American

2010

2,081 (41%)

399 (8%) African American

Hispanic

2007–2012 change

Undeclared 1,799 (36%) Caucasian

17%

-33%

n/a

Foreign

16%

17%

Total

11%

143 (3%) 2010 One

2011 of the seven priorities outlined in the Cornell Strategic Plan is to make significant progress toward a more diverse faculty, student body, and staff in terms of gender, race and ethnicity. US under-represented enrollment increased 30% over the past decade. (Note that ethnicity is not reported on foreign students.)

Over the past year, enrollment growth has been modest (2% overall). As illustrated in the chart, areas of moderate growth include those students self-reported as Hispanic, and Multi-Ethnic (but not URM), and those students that chose not to record an ethnicity. Minority students represented 14% of total enrollment in 2003 and 16% of the total enrollment in 2012.

Graduate Student Enrollment by Field, Fall 2012 (includes inabsentia students) Graduate Field

Aerospace Engineering African and African-American Studies

Research Masterâ&#x20AC;&#x2122;s

Professional Masterâ&#x20AC;&#x2122;s

Non-Degree

Total

Animal Science

Anthropology

Applied Economics and Management

Applied Mathematics

Applied Physics

102

Archaeology

Architecture

107

118

Art Asian Literature, Religion and Culture Asian Studies Astronomy and Space Sciences Atmospheric Science

Biochemistry, Molecular and Cell Biology

Biological and Environmental Engineering

Biomedical Engineering

103

196

Biophysics

Chemical Engineering

125

Chemistry and Chemical Biology

161

165

City and Regional Planning

119

Civil and Environmental Engineering

145

Classics

Communication

Comparative Biomedical Sciences

Comparative Literature

Computational Biology

109

111

222

Development Sociology

Ecology and Evolutionary Biology

Economics

113

117

Education

158

119

279

English Language and Literature

Entomology

Computer Science Design and Environmental Analysis

Electrical and Computer Engineering

Environmental Toxicology

Fiber Science and Apparel Design

Food Science and Technology

Genetics, Genomics and Development

Geological Sciences

Germanic Studies

Government

History

Global Development

Doctoral

Graduate Field

Doctoral

Research Masterâ&#x20AC;&#x2122;s

History of Art, Archaeology, and Visual Studies

Horticulture

Professional Masterâ&#x20AC;&#x2122;s

Non-Degree

Total

Hotel Administration

Human Development

Immunology and Infectious Disease

Industrial and Labor Relations

132

170

Information Science

Law

Linguistics

Management

Materials Science and Engineering

Mathematics

100

165

Medieval Studies

Microbiology

Molecular and Integrative Physiology

Music

Natural Resources

Landscape Architecture

Mechanical Engineering

Near Eastern Studies

Neurobiology and Behavior

Nutrition

Operations Research and Information Engineering

118

156

Pharmacology

166

Philosophy Physics Plant Biology

Plant Breeding

Plant Pathology and Plant-Microbe Biology

Policy Analysis and Management

Psychology

Public Affairs

243

246

Real Estate

Regional Science

Romance Studies

Science and Technology Studies

Sociology

Soil and Crop Sciences

Statistics

Systems Engineering

104

Theatre Arts

Theoretical and Applied Mechanics

Zoology and Wildlife Conservation

3,158

285

1,731

5,270

Grand Total

degrees awarded Graduate Student Degrees Awarded within Discipline, by Degree Type, Award Years 2004–2013

Humanities Degrees 200

178 149

150 116 100 200

150

60 149 11

116

100

2004

2005

2006

2007

2004–2013 change

38 Degrees 50Humanities

Doctoral

Professional Master’s 2004

2005

2006

400%

2007

2009

2010

2011

2012–2013 change

-3%

-13%

309%

-6%

2008

2012

2009

2010

2011

Humanities Degrees 45 Awarded Doctoral

196 Master’s Research 2012

200 50 150 0

Life Sciences Degrees

Doctoral Master’s Research

63 193

205 50

9 146

117 2004

2005

2006

2007

Research Master’s Professional Master’s

196

Professional Master’s

Humanities Life Sciences 26 132 Degrees Degrees Awarded Awarded

2008

2009

2010

2011

2012

100 50

0 1000

2004

800

2005

2006

2007

2004–2013 change

13%

444 Research Master’s

-40%

400 Professional Master’s 1000

100%

0 600

1133

Doctoral 26

2008

2010

2011

2008–2013 change

2012–2013 change

-10%

-3%

-24%

-5%

189%

-4%

472

219 828

846 190

165

184

2004

2009

2012

846

828

600 1200 Doctoral

200 800

Research Research Master’s Master’s

Physical Sciences Degrees Awarded

Life Sciences Degrees

Doctoral Doctoral 2013

Professional Professional Master’s Master’s

1200

Professional Master’s 2013

132 Sciences Physical Degrees Awarded Social Sciences Degrees Awarded Doctoral

117 100

2013 Master’s Research 65

146

150

Doctoral

Professional Master’s 68

2008–2013 change

11 205

-1%

193

Social Sciences Degrees Awarded

2008 78

71%

Research Master’s

0 200

68 178 65

2005

2006

2007

472 2008

Research Master’s

2013 Master’s Professional

668

Life Sciences Degrees Awarded

1133

Doctoral

Research Master’s Professional Master’s

263

202 668

2009

2010

2011

2012

2013

150

146 9

13 117

2004

100

2005

2006

2007

63 50

1000

800

800 200 600 0 400

2004

2005

2006

2007

444

2009

2010

2011

2012

2013

Research Master’s

263

Professional Master’s

668 202

184

165 444 2004

Social Sciences Degrees Awarded

190

Humanities Degrees Awarded

472 2005

2006

2007

2004–2013 change

22% 2006

20%

2007

50%

600

2008 190 184

2008

2009

2010

2011

2012

Doctoral

2013

Research Master’s Professional Master’s 263

2008–2013 change

2012–2013 change

10%

11%

38%

21%

2009

42%

2010

2011

10%

Physical 202 Sciences Degrees Awarded Doctoral

2012

675 Master’s Research 2013

Professional Master’s

526

518

463

Life Sciences Degrees Awarded

Social Sciences Degrees

Doctoral

675

305

300

Research Master’s Professional Master’s

526

518 125

133

463 121

88 305

100 400

100

2008

846

828 219

Professional Master’s

200

26 1133

Doctoral

0 300

472

0 Research Master’s 700 2004 2005

200 500

2013

668

165

300 600

2012

1133

219

400 700

2011

846

828

200 Physical Sciences Degrees

500

2010

1200 600 1000 400

2009

Physical Sciences Degrees

1200 0

2008

132 26

300 2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

125

133

121

0 2004

2005

Social Sciences Degrees

2006

2007

2008

2009

2010

2011

2004–2013 change

2008–2013 change

2012–2013 change

Doctoral

22%

10%

11%

Research Master’s

20%

38%

21%

Professional Master’s

50%

42%

10%

2012

2013

Social Sciences Degrees Awarded Doctoral Research Master’s Professional Master’s

Humanities Degrees Awarded Doctoral Research Master’s

Graduate Student Degrees Awarded by Gender, Citizenship and Degree Type, 2004–2013

Graduate Students with US Citizen and Permanent Resident Status 500 450 396

400 340

500 350

316

450 300 396

400 250 340

350 200 300 150 250 100

142

119

150 0

142

2004

185

50 150

257

314

150

247

0 100

114 113

71 68

118 2006 71

2009

112 2007 80 398

36 185

218

131 165

Research Master’s Female

Professional Master’s Female

Research Master’s Male

Professional Master’s Male

Professional Master’s Female 2007 2008 218 Professional Master’s Male 185

2009

2010

2011

2012

165 149 129 137

2012

2013

2013 306 283

124

131 165 124 2008

162

132

2011

306

2009

2011

132

178

2012

113

314 178

132 113 awarded 80

Doctoral Female

314

94 Doctoral Female

2004 2005 Doctoral Male 247 Research Master’s Female

132

247

Doctoral Male

awarded

Professional Master’s Female

Doctoral Male 2008 2009 2010 Research Master’s Female Research Master’s Male 2012 Professional Master’s Female 218 Professional Master’s Male 185

124

129

Doctoral Female

Research Master’s Female

129

Research Master’s Male Professional Master’s Female

2009Professional 2010 Master’s Male2011

2012

773 degrees

Professional Master’s Male 118 112

80 398 2008

75 2013

Doctoral Male

2009Research Master’s 2010 Female2011

Doctoral Male

Research Master’s Female

Professional Master’s Female

Research Master’s Male 2011 2012 Professional Master’s Female 218 Professional Master’s Male 185

Professional Master’s Male

124

113

859 degrees

Doctoral Female

Research Master’s Male

131 165

113 75

Doctoral Male

Professional Master’s Female

71 Female Professional2005 Master’s Male 2006 Doctoral 2007 2004 118

131 165

100

2006 Research2007 Master’s Male2008 60

610 degrees Research Master’s Male

2011

128

Research Master’s Female 84

283

128 100

162

2010

80 71 Female Doctoral 398

186 2010 169 144 121 2012 115

Research Master’s Female 2010 2011

Doctoral Male

112

279

2009

Doctoral Female 398

185

100 200

2012

398 2008

Research Master’s Male

Professional Master’s Female

2007 2010

117 141

Female 2006 Doctoral 2007 Doctoral Male

250 350

150 250

Doctoral Male

Graduate Students 218 with International Status 131 165 Professional Master’s Male

200 300

131 165 2006 124

2009

115

2005

Research Master’s Male

186

Doctoral Female

145 150

Research Master’s Female 2004 2005 2006

350

169 144 300 121

175

164 170

119

217 1,193 degrees

1,044 degrees

279

218

117 141

200 50

165 149 137 129

145 150

50 398

175 316

164 170

1,019 degrees

100

217

2012

2013

Graduate Student Degrees Awarded by Ethnicity, 2003–2012

2004

Native American < 1% Hispanic African American 3% Multi-ethnic URM 3% < 1% Asian 11%

Hawaii/Pacific Islander < 1% Multi-ethnic Non-URM < 1%

40% awarded in 2013, 1,202 Of the 2,182 total degrees were professional master’s degrees, 490 were doctoral degrees and 490 were research master’sCaucasian degrees. 42% Doctoral degrees awarded increased 19% over the past ten years, and the number of professional degrees presented to graduate students grew 57% over that Undeclared same time period.

Caucasian 42%

Undeclared 2%

Native American < 1% Hispanic African American 3% Multi-ethnic URM 1% < 1%

ander

Asian 9%

URM

Hawaii/Pacific Islander < 1% Multi-ethnic Non-URM < 1%

International 40% Caucasian 42%

In award year 2013, total degrees granted in the physical sciences represented 52% of the total Graduate School degrees awarded. The social sciences accounted for 31%, and the humanities and life Native American sciences awarded the remainder with 8%Hispanic and 9% < 1% African American respectively. 2% Multi-ethnic URM 3%

Women earned 42% of total degrees granted in award Hawaii/Pacific Isla year 2013; 48% of these women were international. < 1% Asian Of the 441 women representing non-US countries, 9% Multi-ethnic Non64% earned a professional master’s degree, with the 1% predominant disciplines being the physical and social International sciences. (90% of the45% professional degrees earned by women from international countries were in these two Caucasian disciplines.) 32% The percentage of minority students earning degrees over the past ten years has increased 24% and the percentage of under-represented minority students earning degrees overUndeclared the past ten years has increased 5% 200%. Total minorities comprised 16% of those earning graduate degrees in 2013, while underrepresented minority students received 14% of the total.

Undeclared 5%

2013

In 2004, Cornell granted 636 degrees to international Hawaii/Pacific Isla < 1% Asian students. By 2014, that number increased 55% to 989, 9% with approximately 80 countries represented, from Multi-ethnic Non-U < 1% Albania to Zimbabwe. International

International 38%

2008

Native American < 1% Hispanic African American 3% Multi-ethnic URM 1% < 1%

Native American < 1% Hispanic African American 2% Multi-ethnic URM 3% 3%

nder Asian 9%

Hawaii/Pacific Islander < 1% Multi-ethnic Non-URM 1%

International 45% Caucasian 32%

Undeclared 5%

Graduate Student Degrees Awarded by Graduate Field; Award Year 2013 Graduate Field

Doctoral

Professional Masters

Research Masters

Aerospace Engineering

African and African-American Studies

Animal Science

Anthropology

Applied Economics and Management

Applied Mathematics

Archaeology

Architecture

Art

Asian Literature, Religion and Culture

Asian Studies

Astronomy and Space Sciences

Atmospheric Science

Applied Physics

Biochemistry, Molecular and Cell Biology Biological and Environmental Engineering Biomedical Engineering Biophysics Chemical Engineering Chemistry and Chemical Biology City and Regional Planning Civil and Environmental Engineering Classics Communication Comparative Biomedical Sciences Comparative Literature Computer Science Design and Environmental Analysis Development Sociology

112

104

107

137

Ecology and Evolutionary Biology

Economics

Education

Electrical and Computer Engineering

102

154

English Language and Literature

Entomology

Environmental Toxicology

Fiber Science and Apparel Design

Food Science and Technology

Genetics, Genomics and Development

Geological Sciences

Germanic Studies

Global Development

Government History

Grand Total

Graduate Field

Doctoral

Professional Masters

Research Masters

History of Art, Archaeology, and Visual Studies

Horticulture

Hotel Administration

Human Development

Immunology and Infectious Disease

Industrial and Labor Relations

Information Science

Landscape Architecture

Law

Linguistics

Management

Materials Science and Engineering

Mathematics

Grand Total

Mechanical Engineering

Medieval Studies

Microbiology

Molecular and Integrative Physiology

Music

Natural Resources

Neurobiology and Behavior

Nutrition

Operations Research and Information Engineering

100

Pharmacology

Philosophy

Plant Biology

Plant Breeding

Plant Pathology and Plant-Microbe Biology

Policy Analysis and Management

Psychology

Public Affairs

118

Real Estate

Regional Science

Romance Studies

Science and Technology Studies

Sociology

Soil and Crop Sciences

Statistics

Systems Engineering

Theatre Arts

Theoretical and Applied Mechanics

Zoology and Wildlife Conservation

490

1,202

2,182

Physics

Total

Average Completion Rate and Median Time to Degree—Doctoral Program by Field (2012–2013) Discipline

Average Completion Rate

Median Time to Degree (yrs)

Humanities

66%

6.8

Psychology

76%

5.7

Life Sciences

80%

5.7

Soil and Crop Sciences

88%

5.5

Physical Sciences

75%

5.6

Zoology and Wildlife Conservation

87%

5.7

Social Sciences

72%

6.0

Total (included admit years 1987–2006)

73%

5.9

Physical Sciences

75%

5.6

Aerospace Engineering

74%

5.5

Humanities

66%

6.8

Applied Mathematics

83%

5.5

Architecture

51%

6.4

Applied Physics

73%

6.0

Asian Literature, Religion and Culture

59%

8.0

Astronomy and Space Sciences

87%

6.1

Classics

55%

6.6

Atmospheric Science

64%

6.0

Comparative Literature

78%

7.0

Biological and Environmental Engineering

80%

5.7

English Language and Literature

75%

6.5

Biomedical Engineering

82%

5.7

Germanic Studies

67%

7.5

Chemical Engineering

83%

5.4

History

56%

7.8

Chemistry and Chemical Biology

74%

5.4

History of Art, Archaeology, and Visual Studies

75%

7.0

Civil and Environmental Engineering

66%

5.4

Medieval Studies

68%

6.2

Computer Science

74%

5.9

Music

79%

6.8

Electrical and Computer Engineering

74%

5.5

Near Eastern Studies

56%

6.9

Fiber Science and Apparel Design

64%

5.0

Philosophy

55%

6.5

Geological Sciences

66%

5.8

Romance Studies

72%

5.8

Materials Science and Engineering

71%

5.4

Science and Technology Studies

77%

6.4

Mathematics

78%

5.6

Theatre Arts

60%

6.4

Mechanical Engineering

Average Median Time Completion Rate to Degree (yrs)

76%

5.4

Operations Research and Information Engineering 70%

5.0

Life Sciences

80%

5.7

Physics

76%

6.3

Animal Science

80%

5.5

Theoretical and Applied Mechanics

85%

5.0

Biochemistry, Molecular & Cell Biology

84%

6.0

Biometry

44%

5.1

Social Sciences

72%

6.0

Biophysics

77%

6.0

Anthropology

74%

7.7

Comparative Biomedical Sciences

83%

5.0

Applied Economics and Management

68%

5.7

Computational Biology

63%

5.4

City and Regional Planning

76%

6.5

Ecology and Evolutionary Biology

84%

6.2

Communication

65%

5.9

Entomology

90%

5.8

Development Sociology

63%

7.2

Environmental Toxicology

84%

5.0

Economics

73%

5.5

Food Science and Technology

83%

5.0

Education

62%

5.4

Genetics and Development

81%

6.0

Government

68%

7.3

Horticulture

69%

4.8

Hotel Administration

89%

7.0

Immunology and Infectious Disease

79%

5.2

Human Development

66%

5.1

Microbiology

84%

5.6

Industrial and Labor Relations

76%

5.6

Molecular and Integrative Physiology

81%

5.4

Information Science

83%

5.4

Natural Resources

75%

6.0

Law

75%

4.7

Neurobiology and Behavior

83%

6.4

Linguistics

70%

6.5

Nutrition

74%

6.0

Management

74%

5.1

Pharmacology

81%

5.7

Policy Analysis and Management

71%

6.4

Plant Biology

82%

6.0

Regional Science

80%

6.1

Plant Breeding

91%

5.0

Sociology

59%

6.4

Plant Pathology and Plant-Microbe Biology

85%

5.6

Statistics

72%

5.4

financial support Doctoral Degrees, FALL 2012 Total = 2,955 Other Fellow 10%

CU Fellow 6%

Self/Unknown 5%

Graduate students are supported through assistantships, fellowships and self-funding. CU Fellow 18%

GRA/RA 33%

GA/TA 34%

Research Master’s Degrees, FALL 2012 Total = 1,710

Fellowships are generally merit-based awards intended to support a student in aGRA/RA full-time course of 15% study. Assistantships are an arrangement in which financial support is given to a graduate student who engages in teaching and/or research in furtherance of Other Fellow the university’s academic1% mission, as well as his or her graduate education. At Cornell, assistantships include teaching assistantGA/TA ships (TA), graduate assistantships 3%(GA), graduate GRA/RA CU Fellow research assistantships 1%assistant2% (GRA), and research ships (RA). Other Fellow

CU Fellow 6%

<1%

ow GA/TA 29%

Self/Unknown 44%

The financial support charts do not contain information on the 221 graduate students enrolled inabsentia for Fall 2012.

Self/Unknown 86%

A %

A fellowship is an arrangement in which financial support is given to a graduate student to puruse his or her degree without any obligation onGA/TA the part of 29% Self/Unknown the student to engage in teaching and/or research in 44% furtherance of the university’s academic mission.

GRA/RA 15%

Other Fellow 1%

Professional Master’s Degrees, FALL 2012 Total = 277 CU Fellow 2%

GA/TA 3%

GRA/RA 1%

Other Fellow <1%

GA/TA 29% Self/Unknown 86%

Graduate Student Financial Support by Discipline and Degree Type, Fall 2012 Discipline

Doctoral

Research Master’s

Professional Master’s

Total

Humanities CU Fellow

153

43%

154

GA/TA

197

55%

93%

229

GRA/RA

Other Fellow

Self/Unknown Total

103

96%

107

359

100%

107

100%

496

Life Sciences CU Fellow

12%

10%

GA/TA

199

28%

24%

214

GRA/RA

291

41%

39%

14%

318

13%

Other Fellow Self/Unknown Total

25%

83%

713

100%

801

Physical Sciences CU Fellow

156

12%

168

GA/TA

359

28%

14%

369

GRA/RA

567

44%

12%

578

Other Fellow

167

13%

168

Self/Unknown Total

68%

759

99%

862

1,302

100%

769

100%

2,145

Social Sciences CU Fellow

134

23%

166

GA/TA

255

44%

25%

324

GRA/RA

130

22%

142

Other Fellow Self/Unknown Total Grand Total

62%

726

90%

836

581

100%

114

100%

805

100%

1,500

2,955

277

1,710

4,942

Note: does not include in absentia students

Graduate Student Financial Support by College and Degree Type, Fall 2012 Discipline

Doctoral

Research Master’s

Professional Master’s

Total

Agriculture and Life Sciences CU Fellow

12%

GA/TA

239

31%

17%

14%

279

GRA/RA

307

40%

24%

348

12%

Other Fellow Self/Unknown Total

47 773

125%

131

25%

217

100%

105

148%

155

68%

1,033

Architecture, Art and Planning CU Fellow

26%

49%

41%

GRA/RA

Other Fellow

GA/TA

Self/Unknown Total

17%

52%

231

96%

252

100%

240

100%

304

Arts and Sciences CU Fellow

288

26%

33%

297

GA/TA

538

48%

58%

560

GRA/RA

192

17%

192

Other Fellow Self/Unknown Total

37%

67%

1,113

100%

1,175

Engineering CU Fellow

116

14%

126

GA/TA

171

21%

176

GRA/RA

380

46%

384

Other Fellow

123

15%

124

Self/Unknown Total

82%

798

99%

880

827

100%

808

100%

1,690

Hotel Administration CU Fellow

GA/TA

75%

Other Fellow

Self/Unknown

25%

100%

98%

Total

100%

Graduate Student Financial Support by College and Degree Type, Fall 2012, continued

Discipline

Doctoral

Research Master’s

Professional Master’s

Total

Human Ecology CU Fellow

23%

14%

GA/TA

53%

44%

GRA/RA

15%

Other Fellow

Self/Unknown

39%

276

96%

293

100%

288

100%

384

Total

Industrial and Labor Relations CU Fellow

10%

GA/TA

21%

75%

14%

GRA/RA

79%

25%

Other Fellow

Self/Unknown

74%

100%

131

100%

163

Total

Law CU Fellow

90%

n/a

Other Fellow

n/a

Self/Unknown Total

10%

n/a

100%

n/a

Management CU Fellow GA/TA GRA/RA Self/Unknown Total

0 1

n/a

84%

n/a

13%

n/a

100%

n/a

Veterinary Medicine CU Fellow

33%

n/a

GA/TA

n/a

GRA/RA

67%

n/a

Other Fellow

18%

n/a

Self/Unknown

67%

n/a

100%

n/a

Total

Grand Total

2,955

100%

277

100%

1,710

100%

4,942

Graduate Student Financial Support by Discipline, Fall 2003, Fall 2007 and Fall 2012

Fall 2002

Fall 2006

Fall 2011

Fall 2002– Fall 2011 change

Fall 2006– Fall 2011 change

Humanities CU Fellow

156

44%

142

38%

153

43%

-2%

GA/TA

187

53%

202

54%

197

55%

-2%

n/a

Other Fellow

-60%

-83%

Self/Unknown

100%

356

100%

371

100%

359

100%

-3%

GRA/RA

Total

Life Sciences CU Fellow

129

16%

188

24%

12%

-33%

-54%

GA/TA

177

22%

195

25%

199

28%

12%

GRA/RA

360

45%

330

43%

291

41%

-19%

-12%

Other Fellow

108

13%

-12%

102%

Self/Unknown

56%

163%

801

100%

776

100%

713

100%

-11%

-8%

Total

Physical Sciences CU Fellow

165

14%

178

14%

156

12%

-5%

-12%

TA/GA

381

31%

365

29%

359

28%

-6%

-2%

RA/GRA

564

46%

580

46%

567

44%

-2%

Other Fellow

167

13%

84%

Self/Unknown

212%

51%

1,218

100%

1,249

100%

1,302

88%

Total

Social Sciences CU Fellow

130

23%

120

22%

134

23%

12%

TA/GA

237

42%

247

45%

255

44%

RA/GRA

122

22%

138

25%

130

22%

-6%

Other Fellow

-28%

28%

Self/Unknown

-5%

30%

562

100%

553

100%

581

100%

Total

All Disciplines CU Fellow

580

20%

628

21%

529

18%

-9%

-16%

TA/GA

982

33%

1,009

34%

1,010

33%

1,047

36%

1,048

36%

989

33%

-6%

Other Fellow

241

179

289

10%

20%

61%

Self/Unknown

138

59%

62%

Grand Total

2,937

100%

2,949

100%

2,955

100%

RA/GRA